505378636-Oxford-Smart-Choice-2-Teacher-s-Book-3rd-Edition

Prévia do material em texto

CHOICE
SMART
Third EdiTion
1Ken Wilson
Smart learning
on the page and on the move
Starter
TEACHER’S
BOOK
2
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1SMART CHOICE
Third EdiTion
StarterSMART CHOICE
Third EdiTion
 nEW
 For SMArT ChoiCE!
 More ways to keep learning outside the classroom.
With Smart Choice Online Practice, 
students can use their computer to:
• Experience 30 hours of additional practice, 
with 12 interactive practice activities for 
each Student Book unit 
• Complete grammar, vocabulary, video-
based listening comprehension, and 
record-and-playback speaking activities
• Go online to research Student Book topics 
and share their findings with their 
classmates
• Download all the Student Book and 
Workbook audio and video
• Connect with their teacher and view and 
print their progress reports at any time 
Smart Choice Online Practice with On the move provides a wealth of media-rich 
skill-building practice for each Student Book unit. An intuitive Learning Management System 
(LMS) allows students, teachers, and administrators to track and report on student, class, 
and institutional performance.
o n l i n e 
PRACTICE
on ThE
 MoVE
ii
With Smart Choice On The Move, 
students can use their smartphone 
or tablet to:
• Extend their learning with five practice 
activities for each Student Book unit
• Practice their vocabulary, grammar, and 
listening skills
• Get instant feedback and challenge 
themselves to improve their score
• Stream all the Student Book audio 
and video
• Practice anywhere!
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© Copyright Oxford University Press
The Online Practice Learning 
Management System is an easy-to-use 
tool for monitoring and tracking student, 
class, and institutional progress.
• Easily create classes, hide and assign 
content, and track students’ progress
• See your students’ achievements 
at a glance
• Use progress reports as invaluable 
records for student evaluation
• Track progress and see reports for both 
Online Practice and On The Move
GET STArTEd
It’s easy to get started with 
Smart Choice Online Practice.
• Online Practice is password protected: a 
Student access code card is packaged with 
each Student Book and a Teacher access 
code card comes with each Teacher’s Book
• Administrator access code cards are 
available upon request from Oxford 
University Press sales representatives
• Student access codes are valid for one 
year after registration; Teacher and 
Administrator access codes do not expire
SMART CHOICE
Third EdiTion
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Third EdiTion
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2
Students Total Practice Tests
All Students
Activity Completion 17/168 17/144 4/5
Total Score 76% 76% 70%
Total Seat Time 124 min 124 min 24 min
Jose
Activity Completion 19/168 19/144 5/5
Total Score 54% 54% 65%
Total Score Time 138 min 138 min 28 min
Kayla
Activity Completion 10/168 10/144 2/5
Total Score 93% 93% 36%
Total Score Time 42 min 42 min 16 min
Alexis
Activity Completion 3/168 3/144 5/5
Total Scoreotas 0% 0% 85%
Smart Choice Level 1
SMART CHOICE
Third EdiTion
 nEW
 For SMArT ChoiCE!
 More ways to keep learning outside the classroom.
Students and teachers can register 
for Smart Choice Online Practice 
and On The Move in ten languages – 
English, Spanish, Portuguese, 
Japanese, Chinese, Korean, 
Vietnamese, Thai, Turkish, or Arabic. 
iii
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Unit 5 Test 
 
Name:____________________________ Date: ___________________ 
Vocabulary
Use the following to answer questions 1-4:
Look at the picture. Complete the activity label. Use a word or phrase from the box.
a book homework on the phone a computer game
1
play __________________
3.
read __________________
2
do __________________
4.
talk __________________
Use the following to answer questions 5-8:
Choose the best word or phrase to complete the sentence.
5. I take ____ every morning.
A) TV
B) tablet
C) a nap
© Oxford University Press. Permission granted to reproduce for classroom use. Smart Choice Level 1—Unit 5 Test 1
Midterm Test 
Name:____________________________ Date: ___________________ 
Vocabulary
Use the following to answer questions 1-6: 
Look at the picture. Choose True or False.
1
This is pizza.
4.
He's reading a book. ATrue
A TrueBFalse
B False
2
This is sushi. 
5.
She's cooking spaghetti. 
ATrue
A TrueB False
B False3
The bus is late.
6.
He's lost.
ATrue
A True
B False
B False
© Oxford University Press. Permission granted to reproduce for classroom use. Midterm Test 1
inTErACTiVE TESTS
• Four interactive, auto-scored 
Progress Tests for each level
• Tests cover the core vocabulary, 
grammar, and functional 
language taught in the 
Student Book 
• Teachers stay in control – easily 
hide and assign the tests and 
view students’ results 
The Smart Choice Online Practice testing Program includes a comprehensive 
range of tests to meet all of your assessment needs.
doWnloAdAblE TESTS
• Each level includes 12 Unit Tests, 
plus a Midterm and Final Test
• Comprehensive coverage of all the 
language and skills taught in the 
Student Book
• Language- and skills-based tests 
assess vocabulary, grammar, reading, 
writing, listening, and speaking
TESTinG ProGrAM
 Tests are downloadable 
from the Online Practice 
Teacher's Resources area. 
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© Copyright Oxford University Press
INTRODUCTION
WELCOME TO SMART CHOICE 
THIRD EDITION!
Smart Choice Third Edition is a four-skills course for 
adult and young adult learners who are looking to 
improve their ability to communicate in English. The 
four levels of Smart Choice take students from beginner 
to intermediate level. Each level contains 60–90 hours 
of classroom material. In addition to the Student Book, 
teachers will find a wealth of supplementary presentation 
and practice materials in the Teacher’s Book with 
Testing Program, the Workbook with Self-Study 
Listening, and the Classroom Presentation Tool. 
SMART CHOICE 2
Smart Choice 2 is for low intermediate students with 
a good basic knowledge of English. Low intermediate 
students have been exposed to a limited range of 
foundational structures and language functions. Level 2 
takes students to the mid-point of B1 of the Common 
European Framework of Reference (CEFR).
Student Book
Each Student Book unit contains vocabulary and 
grammar input, pronunciation work, plus practice 
in all four skills: speaking, listening, reading, and 
writing. There are also four review units that feature 
an additional conversation and reading text. In the 
back, there’s a Grammar Reference section, Audio 
Script, and Vocabulary List.
Online Practice with On The Move
An access code for Online Practice and On The Move 
activities is included with each Student Book. 
Designed to be used outside of class, these activities 
provide automatic scoring and feedback. Five new 
On The Move activities, optimized for smartphones, 
enable students to practice their grammar, vocabulary, 
and listening skills anywhere, anytime. Progress 
reports allow students to track their own progress, 
and teachers and administrators to track scores of 
individuals, classes, and institutions.
Class Audio 
The Class Audio for each Smart Choice level can 
be downloaded from Online Practice and includes 
the Vocabulary, Conversation, Language Practice, 
Pronunciation, Listening, and Reading from each 
Student Book unit, as well as the Conversation and 
Reading from the Review Units. The Class Audio 
is also available toteachers on the Classroom 
Presentation Tool.
Workbook with Self-Study Listening
The Workbook is designed for self-study, although 
the exercises can also be used in class as review. 
The Workbook contains additional practice of all 
the vocabulary and grammar presented in the 
Student Book, as well as extra reading, listening, 
and pronunciation practice. The Workbook audio 
is available on Online Practice.
Teacher’s Book with Testing Program
The interleaved Teacher’s Book includes notes on how to 
use each Student Book activity. The Teacher’s Book also 
contains answers to all the Student Book and Workbook 
exercises, language notes, and extra ideas. The Online 
Practice Testing Program includes interactive, auto-scored 
progress tests and downloadable unit, midterm, and final 
tests. 
Classroom Presentation Tool
Classroom Presentation Tool provides teachers with 
audio, video, answer keys, and scripts.
KEY FEATURES OF SMART CHOICE
Success in the classroom
On each page, material is carefully staged to move 
from controlled to less-controlled activities. Attention 
is paid at every step to maintain a balance of challenge 
and support. Smart Choice lets students have real 
success communicating in English in contexts that 
are educationally and personally rewarding. Now I 
can statements at the end of each unit signal student 
achievement and reinforce success.
Choice
Personalization activities on every page encourage 
students to bring their own ideas and opinions into class. 
With Online Practice, On The Move, and Workbook 
with Self-Study Listening, Smart Choice extends this 
freedom of choice to out-of-class study as well. Smart 
Choice has also been designed to allow teachers 
maximum flexibility in adapting the material to their 
own teaching styles and classroom needs.
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© Copyright Oxford University Press
HOW SMART CHOICE WORKS
Each unit of Smart Choice follows the same 
familiar and reliable format.
Vocabulary
Students first of all need words, the building blocks of 
language. Therefore, every Smart Choice unit begins by 
introducing words or phrases that relate to the topic of 
the unit. First, students engage in a warm-up activity 
on the topic. Next, they look at a picture that features 
the vocabulary in context, match the words and 
images, and listen to check their answers. Finally, 
a short speaking or writing activity allows students 
to practice using the new vocabulary items. The 
Vocabulary Tips present practical strategies to help 
students learn new vocabulary.
Conversation
The Conversation is designed to build students’ 
confidence in their ability to speak and understand 
everyday English. Each Conversation is also available 
as a video clip for teachers to play on the Classroom 
Presentation Tool in class or for students to watch 
through the Online Practice component. Using the 
vocabulary students have just learned, the Conversation 
introduces the grammar and function of the unit. 
First, students read the conversation and add the 
missing words. Then they listen to check their answers 
and practice the conversation with a partner. Finally, 
students practice the conversation again, adding new 
words and their own ideas. The Conversation Tips at the 
bottom of the page present practical strategies to help 
students develop their conversation skills.
Language Practice 
The correct use of grammar is an essential element 
of communicative competence. The Language Practice 
page features presentation, practice, and personalization. 
First, a Language Practice box presents new grammar 
in context. (A Grammar Reference in the back of the 
book provides more comprehensive explanations and 
additional exercises.) Next, carefully staged activities, 
moving from controlled to less-controlled, practice 
the form, meaning, and use of each structure. This 
page ends with Pronunciation activities that focus 
on features of spoken English, including stress, 
intonation, reductions, and linked sounds.
Listening
The Listening page features a variety of genres, including 
conversations, interviews, and radio shows, and includes 
both native and non-native speakers. A pre-listening 
task introduces a second set of vocabulary and helps 
students predict the kinds of things that they will hear. 
Then students listen to the recording twice. The first 
time they listen to get the main idea; the second time 
they listen for specific information. The Listening Plus 
section features a new, more challenging recording that 
completes the story or gives it an unexpected twist. 
The Smart Talk information-gap activity at the end of 
this page provides a fun way for students to practice the 
key language of the unit.
Reading
The Reading page features a colorful, magazine-style 
article that students can relate to. The activities build 
students’ reading skills while providing input for 
classroom discussion. The first activity usually exploits 
the images and, where appropriate, the title and headings 
of the text. This allows students to activate their 
previous knowledge of the topic and prepare them for 
the exercises that follow. A variety of tasks practice key 
reading skills, such as skimming, scanning, and reading 
for main ideas. 
Writing
The writing activities in Smart Choice are in the back 
of the book and can be done either in class or assigned 
as homework. Writing tasks are carefully controlled, 
with model texts that offer students clear guidance and 
opportunities to express their opinions.
Speaking
The Speaking page allows students to work in pairs and 
groups on games, activities, quizzes, and class surveys 
that combine the language they have just learned with 
the English they already know. There are also speaking 
tasks throughout each unit to build students’ fluency.
Review units
Review units after every three units feature a conversation 
that incorporates new grammar and vocabulary and an 
additional reading, both designed to offer slightly more 
challenge. 
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© Copyright Oxford University Press
USEFUL CLASSROOM LANGUAGE
VOCABULARY
1 Listen and repeat.
1. 
3. 
5. 
2. 
4. 
6. 
I don’t understand 
the activity.
Do you know 
what I mean?
Who’s going to 
be Student A?
Which role do you 
want to take?
How did you answer 
number one?
What did you write 
for the next one?
Who’s going to 
report to the class?
Do you want to 
speak for the group?
What do we 
do next? What are we 
supposed to do?
2
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© Copyright Oxford University Press
USEFUL CLASSROOM LANGUAGE
VOCaBUlary
The goal of this section is to encourage students to use 
English in class by presenting and practicing essential 
expressions.
WARM-UP
•	 Books closed. Elicit English phrases and words 
that students already know. Point to things in the 
classroom, such as the door, windows, books, etc. 
Elicit the words and write them on the board.
•	 Elicit expressions such as What’s that? What’s your 
name? Write them on the board. Try to fill the 
board with English that students already know.
Activity 1
•	 Books open. Focus attention on the pictures. 
Model the expressions. Have students repeat the 
expressions after you.
•	 Play the recording. Have students practice the 
expressions again.
ExtEnsion
•	 Have students look carefully at the pictures in the 
Student Book and role-play the situations. For 
example, have students pick up their notebooks and 
pens, as in the first picture. Have students practice 
asking and answering the questions.
•	 Have students walk around the room, practicing 
the expressions in the Student Book. Encourage 
students not to look at their books. If students have 
trouble, write the expressions on the board.
ExtRA iDEA
Encourage students to use excuse me, please, thank you, 
and you’re welcome when asking and answering the 
questions.T–2
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© Copyright Oxford University Press
COnVerSatiOn
The goal of this section is to present and practice 
more expressions to enable students to use English in 
the classroom.
WARM-UP
•	 Books closed. Elicit the expressions that students 
learned on page 2. Elicit the responses. Write the 
students’ responses on the board in the form of a 
model conversation. For example:
 A Who’s going to be Student A?
 B Which role do you want to take?
 A I’ll be Student A.
 B OK. I’ll be Student B.
 A OK.
•	 Have students make pairs. Demonstrate the 
conversation with a student. Then have students 
practice in pairs.
Activity 1
•	 Books open. Focus attention on the first picture. 
Write the conversation beneath the picture on the 
board. Read the conversation for the class. Have 
students repeat after you.
•	 Write an incorrect phrase in the first line. Elicit that 
this is incorrect. Repeat this procedure with the 
correct answer Who’s going to be Student A?
•	 Explain that students should complete the 
conversations with expressions from page 2. Then 
have students do the activity on their own. 
•	 As students work, walk around the class to check 
progress and offer help as necessary.
•	 Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
ANSWERS
1. Who’s going to be Student A?
2. Who’s going to report to the class?
3. How did you answer number one?
4. I don’t understand the activity.
5. What do we do next?
VARiAtion
Before playing the recording, have students make pairs 
or small groups. Have students read the completed 
conversations for the class. Have other students 
decide whether the pair or group has completed the 
conversation correctly. Then play the recording and 
have students check their answers.
Activity 2
•	 Focus attention on the five conversations. Model 
them for the class.
•	 Have students make groups and practice the 
conversations. Make sure students change roles so 
they practice each part.
T–3
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© Copyright Oxford University Press
CONVERSATION
1 Complete the conversations. Then listen and check your answers.
2 GROUP WORK. Practice the conversations.
 1. A 
 B I’ll be Student A.
 A OK. Then I’ll be Student B.
 2. A 
 B I’ll do it. You took notes.
 4. A Do you?
 B No, not really. Let’s ask the teacher.
 C Excuse me, can you explain it again?
 3. A 
 B I wrote the coast for the first one.
 A I think that’s right.
 5. A We’re finished. 
 B I don’t know. Let’s ask for help.
 C I think we’re supposed to start over.
3
Useful Classroom Language
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© Copyright Oxford University Press
UP
WARM
O N L I N E 
PRACTICE
My Vacation
VOCABULARY
1 Look at the pictures. What are the activities? Write the correct letter. 
Then listen and check your answers.
 a. rock climbing d. camping g. fishing 
 b. hiking e. sailing h. horseback riding
 c. sightseeing f. kayaking i. scuba diving
1 How was your vacation?SPEAKING
Vacations
GRAMMAR
Agreeing/disagreeing
LISTENING
Activities and plans
READING
Unusual vacation article
2 PAIR WORK. Which activities above did you do in the past? 
Which activities do you want to do? Tell your partner.
5
4
3
2
1
7
8
9
6
a
I want to go rock climbing.
I went scuba diving last year.
Me, too!
Really? How was it?
fishing
trying to 
catch fish
Make flashcards to 
learn new words.
VOCABULARYTIP
What was your 
favorite vacation?
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© Copyright Oxford University Press
1
VOCaBUlary
The goal of this section is to present and practice the 
target vocabulary: vacation activities.
WARM-UP
•	 Books closed. Elicit places where students went on 
vacation. Write them on the board. Then elicit some 
activities that students did in these places. Write the 
activities on the board. Then ask What was your 
favorite vacation? Elicit answers and reasons.
•	 If students contributed to the Warm-Up Discussion 
Board as part of the Online Practice, look at their 
comments now with the class.
Activity 1
•	 Books open. Focus attention on the pictures. Check 
to see which activities the students already know.
•	 Model the target vocabulary items: rock climbing, 
hiking, etc.
•	 Have students complete the activity on their own.
•	 Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
•	 LANGUAGE NOTE: Explain that we use go, rather 
than play or do, with all the activities listed in 
Activity 1.
ANSWERS
1. a
2. b
3. f
4. c
5. d
6. g
7. i
8. e
9. h
Activity 2
•	 Write the example conversations on the board. Elicit 
other follow-up questions about the activities and 
write them on the board. For example: When did 
you do it? Who did you do it with? Why do you want 
to do it? 
•	 Model the example conversations with a student.
•	 Have students make pairs and do the activity. As 
students work, walk around the class to make sure 
they are using the correct tenses and to offer help as 
necessary.
ANSWERS
Answers will vary.
ExtRA iDEA
Elicit some places where people do the activities 
presented in Activity 1. For example, for fishing, elicit 
the ocean, a lake, a river, etc. 
Vocabulary Tip
•	 Focus attention on the Vocabulary Tip box. Have a 
student read the tip aloud.
•	 Model making a flashcard for a vocabulary word. 
Write the word on one side and the definition on 
the other.
•	 Show the side with the word to a student and elicit 
the definition. Turn the card around for the student 
to check.
SmARt ChoiCE oNliNE
Remind students that there are extra Vocabulary practice 
activities on Online Practice and On The Move.
Vocabulary: camping, fishing, hiking, horseback riding, kayaking, rock climbing, sailing, 
scuba diving, sightseeing; art class, cooking class, music class
Conversation: Talking about vacations
language Practice: Agreeing and disagreeing
Pronunciation: Word stress when agreeing and disagreeing
listening: Conversations about activities and plans
Smart talk: An information gap activity about personal differences
Reading: An article about an unusual vacation
Writing: A conversation about your likes and dislikes
Speaking: A board game about vacation activities
SPEAKING
Vacations
GRAMMAR
Agreeing/disagreeing
LISTENING
Activities and plans
REAdING
Unusual vacation article
How was your vacation?
T–4
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© Copyright Oxford University Press
CONVERSATION
The goal of this section is to present and practice the 
target vocabulary and grammar of the unit in a typical 
conversation.
WARM-UP
• Books closed. Set the scene. Ask What do you say to 
other students when you return to class after a long 
break or vacation? Elicit questions and responses 
such as How was your vacation? What did you do on 
vacation? Where did you go? I had a great vacation. 
I went to Europe.
• You can extend this activity by teaching or eliciting 
idiomatic greetings, such as How’s it going? Long 
time no see.
Activity 1
• Books open. Focus attention on the model 
conversation. 
• Preteach words and phrases students might not 
be familiar with. For example: beach resort, real 
vacation, etc.
• Have students read the conversation silently, 
without doing the activity.
• Have students fill in the blanks on their own.
• Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
• Play the recording again. Pause after each line of the 
conversation and have students repeat. Be sure to 
correct pronunciation and intonation.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
• CULTURE NOTE: The academic year in the United 
States traditionally starts in late August or early 
September. Students usually have a long summervacation between May or June and August, and 
they often have part-time or full-time jobs during 
this period.
ANSWERS
1. d 2. b 3. c 4. a
VARIATION
• Play the video instead of the recording when 
students are checking their answers.
• Play the video again before students practice 
the conversation Pause after each line of the 
conversation and have students repeat. 
• When students are familiar with the conversation, 
have them close their books. Pause the video before 
Brad’s lines and have students say his lines. Repeat 
this procedure for Clare’s lines.
Activity 2
• Focus attention on the chart. Explain that the chart 
is color-coded and that items in the green column, 
for example, can be substituted into the green box 
in the conversation. Demonstrate this with studied. 
Point out the other colors and the corresponding 
columns in the chart and boxes in the conversation.
• Preteach or elicit the meaning of forest, river, hostel, 
and campground. 
• Elicit other words or phrases that can go in each 
column. Explain to students that they can practice 
with their own ideas as well as those in the book.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
EXTRA IDEA
Have students describe what they did during the last 
vacation or holiday period. Have students vote for the 
most enjoyable and least enjoyable vacation. 
SMART CHOICE ONLINE
Remind students that there are extra Conversation 
practice activities on Online Practice and On The Move.
T–5
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© Copyright Oxford University Press
O N L I N E 
PRACTICE
CONVERSATION
1 Complete the conversation. Then listen and check your answers. 
Practice the conversation with a partner.
 a. scuba diving b. at the beach c. beach resort d. worked
Brad So, Clare! How was your summer vacation?
Clare It was OK. I 1 most of the time.
Brad So did I. I didn’t have money for a real vacation.
Clare Neither did I. But I spent one weekend 2 .
Brad Really? So did I. Where did you stay?
Clare I was at a 3 called “The Breezes.”
Brad No way! So was I!
Clare Really? How strange! What did you do there?
Brad I went 4 .
Clare Hey! So did I! Did you like it?
Brad I loved it. I can’t wait to go next year.
Clare Neither can I!
2 PAIR WORK. Practice the conversation again. Use the ideas below. 
Add your own ideas.
1 2 3 4
studied in a forest hostel hiking
stayed home by a river campground kayaking
 
How was your vacation? • Unit 1
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© Copyright Oxford University Press
O N L I N E 
PRACTICE
LANGUAGE PRACTICE
Grammar Reference page 125
1 Match the statements and responses.
 1. I didn’t take a vacation this year. e a. So do I.
 2. I want to visit Europe next year. b. Oh, I do.
 3. He doesn’t want to go sailing. c. Really? I’m not.
 4. I’m planning to go sightseeing. d. So did I!
 5. I can’t wait for the trip! e. Neither did I.
 6. We went horseback riding. f. Neither can I.
2 Complete the conversations.
 1. A I want to travel to different countries.
 B It’s the best thing to do.
 2. A I’m not going to the beach this year.
 B I’m going to the mountains.
 3. A I went to the Grand Canyon on vacation.
 B You’re so lucky!
3 PAIR WORK. Respond to the statements in Activity 2 with information about you.
PRONUNCIATION— Word stress
1 Listen. Notice the stress on subject words when agreeing or disagreeing.
 1. I was at the beach yesterday. So was I!
 2. I like to go swimming. Really? I don’t.
 3. Ted can’t play the guitar. Well, Sara can.
 4. I don’t have a car. Neither do I.
2 Listen again and repeat. Be sure to stress the subject words correctly.
Agreeing and disagreeing
 Agree Disagree 
I’m going on vacation. So am I. Really? I’m not. 
I was at the beach. So was I. Oh, I wasn’t. 
I like to go hiking. So do I. Really? I don’t. 
I stayed at a nice hotel. So did I. I didn’t. 
I’m not going on vacation. Neither am I. Really? I am. 
I don’t like to go camping. Neither do I. Well, I do. 
I can’t wait until next year. Neither can I. Oh, I can.
I want to travel to 
different countries. Oh, I don’t. I want to 
spend my vacations here.
How was your vacation? • Unit 1
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© Copyright Oxford University Press
LANGUAGE PRACTICE
The goal of this section is to present and practice the 
target grammar: agreeing and disagreeing.
• Books closed. Divide the board into four squares. 
In the top left square, write So am I. In the top right 
square, write I’m not.
• Elicit statements using I am from the class. For 
example: I’m from Tokyo. I’m 20 years old. 
Agree and disagree with these statements using So 
am I and I’m not to explain the difference. When 
disagreeing, give information that is true for you. 
For example: I’m not. I’m from Toronto, Canada.
• Write Neither am I and Really? I am in the bottom 
left and bottom right squares of the grid on the 
board, respectively. Repeat the above procedure 
with negative statements. Elicit statements such as 
I’m not from Canada. 
• Books open. Focus attention on the Language 
Practice box. Show how the statements and the 
responses, agreeing and disagreeing, use the same 
verb tense. For example: I stayed … So did I. 
• Direct students to page 125 of the Grammar 
Reference for more information and practice. 
Activity 1
• Explain that students need to match the statements 
and the responses. Have students notice the same 
tense in the first statement and its response. Ask if 
the response agrees or disagrees with the statement.
• Have students complete the activity on their own. 
Then check answers.
ANSWERS
1. e 2. a 3. b 4. c 5. f 6. d
EXPANSION
Have students change the statements from affirmative 
to negative or from negative to affirmative. Then have 
students change the responses.
Activity 2
• Write the first conversation on the board. Elicit 
the response and why the correct answer is So do I. 
(The speaker agrees with the statement I want to 
travel to different countries, which is indicated by the 
additional statement, It’s the best thing to do.)
• Have students complete the activity on their own.
• If students have difficulty with the activity, briefly 
go through the items and elicit from students 
whether speaker B agrees or disagrees with 
speaker A. Next, have students focus on the tenses 
used in speaker A’s statements. Then focus attention 
back on the Language Practice box.
ANSWERS
1. So do I. 2. Neither am I. 3. Really? I didn’t.
Activity 3
• Focus attention on the example conversation. Make 
sure students understand that the statement in the 
first speech bubble is A’s line in the first item in 
Activity 2. 
• Explain that students should agree or disagree 
with A’s statements in Activity 2 using the short 
responses from the Language Practice box and 
adding some more information.
• Have students do the activity in pairs.
ANSWERS
Answers will vary.
PRONUNCIATION
The goal of this section is to focus on word stress when 
agreeing and disagreeing.
Activity 1
• Model the examples. Make sure students notice that 
the subject words, such as I and Sara, are stressed in 
the responses. 
• Play the recording. 
Activity 2
• Play the recording again. 
• Have students practice saying the examples in 
Activity 1.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice 
activities on Online Practice and On The Move.
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© Copyright Oxford University Press
liStening
The goal of this section is to practice listening for the 
main idea, to practice listening for specific information, 
and to discuss the listening passages.
Activity 1—Before you listen
•	 This activity introduces three new vocabulary items: 
art class, cooking class, music class. 
•	 Model each new vocabularyitem and have students 
repeat.
•	 Focus attention on the three pictures. Have students 
describe where the people are and what they are 
doing. Ask several students Would you take these 
classes during your vacation? Then ask follow-up 
questions such as Which class would you take? Why? 
Why not?
ANSWER
Answers will vary.
Activity 2
•	 Focus attention on the instructions and the picture. 
Ask What are these people’s names? What are they 
doing? 
•	 Focus attention on the instructions and the items. 
Explain that students will write the initial of the 
person next to each item. Sometimes both initials 
will be possible. Make sure students understand that 
Tom is a male name and Joanne is a female name.
•	 Preview the words in the items and teach their 
pronunciation if necessary.
•	 Play the recording and have students do the activity. 
Then check answers.
ANSWERS
1. J
2. T
3. J, T
4. J
5. T 
6. T, J 
7. J 
8. T 
9. T
Activity 3
•	 Focus attention on the questions. Explain any 
vocabulary as necessary. Then explain that students 
will listen to the conversation again and write short 
answers to the questions.
•	 Play the recording again. If necessary, pause the 
recording after every few lines to give time for 
students to write their answers. Then check answers. 
ANSWERS
1. It was wonderful.
2. Languages.
3. To take cooking classes.
4. No, they didn’t.
5. They visited their grandparents in Florida.
6. To take more cooking classes.
Activity 4
•	 In this activity, students listen to a continuation of 
the conversation in Activity 2.
•	 Preview the true/false statements. Explain any 
vocabulary as necessary. 
•	 Play the recording and have students do the activity. 
Then check answers. 
ANSWERS
1. False
2. False
3. False
4. True
5. False
ExtEnsion
Have students rewrite the false statements in Activity 4 
to make them true. For example: Tom didn’t recognize 
Lisa when he saw her, or Lisa recognized Tom when she 
saw him.
ExtRA iDEA
•	 Write one more question about the Listening Plus 
conversation on the board. For example: Where 
did Lisa go on vacation? Elicit answers. (Barcelona, 
Spain)
•	 Have students write three more comprehension 
questions about the Listening Plus conversation. 
Then have students make pairs to exchange and 
answer the questions.
•	 Play the recording again and have students check 
their answers.
Smart talK
Teaching notes for the Smart Talk activity begin on 
page T–84.
SmARt ChoiCE oNliNE
Remind students that there are extra Listening practice 
activities on Online Practice and On The Move.
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© Copyright Oxford University Press
SMART TALK
How are you different? Student A: Turn to page 84. Student B: Turn to page 96.
LISTENING
1 BEFORE YOU LISTEN Look at the pictures. Would you take these classes 
during your vacation?
2 Listen to two students talking about their vacation. Write T (Tom) 
and/or J (Joanne) next to the places they visited and the subjects 
they are interested in.
 1. Italy J 4. art 7. Italian 
 2. Spain 5. cooking 8. Portuguese 
 3. Florida 6. languages 9. Japanese 
3 Listen again. Answer the questions.
 1. How did Joanne describe her vacation? 
 2. What does she want to study this semester? 
 3. Why did Tom go to Europe? 
 4. Did Tom and Joanne travel to other places in Europe? 
 5. Who did they visit when they returned to the US? 
 6. Why does Tom want to go to Brazil? 
 4 Listening PLUS. Listen to more of the conversation. 
Choose (✓) True or False.
 True False
 1. Tom recognized Lisa when he saw her. 
 2. Tom and Lisa were in the same class last semester. 
 3. Lisa and Joanne met in Europe. 
 4. Lisa probably saw Tom in a hostel. 
 5. Lisa didn’t like Barcelona very much. 
art class cooking class music class
How was your vacation? • Unit 1
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© Copyright Oxford University Press
 
O N L I N E 
PRACTICE
WRITING
Turn to page 108.
READING
1 BEFORE YOU READ Look at the pictures. What are the people doing?
2 Read the article. Answer these questions.
 1. What is Tough Mudder? 
 2. Who suggested doing the Tough Mudder? 
 3. What did they have to do first? 
 4. Can you do the Everest obstacle alone? 
 5. How did they feel at the end? 
3 GROUP WORK. Discuss these questions with your group.
 1. Is there anything like this challenge in your country?
 2. Do you think the challenge is a good idea? Why or why not?
A TOUGH VACATION
My friend Garry called me about three months ago.
“What are you doing in June?” he asked.
“Going on vacation,” I replied.
“Excellent! So am I,” he said. “I’m going to do a 
Tough Mudder in New Jersey. And so are you!”
Tough Mudder is a really hard endurance test. You 
have to be a little crazy to do it. But you also have 
to be very fit.
“Wait a second,” I said to Garry. “I’m not fit enough 
to do a Tough Mudder.”
“Neither am I,” he replied. “So let’s get fit.”
So we got fit. Last week, we finally did the Tough 
Mudder. And it was tough!
There were about 20 weird obstacles on the course. 
The first was a dumpster full of ice cold water. We dove 
into it. It was terrible; I almost died. Next, we crawled 
across a muddy field with live electric wires over our 
heads. I was terrified of getting an electric shock. Then 
there was Everest. You run up a quarter pipe covered in 
mud. It’s impossible if you don’t work as a team. Your 
friends at the top must help you.
At the end, I was exhausted, cold, wet, 
and covered in mud.
“How do you feel?” asked Garry.
“Great,” I replied.
“So do I,” he said. “When do we start training for 
the next one?”
I don’t think it’s 
a good idea. Neither do I. It’s dangerous.
How was your vacation? • Unit 1
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© Copyright Oxford University Press
reading
The goal of this section is to practice reading 
comprehension.
Activity 1—Before you read
•	 Books closed. Ask students When you go on 
vacation, do you like to be active or do you prefer to 
relax? What kinds of things do you like to do? Why?
•	 Books open. Focus attention on the pictures. Ask 
What are they doing? Have students describe what 
they see in each picture.
PoSSiBlE ANSWERS
Someone is in very cold water.
They are crawling under wires/in the mud/on the ground.
They are climbing over a curved wall.
Activity 2
•	 Read the article aloud to the class or play the 
recording. Tell students not to be concerned if they 
do not understand every word.
•	 Have students read the article individually and 
answer the questions. Then check answers.
•	 Read the article aloud again. This time, have 
students stop you when there is a word they don’t 
understand. Have other students provide the 
answers by paraphrasing, drawing, or miming. 
•	 CULTURE NOTE: The first Tough Mudder was held 
in the United States in 2010. Since then, more than 
2 million people have competed in the events around 
the world.
ANSWERS
1. It’s a really hard endurance test.
2. (The narrator’s friend) Garry suggested it.
3. They had to get fit.
4. No, you can’t. Your friends have to help you.
5. They felt great.
ExtEnsion
Ask more comprehension questions, for example:
When did they do the Tough Mudder? (last week/in 
June)
How many obstacles were there? (about 20)
What was the narrator terrified of? (getting an electric 
shock)
CHALLEnGE WoRDs
•	 Focus attention on the words in blue in the article 
and explain that these are challenge vocabulary 
terms.
•	 Write each sentence containing blue words on the 
board.
•	 If these challenge terms haven’t been defined by 
this point, ask students to use the context of the 
sentence to guess the definition of each one and 
then check their guesses in a dictionary. Elicit and 
write the correct definitions on the board.
•	 Have students create new sentences for each 
challenge term and share them withthe class.
Activity 3
Focus attention on the questions. Have students discuss 
them in groups.
ANSWERS
Answers will vary.
ExtEnsion
Ask students to share their own experience of a similar 
challenge.
Writing
Teaching notes for the Writing section are on 
page T–108.
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© Copyright Oxford University Press
SPEAKING
The goal of this section is to practice the language in the 
unit in an enjoyable, meaningful, and personalized way.
Activity 1
• Focus attention on the game board. Tell students 
they are going to play a game about vacation 
activities.
• Focus attention on the instructions. Read them to 
the class and explain any vocabulary if necessary.
• Have students make pairs, write the numbers 1 to 9 
on pieces of paper, and put them in a bag or box.
• Focus attention on the example conversation in 
the speech bubbles. Model the conversation with 
a student. Then have another student choose 
a number and ask you a question about the 
corresponding activity on the board. Answer the 
question and then have the student ask you for 
more information.
• Have students play the game in pairs, taking turns 
asking and answering questions. Remind them to 
ask for more information and to take notes so that 
they can report on their partner in Activity 2.
• As students work, walk around the class to check 
progress and offer help as necessary.
Activity 2
• Focus attention on the instruction and the example 
conversation in the speech bubbles. Model the 
conversation with a student.
• Have each pair of students join another pair. Then 
have students take turns telling about their partner’s 
vacation. Encourage students to ask for more 
information.
VARIATION
With small classes, have students tell the class about 
their partners. Have the other students ask for more 
information.
• Have students go online to find an unusual and 
interesting activity to do on vacation. Suggest that 
students can search on websites of travel agencies 
specializing in adventure tours, or look for articles 
on cool things to do on vacation, for example.
• Have students write a text with the information or 
present it to the class.
• Remind students that they can also share the 
information they find on the Discussion Board on 
Online Practice. You might also want to ask them 
to use the Discussion Board for the next unit’s 
Warm-Up activity.
TESTING PROGRAM
Print Unit 1 Test from the Testing Program 
for an end-of-unit assessment.
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© Copyright Oxford University Press
Now I CaN
Go
oNLINE
Find an unusual and interesting activity to do on vacation. 
Share the information with the class.
1
play any sports
2
go hiking
3
meet interesting people
4
go to the mountains
5
study
6
go to the beach
7
travel to another country
8
go sightseeing
9
visit family
SC3e_SB2_U01_10a SC3e_SB2_U01_10b SC3e_SB2_U01_10c
SC3e_SB2_U01_10d SC3e_SB2_U01_10e SC3e_SB2_U01_10f
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Go hiking
1
4
7
2
5
8
3
6
9
Play any 
sports
Meet interesting 
people
Go to the 
mountains
Study Go to the 
beach
Travel to 
another country
Go sightseeing Visit family
Passport
1 PAIR WORK. Follow the instructions to play the board game.
2 GROUP WORK. Join another pair. Tell the group about your partner’s 
vacation. Ask for more information about the other students’.
SPEAKING — What did you do on vacation?
SPEAKING
 describe a 
vacation.
GRAMMAR
 agree and disagree 
with others.
LISTENING
 understand activities 
and plans.
REAdING
 understand an article about 
an unusual vacation.
� Write numbers 1 to 9 on pieces of paper and put them in a bag or box.
� Take a number and ask your partner about the activity on the board. 
� Respond to your partner's answer, agreeing or disagreeing, and ask for 
more information. 
� Take turns asking questions. Make notes of your partner’s information.
Did you study on your vacation?
No, I didn’t.
Neither did I. So, what 
did you do? I went to the beach.
Mario went to Rio last summer. 
He went sightseeing. Mario, did you go to 
Copacabana beach?
9
How was your vacation? • Unit 1
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© Copyright Oxford University Press
UP
WARM
O N L I N E 
PRACTICE
VOCABULARY
1 Look at the picture. What are the movie and music styles? Write the correct letter. 
Then listen and check your answers.
 a. action movie d. martial arts movie g. classical music j. jazz
 b. animation e. horror movie h. country music k. rap
 c. romantic comedy f. science fiction movie i. heavy metal l. soul music
SPEAKING
Giving opinions
GRAMMAR
-ing/-ed adjectives
LISTENING
Making movies and music
READING
Movie reviews
I think it’s exciting!2
2 PAIR WORK. What kinds of movies and music do you like?
A Do you like action movies? B Do you like jazz?
B Yes, I do. A No, I don’t.
A So do I! B Neither do I.
1
5
6
2
11 12
10
8
7
9
4
3
c
What’s the last 
movie you saw?
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© Copyright Oxford University Press
VOCaBUlary
The goal of this section is to present and practice the 
target vocabulary: movie and music genres.
WARM-UP
•	 Books closed. Ask students to name a movie they 
saw recently, or the last movie they saw. Ask follow-
up questions such as Who was in it? What was it 
about?
•	 If students contributed to the Warm-Up Discussion 
Board as part of the Online Practice, look at their 
comments now with the class.
Activity 1
•	 Books closed. Elicit the kinds of movies and music 
students know. Write these on the board in two 
columns.
•	 Books open. Focus attention on the picture. 
Model the target vocabulary items: action movie, 
animation, etc.
•	 Have students complete the activity on their own.
•	 Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
•	 LANGUAGE NOTE: Movie is a count noun. Different 
kinds of music, however, are noncount nouns. 
When making a general statement about likes and 
dislikes, we use the plural form of count nouns. For 
example: I like action movies. However, we don’t say 
I like raps. We say I like rap (music).
ANSWERS
1. c
2. a
3. e
4. f
5. b
6. d
7. j
8. g
 9. h
 10. i
 11. k
 12. l
Activity 2
•	 Write the example conversations on the board. 
Review the language for agreeing and disagreeing 
using the Language Practice box on page 6, in 
Unit 1, if necessary.
•	 Have two pairs of students model the example 
conversations, using their own information.
•	 Have students make pairs and do the activity. As 
students work, walk around the class to offer help as 
necessary.
ExtEnsion
•	 Elicit other questions and answers about movies and 
music and write them on the board. For example: 
Who is your favorite singer? What’s your favorite 
movie?
•	 Have students make pairs and take turns asking and 
answering the questions.
ExtRA iDEA
Put the class into groups. Have each group brainstorm 
examples of the types of movies and music in 
Activity 1. Encourage students to find the English 
titles of the movies.
SmARt ChoiCE oNliNE
Remind students that there are extra Vocabulary practice 
activities on Online Practice and On The Move.
SPEAKING
Giving opinions
GRAMMAR
-ing/-ed adjectives
LISTENING
Making movies and music
REAdING
Movie reviews
2 I think it’s exciting!
Vocabulary: action movie, animation, classical music, country music, heavy metal, horror movie, 
jazz, martial arts movie, rap, romantic comedy, science fiction movie, soul music; make a movie, 
play in a band, record a song
Conversation: Giving opinions
language Practice: -ing /-ed adjectives
Pronunciation: Final ed sounds
listening: Interviews about making movies and music
Smart talk: An information gap activity about preferences
Reading: An article about movies
Writing: A letter about movies
Speaking:A survey about movies
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© Copyright Oxford University Press
CONVERSATION
The goal of this section is to present and practice 
the target vocabulary and grammar of the unit in a 
typical conversation.
WARM-UP
Books closed. Write some of the kinds of music and 
movies from page 10 on the board. Take a vote to see 
whether most students in the class like or dislike the 
different types. 
Activity 1
• Books open. Focus attention on the model 
conversation. 
• Preteach words and phrases students might not be 
familiar with. For example: can’t stand, I’m not really 
a movie fan, etc.
• Have students read the conversation silently, 
without doing the activity.
• Have students fill in the blanks on their own.
• Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
• Play the recording again. Pause after each line of the 
conversation and have students repeat. Be sure to 
correct pronunciation and intonation.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
• LANGUAGE NOTE: We often use prefer when we are 
comparing two things. For example: I prefer pop 
music to classical music. In the conversation, Ana is 
comparing listening to music to watching movies. 
ANSWERS
1. a 2. b 3. d 4. c
EXTENSION
• Books closed. Dictate the lines from the 
conversation in random order and have students 
write them on a piece of paper. 
• Then have students work in pairs to put the lines in 
the correct order. 
• Books open. Have students check answers in the 
book. Then have some pairs read the conversation 
to the class.
VARIATION
Play the video instead of the recording when 
students are checking their answers.
• Play the video again before students practice 
the conversation. Pause after each line of the 
conversation and have students repeat. 
• When students are familiar with the conversation, 
have them close their books. Pause the video before 
Anthony’s lines and have students say his lines. 
Repeat this procedure for Ana’s lines.
Activity 2
• Focus attention on the chart. Explain that the chart 
is color-coded and that items in the green column, 
for example, can be substituted into the green box 
in the conversation. Demonstrate this with an 
action movie. Point out the other colors and the 
corresponding columns in the chart and boxes in 
the conversation.
• Elicit other words or phrases that can go in each 
column. Explain to students that they can practice 
with their own ideas as well as those in the book.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
EXPANSION
Have the students replace the adjectives exciting, 
relaxing, and boring with other appropriate adjectives 
they know. For example: thrilling, fascinating, etc. 
Conversation Tip
• Focus attention on the Conversation Tip box. 
Explain that in the conversation, expressions like I 
can’t stand and I think they’re terrible are examples 
of strong language. The sentence in the tip, I’m not 
really a movie fan, is much softer and friendlier. 
Elicit reasons why speakers might soften their 
language when expressing dislike or disagreement. 
• Elicit softer expressions for those used in the 
conversation and write them on the board. For 
example: I don’t like those movies very much instead 
of I can’t stand those movies, I don’t think they’re very 
good instead of I think they’re terrible, I don’t think 
it’s very interesting instead of I think it’s boring. Write 
them on the board.
SMART CHOICE ONLINE
Remind students that there are extra Conversation 
practice activities on Online Practice and On The Move.
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© Copyright Oxford University Press
O N L I N E 
PRACTICE
CONVERSATION
1 Complete the conversation. Then listen and check your answers. 
Practice the conversation with a partner.
 a. a horror movie b. fun c. classical music d. terrible
Ana What’s that noise?
Anthony I’m watching 1 .
Ana Oh, I can’t stand those movies!
Anthony Why? They’re 2 . And this one is really exciting!
Ana I think they’re 3 .
Anthony OK, so what kinds of movies do you like?
Ana Well, I’m not really a movie fan. I prefer listening to music.
Anthony What kind of music?
Ana I love 4 . I think it’s very relaxing.
Anthony I don’t. I think it’s boring!
2 PAIR WORK. Practice the conversation again. 
Use the ideas below. Add your own ideas.
1 2 3 4
an action 
movie
cool violent soul music
a romantic 
comedy
interesting boring rap
 
EXPRESSING DISLIKES 
Use softer language 
to express dislike.
What kinds of 
movies do you like?
Well, I’m not 
really a movie fan.
CONVERSATIONTIP
I think it’s exciting! • Unit 2
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O N L I N E 
PRACTICE
LANGUAGE PRACTICE
Grammar Reference page 126
1 Complete the sentences with a pair of words.
 amazed - amazing bored - boring
 excited - exciting disappointed - disappointing
 1. Her new CD is amazing ! I’m amazed by her voice! How does she make that sound?
 2. I’m about this weekend. Going to a concert is really !
 3. That’s ! I’m really the concert is sold out.
 4. This music is so ! I always get when I listen to jazz.
2 Write your opinion about these things.
 1. live concerts: 
 2. music festivals: 
 3. movie theaters: 
 4. classic old movies: 
3 PAIR WORK. Compare your answers.
PRONUNCIATION—Final ed sounds
1 Listen. Notice how the final ed sounds like /d/, /t/, or /d/. What sound 
does each word end with? Choose the correct sound.
 1. bored /d/ /t/ /ɪd/
 2. relaxed /d/ /t/ /ɪd/
 3. interested /d/ /t/ /ɪd/
 4. frightened /d/ /t/ /ɪd/
 5. excited /d/ /t/ /ɪd/
2 Listen again and repeat. Be sure to say the final ed correctly.
Adjectives ending in –ing and –ed
I think horror movies are frightening. I’m frightened by horror movies. 
They’re frightening movies.
I think action movies are interesting. I’m interested in action movies. 
They’re interesting movies.
Do you like jazz? 
Yes. I think it’s very relaxing. Yes. It makes me feel relaxed.
I think live concerts 
are very exciting. Really? I think they’re 
usually disappointing.
I think it’s exciting! • Unit 2
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© Copyright Oxford University Press
LANGUAGE PRACTICE
The goal of this section is to present and practice the 
target grammar: adjectives ending in -ing and -ed.
• Books closed. Write on the board:
 Ana is bored.
 The book is boring.
 Underline the -ed in bored and the -ing in boring. 
Ask students if they can explain the difference in 
meaning between the two sentences. 
• Explain that we use bored to describe how we feel. 
Give other examples, such as I am excited. I am 
frightened. 
• Explain that we use boring to describe something 
that makes us feel bored. For example: The book 
is boring. The movie is boring. Tell students that 
adjectives that end in -ing describe a quality of 
something or someone.
• Books open. Focus on the examples in the Language 
Practice box. Make sure students understand the 
difference between adjectives ending in -ing and -ed 
by eliciting contextually related example sentences 
of each. For example: The movie was exciting. 
I was excited.
• Direct students to page 126 of the Grammar 
Reference for more information and practice.
Activity 1
• Focus attention on the sentences and the words in 
the box. Explain that students need to write -ing 
adjectives and -ed adjectives in the correct blank 
of each line. Do the first item on the board as 
an example.
• Review the adjectives in the box.
• Have students complete the activity on their own. 
Then check answers.
ANSWERS
1. amazing, amazed
2. excited, exciting
3. disappointing, disappointed
4. boring, boredActivity 2
• Explain to students that they should write their own 
opinions of the topics related to music and movies 
listed in the activity. 
• Have students complete the activity on their own.
• LANGUAGE NOTE: There is a difference between 
classical, as in classical music, and classic. Classical 
music refers to music by composers such as Mozart 
and Beethoven. Classic, as in a classic old movie, 
means that the movie is very good and well known. 
ANSWERS
Answers will vary.
Activity 3
Have students compare their answers in Activity 2 in 
pairs. Then elicit answers from the class.
EXTRA IDEA
Have a few students write their sentences on the board.
PRONUNCIATION
The goal of this section is to focus on final ed sounds. 
Activity 1
• Model the three possible sounds for the ed ending.
• Elicit or explain when we use each sound: 
/d/ when the word ends in vowel sounds and voiced 
consonants, such as /b/, /g/, /l/, /m/, /n/, /r/, /v/, /z/; 
/t/ after unvoiced consonants, such as /f/, /k/, /p/, /s/; 
/ɪd/ after /t/ or /d/.
• Play the recording and have students do the activity. 
Then check answers.
ANSWERS
1. /d/ 2. /t/ 3. /ɪd/ 4. /d/ 5. /ɪd/
Activity 2
Play the recording again. Have students practice saying 
the examples in Activity 1.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice 
activities on Online Practice and On The Move.
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© Copyright Oxford University Press
LISTENING
The goal of this section is to practice listening for the 
main idea, to practice listening for specific information, 
and to discuss the listening passages.
Activity 1—Before you listen
• This activity introduces three new vocabulary items: 
make a movie, play in a band, record a song.
• Focus attention on the words in the box. Model 
each phrase and have students repeat.
• Focus attention on the pictures. Have students 
describe what they see.
• Have students write the phrases under the correct 
pictures. Then check answers.
ANSWERS
A. make a movie B. play in a band C. record a song
Activity 2
• Focus attention on the pictures in Activity 1 again. 
Explain that students will listen to three interviews 
with people talking about the activities in the 
pictures. Students should number the pictures in the 
order they hear about the activities.
• Play the recording and have students do the activity. 
Then check answers.
ANSWERS
A. 1 B. 2 C. 3
Activity 3
• Focus attention on the sentences and answer 
choices. Explain that students will listen again and 
choose the correct ending to the sentences.
• Preteach any words students might not be familiar 
with. For example: direct, studio, violin, tour, etc.
• Play the recording and have students do the activity. 
Then check answers.
ANSWERS
1. b 2. a 3. a 4. b 5. a 6. b
EXTRA IDEA
• Write some comprehension questions about the 
recording on the board. For example:
 How old is Sandra?
 Who acts in Sandra’s movies?
 What is Andy going to learn to play?
 What is he going to do next week?
 What kinds of songs do Briana and Enrique write?
 What instrument does Enrique play?
• Have students answer the questions individually. 
Then have them compare answers with a partner 
before checking answers with the class.
Activity 4
• Explain that students will listen to a later episode 
of the program they listened to in Activity 2 and 
answer the questions.
• Focus attention on the questions. Explain any 
vocabulary items as necessary.
• Play the recording and have students do the activity. 
Then check answers.
ANSWERS
1. They were very excited about it.
2. Because his performance was terrible.
3. They didn’t have enough time.
4. All of them.
EXTRA IDEA
• Have students listen again and write three true/false 
statements about the Listening Plus interviews.
• Play the recording again, pausing after each 
interview, and have students write their statements.
• Have students make pairs to exchange statements 
and identify if they are true or false.
• Elicit some statements and answers from students.
SMART TALK
Teaching notes for the Smart Talk activity begin on 
page T–86.
SMART CHOICE ONLINE
Remind students that there are extra Listening practice 
activities on Online Practice and On The Move.
T–13
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© Copyright Oxford University Press
SMART TALK
What’s interesting and what’s boring? Student A: Turn to page 85. Student B: Turn to page 97.
LISTENING
1 BEFORE YOU LISTEN Look at the pictures. What are the people in red doing? 
Label each picture with an activity from the box.
 play in a band make a movie record a song
2 Listen to three interviews. Number the pictures above.
3 Listen again. Choose the correct ending to the sentences.
 1. Sandra wants to ____.
 a. act in a horror movie b. direct a horror movie
 2. She’s planning to do it ____.
 a. at a beach house b. in a movie studio
 3. Andy can play ____.
 a. piano and guitar b. guitar and violin
 4. He wants to ____.
 a. start his own band b. tour with a famous band
 5. Briana and Enrique ____.
 a. write songs together b. sing songs together
 6. Next week, they’re going to record their songs ____.
 a. on a computer b. in a studio
 4 Listening PLUS. Listen to more interviews with the people above. 
Answer the questions.
 1. How did Sandra’s friends feel about the movie? 
 2. Why was Andy disappointed? 
 3. What was the problem in the studio for Briana and Enrique? 
 4. Which of the four people want to try the activity again? 
A. B. C. 
I think it’s exciting! • Unit 2
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O N L I N E 
PRACTICE
WRITING
Turn to page 108.
READING
1 BEFORE YOU READ Look at the posters. What do you know about these movies?
2 Read the text and answer the questions.
 1. What’s the difference between disaster movies and movie disasters? 
 2. Why were the producers happy with the fourth Pirates of the Caribbean? 
 3. Is 47 Ronin a true story? 
 4. What did the two viewers like about 47 Ronin? 
 5. What is Mars Needs Moms about? 
3 GROUP WORK. Do you know any other movie disasters? Why 
do you think the movies were not successful? Tell your group.
Movie disasters!
Disaster movies are about typhoons or tsunamis, but movie disasters are not 
about disasters. They’re about losing money.
Making blockbuster movies is an expensive business. Movies like Avatar 
and Titanic cost a fortune, but they also make a lot of money for the studios. 
One of the most expensive movies in Hollywood history was Pirates of the 
Caribbean: On Stranger Tides, the fourth film in the series starring Johnny 
Depp as Jack Sparrow. It cost almost $400 million! Fortunately, it made more 
than a billion dollars worldwide, so the producers were really happy.
Viewers said:
“On Stranger Tides is fast moving and exciting, and Penelope Cruz 
is really astonishing.”
“The first Pirates movie was innovative and surprising. The fourth one isn’t so much.”
However, some movies are costly but not successful, and the studios lose a lot 
of money. One of these movies was 47 Ronin. It’s a fictional story of a group 
of samurai warriors in eighteenth-century Japan. It stars experienced actors 
Keanu Reeves and Hiroyuki Sanada, and it has some impressive epic scenes 
of samurai battles. According to estimates, it cost $225 million to make, but it 
only made $151 million.
Viewers said:
“This is a colorful and exciting story. The sword-fighting scenes are incredible.”
“Great atmosphere, but the acting is a little disappointing.”
Another disaster was Mars Needs Moms, a 3-D animated 
science fiction comedy. A nine-year-old boy named Milo has to rescue his 
mom after Martians abduct her. The producers wanted to make the perfect 
family movie, but some people think it wasn’t funny enough for adults or 
exciting enough for kids. According to estimates, it cost morethan $150 
million. Unfortunately, it made less than $40 million.
Viewers said:
“The visuals are absolutely spectacular, and the Martians are a lot of fun.”
“The movie starts very well, but in the end, I was disappointed. The story 
wasn’t very imaginative.”
The message seems clear: spending a lot of money on a movie doesn’t 
guarantee its success.
I think it’s exciting! • Unit 2
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© Copyright Oxford University Press
reading
The goal of this section is to practice reading 
comprehension.
Activity 1—Before you read
Focus attention on the posters. Ask What movies are 
they? What do you know about these movies? Elicit 
answers.
ANSWERS
Answers will vary.
Activity 2
•	 Focus attention on the title and the first paragraph. 
Ask What is the article about? (Movie disasters, that 
is, movies that lose money.)
•	 Read the article aloud to the class or play the 
recording. Tell students not to be concerned if they 
do not understand every word.
•	 Have students read the article individually and 
answer the questions. Then check answers.
•	 Read the article aloud again. This time, have 
students stop you when there is a word they don’t 
understand. Have other students provide the 
answers by paraphrasing, drawing, or miming.
ANSWERS
1. Disaster movies are about typhoons or tsunamis. 
Movie disasters are movies that lose money.
2. Because it made more than a billion dollars worldwide.
3. No, it’s fictional.
4. It was a colorful and exciting story, with incredible 
sword-fighting scenes and great atmosphere.
5. A nine-year-old boy has to rescue his mom after 
Martians abduct her.
CHALLEnGE WoRDs
•	 Focus attention on the words in blue in the article 
and explain that these are challenge vocabulary 
terms.
•	 Write each sentence containing blue words on the 
board.
•	 If these challenge words haven’t been defined by 
this point, ask students to use the context of the 
sentence to guess the definition of each one and 
then check their guesses in a dictionary. Elicit and 
write the correct definitions on the board.
•	 Have students create new sentences for each 
challenge term and share them with the class.
Activity 3
•	 Have students make groups.
•	 Focus on the questions. Then have students discuss 
their ideas in groups.
•	 Have the groups share some of their opinions with 
the class.
ExtRA iDEA
•	 Elicit a list of topics that movie and music reviews 
could cover and write them on the board. Movie 
reviews could mention, for example, the acting, the 
costumes, the direction, etc. Music reviews could 
mention the instruments, the music, the singing, 
and the lyrics (if appropriate). For each topic, 
elicit adjectives students could use and write them 
on the board.
•	 Have students write a review of their favorite movie 
or music album for homework.
Writing
Teaching notes for the Writing section are on 
page T–108.
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© Copyright Oxford University Press
SPEAKING
The goal of this section is to practice the language in the 
unit in an enjoyable, meaningful, and personalized way.
Activity 1
• Focus attention on the survey. 
• Review the survey questions and answer choices. 
Explain any words or phrases students might not be 
familiar with. For example, local movies are movies 
that are made in the country or region in which 
students are living. 
• Have students do the activity on their own. As they 
complete the activity, walk around the class to offer 
help as necessary.
• LANGUAGE NOTE: The masculine noun actor is 
often used for males and females.
Activity 2
• Have students make groups.
• Focus attention on the first question in the survey: 
How often do you watch a movie? Give your own 
answer. Then ask a student the question. Ask a 
follow-up question, such as Really? You never watch 
movies? Why?
• Focus attention on the model conversation. Have 
three students read it to the class.
• Have students do the activity.
• Once students complete the activity, give them 
a few minutes to discuss who has the most 
in common. 
EXTRA IDEA
Have students extend the survey by writing three more 
survey questions and answer choices. 
Activity 3
• Focus attention on the first question. Write the four 
answer choices on the board. 
• First, elicit the features of movie posters that 
students find persuasive. Use the posters on pages 
10 and 14 as examples. For example, the writing 
(the font), the picture, a picture of a particular 
actor, etc.
• Next, focus attention on reviews. Ask students 
where they read or see reviews, and the names of 
their favorite reviewers.
• Then ask students to describe what is persuasive 
about a trailer. For example: The trailer shows my 
favorite actor.
• Finally, ask students to explain why their friends’ 
opinions do or do not make a difference.
• Then focus attention on the second set of questions 
and answer choices. Tell students that they should 
answer the questions in as much detail as they can.
• Have students do the activity in groups.
EXTRA IDEA
Have students work in groups to write similar surveys 
relating to other topics. For example: What sporting 
events do you go to? How often do you go to a concert? 
Write some sample survey questions on the board.
• Have students go online to find three reviews of one 
of their favorite movies. Suggest they can search on 
a movie review website, or look at three different 
online newspapers or magazines.
• Have students tell the class or write a text 
summarizing the opinion and arguments in each 
review and saying which they agree with.
• Remind students that they can also share the 
information they find on the Discussion Board on 
Online Practice. You might also want to ask them 
to use the Discussion Board for the next unit’s 
Warm-Up activity.
TESTING PROGRAM
Print Unit 2 Test from the Testing Program 
for an end-of-unit assessment.
T–15
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© Copyright Oxford University Press
NOW I CAN
GO
ONLINE
SPEAKING
 understand and 
give opinions.
GRAMMAR
 use -ing/-ed 
adjectives.
LISTENING
 understand interviews about 
making movies and music.
READING
 understand an article with 
short movie reviews.
Find three reviews of one of your favorite movies. Describe them to the class. 
Which do you agree with?
1 Complete the survey with information about you.
SPEAKING — You and the movies
 1. How often do you watch a movie?
 a. every week c. never
 b. once a month d. other 
 2. Which movies do you prefer to watch? Why?
 a. local movies c. movies in another language
 b. movies in English d. other 
 
 3. Who are your favorite actors? Why?
 Male: 
 Female: 
 4. Which actors do you not like? Why?
 Male: 
 Female: 
 5. What’s your favorite movie? Why? 
 
 6. How many times did you watch your favorite movie? 
2 GROUP WORK. Compare your answers. Who has the most in common with you?
 A How often do you watch a movie?
 B I usually watch one every week. What about you?
 C I never watch movies!
3 GROUP WORK. Discuss these questions.
 1. Why do you go to see a new movie? Because of…
 a. the poster? b. the reviews? c. the trailer? d. your friends’ opinions?
 2. Where do you prefer to watch a movie? Why?
 a. in a movie theater? b. on TV? c. on a computer screen? d. on a smartphone?
MOVIE SURVEY
15
I think it’s exciting! • Unit 2
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© Copyright Oxford University Press
UP
WARM
O N L I N E 
PRACTICE
SPEAKING
Personal experiences
GRAMMAR
Present perfect
LISTENING
Personal experiences
READING
Extreme sports article
VOCABULARY
1 Look at the pictures. What are the extreme sports and 
activities? Write the correct letter. Then listen and check 
your answers.
Do it before you’re 30!3
2 PAIR WORK. Which things in the pictures do you want to try? 
Compare youranswers.
3.
7.
4.
8.
1.
5.
2.
6.
a
 a. bungee jumping
 b. driving a racecar
 c. zip-lining
 d. parasailing
 e. windsurfing
 f. riding a motorcycle
 g. hang-gliding
 h. skydiving
Do you want to 
try zip-lining?
No, I don’t.
It looks 
dangerous!
Yes, I do. Do you want to 
try bungee jumping?
Why not?
Make word associations 
to learn new words.
VOCABULARYTIP
jump
skydiving
plane
Have you ever 
done these 
things?
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© Copyright Oxford University Press
VOCaBUlary
The goal of this section is to present and practice the 
target vocabulary: extreme sports and activities.
WARM-UP
•	 Books closed. Elicit words related to extreme sports 
and activities. Write examples on the board. Then 
have students describe the extreme sports and give 
examples. Ask Have you ever done these things?
•	 If students contributed to the Warm-Up Discussion 
Board as part of the Online Practice, look at their 
comments now with the class.
Activity 1
•	 Books open. Focus attention on the pictures. Check 
to see which activities the students already know by 
eliciting the sports.
•	 Model the target vocabulary items: bungee jumping, 
driving a racecar, etc.
•	 Have students complete the activity on their own.
•	 Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
•	 LANGUAGE NOTE: We use go, rather than do or 
play, with bungee jumping, zip-lining, parasailing, 
windsurfing, hang-gliding, and skydiving. Dangerous 
sports are called extreme sports.
ANSWERS
1. a
2. g
3. d
4. b
 5. c
 6. h
 7. f
 8. e
Activity 2
•	 Focus attention on the question and the example 
conversation in the speech bubbles. Elicit reasons 
why students might or might not want to try the 
sports in Activity 1.
•	 Have two students read the example conversation 
for the class. Then model the conversation with a 
student and show how to adapt it. Have the student 
read the first line. Respond with No, I don’t, and 
elicit Why not? from the student. Give a reason and 
ask the student about the next activity.
•	 Have students make pairs and do the activity. 
ANSWERS
Answers will vary.
ExtRA iDEA
Have students make groups and rank the activities in 
Activity 1 from most dangerous to least dangerous. 
Then have students rank the activities from most 
difficult to least difficult.
Vocabulary Tip
•	 Focus attention on the Vocabulary Tip box and 
the three items in the example: jump, skydiving, 
and plane. Ask What’s the connection between these 
words? Elicit They are all connected to skydiving. 
•	 Choose another sport, for example, skiing. Elicit 
words that are connected, such as skis, pole, 
mountain, snow.
•	 Explain to students that trying to remember words 
that are connected is a useful strategy, as it makes 
the vocabulary items easier to remember.
SmARt ChoiCE oNliNE
Remind students that there are extra Vocabulary practice 
activities on Online Practice and On The Move.
Vocabulary: bungee jumping, driving a racecar, hang-gliding, parasailing, riding a motorcycle, 
skydiving, windsurfing, zip-lining; cave diving, snowboarding, whitewater rafting
Conversation: Talking about personal experiences
language Practice: The present perfect
Pronunciation: Linked sounds with consonants and vowels
listening: Phone conversations about personal experiences
Smart talk: An information gap activity about experiences
Reading: An article about an extreme sport
Writing: An interview with a celebrity
Speaking: A survey about activities and experiences
SPEAKING
Personal experiences
GRAMMAR
Present perfect
LISTENING
Personal experiences
REAdING
Extreme sports article
3 do it before you’re 30!
T–16
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© Copyright Oxford University Press
CONVERSATION
The goal of this section is to present and practice the 
target vocabulary and grammar of the unit in a typical 
conversation.
WARM-UP
Books closed. Set the scene. Ask students what chores 
they have to do regularly. Elicit examples and write 
them on the board. For example: do the laundry, do the 
cooking, etc. 
Activity 1
• Books open. Focus attention on the model 
conversation.
• Preteach words and phrases students might not 
be familiar with. For example: vacuuming, ridden, 
driven, gone, by the way.
• Have students read the conversation silently, 
without doing the activity.
• Have students do the activity on their own.
• Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
• Play the recording again. Pause after each line of the 
conversation and have students repeat. Be sure to 
correct pronunciation and intonation.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
• LANGUAGE NOTE: We use the verb drive for cars 
and other vehicles with four or more wheels. We use 
ride with two-wheeled vehicles, such as motorcycles, 
and animals, such as horses.
ANSWERS
1. b 2. c 3. d 4. a
VARIATION
• Play the video instead of the recording when 
students are checking their answers.
• Play the video again before students practice 
the conversation. Pause after each line of the 
conversation, and have students repeat. 
• When students are familiar with the conversation, 
have them close their books. Pause the video before 
Doug’s lines and have students say his lines. Repeat 
this procedure for Clare’s lines.
Activity 2
• Focus attention on the chart. Explain that the chart 
is color-coded and that items in the green column, 
for example, can be substituted into the green 
box in the conversation. Demonstrate this with a 
roller coaster. Point out the other colors and the 
corresponding columns in the chart and boxes in 
the conversation.
• Preteach words as necessary, such as roller coaster 
and electric car.
• Elicit other words or phrases that can go in each 
column. Explain to students that they can practice 
with their own ideas as well as those in the book.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
EXTRA IDEA
Have students practice the conversation with different 
emotions. For example, students can practice Clare’s 
lines with impatience, anger, disinterest, etc.
SMART CHOICE ONLINE
Remind students that there are extra Conversation 
practice activities on Online Practice and On The Move.
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O N L I N E 
PRACTICE
CONVERSATION
1 Complete the conversation. Then listen and check your answers. 
Practice the conversation with a partner.
 a. vacuuming b. a motorcycle c. a racecar d. skydiving
Doug Have you read this article called “Things to do before you’re 30”?
Clare No, I haven’t. What’s it about?
Doug It’s a list of things to try. For example, have you ever ridden 
1 ?
Clare No, I haven’t.
Doug Neither have I. The next question is, have you ever driven 
2 ?
Clare No, I haven’t.
Doug OK. Question three: Have you ever gone 3 ?
Clare No, I haven’t. I’ve never done anything!
Doug That’s not true! You’ve done a lot of things. They’re just not on this list.
Clare By the way, have you ever tried 4 ?
Doug No, I haven’t.
Clare Do you want to start now? I’m really busy.
2 PAIR WORK. Practice the conversation again. Use the ideas below. 
Add your own ideas.
1 2 3 4
a roller coaster a sports car zip-lining cleaning the windows
a horse an electric car hang-gliding doing the laundry
 
Do it before you’re 30! • Unit 3
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O N L I N E 
PRACTICE
LANGUAGE PRACTICE
Grammar Reference page 127
1 PAIR WORK. Complete the conversations. Then practice them with a partner.
 1. A Have you ever eaten Moroccan food? (eat)
 B Yes, I . I it in France. (try)
 2. A Haveyou ever windsurfing? (go)
 B Yes, I . I last year. (go)
 3. A Have you ever a movie star? (meet)
 B No, I . But my sister one yesterday. (see)
 4. A Have you ever a marathon? (run)
 B No, but I to catch a bus this morning! (run)
2 PAIR WORK. Write sentences about you. Then compare 
them with a partner.
 1. (ride a horse) I’ve never ridden a horse. / I rode a horse last summer. 
 2. (visit a national park) .
 3. (see an elephant) .
 4. (fly in an airplane) .
3 PAIR WORK. Answer the questions in Activity 1 with information about you.
PRONUNCIATION— Linked sounds
1 Listen. Notice how consonant sounds link to words that begin with vowel sounds.
 1. Have you ever ridden a horse?
 2. Have you ever bought a car?
 3. Have you ever run a marathon?
 4. Have you ever seen an elephant?
2 Listen again and repeat. Be sure to link the words.
The present perfect
Have you ever ridden a motorcycle? Have you ever gone skydiving? 
 Yes, I have. I rode one yesterday. Yes, I have. I went last summer. 
 No, I haven’t. But I’ve ridden a bicycle. No, I haven’t. But I’ve gone parasailing.
Has she ever driven a sports car? 
 Yes, she has. She drove one on vacation. 
 No, she’s never driven a car.
Have you ever eaten Moroccan food?
No, I haven’t. Is it good?
REGULAR VERBS
jump jumped
play played
visit visited
try tried
IRREGULAR VERBS
be been
buy bought
do done
drive driven
eat eaten
fly flown
go gone
meet met
ride ridden
run run
see seen
Do it before you’re 30! • Unit 3
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© Copyright Oxford University Press
LANGUAGE PRACTICE
The goal of this section is to present and practice the 
target grammar: the present perfect.
• Books closed. Write the following on the board: 
 I rode a bicycle yesterday. (the simple past) 
 I have ridden a motorcycle. (the present perfect)
• Explain that we usually use the simple past to 
describe an event that took place at a specified time 
in the past. Elicit other examples, such as: I took the 
train this morning. I cooked spaghetti last night.
• Books open. Write the sentences from the Language 
Practice box on the board. Explain that we form the 
present perfect with have + past participle. Explain 
that we often use the present perfect to describe an 
event that took place at an unspecified time up to 
the present.
• Point out the answers in the simple past. For 
example: I rode one yesterday. Explain that when we 
mention a specific time or event, we use the simple 
past and not the present perfect. 
• Direct students to page 127 of the Grammar 
Reference for more information and practice.
Activity 1
• Focus attention on the four conversations. Explain 
that students need to complete the sentences with 
the present perfect or the simple past. Complete the 
first conversation on the board as an example. 
• Have students fill in the blanks on their own. 
Then check answers.
• Model the regular and irregular verbs in the box. 
Then have students practice the conversations in 
pairs.
ANSWERS
1. eaten, have, tried
2. gone, have, went 
3. met, haven’t, saw
4. run, ran
Activity 2
• Explain that students should write sentences that are 
true for them using the correct form of the phrases 
in parentheses.
• Focus attention on the examples. Ask why the first 
example is in the present perfect and the second one 
is in the simple past. Elicit or explain that we often 
use the present perfect to make general statements 
about our past experiences. In the second example, 
the writer mentions a specific time (last summer). 
• Have students complete the activity on their own.
• Then have students make pairs to compare their 
answers. Elicit several answers from students.
POSSIBLE ANSWERS
1. I’ve never ridden a horse. / I rode a horse...
2. I’ve never visited a national park. / I visited a national 
park...
3. I’ve never seen an elephant. / I saw an elephant...
4. I’ve never flown in an airplane. / I flew in an airplane...
Activity 3
• Focus attention on the questions in Activity 1. 
• Write the model question and answer in the speech 
bubbles on the board. Show students how to 
change the model in the bubbles by replacing eaten 
Moroccan food with gone windsurfing. Repeat this 
procedure for the model answer.
• Have students make pairs and take turns asking and 
answering the questions in Activity 1 with their own 
information. Encourage students to ask follow-up 
questions.
ANSWERS
Answers will vary.
PRONUNCIATION
The goal of this section is to focus on linked sounds 
with consonants and vowels. 
Activity 1
Model the examples. Explain that the consonant n at 
the end of ridden links to the vowel a, making ridden a 
sound like one word, riddena. Then play the recording. 
Activity 2
Play the recording again. Have students practice saying 
the examples in Activity 1.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice 
activities on Online Practice and On The Move.
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LISTENING
The goal of this section is to practice listening for the 
main idea, to practice listening for specific information, 
and to discuss the listening passages.
Activity 1—Before you listen
• This activity introduces three new vocabulary items: 
cave diving, snowboarding, whitewater rafting. 
• Model the vocabulary and have students repeat.
• Focus attention on the pictures. Have students 
describe what they see. Then ask Have you ever tried 
these activities? Can you do them in your area? Elicit 
answers from the class.
ANSWERS
Answers will vary.
Activity 2
• Focus attention on the sentences. Explain any words 
or phrases students might not be familiar with. For 
example: applied for a job, summer camp, confident.
• Explain that students will listen to a phone 
conversation and choose the sentence that best 
summarizes the situation discussed.
• Play the recording and have students do the activity. 
Then check answers.
• CULTURE NOTE: Many children in the US go to 
camp during the summer, often staying for weeks. 
Teenagers and young adults often have summer jobs 
as camp counselors, supervising the children and 
leading activities like swimming and hiking.
ANSWER
d
Activity 3
• Focus attention on the statements. Explain any 
vocabulary items students may not be familiar with.
• Play the recording again. Have students choose 
whether the statements are true or false. Then check 
answers.
ANSWERS
1. False
2. False
3. True
4. True
5. False
6. False
EXTENSION
Play the recording again. Have students rewrite the 
false statements to make them true.
Activity 4
• In this activity, students listen to a continuation of 
the conversation in Activity 2. 
• Preview the questions. Preteach vocabulary as 
necessary. For example, students may not be 
familiar with the word news in a personal context, 
or the word worried.
• Play the recording. Pause after key points of the 
conversation to give time for students to write their 
answers. Then check answers.
• LANGUAGE NOTE: We use the expression out of 
practice when we haven’t done something in a while.
ANSWERS
1. He got the job.
2. He’s out of practice with swimming. / He doesn’t go 
swimming very often.
3. Find a swimming pool and practice again.
4. He doesn’t have a driver’s license.
5. Her confidence.
EXTRA IDEA
• Elicit the kinds of sports or other activities students 
do in school and college. For example: soccer, 
softball, track and field. 
• Have students write five true/false statements about 
their experience with sports. For example: I have 
tried skydiving. I went skydiving three months ago. 
I was a basketball player. I played on my high school 
team. I have never tried hang-gliding.
• Then have students read their statements to a group 
or to the class. The other students guess whether 
they are true or false. 
SMART TALK
Teaching notes for theSmart Talk activity begin on 
page T–88. 
SMART CHOICE ONLINE
Remind students that there are extra Listening practice 
activities on Online Practice and On The Move.
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© Copyright Oxford University Press
LISTENING
1 BEFORE YOU LISTEN Look at the pictures. Have you ever tried these activities? 
Can you do them in your area?
SMART TALK
Have you ever seen a celebrity? Student A: Turn to page 86. Student B: Turn to page 98.
2 Listen to a phone conversation between two friends. Choose the best summary.
 a. Matt applied for a job at a summer camp, but he didn’t get it.
 b. He applied for a job at a summer camp, and he got it.
 c. He’s applying for a job at a summer camp, but he doesn’t want it.
 d. He’s applying for a job at a summer camp, but he isn’t confident about getting it.
 e. He’s applying for a job at a summer camp, and he’s confident about getting it.
3 Listen again. Choose (✓) True or False.
 True False
 1. Matt has never traveled outside the US. 
 2. He once went skydiving in Colorado. 
 3. He went snowboarding last month. 
 4. Amanda wants to try cave diving. 
 5. Matt’s parents have never been to Florida. 
 6. Matt went cave diving ten years ago. 
 4 Listening PLUS. Listen to a second conversation between Matt and Amanda.
Answer the questions.
 1. What news did Matt have about the job? 
 2. What is the first thing he’s worried about? 
 3. What does Amanda tell him to do? 
 4. What is the second thing Matt is worried about? 
 5. What does he like about Amanda? 
snowboarding whitewater rafting cave diving
Do it before you’re 30! • Unit 3
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WRITING
Turn to page 109.
READING
1 BEFORE YOU READ Look at the picture. What’s happening?
2 Read the article. Complete the questions. Then match them with the answers.
 1. did Pelkey and Schubert jump from El Capitan?
 2. people jumped from the KL Tower in 2015?
 3. are the Petronas Towers?
 4. was the first person to jump off the towers?
 5. did B. J. Worth jump from in A View to a Kill?
3 GROUP WORK. Discuss these questions.
 1. Which words do you think describe BASE jumping and jumpers? Why?
 a. brave b. crazy c. dangerous d. exciting e. other 
 2. Do you want to try something like this? Why or why not?
O N L I N E 
PRACTICE
In 1966, two American skydivers named 
Michael Pelkey and Brian Schubert parachuted 
from the top of the El Capitan rock formation in 
Yosemite National Park, California, and inspired 
the BASE jumping phenomenon.
BASE jumping is leaping from a fixed structure 
and then opening a parachute. “BASE” stands for 
Building, Antenna, Span (for example, a bridge), 
and Earth (usually a cliff).
One of the most famous BASE events is the Kuala Lumpur Tower International Jump in 
Malaysia. Every year, people jump from the 335-meter-high roof of the KL Tower. In 2015, 
117 people from 26 different countries did the jump.
Another favorite building for BASE jumping in Malaysia are the Petronas Twin Towers, 
which are about 450 meters high. The first person to jump off the Petronas Towers was 
Felix Baumgartner, from Austria. When he did it in 1999, he set a new world record for the 
highest parachute jump from a building. The same year, he also set the world record for the 
lowest BASE jump, when he jumped 29 meters from the hand of the Christ the Redeemer 
statue in Rio de Janeiro, Brazil.
BASE jumpers have often made appearances in movies, including several James Bond 
movies. One of the most dramatic jumps was in the opening sequence of A View to a Kill, 
when stuntman B. J. Worth jumped off the Eiffel Tower in Paris, 300 meters above the ground.
It looks very easy when professionals do it, but BASE jumping is extremely dangerous 
and illegal in many places. Everyone should think twice before trying it.
a. 117.
b. Felix Baumgartner.
c. In 1966.
d. The Eiffel Tower.
e. About 450 meters.
Have you ever seen 
anything like this?
I think these 
people are crazy! So do I. I don’t want to 
try something like that.
Do it before you’re 30! • Unit 3
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reading
The goal of this section is to practice reading 
comprehension.
Activity 1—Before you read
Focus attention on the picture. Ask What do you see? 
Elicit answers such as I see someone falling down. He’s 
above the buildings. Then ask What’s happening? Elicit 
responses such as I think he’s jumping from a building/
plane.
ANSWER
The man is jumping from the Kuala Lumpur Tower, in 
Malaysia.
Activity 2
•	 Explain that this activity has two parts: completing 
questions with question words and then matching 
them to the correct answers.
•	 Read the article aloud to the class or play the 
recording. Tell students not to be concerned if they 
do not understand every word.
•	 Have students read the article individually and 
complete the questions. Then check answers.
•	 Then have students match the questions to the 
answers. Check answers again.
•	 Read the article aloud again. This time, have 
students stop you when there is a word they don’t 
understand. Have other students provide the 
answers by paraphrasing, drawing, or miming. 
•	 CULTURE NOTE: The tallest side of El Capitan is 
over 3,000 feet (about 900m). This cliff is one of the 
favorite challenges for BASE jumpers, although it is 
illegal and several people have died jumping from 
there.
ANSWERS
1. When; c
2. How many; a
3. How high; e
4. Who; b
5. Where; d
CHALLEnGE WoRDs
•	 Focus attention on the words in blue in the article 
and explain that these are challenge vocabulary 
terms.
•	 Write each sentence containing blue words on the 
board.
•	 If these challenge terms haven’t been defined by 
this point, ask students to use the context of the 
sentence to guess the definition of each one and 
then check their guesses in a dictionary. Elicit and 
write the correct definitions on the board.
•	 Have students create new sentences for each 
challenge term and share them with the class.
ExtRA iDEA
Have students research BASE jumping and BASE 
jumpers on the Internet. They can research the 
following, for example: What other places and structures 
do people BASE jump from? Who are some of the most 
famous BASE jumpers?
Activity 3
•	 This activity has three steps. First, students choose 
an adjective that they think best describes BASE 
jumping and BASE jumpers. Then, in groups, they 
discuss the reason for their choice of adjective. 
Finally, students discuss whether they would like to 
do the same kind of extreme activity.
•	 Focus attention on the first question. Review the 
list of adjectives. Teach any words students do not 
understand. Then elicit other adjectives students 
can use and write them on the board.
•	 Show students how to use the model in the speech 
bubbles. Write the example conversation on the 
board and demonstrate how crazy can be replaced 
by brave, or any other adjective. Repeat this 
procedure with the example response.
•	 Have students make groups and do the first part of 
the activity.
•	 Then have students discuss whether they would like 
to try this activity. Make sure students give reasons 
for their answer.
ANSWERS
Answers will vary.
Writing
Teaching notes for the Writing section are on 
page T–109.
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SPEAKING
The goal of this section is to practice the language in the 
unit in an enjoyable, meaningful, and personalized way.
Activity 1
• Books closed. Ask some warm-up questions. For 
example: 
 What is the most interesting thing you’ve ever done?
 What is the most interesting place you’ve ever been?
 Have you ever won a prize?
• Books open. Focus attention on the survey 
questions. Model the questions and havestudents 
repeat.
• Explain any vocabulary students might not be 
familiar with, for example: helicopter, award, poem, 
etc.
• Ask some students the first question: Have you 
ever run a marathon? Elicit answers such as No, I 
have never run a marathon, or Yes, I have. I ran a 
marathon in New York last year.
• Elicit some possible questions for the two your 
choice rows and write them on the board. Then have 
students complete the survey by adding the last two 
items. As students write, walk around the class to 
offer help as necessary. 
Activity 2
• Focus attention on the questions and the two other 
columns in the survey chart. Explain that students 
need to ask the questions in the survey to several 
classmates until they complete the survey. For 
example, students ask the question Have you ever 
run a marathon? to several classmates. When they 
find a student who has done the activity, students 
complete the chart with the classmate’s name and 
any other information they can find out. Encourage 
students to write a different name for each item.
• Write the example conversation in the speech 
bubbles on the board. Show students how to adapt 
the model question by replacing run a marathon 
with tried bungee jumping. Repeat this procedure for 
the example answer and the follow-up question.
• Before students do the activity, elicit examples of 
extra information. For example: I loved it. I hated it. 
I want to do it again. 
• Have students stand up and move around the 
classroom to do the activity. Encourage them to ask 
and answer follow-up questions and take notes.
Activity 3
• Have students make groups and discuss what they 
learned about their classmates. Each group should 
vote on the best story they heard. 
• Have one student in each group share the story with 
the class.
EXTRA IDEA
Have students work in pairs or small groups to write 
10 more survey questions and do the activities again.
EXTRA IDEA
• Ask students Who in the class is the most 
adventurous?
• Have students make groups and discuss who in 
their group is adventurous and why. Each group 
should select one student to become a finalist.
• Invite the finalist from each group to the board. 
Have other students ask the finalists questions, such 
as Have you ever done anything dangerous?
• Have students elect one of the finalists as the most 
adventurous in the class. 
• Have students go online to find information about 
an extreme sport they are interested in. Suggest they 
can search for one of the sports mentioned in the 
unit or for extreme sports to find lists of these sports 
in English. Students can find answers to questions 
such as What do people do when practicing this 
sport? Who are some famous people who practice 
the sport? Do you need special equipment? Where do 
people usually do it?
• Have students write a text with the information or 
present it to the class.
• Remind students that they can also share the 
information they find on the Discussion Board on 
Online Practice. You might also want to ask them 
to use the Discussion Board for the next unit’s 
Warm-Up activity.
TESTING PROGRAM
Print Unit 3 Test from the Testing Program 
for an end-of-unit assessment.
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NOW I CAN
SPEAKING
 talk about personal 
experiences.
GRAMMAR
 use the present 
perfect.
LISTENING
 understand conversations 
about personal experience.
READING
 understand an article 
about extreme sports.
GO
ONLINE
Find out about an extreme sport that you find interesting. 
Share the information with the class.
Have you ever… Name Extra information
 1. run a marathon?
 2. tried bungee jumping?
 3. taken dance lessons?
 4. flown in a helicopter?
 5. won an award?
 6. sung in public?
 7. visited another country?
 8. written a poem?
 9. (your choice) ?
 10. (your choice) ?
1 Look at the questions in the survey. Add two more activities to the list.
SPEAKING — Find someone who…
2 CLASS ACTIVITY. Ask classmates the survey questions. Write the names 
of students who say “yes.” Try to get extra information!
3 GROUP WORK. Choose the best story from your group. 
Share the story with the class.
Have you ever run 
a marathon?
Eric ran a marathon in New York 
last year. It was really exciting...
Where did you 
do it?
Yes, I have. I ran a 
marathon last year.
In New York.
21
Do it before you’re 30! • Unit 3
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1 Read the conversation. Choose the correct answer.
REVIEW Units 1–3
 Luis Aya, do you like music?
 Aya I love it! I go to concerts all the time.
 Luis So do I! / So am I! We should go together. 
 Aya Sure, anytime. But I don’t like classical music.
 Luis Oh, so do I. / neither do I. 
 Aya And I don’t like country music.
 Luis Me, neither. It’s not very interested / interesting.
 Aya But most of all, I don’t like jazz. [SAY MORE]
 Luis What? Really? But jazz is so interesting, 
especially modern jazz!
 Aya I think it’s strange and bored / boring.
 Luis Have you ever been / being to a jazz concert?
 Aya No, I haven’t.
 Luis So how do you know you don’t like it?
 Aya Oh, I’ve listened to jazz albums. 
 Luis OK, so what kind of music do you like?
 Aya Rap. [SAY MORE]
 Luis Really? How can you like rap? [SAY MORE]
 Aya Have you ever been to a rap concert?
 Luis No, I guess not.
2 Listen and check your answers. Then practice the conversation with a partner.
3 PAIR WORK. Put a box around the music types in the conversation. Practice the 
conversation again. Use your own ideas for the music types.
 4 Practice the conversation again. This time add information and [SAY MORE].
 Aya But most of all, I don’t like jazz. [It sounds terrible.]
 Luis What? Really? But jazz is so interesting, especially modern jazz!
2
3
4
5
1
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© Copyright Oxford University Press
The goal of this section is to review and practice 
the language presented in Units 1–3 in a fun and 
meaningful way.
WARM-UP
Books closed. Write the following questions on the 
board: Do you like music? Do you prefer live concerts or 
listening to recorded music? Elicit answers.
Activity 1
•	 Books open. Focus attention on the people in the 
picture. Ask Where are they? What do you think they 
are talking about? Elicit answers. Encourage students 
to guess and have fun with the activity.
•	 Focus attention on the conversation. Preteach words 
and phrases students might not be familiar with. For 
example: anytime, especially, modern, strange, etc.
•	 Have students read the conversation silently. At 
this time, students should ignore the [say more] 
instruction. Then have students choose the 
correct answers.
Activity 2
•	 Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
•	 Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
ANSWERS
1. So do I
2. neither do I
3. interesting
4. boring
5. been
Activity 3
•	 Focus attention on the conversation in Activity 1. 
Explain that students should identify and put a 
box around the kinds of music in the conversation. 
Students then change these words with their own 
ideas. 
•	 Have students make pairs and put a box around the 
words. Then check answers.
•	 Elicit some ideas for types of music and write them 
on the board before students do the next part of the 
activity. Point out that they might need to change 
other parts of the conversation. For example, the 
adjectives describing the types of music.
•	 Have students practice the conversation again, this 
time using their own ideas for the types of music.
ANSWERS
A box should be put around the following music types:
classical music, country music, jazz, jazz, (modern) jazz, 
jazz, jazz, Rap, rap, rapActivity 4
•	 Focus attention on the conversation in Activity 1 
again. Explain that [say more] means that students 
should provide more information in order to 
explain their opinions more clearly.
•	 Use the example (It sounds terrible.) to show how 
the speaker is providing more information.
•	 Have students practice the conversation again, 
adding more information at [say more].
ExtRA iDEA
Have students do Activity 3 again. However, this time 
have students replace the kinds of music with kinds of 
movies. Students will need to change other parts of the 
conversation. For example, I’ve listened to jazz albums 
will need to change to something related to movies.
COnVerSatiOn
Review Objectives
•	 Vocabulary: types of music
•	 Grammar: agreeing and disagreeing, adjectives ending in -ing /-ed, 
the present perfect
rEViEW Units 1–3
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reading
Review Objectives
•	 Vocabulary: extreme sports and activities, vacation activities
•	 Grammar: adjectives ending in -ing /-ed, the present perfect
Activity 5
Focus attention on the pictures. Have students describe 
what they see. Then ask What do you think the woman 
is like? Elicit answers.
ANSWERS
Answers will vary.
Activity 6
•	 Read the article aloud to the class or play the 
recording. Tell students not to be concerned if they 
do not understand every word.
•	 Review the questions. Explain any vocabulary 
students might not be familiar with. 
•	 Have students read the article silently and answer 
the questions. Then check answers.
•	 Read the article aloud again. This time, have 
students stop you when there is a word they don’t 
understand. Have other students explain the word 
by paraphrasing, drawing, or miming. 
•	 CULTURE NOTE: A Harley-Davidson is a famous 
American motorcycle brand.
ANSWERS
1. She rode her father’s motorcycle, and she loved being 
scared and doing something a little dangerous.
2. She felt frightened but very excited.
3. Skydiving, because it is exciting, and parasailing, 
because she likes flying over water.
4. She had a rock climbing accident.
5. She goes sailing, kayaking, or fishing.
ExtEnsion
Have students show where in the article they found 
the answer for each question. For example, for the first 
answer, elicit the passage When I was 16, he let me ride 
the motorcycle with him and that was the beginning.
Activity 7
•	 Have students make groups.
•	 Focus attention on the example. Ask What kind 
of activity did this person want to try? Elicit 
mountain climbing. 
•	 Have students tell their group about something 
they’ve always wanted to try. Encourage the other 
students to ask for more information.
ANSWERS
Answers will vary.
ExtEnsion
Have each group tell the class the most interesting 
activity someone in their group wants to try.
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5 Look at the pictures. What do you think the woman is like?
 6 Read the article. Answer the questions.
 1. How did Jen Jones become interested in extreme sports?
 2. How did Jen feel when she bungee jumped for the first time?
 3. What are Jen’s favorite extreme sports? Why?
 4. Why does Jen think rock climbing is too dangerous?
 5. How does Jen relax in her free time?
7 GROUP WORK. What is something you’ve always wanted to try? Tell your group. 
Since I was little, I have always wanted to climb Mt. Everest.
Jen Jones, 
extreme sports enthusiast water, so flying over the water is a great 
feeling, too. I’ve gone a few times on 
vacation with my family.
Have you ever tried something 
too dangerous?
Hmm. That’s a good question. Well, last 
summer I went rock climbing, and I had 
a pretty big accident. I was in the hospital 
for a week. For now, I think it’s too 
dangerous for me. I need more practice!
What’s the next thing you want 
to try?
I’ve never flown a plane! I’ve wanted to 
try that for a really long time. I want to 
get lessons, but it’s pretty expensive.
How do you relax in your free time?
That’s a good question. I don’t do extreme 
sports all the time! I love to be outdoors and 
near the water. So I love sailing, kayaking, 
and even fishing! As long as I’m close to 
water, I’m happy. 
SUNDAY PROFILES
This week’s sports 
lover is Jen Jones, 
21, from Newport 
Beach, California. We 
interviewed her after 
her fifth bungee jump 
in Whistler, Canada. 
How did you 
become interested 
in extreme sports?
Growing up, my dad 
had a motorcycle. It 
was a big, shiny Harley-
Davidson. I wasn’t allowed to ride it, but my 
dad would let me watch when he cleaned it and 
made repairs. When I was 16, he let me ride the 
motorcycle with him and that was the beginning. 
I loved being scared and doing something a 
little dangerous!
Which was the first extreme sport you 
tried alone? 
Believe it or not, it was bungee jumping when 
I was 17. I was really frightened but also super 
excited at the same time. When I jumped, it was 
the best feeling ever! I’ve jumped five times now. 
What’s your favorite extreme sport?
Probably skydiving! It’s so exciting. I’ve gone 
twice now, and I’m doing it again next month. I 
also really like parasailing. I love being on the 
23
Review • Units 1–3
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UP
WARM
VOCABULARY
1 Look at the pictures. Match them with the words in the box. 
Write the correct letter. Then listen and check your answers.
SPEAKING
Describing places
GRAMMAR
Superlative adjectives
LISTENING
Geography game show
READING
Deadly animals article
4 The best place in the world!
2 PAIR WORK. Complete the chart with places you know. 
Then compare your chart with a partner.
Oceans Rainforests Waterfalls Islands
Pacific
Lakes Mountain ranges Deserts Rivers
8. 9. 10.7.
What did you write for “oceans”?
 I wrote Pacific.
3. 4. 5.
1.
6.
2.
b
 a. island f. river
 b. ocean g. rainforest
 c. continent h. waterfall
 d. mountain range i. desert
 e. lake j. volcano
What is the most 
beautiful place 
in your country?
O N L I N E 
PRACTICE
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SPEAKING
Describing places
GRAMMAR
Superlative adjectives
LISTENING
Geography game show
REAdING
Deadly animals article
The best place in the world!4
VOCaBUlary
The goal of this section is to present and practice the 
target vocabulary: geographical features.
WARM-UP
•	 Books closed. Ask students to name a beautiful place 
in their country. Write these places on the board.
•	 If students are from the same country, have a class 
vote to see which place the class thinks is the most 
beautiful. If students are from different countries, 
have students name the most beautiful place in their 
country and describe some details about this place.
•	 If students contributed to the Warm-Up Discussion 
Board as part of the Online Practice, look at their 
comments now with the class.
Activity 1
•	 Books closed. Elicit geographical features 
(mountains, rivers, etc.) that students know and 
write them on the board. 
•	 Draw a simple map of the world, or the country 
where you are, on the board. Then elicit the names 
of geographical features and draw them on the map. 
For example, in North America: the Colorado River, 
the Rocky Mountains, the Great Lakes. 
•	 Books open. Focus attention on the pictures. Model 
the target vocabulary items: island, ocean, etc.
•	 Have students complete the activity on their own.
•	 Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
ANSWERS
1. b
2. a
3. i
4. h
5. d
6. j
7. f
8. c
 9. e
 10. g
Activity 2
•	 Focus attention on the example in the chart, Pacific. 
Elicit one or two other examples for other sections 
of the chart. 
•	 Focus on the example conversation in the speech 
bubbles.Model the conversation with a student.
•	 Have students complete the chart individually and 
then compare their answers with a partner. Then 
elicit answers.
•	 LANGUAGE NOTE: Names of geographical features 
are proper nouns. Like other proper nouns, they 
are capitalized. For example: Niagara Falls. Usually, 
proper nouns do not take articles. However, the is 
often used with the names of certain geographical 
features, such as rivers, mountain ranges, deserts, 
and oceans. For example: the Nile, the Alps, the 
Sahara, the Pacific. We don’t usually use the article 
the with the names of lakes, waterfalls, continents, 
or volcanoes.
PoSSiBlE ANSWERS
Oceans: Pacific, Atlantic, Indian
Lakes: Superior, Titicaca, Victoria
Rainforests: Amazon, Congo, Madagascar
Mountain ranges: Himalayas, Alps, Rockies
Waterfalls: Niagara, Angel, Victoria
Deserts: Sahara, Gobi, Atacama
Islands: Hawaii, Bali, Jeju
Rivers: Amazon, Congo, Mississippi
SmARt ChoiCE oNliNE
Remind students that there are extra Vocabulary practice 
activities on Online Practice and On The Move.
Vocabulary: continent, desert, island, lake, mountain range, ocean, rainforest, river, volcano, 
waterfall; Africa, Antarctica, North America
Conversation: Describing places 
language Practice: Superlative adjectives
Pronunciation: Reduction of t
listening: A game show about world geography 
Smart talk: An information gap activity/quiz about world geography
Reading: An article about the most dangerous place on the planet
Writing: An email describing your city
Speaking: A quiz about world geography
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© Copyright Oxford University Press
CONVERSATION
The goal of this section is to present and practice the 
target vocabulary and grammar of the unit in a typical 
conversation.
WARM-UP
Books closed. Ask students to name famous 
personalities, actors, writers, scientists, politicians, etc. 
Then follow up with questions such as Where is he (or 
she) from? What’s that city (or country) like? Have you 
ever been there? 
Activity 1
• Books open. Focus attention on the model 
conversation. 
• Preteach words and phrases students might not be 
familiar with. For example, reason and someday.
• Have students read the conversation silently, 
without doing the activity.
• Have students fill in the blanks on their own.
• Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
• Play the recording again. Pause after each line of the 
conversation and have students repeat. Be sure to 
correct pronunciation and intonation.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
• LANGUAGE NOTE: The Amazon can refer to the 
entire Amazon region, the Amazon River, or the 
Amazon rainforest. 
ANSWERS
1. b 2. c 3. a
VARIATION
• Play the video instead of the recording when 
students are checking their answers.
• Play the video again before students practice 
the conversation. Pause after each line of the 
conversation and have students repeat. 
• When students are familiar with the conversation, 
have them close their books. Pause the video before 
Chris’s lines and have students say his lines. Repeat 
this procedure for Ana’s lines.
Activity 2
• Focus attention on the chart. Explain that the chart 
is color-coded and that items in the green column, 
for example, can be substituted into the green box 
in the conversation. Demonstrate this with Chile. 
Point out the other colors and the corresponding 
columns in the chart and boxes in the conversation.
• Elicit other words or phrases that can go in each 
column. Explain to students that they can practice 
with their own ideas as well as those in the book.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
• CULTURE NOTE: The Andes are the longest 
mountain range in the world and run down the 
western side of South America. This mountain 
range passes through Venezuela, Colombia, 
Ecuador, Peru, Bolivia, Chile, and Argentina. It 
passes through the entire length of Chile, which is 
one of the longest countries in the world. Bali is one 
of the many islands of Indonesia. It is famous for its 
rich culture and natural beauty. 
Conversation Tip
• Focus attention on the example in the Conversation 
Tip box. Explain that in the conversation, the 
question What’s it like? keeps the conversation going 
by showing interest and giving the first speaker a 
chance to say more about a topic.
• Have students look at the conversation on page 17, 
in Unit 3. Have them identify opportunities when a 
speaker could ask a question to show interest.
SMART CHOICE ONLINE
Remind students that there are extra Conversation 
practice activities on Online Practice and On The Move.
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© Copyright Oxford University Press
O N L I N E 
PRACTICE
CONVERSATION
1 Complete the conversation. Then listen and check your answers. 
Practice the conversation with a partner.
 a. rainforest b. Brazil c. the Amazon
Chris So, where are you from, Ana?
Ana I’m from 1 .
Chris Really? I’ve always wanted to go there.
Ana That’s nice to hear. Any reason?
Chris I really want to see 2 . Have you been there?
Ana Of course! It’s one of the most popular places in my country.
Chris What’s it like?
Ana It’s amazing! I think it’s the most beautiful 3 in the world!
Chris Well, I want to go there someday.
Ana You’re going to love it!
2 PAIR WORK. Practice the conversation again. 
Use the ideas below. Add your own ideas.
1 2 3
Chile the Andes mountain range
Indonesia Bali island
 
CONVERSATION
EXTEND THE CONVERSATION 
Keep the conversation going 
by expressing interest.
It’s one of the 
most popular places 
in my country.
What’s it like?
CONVERSATIONTIP
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© Copyright Oxford University Press
O N L I N E 
PRACTICE
LANGUAGE PRACTICE
Grammar Reference page 128
1 Complete the sentences with superlative adjectives. Use the words in the box.
 cold deep dry large
 1. Lake Baikal is the deepest lake in Russia.
 2. Is Australia island in the world, or is it a continent?
 3. Is the Arctic place on earth?
 4. I think the Atacama Desert is place on the planet.
2 Complete the conversations. Use the adjectives in parentheses.
 1. A What’s the biggest city in China? (big)
 B I think it’s Chongqing, isn’t it?
 2. A Is the Grand Prismatic spring in Yellowstone? (hot)
 B I really don’t know, but it’s certainly . (colorful)
 3. A Are the Andes mountain range in the world? (long)
 B I think so, but mountains are in the Himalayas. (high)
 4. A What are forests on the planet? (humid)
 B The rainforests, right?
PRONUNCIATION—Reduction of t
1 Listen. Notice how the final t can be reduced when words ending in st 
are followed by a consonant sound.
 Unreduced Reduced
 1. the largest city the larges city
 2. the driest place the dries place
 3. the best way the bes way
 4. the most beautiful the mos beautiful
2 Listen again and repeat. Be sure to say the reduced sounds.
Superlative adjectives
Which ocean is larger, the Atlantic or the Pacific? 
 The Pacific is larger than the Atlantic. 
 The Pacific is the largest ocean in the world.
What is the biggest desert in the world? 
 The Sahara is the biggest desert in the world.
Which city is the most beautiful: Venice, Florence, or Rome? 
 I think Venice is the most beautiful city!
NOTE: good better best; bad worse worst
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© Copyright Oxford University Press
LANGUAGE PRACTICE
The goal of this section is to present and practice the 
target grammar: superlative adjectives.
• Books closed. Write the following on the board:is the tallest student in the class. 
 Have students stand up. Choose three students 
to present tall, taller, and tallest. Find the tallest 
student and write his or her name in the blank on 
the board.
• Books open. Write the examples from the Language 
Practice box on the board. Explain that superlative 
adjectives are often formed by adding -est or -iest 
to the end of the adjective. However, the superlative 
forms of adjectives of three syllables or more, such 
as beautiful, are usually formed by putting most 
before the adjective, as in the most beautiful.
• Explain that we usually put the before the 
superlative form, as in the biggest, the most beautiful, 
and the best.
• Point out that good and bad are irregular. The 
superlative forms are best and worst. 
• Direct students to page 128 of the Grammar 
Reference for more information and practice.
Activity 1
• Explain that students need to complete the 
sentences with the superlative form of the adjectives 
in the box. Focus on the adjectives. Explain or elicit 
their meaning and pronunciation.
• Focus on the example and check that students 
understand why the deepest is the correct phrase to 
complete the sentence.
• If necessary, review the vocabulary items on 
page 24 before students start the activity. Also make 
sure students know the places mentioned and their 
main characteristics. For example, that the Arctic 
is cold.
• Have students complete the activity on their own. 
Then check answers.
ANSWERS
1. the deepest 
2. the largest
3. the coldest 
4. the driest
Activity 2
• Focus attention on the conversations. Explain 
that students need to complete the conversations 
with the superlative forms of the adjectives 
in parentheses.
• Focus attention on the example. Elicit why biggest 
has a double g.
• Have students complete the activity on their own. 
Then check answers.
ANSWERS
1. the biggest
2. the hottest, 
the most colorful
3. the longest, 
the highest
4. the most humid
EXTRA IDEA
• To give more practice with superlatives, elicit ideas 
for a classroom survey and write them on the board. 
Ideas can include the student with the longest hair, 
the tallest student, the student who lives the farthest 
away from school, etc.
• Have students walk around the classroom, 
comparing information with other students. Have 
students write the information they learn about 
their classmates.
• When students finish interviewing each other, elicit 
the names of the students who are the tallest, who 
live farthest away, etc. 
PRONUNCIATION
The goal of this section is to focus on the reduction of t 
when words ending in st are followed by a consonant.
Activity 1
Show students that in the examples, the words ending 
in st are followed by a consonant. Model how the final 
t sound is reduced. Contrast this by modeling examples 
where the final t sound is not reduced. For example: the 
largest area, the best idea. Then play the recording.
Activity 2
Play the recording again. Have students repeat 
the examples.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice 
activities on Online Practice and On The Move.
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© Copyright Oxford University Press
LISTENING
The goal of this section is to practice listening for the 
main idea, to practice listening for specific information, 
and to discuss the listening passages.
Activity 1—Before you listen
• This activity introduces three new vocabulary 
items: Africa, Antarctica, North America.
• Model each new vocabulary item and have students 
repeat.
• Focus attention on the pictures. Have students 
describe what they see. Explain that students should 
label each picture with the name of one of the 
continents listed.
• Have students label the pictures on their own. 
Then check answers. Ask students to explain which 
elements in the photos justify their answers.
ANSWERS
A. Antarctica B. Africa C. North America
Activity 2
• Focus attention on the five items and the 
answer choices.
• Explain to students that they will listen to a game 
show and choose the correct answers as they listen.
• Play the recording and have students do the activity. 
If necessary, pause the recording after each question 
to give students time to choose their answers. Then 
check answers. 
ANSWERS
1. b 2. a 3. c 4. b 5. c
Activity 3
• Focus attention on the questions. Have students 
read them silently.
• Play the recording again and have students write 
the answers. If necessary, pause after the 
information for each question to give students time 
to write their answers.
• Check answers. 
ANSWERS
1. Over 4 billion
2. More than 50
3. In Africa
4. About 22 million
VARIATION
• Have students answer the questions before playing 
the recording again.
• Play the recording. Allow time for students to 
change any incorrect answers. Then check answers.
Activity 4
• In this activity, students listen to a continuation of 
the game show in Activity 2. 
• Preview the sentences and the answer choices. 
Explain any vocabulary items as necessary. 
• Play the recording. Have students choose the correct 
answer to complete the sentences. Then check 
answers. 
• CULTURE NOTE: Aconcagua is in the Andes, 
in Argentina. It is the highest mountain in 
the Americas. 
ANSWERS
1. b 2. b 3. b 4. a
EXTRA IDEA
Have students look at the pictures in Activity 1 
again. Elicit what places students think they are. 
(A. the Weddell Sea area in Antarctica; B. the Sahara 
Desert; C. the Mississippi River in the US)
EXTRA IDEA
• Have students research other record-breaking facts 
on the Internet. These facts can relate to any topic, 
such as animals, sports, movies, etc. 
• Have individual students report their facts to 
the class using superlatives.
SMART TALK
Teaching notes for the Smart Talk activity begin on 
page T–90.
SMART CHOICE ONLINE
Remind students that there are extra Listening practice 
activities on Online Practice and On The Move.
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SMART TALK
The superlative quiz Student A: Turn to page 87. Student B: Turn to page 99.
LISTENING
1 BEFORE YOU LISTEN Look at the pictures. Which continents are these places on? 
Label the pictures with Africa, Antarctica, or North America.
2 Listen to the game show. As you listen, choose the answer you think is correct.
 1. a. Africa b. Asia c. North America
 2. a. Africa b. Asia c. North America
 3. a. Europe b. Antarctica c. Australia
 4. a. Africa b. Antarctica c. Australia
 5. a. New York b. Los Angeles c. Mexico City
3 Listen again. Answer the questions.
 1. How many people live in Asia? 
 2. How many countries are there in Africa? 
 3. Where is the largest subtropical desert in the world? 
 4. How many people live in North America’s largest city? 
 4 Listening PLUS. Listen to more of the game show. Choose the correct answer.
 1. In the second round, the teams ____.
 a. must answer six questions
 b. choose a number to get a question
 2. The first question is about the world’s longest river and ____.
 a. both teams give the right answer
 b. both teams give the wrong answer
 3. The second question is about ____.
 a. the highest mountains in the Himalayas
 b. the location of the Himalayas
 4. The San Francisco team wins because ____.
 a. they know where Aconcagua is
 b. they know that Argentina is in South America
A. B. C. 
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O N L I N E 
PRACTICE
WRITING
Turn to page 109.
READING
1 BEFORE YOU READ Look at the title of the article and the pictures. 
What do you think is the most dangerous place?
The most dangerous place on the planet
2 Read the article. Answer these questions.
 1. What is the most poisonous snake in the world? 
 2. What are the most violentsea creatures? 
 3. What is the most deadly Australian creature of all? 
3 Read the article again. Choose (✓) True or False.
 True False
 1. The Australian taipan kills 100 adults every year. 
 2. Dogs kill more people than great white sharks do. 
 3. Saltwater crocodiles don’t attack people. 
 4. A person can live for three days after a box jellyfish sting. 
 4 GROUP WORK. What dangerous creatures are there in your country? 
Which is the most dangerous? Have you ever seen one? Tell your group.
Australia is home to some of the most dangerous creatures on earth. The Australian 
taipan, for example, is the most poisonous snake in the world. Its venom is strong enough 
to kill 100 adults with just one bite.
Certain sea creatures are as deadly as those on land. Great white sharks 
are famous all over the world. Did you know they have about 
300 teeth? However, sharks actually kill very few people. In fact, 
dogs have killed more people each year than great whites have 
killed in decades!
The most violent sea creatures are saltwater crocodiles. Some 
of them are 7 meters (23 feet) long, extremely strong, and very 
ugly. Although human meat is not their favorite, they attack 
anything—including sharks. They don’t swallow people, 
but they can break them in half. Despite this, saltwater 
crocodiles are a protected species in Australia. If you kill 
one, you will be in trouble. On the other hand, they can kill you without 
getting into any trouble!
The most deadly Australian creature of all is the box jellyfish. Its 
poisonous tentacles can be 3 meters (10 feet) long. Their fatal sting 
feels like a powerful electric shock. Your heart stops beating after only 
three minutes. Box jellyfish have killed more people in Australia than 
snakes, sharks, and saltwater crocodiles combined.
Enjoy Australia, but remember to be careful!
Actually, I have!
I think the most dangerous creature is…
Have you ever seen one? 
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© Copyright Oxford University Press
reading
The goal of this section is to practice reading 
comprehension.
Activity 1—Before you read
•	 Focus attention on the title of the article and the 
pictures. Ask What do you think the article is about? 
Elicit It’s about dangerous animals (in Australia).
•	 Next, ask students if they know the things in the 
pictures. Focus attention on the pictures of the 
shark and jellyfish. Ask students if they have ever 
seen one of these creatures.
•	 Focus attention on the question. Elicit several 
answers.
ANSWERS
Answers will vary.
Activity 2
•	 Read the article aloud to the class or play the 
recording. Tell students not to be concerned if they 
do not understand every word.
•	 Have students read the article individually and 
answer the questions. Then check answers.
•	 Read the article aloud again. This time, have 
students stop you when there is a word they don’t 
understand. Have other students provide the 
answers by paraphrasing, drawing, or miming.
ANSWERS
1. the Australian taipan
2. saltwater crocodiles
3. the box jellyfish 
ExtRA iDEA
Have students make a list of words with negative 
meanings they find in the article. For example: fatal, 
deadly, etc. Then have students sort the words by 
synonyms or parts of speech. Explain that grouping 
words is a useful strategy to learn new vocabulary.
Activity 3
•	 Focus attention on the true/false statements. Elicit 
the answer to the first item as an example.
•	 Have students do the activity on their own. Then 
check answers.
ANSWERS
1. False 2. True 3. False 4. False
CHALLEnGE WoRDs
•	 Focus attention on the words in blue in the article 
and explain that these are challenge vocabulary 
terms.
•	 Write each sentence containing blue words on the 
board.
•	 If these challenge words haven’t been defined by 
this point, ask students to use the context of the 
sentence to guess the definition of each one and 
then check their guesses in a dictionary. Elicit and 
write the correct definitions on the board.
•	 Have students create new sentences for each 
challenge term and share them with the class.
Activity 4
•	 Elicit some dangerous creatures that live in the area 
where you are teaching. Write them on the board.
•	 Then focus attention on the examples in speech 
bubbles. Show students how they can use the 
examples with their own ideas. 
•	 Have students do the activity in groups. As students 
work, walk around the class to check progress and 
offer help as necessary.
ExtEnsion
Have the groups share their discussion with the class. 
Then have the class vote on the most dangerous 
creature discussed.
ExtRA iDEA
•	 In many countries, pests such as mice, cockroaches, 
or spiders are more common than dangerous 
creatures. You can replace or extend Activity 4 by 
having students discuss these kinds of creatures.
•	 Have students vote for the most disliked creature in 
their country. 
Writing
Teaching notes for the Writing section are on 
page T–109.
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© Copyright Oxford University Press
SPEAKING
The goal of this section is to practice the language in the 
unit in an enjoyable, meaningful, and personalized way.
Activity 1
• Focus attention on the pictures. Elicit what students 
know about the places in the photos. Then ask 
What is unique about Wellington, New Zealand? 
• Review the quiz items. Explain that students should 
match the places in the column on the left with the 
superlatives in the column on the right. 
• Have students do the activity in pairs. As they work, 
walk around the class to check progress and offer 
help as necessary.
EXPANSION
Have students extend the quiz by listing five more 
places and superlative phrases.
Activity 2
• Have students make groups by joining other pairs. 
Students should compare their answers to Activity 1. 
• Give them a few minutes to discuss whether or not 
their answers are correct. Then check answers.
• CULTURE NOTE: Wellington, the capital of New 
Zealand, is located on the southern coast of the 
Northern Island. The population of Cairo, Egypt, is 
about 20 million people (2015). The population of 
China is almost 1.4 billion (2015). Russia is over 17 
million square kilometers in area. The Pacific Ocean 
is over 160 square kilometers in area. Angel Falls is 
about 980 meters high. Greenland is over 2 million 
square kilometers in area. The highest area of La 
Paz, Bolivia, is about 4,100 meters above sea level.
ANSWERS
1. f 
2. g
3. a
4. e
5. b
6. h
7. c
8. d
Activity 3
• Elicit superlatives and write them on the board.
• Focus attention on the activity. Tell students that 
they can talk about any topic related to their city, 
region, or country.
• Focus attention on the examples in speech bubbles. 
Show students how they can be used with their own 
ideas. 
• Have students do the activity in groups. As they 
work, walk around the class to check progress and 
offer help as necessary.
EXTRA IDEA
• Have each student write five quiz questions using 
superlatives. Each question should be on a separate 
strip of paper. Students should write the answers 
below the questions. Then collect the strips of paper.
• Select one student to be the quiz master. This 
student will read the questions to the class. 
• As the quiz master reads the questions one at a time, 
the other students should write down the answers.
• After reading all of the questions, the quiz master 
reads the answers. Students should exchange their 
answer sheets, so that another student can check 
their answers.
• The student who has the most correct answers wins 
the game.
• As a variation, this activity can be done in groups. 
Distribute a smaller number of questions to each 
group and have each group select a quiz master.
• Have students go online to find out more 
information about one of the places in the quiz in 
Activity 1. Suggest thatstudents search for the name 
of the place. They can usually find this information 
on online encyclopedias or the place’s official 
website.
• Have students write a text with the information or 
present it to the class.
• Remind students that they can also share the 
information they find on the Discussion Board on 
Online Practice. You might also want to ask them 
to use the Discussion Board for the next unit’s 
Warm-Up activity.
TESTING PROGRAM
Print Unit 4 Test from the Testing Program for 
an end-of-unit assessment.
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NOW I CAN
SPEAKING
 describe places.
GRAMMAR
 use superlative 
adjectives.
LISTENING
 understand a geography 
game show.
READING
 understand an article 
about dangerous animals.
GO
ONLINE
Choose one of the places in the geography quiz above and find more 
information about it. Share the information with the class.
1 PAIR WORK. What do you know about world geography? Work with a partner and 
match the places with the superlative phrases. Don’t worry if you don’t know for sure!
SPEAKING — Geography quiz!
2 GROUP WORK. Compare your guesses with other pairs.
Cairo, EgyptWellington, New Zealand
What’s the largest island?
Maybe it’s…
We think ... has the largest 
population in the world.
Did you know the oldest restaurant 
in the country is here?
I didn’t know that!
3 GROUP WORK. Think of five superlatives about your city, region, or country. 
Share your information with your group.
 1. Wellington, New Zealand, a. the largest population
 2. Cairo, Egypt, b. the biggest ocean
 3. China c. the largest island
 4. Russia d. the highest capital city
 5. The Pacific e. the largest country
 6. Angel Falls, Venezuela, f. the most southern capital city
 7. Greenland g. the largest city in Africa
 8. La Paz, Bolivia, h. the highest waterfall
Superlative
Earth!
The
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UP
WARM
O N L I N E 
PRACTICE
VOCABULARY
1 Look at the picture. Match the people and the objects with the words in the box. 
Then listen and check your answers.
 a. bride c. ring e. guest g. bouquet i. cake k. candle
 b. groom d. wedding dress f. present h. fireworks j. card
SPEAKING
Special events
GRAMMAR
Before, after, and when
LISTENING
New Year’s traditions
READING
Famous festivals
5 Where’s the party?
2 Use the words in Activity 1 to complete the paragraph 
about weddings in the US.
The bride usually wears a white and 
carries a of flowers. She and the 
invite s for the ceremony and a reception 
afterwards. People usually give their s to 
the couple at the reception and eat a piece of wedding 
 . Sometimes there are beautiful !
3 PAIR WORK. Look at the picture and read the text 
above again. What is similar about a wedding in 
your country? What is different? Tell your partner.
5
3
4
2
1
9
11
10
8
6
7
a
Draw pictures to learn 
new words.
VOCABULARYTIP
bouquet
How many 
weddings have 
you been to?
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SPEAKING
Special events
GRAMMAR
Before, after, and when
LISTENING
New Year’s traditions
REAdING
Famous festivals
Where’s the party?5
VOCaBUlary
The goal of this section is to present and practice the 
target vocabulary: wedding expressions.
WARM-UP
•	 Books closed. Tell students about a wedding you 
have been to or one from a movie you have seen. 
Describe what the bride and groom were wearing, 
what the ceremony was like, and the food served at 
the reception. Then have students tell the class how 
many weddings they have been to.
•	 If students contributed to the Warm-Up Discussion 
Board as part of the Online Practice, look at their 
comments now with the class.
Activity 1
•	 Books open. Focus attention on the picture. Check 
to see which words the students already know.
•	 Model the target vocabulary items: bride, groom, etc.
•	 Have students complete the activity on their own.
•	 Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
•	 LANGUAGE NOTE: The words bride and groom are 
only used on the day of the wedding ceremony and 
in the planning period before. For about a year after 
the wedding, both are called newlyweds. 
ANSWERS
1. a
2. d
3. b
4. c
5. e
6. i
7. h
8. k
9. j
 10. f
 11. g
Activity 2
•	 Focus attention on the paragraph. Students should 
complete it using words from Activity 1. 
•	 Have students do the activity on their own. Then 
check answers.
ANSWERS
The bride usually wears a white dress and carries a 
bouquet of flowers. She and the groom invite guests 
for the ceremony and a reception afterwards. People 
usually give their presents to the couple at the reception 
and eat a piece of wedding cake. Sometimes there are 
beautiful fireworks!
ExtRA iDEA
Have students describe and explain the items in 
Activity 1. For example: The guests are family members 
and friends who go to the wedding.
Activity 3
•	 Elicit other words or phrases to talk about weddings. 
For example: bridesmaids, groomsmen, best man, 
maid of honor, etc. Write them on the board and 
elicit or explain their meanings as necessary.
•	 Have students make pairs and discuss the questions. 
As students work, walk around the class to offer 
help as necessary.
•	 Elicit some ideas from students.
ANSWERS
Answers will vary.
Vocabulary Tip
Focus attention on the example in the Vocabulary Tip 
box. Explain that making a picture dictionary is a very 
effective way of remembering new vocabulary. Students 
can draw pictures next to new words in a notebook 
or make flashcards with the word on one side and the 
picture on the back.
SmARt ChoiCE oNliNE
Remind students that there are extra Vocabulary practice 
activities on Online Practice and On The Move.
Vocabulary: bouquet, bride, cake, candle, card, fireworks, groom, guest, present, ring, 
wedding dress; grapes, lucky bags, mistletoe
Conversation: Talking about special events
language Practice: Adverbial clauses with before, after, and when
Pronunciation: Pauses after adverbial clauses
listening: People talking about New Year’s traditions
Smart talk: An information gap activity about two famous festivals
Reading: An article about Latin American festivals
Writing: A description of a festival
Speaking: A discussion about favorite months 
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© Copyright Oxford University Press
CONVERSATION
The goal of this section is to present and practice the 
target vocabulary and grammar of the unit in a typical 
conversation.
WARM-UP
Ask students where they are going this weekend. Ask 
several follow-up questions so that students answer in 
detail. 
Activity 1
• Focus attention on the model conversation. 
• Preteach words and phrases students might not 
be familiar with. For example, afterwards and the 
difference between Greek and Greece.
• Have students read the conversation silently, 
without doing the activity.
• Have students fill in the blanks on their own.
• Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
• Play the recording again. Pause after each line of the 
conversation and have students repeat. Be sure to 
correct pronunciation and intonation.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so 
they practice each part.
ANSWERS
1. c 2. b 3. d 4. a
VARIATION
• Play the video instead of the recording when 
students are checking their answers.
• Play the video again before students practice 
the conversation. Pause after each line of the 
conversation and have students repeat. 
• When students are familiar with the conversation, 
have them close their books. Pause the video before 
Brad’s lines andhave students say his lines. Repeat 
this procedure with Clare’s lines.
Activity 2
• Focus attention on the chart. Explain that the 
chart is color-coded and that items in the green 
column, for example, can be substituted into the 
green box in the conversation. Demonstrate this 
with South Korea. Point out the other colors and the 
corresponding columns in the chart and boxes in 
the conversation.
• Elicit other words or phrases that can go in each 
column. Explain to students that they can practice 
with their own ideas as well as those in the book.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
Activity 3
• Write the questions on the board. Model the 
activity by answering the questions with your own 
information.
• Have students make pairs and answer the questions. 
As students work, walk around the class to offer 
help as necessary.
ANSWERS
Answers will vary.
EXTENSION
Have students ask their partners questions to get as 
much detail as possible about the wedding. Then have 
students tell the class about their partner’s experience. 
Have the class vote on the most interesting wedding 
story.
EXTRA IDEA
• Have students think about other special occasions. 
Elicit ideas and write them on the board. For 
example: birthday, graduation, etc.
• Have students work in pairs to write conversations 
about the occasion, using the conversation in 
Activity 1 as a model.
• Have the pairs perform their conversations to the 
class or a group.
SMART CHOICE ONLINE
Remind students that there are extra Conversation 
practice activities on Online Practice and On The Move.
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O N L I N E 
PRACTICE
CONVERSATION
1 Complete the conversation. Then listen and check your answers. 
Practice the conversation with a partner.
 a. on a boat b. Greek c. Greece d. church
Brad What are you doing this weekend?
Clare I’m going to a wedding!
Brad Nice. Who’s getting married?
Clare A friend of mine from college. She’s from 1 .
Brad Have you been to a 2 wedding before?
Clare Yes, I have. It was beautiful. It took place at a 3 .
Brad Was there a party afterwards?
Clare Of course! It was a little unusual, actually. 
Brad Really?
Clare Yes, the party was 4 !
2 PAIR WORK. Practice the conversation again. Use the ideas below. 
Add your own ideas.
1 2 3 4
South Korea Korean hotel at a karaoke bar
Peru Peruvian cathedral in a movie theater
 
3 PAIR WORK. Tell your partner about a wedding you have been to or heard about. 
Who got married? Where was it? Was there a party?
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O N L I N E 
PRACTICE
LANGUAGE PRACTICE
Grammar Reference page 129
1 Complete the sentences with before, after, or when.
 1. When Carlos had a birthday, we threw him a surprise party.
 2. he came to the door, we all shouted, “Surprise!”
 3. We sang “Happy Birthday” he blew out the candles.
 4. he opened his gifts, he sent thank-you cards.
2 Match the information to make complete sentences.
 1. When I have a problem, e a. after I read her terrible email.
 2. I felt really angry b. when I go to a party.
 3. I try to look good c. I went to another one!
 4. Before I went home, d. before I come to class.
 5. After I left your party, e. I talk to my best friend.
 6. I don’t eat breakfast f. I bought some flowers.
3 PAIR WORK. What do you do in these situations? 
Use sequence adverbs to answer the questions.
 1. What do you do when you host a party?
 2. What do you do before you go to a party?
 3. What do you do after you arrive at a party?
Adverbial clauses: before, after, and when
The bride can’t see the groom before the wedding begins.
Before the party started, we made a cake.
We usually have a party when we graduate from high school.
When she left college, she traveled for a year.
She looked very happy after she opened the present. 
After the wedding ceremony is over, there is usually a reception.
SEQUENCE ADVERBS
First, buy a present.
Then get dressed up.
Next, go to the party.
Finally, have fun!
PRONUNCIATION—Pauses after adverbial clauses
1 Listen. Notice the pauses at the commas when adverbial clauses are 
at the beginning of a sentence.
 1. I buy a card before I go to a party. Before I go to a party, I buy a card.
 2. I go to bed early when I’m tired. When I’m tired, I go to bed early.
 3. I feel happy when I see friends. When I see friends, I feel happy.
 4. I watch TV after I finish work. After I finish work, I watch TV.
2 Listen again and repeat. Be sure to pause at the commas.
First, I decide who I want to invite. Then I send those people an email. Next, ...
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© Copyright Oxford University Press
LANGUAGE PRACTICE
The goal of this section is to present and practice the 
target grammar: adverbial clauses with before, after, 
and when.
• Books closed. Write the following on the board: 
 Before he had breakfast, he had a shower. 
 After he had a shower, he had breakfast. 
 Explain that we can use before and after to show the 
order of events when we have two actions in the 
same sentence. 
• Write on the board:
 When he went online, he checked his email. 
 Explain that, in this case, when means one action 
happening at the same time as another action or as 
an immediate result of it. 
• Books open. Write the examples from the Language 
Practice box on the board. Have students focus on 
the first example. Ask What action has to be first—
seeing the groom or the wedding beginning? What 
action has to be second? Repeat this procedure for 
the other examples. 
• Focus attention on the pairs of sentences. Elicit 
or explain that when the adverbial clause of time 
comes before the main clause, we use a comma. 
When the main clause is first, there is no comma.
• Direct students to page 129 of the Grammar 
Reference for more information and practice.
Activity 1
• Focus attention on the sentences. Explain that 
students need to complete the sentences with before, 
after, or when. Focus on the example. Elicit why 
when is the best word to complete the sentence. 
(They threw him a party during/on his birthday.)
• If necessary, elicit or explain the meaning of any 
vocabulary students might not be familiar with.
• Have students complete the activity on their own. 
Then check answers.
ANSWERS
1. When 2. When 3. before 4. After
VARIATION
If students have difficulty with the activity, enact the 
scene in the class.
Activity 2
• Focus attention on the activity. Explain that students 
need to match the clauses in the two columns to 
make logical sentences.
• Focus attention on the example and read the 
complete sentence to the class. Then have students 
do the activity on their own. Check answers.
ANSWERS
1. e 2. a 3. b 4. f 5. c 6. d
EXPANSION
Have students complete the sentences in the activity 
with information that is true for them. Do one as an 
example: When I have a problem, I talk to my sister.
Activity 3
• Focus on the sequence adverbs in the box. Explain 
their meaning and model the sentences for the class. 
Ask What type of party is the sequence of actions 
probably about? Elicit birthday party.
• Write the first question on the board. Focus on the 
speech bubble and read the example sentences to 
the class. Then elicit a sentence beginning with Next 
and one beginning with Finally to complete the 
sequence in the speech bubble. For example: Next, 
I clean my house. Finally, I prepare the food. 
• Have students do the activity in pairs. As students 
practice, walk around the class to check progress 
and offer help as necessary.
PRONUNCIATION
The goal of this section is to focus on pauses after 
adverbial clauses.Activity 1
Model the examples. Then play the recording. 
Activity 2
Play the recording again. Have students practice saying 
the examples in Activity 1.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice 
activities on Online Practice and On The Move.
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liStening
The goal of this section is to practice listening for the 
main idea, to practice listening for specific information, 
and to discuss the content of the listening passages.
Activity 1—Before you listen
•	 This activity introduces three new vocabulary items: 
grapes, lucky bags, mistletoe.
•	 Focus attention on the pictures. Model the new 
vocabulary items and have students repeat.
•	 Ask How do you think these things are related to 
New Year’s celebrations? Elicit several answers. Tell 
students they can confirm their guesses in the 
listening.
ANSWERS
Answers will vary.
Activity 2
•	 Focus attention on the five customs. Preteach any 
vocabulary students might not be familiar with. 
For example: suitcases, pillows.
•	 Play the recording. Have students write I, K, or M 
after the customs. Then check answers.
ANSWERS
1. M 2. M 3. K 4. I 5. I
Activity 3
•	 Focus attention on the true/false statements. 
Preteach or elicit the meaning of red-haired, 
handsome, and awake.
•	 Play the recording again. Have students choose True 
or False for each sentence. Then check answers.
ANSWERS
1. False 2. True 3. True 4. True 5. False
Activity 4
•	 In this activity, students listen to a continuation of 
the conversations in Activity 2. 
•	 Explain that now the speakers talk about where 
they spent New Year’s Eve abroad. Students should 
write the city in the first column of the chart, who 
the speaker spent the holiday with in the middle 
column, and the adjective they used to describe 
their experience in the last column.
•	 Play the recording. If necessary, pause after each 
conversation to give time for students to write their 
answers. Then check answers. 
ANSWERS
Brendan: Sydney; his brother and friends; unforgettable
Yang-hee: San Francisco; cousin; magic
Pilar: London; strangers; disappointing
Activity 5
•	 Focus attention on the speech bubble. Elicit 
additional information about Brendan’s trip.
•	 Have students make pairs and take turns telling 
about one of the people in the recordings. As 
students work, walk around the class to offer help 
as necessary.
ANSWERS
Answers will vary.
ExtRA iDEA
•	 Have students make a list of things they do to 
celebrate the New Year. Then have students put 
them in sequence, using first, then, next, and finally. 
•	 Then have students make sentences about their New 
Year’s celebrations using before, after, and when. 
Smart talK
Teaching notes for the Smart Talk activity begin on 
page T–92.
SmARt ChoiCE oNliNE
Remind students that there are extra Listening practice 
activities on Online Practice and On The Move.
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SMART TALK
Dragons and bulls Student A: Turn to page 88. Student B: Turn to page 100.
LISTENING
1 BEFORE YOU LISTEN Look at the pictures. How do you think these things are related 
to New Year’s celebrations?
2 Listen to people talking about New Year’s traditions in their countries. 
Where do these things happen? Write I (Ireland), K (Korea), or M (Mexico).
 1. People eat 12 grapes at midnight. M
 2. People walk on the streets with suitcases. 
 3. People leave the lights on in every room. 
 4. Single people sleep with mistletoe under their pillows. 
 5. People clean their houses before the new year. 
3 Listen again. Choose (✓) True or False.
 True False
 1. In Ireland, it’s lucky if a red-haired woman visits you on New Year’s Day. 
 2. People think that Brendan is handsome. 
 3. In Korea, people usually stay awake on the last night of the year. 
 4. Korean children often receive money during the New Year’s celebrations. 
 5. Pilar always goes out with a suitcase at midnight on New Year’s Eve. 
 4 Listening PLUS. Listen to more of the interviews. Complete the chart.
CH Where? Who with? Description
Brendan Sydney
Yang-hee
Pilar
5 PAIR WORK. In your own words, tell your partner 
what happened to one of the three people. 
grapes lucky bags mistletoe
Brendan visited his brother 
in Sydney last year… 
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WRITING
Turn to page 110.
READING
1 BEFORE YOU READ Look at the pictures. Do you know anything about these events?
2 Read the article. Write what each adjective describes.
 1. exciting (par. 2) music 4. ancient (par. 5) 
 2. moving (par. 2) 5. great (par. 5) 
 3. fabulous (par. 3) 6. special (par. 6) 
3 Read the article again. Mark the sentences F (fact) or O (opinion).
 1. In Salvador, Carnaval lasts for six days and nights. 
 2. Carnaval is the best festival in Latin America. 
 3. Inti Raymi is a 500-year-old Inca tradition. 
 4. On the Day of the Dead, Mexicans have picnics in cemeteries. 
 5. Pan de muerto is more delicious than skull-shaped candy. 
 4 GROUP WORK. What’s your favorite festival? What do you, your friends, 
or your family do? Tell your group.
My favorite festival is . 
First, we… Mine is . When 
we were young…
Salvador, Brazil
1 People say that Carnaval in northeastern 
Brazil is the best celebration on earth!
2 For six days, the city center is filled with crowds, 
sounds, and colors. Bands play exciting music on 
moving stages, called trios elétricos. Thousands 
of people follow them through the streets. The 
music and dancing go on all day and all night. 
Carnaval is a time when no one sleeps!
Cuzco, Peru
3 The fabulous Inti Raymi, or Sun Festival, is 
the second biggest festival in Latin America 
after Carnaval in Brazil.
4 The festival goes back about 500 years, 
to Inca times. The Inca believed that they 
were descendants of the sun. Inti Raymi 
was the time when they said, “Sun! We 
love you! Please don’t leave us!”
5 Nowadays, hundreds of people act out the 
roles of Inca priests, nobles, and soldiers. 
The ceremony starts in the main square. 
After that, thousands of people follow the 
actors to an ancient fortress in the hills. 
Later, there’s great food, music, and dancing!
Mexico City, Mexico
6 El Día de los Muertos, or the Day of the 
Dead, is the day when Mexicans honor 
the dead by taking food to the cemetery 
and having a picnic. They also decorate 
the graves with personal belongings, 
photographs, and special ornaments.
7 You can buy pan de muerto 
(a sweet bread covered with 
frosting) in the shape of bones, 
candies in the shape of skulls, 
and papier maché skeletons. 
People use skulls and 
skeletons as decorations 
in their homes, too.
Festival Time in Latin America
Day of the Dead
Carnaval
Inti Raymi
O N L I N E 
PRACTICE
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READING
The goal of this section is to practice reading 
comprehension.
Activity 1—Before you read
Focus attention on the pictures. Ask What do you see in 
the pictures? What do you know about these events? 
ANSWERS
Answers will vary.
Activity 2
• Read the article aloud to the class or play the 
recording. Tell students not to be concerned if they 
do not understand every word.
• Explain that students need to match the adjectives 
in the activity with a noun in the article. Focus 
attention on the example. Show how exciting in 
paragraph 2 is used to describe music. Make sure 
students notice that the adjective comes before 
the noun.
• Have students read the article individually and do 
the activity on their own. Then check answers. 
• Read the article aloud again. This time,have 
students stop you when there is a word they don’t 
understand. Have other students provide the 
answers by paraphrasing, drawing, or miming.
• LANGUAGE NOTE: When referring to the big festival 
in Rio, we usually use the Portuguese spelling 
Carnaval, and not the English spelling Carnival. In 
North America, a carnival is a summertime fair. 
ANSWERS
1. music
2. stages
3. Inti Raymi
4. fortress
5. food, music, dancing
6. ornaments
EXPANSION
Focus attention on the adjectives in the text in Activity 1. 
Have students look at the photos in the article and 
choose an appropriate adjective for each image.
CHALLENGE WORDS
• Focus attention on the words in blue in the article 
and explain that these are challenge vocabulary 
terms.
• Write each sentence containing blue words on the 
board.
• If these challenge words haven’t been defined by 
this point, ask students to use the context of the 
sentence to guess the definition of each one and 
then check their guesses in a dictionary. Elicit and 
write the correct definitions on the board.
• Have students create new sentences for each 
challenge term and share them with the class.
Activity 3
• Focus attention on the statements. Explain the 
difference between a fact and an opinion. Write 
some examples on the board: 
 I like Brazilian music. (opinion) 
 Rio is in Brazil. (fact)
• Have students look at the reading and find one fact 
and one opinion.
• Have students do the activity on their own. Then 
check answers.
ANSWERS
1. F 2. O 3. F 4. F 5. O
EXTENSION
Have students make fact and opinion statements about 
festivals they know.
EXTRA IDEA
• Have students write five comprehension questions 
about the text in Activity 1.
• Have students make pairs to exchange and answer 
their questions.
Activity 4
• Focus attention on the example conversation in the 
speech bubbles. Model the activity by telling the 
class about your favorite festival. 
• Have students make groups and tell each other 
about their favorite festival. As students work, walk 
around the class to offer help as necessary.
WRITING
Teaching notes for the Writing section are on 
page T–110.
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SPEAKING
The goal of this section is to practice the language in the 
unit in an enjoyable, meaningful, and personalized way.
Activity 1
• Books closed. Elicit the months of the year and 
write them on the board. Then elicit holidays and 
festivals that take place in each month. For example: 
January—New Year’s Day, February—Valentine’s 
Day, etc. 
• Books open. Focus attention on the pictures. Have 
students describe what they see.
• Focus attention on the task and the example. Have 
students do the activity on their own. Make sure 
students give the reasons for their choices.
• CULTURE NOTE: The image in the center shows 
young Japanese women performing during Hanezu 
Odori, a traditional spring dance in honor of a 
famous Japanese poet.
Activity 2
• Explain that students should find classmates who 
share one or more of the same favorite months. 
They should compare their reasons for liking each 
month.
• Focus on the example conversation in the speech 
bubbles. Have a pair of students model it for the 
class.
• Elicit questions and answers students can use when 
doing the activity and write them on the board. 
For example: What are your favorite months? 
(March, June, and November) Why do you like 
March? (Because it starts to get warmer and the 
flowers start to bloom.)
• Have students stand up and walk around the 
classroom to do the activity. Encourage them to find 
at least two classmates who like the same months.
Activity 3
• Focus attention on the activity and the example in 
the speech bubble. Read the example to the class 
and complete it according to the information in the 
example in Activity 2. For example: ... and because 
it’s when I celebrate my birthday.
• Have students tell the class about one of their 
favorite months and why they and other classmates 
like it.
EXTRA IDEA
• You can use this as an opportunity to teach your 
class about well-known holidays in other countries. 
For example: St. Patrick’s Day, Thanksgiving. 
• After you present the information, have a classroom 
quiz by reading, or having students read, one-line 
descriptions of these holidays. Other students guess 
what the holiday is. 
EXTRA IDEA
Have students imagine that they are giving advice on a 
good time of year to visit their city, region, or country. 
Have them make a list of reasons why, including special 
events and festivals that happen in that period. Then 
have students make pairs and tell their partner.
• Have students choose a country and then go 
online to find out more information about their 
most important festivals. Tell students that they 
can usually find this information on online 
encyclopedias, the country’s official website, or 
tourism websites. Suggest students find out when 
and why the festival is held, as well as what people 
usually do.
• Have students write a text with the information or 
present it to the class.
• Remind students that they can also share the 
information they find on the Discussion Board on 
Online Practice. You might also want to ask them 
to use the Discussion Board for the next unit’s 
Warm-Up activity.
TESTING PROGRAM
Print Unit 5 Test from the Testing Program 
for an end-of-unit assessment.
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NOW I CAN
SPEAKING
 describe special 
cultural events.
GRAMMAR
 use clauses with before, 
after, and when.
LISTENING
 understand different 
New Year’s traditions.
READING
 understand an article 
about famous festivals.
GO
ONLINE
Choose a country. Find out about their most important festivals. 
Share the information with the class.
1 Choose your three favorite months. List the reasons why you like them.
SPEAKING — My favorite months
2 CLASS ACTIVITY. Find classmates who share at least one of your 
favorite months. Compare your reasons and write them down. 
3 CLASS ACTIVITY. Choose one of your favorite months. Tell the class why 
you and other classmates like it.
Because of spring, but also because 
it’s when I celebrate my birthday!
Why is April one of your favorite months?
Yuri and I like April. He likes it because it’s 
spring. I like it because of spring and…
Because it’s spring. What about you?
Month Reasons
 April spring, festivals, my birthday
 1. 
 2. 
 3. 
JANUARY APRIL JULY OCTOBER
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UP
WARM
O N L I N E 
PRACTICE
VOCABULARY
1 Look at the pictures. What are the activities? Write the correct letter. 
Then listen and check your answers.
 a. cook fresh food c. get fresh air e. exercise g. relax
 b. get stressed d. eat unhealthy food f. be inactive h. stay indoors all day
SPEAKING
Suggestions/obligations
GRAMMAR
Should and have to
LISTENING
Giving advice
READING
Managing stress
6 You should try it!
2 PAIR WORK. Do you do any of the things in the pictures? Tell your partner. 
3 PAIR WORK. Which of the activities in the pictures do you never do? 
Why not? Tell your partner.
1.
5.
3.
7.
2.
6.
4.
8.
I exercise twice a week.
I’m never inactive. 
I like to exercise.
I sometimes stay 
indoors all day.
f
Do you think 
you’re a healthy 
person?
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SPEAKING
Suggestions/obligations
GRAMMAR
Should and have to
LISTENING
Giving advice
REAdING
Managing stress
You should try it!6
VOCaBUlary
The goal of this section is to present and practice the 
target vocabulary: lifestyle expressions.
WARM-UP
•	 Books closed. Ask students to describe healthy 
and unhealthy habits or lifestyle choices.Elicit 
expressions such as go to the gym, eat hamburgers, 
etc. Write these in two columns on the board.
•	 Then ask Do you think you’re a healthy person? Elicit 
answers.
•	 If students contributed to the Warm-Up Discussion 
Board as part of the Online Practice, look at their 
comments now with the class.
Activity 1
•	 Books open. Focus attention on the pictures. Model 
the target vocabulary items: cook fresh food, get 
stressed, etc.
•	 Have students complete the activity on their own.
•	 Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
ANSWERS
1. f
2. h
3. d
4. b
5. e
6. c
7. a
8. g
Activity 2
•	 Elicit adverbs of frequency such as sometimes and 
always and time expressions such as every day, once 
a month, etc.
•	 Write the model answers in the speech bubbles on 
the board. Show students how they can adapt them 
with other adverbs of frequency, time expressions, 
and activities. 
•	 Have students make pairs and do the activity. As 
students work, walk around the class to offer help as 
necessary.
ANSWERS
Answers will vary.
Activity 3
•	 Focus attention on the example in the speech 
bubble. Model the activity by telling the class which 
of the activities you never do and why not.
•	 Have students make pairs and do the activity.
•	 Have students tell the class about their partners.
ANSWERS
Answers will vary.
ExtRA iDEA
•	 Have students write down on a sheet of paper what 
they ate and drank yesterday. Students should also 
indicate whether they cooked the food themselves, 
bought precooked meals, or ate at a restaurant. Have 
students compare their lists with a partner.
•	 If appropriate for your class, have students pass the 
sheets around the classroom. The class can vote to 
determine the healthiest food choices.
•	 Alternatively, you can have students make a list 
of their activities. They can list what they did 
yesterday, and how long they spent doing each 
activity. Students can vote for the most active person 
in the class yesterday.
SmARt ChoiCE oNliNE
Remind students that there are extra Vocabulary practice 
activities on Online Practice and On The Move.
Vocabulary: be inactive, cook fresh food, eat unhealthy food, exercise, get fresh air, 
get stressed, relax, stay indoors all day; meditation, table tennis, tai chi
Conversation: Talking about suggestions and obligations
language Practice: Should and have to
Pronunciation: Reduction of has to and have to
listening: Conversations about lifestyles 
Smart talk: An information gap activity practicing giving advice
Reading: An article about managing stress
Writing: An email describing a new class
Speaking: A survey about living a healthy lifestyle
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CONVERSATION
The goal of this section is to present and practice 
the target vocabulary and grammar of the unit in a 
typical conversation.
WARM-UP
Books closed. Ask questions about what students do to 
keep fit. Elicit activities such as play tennis, etc. Write 
these on the board. 
Activity 1
• Books open. Focus attention on the picture. Ask 
questions such as Where are the people? What are 
they doing? Elicit answers.
• Focus attention on the model conversation. 
• Have students read the conversation silently, 
without doing the activity.
• Have students fill in the blanks on their own.
• Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
• Play the recording again. Pause after each line of the 
conversation and have students repeat. Be sure to 
correct pronunciation and intonation.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
ANSWERS
1. b 2. a 3. c
VARIATION
• Books closed. Before students do the activity in 
the book, play the video with the sound off. Ask 
students to describe what the people are doing in 
the video. Write students’ responses on the board. 
For example: She’s talking to Marco.
• Books open. Focus on the model conversation. 
Follow the teaching notes for Activity 1, but play the 
video instead of the recording to check answers and 
model the conversation.
Activity 2
• Focus attention on the chart. Explain that the chart 
is color-coded and that items in the green column, 
for example, can be substituted into the green box 
in the conversation. Demonstrate this with movies. 
Point out the other colors and the corresponding 
columns in the chart and boxes in the conversation.
• Explain any vocabulary in the chart that students 
might not be familiar with. Then elicit other words 
or phrases that can go in each column. Explain to 
students that they can practice with their own ideas 
as well as those in the book.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so 
they practice each part. As students work, walk 
around the class to check progress and offer help as 
necessary.
Conversation Tip
Focus attention on the example in the Conversation 
Tip box. Explain that in the conversation, Marco replies 
to Kelly’s invitation by explaining fully why he cannot 
accept it. (... I have to study.) This explanation makes 
his reply seem much more friendly than just saying No. 
EXTRA IDEA
In groups, have students make a list of good reasons to 
refuse an invitation and reasons that might not be as 
polite. For example, I have to study for a test is a good 
reason. However, I want to wash my hair may not be as 
polite. Then have each group share their list with the 
class.
SMART CHOICE ONLINE
Remind students that there are extra Conversation 
practice activities on Online Practice and On The Move.
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O N L I N E 
PRACTICE
CONVERSATION
1 Complete the conversation. Then listen and check your answers. 
Practice the conversation with a partner.
 a. good b. cafe c. unhealthy
Kelly Hi, Marco. I’m going to the 1 . Do you want to come?
Marco I’d love to, but I have to study. I have a test tomorrow.
Kelly What kind of test?
Marco It’s for my math class.
Kelly But you’re so 2 at math. You don’t need to study!
Marco No, I really can’t.
Kelly Oh, come on. Come out with me!
Marco I really should read these books…
Kelly Marco, you shouldn’t work so hard. It’s 3 . 
You have to learn how to relax!
Marco OK.
Kelly Great! 
Marco But I really shouldn’t…
2 PAIR WORK. Practice the conversation again. 
Use the ideas below. Add your own ideas.
1 2 3
movies great stressful
park wonderful bad for you
 
REFUSING AN INVITATION 
If you refuse an invitation, 
give a reason.
Do you want to come?
I’d love to, but 
I have to study.
CONVERSATIONTIP
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O N L I N E 
PRACTICE
LANGUAGE PRACTICE
Grammar Reference page 130
1 Complete the sentences with should, shouldn’t, have/has to, or don’t/doesn’t have to.
 1. To be healthy, we should sleep seven or eight hours every night.
 2. I have a car, so I walk to work. But I still walk for exercise.
 3. You drink so much soda every day. It’s bad for you.
 4. My sister is really busy. She write ten essays before the semester ends.
2 Match the information to make complete sentences.
 1. We have to pay the fees e a. before we exercise?
 2. Should we warm up b. to lose weight.
 3. You should get some fresh air c. after a big meal.
 4. You shouldn’t exercise d. because you’ve been indoors all day.
 5. You don’t have to go on a diet e. before we take the class.
 6. How much do we have to pay f. to join the gym?
3 PAIR WORK. What should people do to have a healthy lifestyle? List five things. 
Then discuss your ideas with your partner. 
PRONUNCIATION—Reduction of 
has to and have to
1 Listen. Notice the reduced sounds of has to and haveto. 
 Unreduced Reduced
 1. He has to eat first. He hasta eat first.
 2. I have to leave early. I hafta leave early.
 3. She has to go now. She hasta go now.
 4. They have to pay. They hafta pay.
2 Listen again and repeat. Be sure to say the reduced sound.
Should and have to
Suggestion
What should I do? 
 You should try yoga. 
 You shouldn’t eat so much fast food!
Should I drink more water? 
Yes, you should.
Obligation
What do I have to do? 
 You have to read these books. 
 You don’t have to do anything!
Do I have to pay for the class? 
 No, you don’t.
I think people should 
exercise every day. Every day? That’s too much!
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LANGUAGE PRACTICE
The goal of this section is to present and practice the 
target grammar: should and have to.
• Books closed. Explain the difference between should 
and have to. Should is used for suggestions. Have to 
is used for obligations, or actions that must be done. 
• Take out your wallet. Look through it and ask Is this 
enough to buy lunch and dinner? while writing an 
adequate amount of money on the board. Elicit the 
answer Yes. Write a smaller amount on the board. 
Repeat the procedure and elicit Maybe. Say I should 
go to the bank. Write an even smaller amount on the 
board. Ask if you have enough money, elicit No, and 
say I have to go to the bank.
• Books open. Focus attention on the Language 
Practice box. Write the sentences on the board. 
Point out the negative forms, You shouldn’t and 
You don’t have to. Explain that don’t have to means 
something is not necessary. Give examples, such as 
You don’t have to pay to sit in the park. Explain that 
shouldn’t is used for suggestions in the negative. For 
example: You shouldn’t smoke. We use shouldn’t to 
say something is a bad idea.
• Have to means the same as need to or must. Should 
means the same as had better or ought to. We use 
should to say that something is a good idea.
• Direct students to page 130 of the Grammar 
Reference for more information and practice.
Activity 1
• Explain that students need to complete the 
sentences with should, shouldn’t, have to, has to, 
don’t have to, or doesn’t have to.
• Focus attention on the example. Elicit why should 
is the correct option to complete the sentence. 
(Because it is a good idea, it is advisable to sleep 
seven or eight hours a night to be healthy.)
• Have students complete the activity on their own. 
Then check answers.
ANSWERS
1. should
2. don’t have to
3. shouldn’t
4. has to
Activity 2
• Explain that students need to match the two 
columns to make logical sentences.
• Focus attention on the example. Then have students 
complete the activity on their own. Check answers.
ANSWERS
1. e 2. a 3. d 4. c 5. b 6. f
Activity 3
• Focus attention on the healthy lifestyle vocabulary 
items on page 36. Elicit other ideas, such as walking, 
doing yoga, and going on vacation. 
• Explain that students should list five suggestions for 
a healthy lifestyle using should, shouldn’t, have to, or 
don’t have to.
• Focus on the speech bubbles. Show how to change 
the example conversation by replacing exercise with 
eat healthy food, for example.
• Have students make pairs and discuss their 
suggestions with their partner. As students work, 
walk around the class to offer help as necessary.
EXTENSION
Ask students to tell the class about one of their partner’s 
suggestions and whether they agree with it or not, 
giving reasons.
PRONUNCIATION
The goal of this section is to focus on the reduction of 
has to and have to. 
Activity 1
• Focus on the sentences in the two columns. Explain 
that the reduced sounds are very common in 
everyday speech, and that speakers usually use the 
full form for emphasis.
• Model the examples. Then play the recording.
Activity 2
Play the recording. Have students repeat the sentences. 
Make sure they say the reduced sounds.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice 
activities on Online Practice and On The Move.
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LISTENING
The goal of this section is to practice listening for the 
main idea, to practice listening for specific information, 
and to discuss the listening passages.
Activity 1—Before you listen
• This activity introduces three new vocabulary items: 
meditation, table tennis, tai chi. 
• Focus attention on the three pictures and model the 
pronunciation of the new items.
• Then ask the class How can these activities keep you 
healthy? Elicit several answers.
POSSIBLE ANSWERS
Meditation helps you relax.
Table tennis is a fun way to exercise.
Tai chi helps your balance.
Activity 2
• Focus attention on the picture. Have students 
describe what they see. Explain that students will 
listen to two conversations between Erin and Brian 
and the health expert.
• Focus attention on the true/false statements. Have 
students read them silently.
• Play the recording and have students do the activity. 
Then check answers.
ANSWERS
1. True
2. False
3. False
4. False
5. False
6. False
Activity 3
• Focus attention on the sentences. Explain that this 
activity has two parts. First, students complete the 
advice with should or shouldn’t. Then they check 
whether the advice is for Brian, Erin, or both. 
• Play the recording again, pausing occasionally to 
give time for students to write their answers. Then 
check answers.
ANSWERS
1. should; B
2. shouldn’t; B
3. shouldn’t; BO
4. should; BO
5. shouldn’t; E
Activity 4
• In this activity, students listen to a later conversation 
between Erin and Brian. Focus attention on the 
picture of Erin and Brian next to Activity 3. Have 
students describe what they see.
• Preview the sentence starters and answer choices. 
Explain any vocabulary items as necessary. 
• Play the recording and have students choose the 
correct ending to complete each sentence. Then 
check answers. 
ANSWERS
1. b 2. b 3. a 4. a 5. b 6. a
Activity 5
• Focus attention on the questions. Explain that 
students should tell their group their opinions and 
explain why.
• Have students make groups and discuss their 
opinions.
• Have students report their group’s conclusions to 
the class.
ANSWERS
Answers will vary.
EXTRA IDEA
• Have students look back at the article on Tough 
Mudder on page 8, in Unit 1. Have them write 
sentences using have to regarding how to finish the 
challenge. For example: You have to be very fit. You 
have to crawl across a muddy field with live electric 
wires.
• Then have students look back at the article about 
Australia on page 28, in Unit 4. Have them make 
groups and write advice for people traveling to 
Australia. For example: You should be careful when 
you go to the beach in Australia. You shouldn’t kill a 
saltwater crocodile. 
SMART TALK
Teaching notes for the Smart Talk activity begin on 
page T–94.
SMART CHOICE ONLINE
Remind students that there are extra Listening practice 
activities on Online Practice and On The Move.
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Healthier Life
SMART TALK
Help me, please! Student A: Turn to page 89 Student B: Turn to page 101.
LISTENING
1 BEFORE YOU LISTEN Look at these activities. How can they keep you healthy?
2 Listen to people talking about their lifestyles. Choose (✓) True or False.
 True False
 1. Brian works with computers. 
 2. He walks to work every day. 
 3. He only eats pizza. 
 4. Erin doesn’t enjoy her work. 
 5. She does tai chi to relax. 
 6. She usually cooks at home. 
3 Listen again and complete the advice. Who is the advice for? 
Write B (Brian), E (Erin), or BO (both).
 1. You should get some exercise. B 
 2. You drive everywhere. 
 3. You eat so much fast food. 
 4. You cook fresh food. 
 5. You drink so muchsoda. 
 4 Listening PLUS. Listen to more of Brian and Erin. Choose the correct answer.
 1. Erin wants to talk to Brian because .
 a. she thinks she knows him
 b. she saw him earlier
 2. Erin is drinking something and Brian .
 a. wants to try it
 b. doesn’t like it
 3. Erin and Brian .
 a. both drink a lot of soda
 b. are both drinking coffee
 4. Brian’s idea of exercise is .
 a. walking to his car 
 b. driving to the gym
 5. Erin thinks that Brian should .
 a. walk to the gym every day
 b. walk to the gym sometimes
 6. Erin and Brian want to .
 a. change their lifestyles 
 b. change their lifestyles immediately
5 GROUP WORK. Who has the better plan for a healthy lifestyle? Erin or Brian? 
Tell your group.
meditation table tennis tai chi
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O N L I N E 
PRACTICE
WRITING
Turn to page 110.
READING
1 BEFORE YOU READ Look at the title. What do you think the reading is about?
2 Read the text. Choose the best title for each section. Which one can’t you use?
 a. Get exercise c. Do yoga e. Stop and get away
 b. Walk or bike d. Sleep or nap f. Eat and drink right
3 Read the sentences. What do they mean?
 1. ... most people aren’t. (par. 1) What aren’t most people? 
 2. Bad idea! (par. 2) What’s the bad idea? 
 3. Never ride without them! (par. 4) Without what? 
 4. Thirty minutes a day is enough. (par. 5) Enough what? 
 4 CLASS ACTIVITY. Discuss the questions.
 1. Which is the best idea in the list to beat stress?
 2. Are any of the ideas good but impossible for you?
 3. Which ideas are not good?
You can beat it with our FIVE-POINT ACTION PLAN!
1 
Some people are OK with three or four hours of sleep a night, 
but most people aren’t. You should try to sleep eight hours a 
night. If you can’t, then take a nap in the afternoon. Sleeping 
too long isn’t good, either. Sleep in on the weekend, but you 
shouldn’t stay in bed all day!
2 
Students often gain weight because they eat a lot of junk food 
and also because they eat late at night. Bad idea! You should try to eat your evening meal 
early and have healthy snacks, like fruit. You should also try to drink a liter of water a day—at 
least—and avoid soda. Finally, don’t skip breakfast. It’s the most important meal of the day! 
You don’t have to eat a big breakfast, but you should eat something.
3 
Sometimes you have to stop what you’re doing. Take a break. Turn off the TV or computer, 
walk around the room, and breathe deeply. You should do this several times a day. And 
once a week, take a walk in a park or in the woods. Look at the trees and smell the flowers!
4 
Walk as much as you can. Walking is the best way to stay in shape. Or get a bicycle, but 
remember that riding a bike can be dangerous. You should always wear a helmet and bright 
clothes. Never ride without them!
5 
Do you have a gym nearby? You should use it. You don’t have to exercise every day, but you 
should do some aerobic activity three to five times a week. Thirty minutes a day is enough. 
Remember: you can review for a test and jog on a treadmill at the same time.
Are you a stressed-out student?
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reading
The goal of this section is to practice reading 
comprehension.
Activity 1—Before you read
Focus attention on the title of the article. Ask What is 
the reading about? Elicit answers.
ANSWER
The article is about student stress.
Activity 2
•	 Read the article aloud to the class or play the 
recording. Tell students not to be concerned if they 
do not understand every word.
•	 Focus on the activity and the phrases. Explain that 
students have to match the sections in the article 
with the titles in the items. Do one as an example.
•	 Have students read the text and do the activity on 
their own.
•	 Check answers. Have students identify key words or 
phrases in each section that helped them choose the 
correct title.
•	 Read the article aloud again. This time, have 
students stop you when there is a word they don’t 
understand. Have other students provide the 
answers by paraphrasing, drawing, or miming.
ANSWERS
1. d
2. f
3. e
4. b
5. a
c. Do yoga is not mentioned in the article.
VARiAtion
Before students read the article, review the items 
in Activity 2. Have students predict which one is 
not mentioned.
ExtRA iDEA
•	 Elicit adverbs of frequency (always, usually, 
sometimes, hardly ever, never, etc.) and write them 
on the board.
•	 Have students describe how often they do the 
things in Activity 2. For example: I hardly ever eat 
and drink right. For item d, students can use get 
enough sleep.
Activity 3
•	 Focus attention on the extracts from the text and 
the questions. Have students find the first extract in 
the article. Elicit the answer to the question.
•	 Have students do the activity on their own. Then 
check answers.
ANSWERS
1. OK with three or four hours of sleep a night
2. eating a lot of junk food and eating late at night
3. a helmet and bright clothes
4. aerobic activity / exercise
CHALLEnGE WoRDs
•	 Focus attention on the words in blue in the article 
and explain that these are challenge vocabulary 
terms.
•	 Write each sentence containing blue words on the 
board.
•	 If these challenge terms haven’t been defined by 
this point, ask students to use the context of the 
sentence to guess the definition of each one and 
then check their guesses in a dictionary. Elicit and 
write the correct definitions on the board.
•	 Have students create new sentences for each 
challenge term and share them with the class.
Activity 4
•	 Focus attention on the list of suggestions in the text 
in Activity 1.
•	 Have students individually rank the items from 1 to 
5, with 1 being the best idea to beat stress.
•	 Take a class vote to determine which the class thinks 
is the best idea. 
•	 Ask individual students to explain their answers. 
•	 Then discuss which ideas students find good but 
impossible, and the ideas students disagree with.
ANSWERS
Answers will vary.
ExtEnsion
Have students give their own advice about how to beat 
stress. Then have the class vote for the best ideas.
Writing
Teaching notes for the Writing section are on 
page T–110.
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SPEAKING
The goal of this section is to practice the language in the 
unit in an enjoyable, meaningful, and personalized way.
Activity 1
• Focus attention on the questions in the test. Ask 
Have you ever taken a test like this? Elicit responses.
• Review the questions. Preteach any words or 
phrases students might not be familiar with. For 
example: pins and needles, dizzy, suddenly, etc.
• Have students write two additional questions. 
Elicit one or two examples before students do this 
individually.
ANSWERS
Answers will vary.
Activity 2
• Have students make pairs. Explain that students 
should ask each other the questions in the test and 
mark their partner’s answers in the form.
• Focus attention on the example conversation 
in speech bubbles. Elicit several answers to the 
question Do you often go to bed after midnight? and 
write them on the board.
• Have students do the activity. Encourage them 
to give extra information when answering the 
questions. As students work, walk around the class 
to check progress and offer help as necessary.
Activity 3
• Elicit the language of giving opinions, agreeing and 
disagreeing, and giving advice. For example: 
I think … , you should … , I agree … , I disagree … , 
etc. Write them on the board.
• Focus attention on the example sentences in speech 
bubbles. Show students how they can be used with 
their own ideas. Write on the board: You shouldn’t 
watch TV so much. Then erase watch TVand 
replace it with eat unhealthy food, for example.
• Elicit examples of extra information students could 
use to explain their answers. Write these on the 
board.
• Have students do the activity in pairs. As they 
work, walk around the class to check progress and 
offer help as necessary.
EXTRA IDEA
• Have students write other tests similar to the one 
in Activity 1. For example, students could write 
one of the following tests: Are you a responsible 
student? Are you green? (environmentally aware), 
etc. Encourage students to write 5–8 questions on 
the topic.
• Then have students walk around the class, asking 
other students their questions. 
EXTRA IDEA
• Elicit symptoms, such as stomachache, headache, 
runny nose, etc. Write them on the board. Then 
elicit remedies for these symptoms.
• Have students make pairs and role-play going to 
the doctor. Students should take turns playing 
the roles of doctor and patient. The patient should 
describe his or her symptoms. The doctor should 
ask for more information and give advice.
• Have students go online to find information on 
how to avoid or reduce stress. Suggest students can 
usually find this information on health-related or 
lifestyle websites.
• Have students write a text with the information or 
present it to the class.
• Remind students that they can also share the 
information they find on the Discussion Board on 
Online Practice. You might also want to ask them 
to use the Discussion Board for the next unit’s 
Warm-Up activity.
TESTING PROGRAM
Print Unit 6 Test from the Testing Program 
for an end-of-unit assessment.
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NOW I CAN
SPEAKING
 talk about suggestions 
and obligations.
GRAMMAR
 use should and 
have to.
LISTENING
 understand people 
giving advice.
READING
 understand an article 
about managing stress.
GO
ONLINE
Find information about how to avoid or reduce stress. 
Share the information with the class.
1 Look at the questions in the Healthy Living Test. Add two more questions.
SPEAKING — Living a healthy lifestyle
2 PAIR WORK. Ask your partner the questions and select (✓) Yes or No. 
Try to give extra information when you answer.
3 PAIR WORK. What do you think your partner can do for a healthier lifestyle? 
Give your partner advice.
Do you often go to bed 
after midnight?
You shouldn’t watch TV so much. 
Maybe you should watch TV only 
on the weekend.
Yes, I do. I stay up watching TV!
I’m not sure I can do that!
1. Do you often go to bed after midnight? Yes No
2. Do you ever wake up in the morning with 
a headache? Yes No
3. Is it hard to breathe when you run for a 
bus or go up some stairs? Yes No
4. Do you get pins and needles in your 
hands and feet when you sit for a 
long time?
 Yes No
5. Do you ever feel tired in the middle of 
the day? Yes No
6. Do you feel dizzy when you stand up 
suddenly? Yes No
7. (your idea) ? Yes No
8. (your idea) ? Yes No
41
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1 Read the conversation. Choose the correct answer.
REVIEW Units 4–6
2 Listen and check your answers. Then practice the conversation with a partner.
3 PAIR WORK. Put a box around the places, geographical features, and activities. 
Practice the conversation again. Use your own ideas for the places, geographical 
features, and activities.
 4 Practice the conversation again. This time add information and [SAY MORE].
 Sandy Wow, that’s a nice present! Where are you going? 
 David Bali. [I’m so excited!]
 Sandy What are you doing, David?
 David I’m planning a vacation for me and my 
friend Leo. He’s getting married soon, but 
before / after that, I want to take him on a trip.
 Sandy Wow, that’s a nice present! Where are you 
going?
 David Bali. [SAY MORE]
 Sandy Where’s that?
 David It’s an island in Indonesia. It’s one of the 
beautifulest / most beautiful islands in the 
world.
 Sandy Sounds amazing. You’re a great friend, David!
 David Well, he’s my best friend, and Lisa, the 
groom / bride, is my friend, too. [SAY MORE]
 Sandy That’s nice.
 David I can’t wait to go. Bali has great beaches, 
there’s a rainforest, and there are even 
volcanoes.
 Sandy What are you going to do when you get there?
 David First, we’re going to spend some time on the 
beach. Then / Finally, we’re going to do a yoga 
course.
 Sandy Oh, interesting! [SAY MORE]
 David Then we’re going to do a cooking class with 
the best / better chef in Indonesia.
 Sandy Wow, can I go with you, too?
1
5
3
4
2
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The goal of this section is to review and practice 
the language presented in Units 4–6 in a fun and 
meaningful way.
WARM-UP
Books closed. Ask Where do you want to go on 
vacation? Elicit answers and then ask follow-up 
questions. For example: Why do you want to go there? 
Why is that a good place to go on vacation?
Activity 1
•	 Books open. Focus attention on the people in the 
picture. Ask Where are they? Are they friends? Elicit 
answers. Encourage students to guess and have fun 
with the activity.
•	 Focus attention on the conversation. Preteach words 
and phrases students might not be familiar with.
•	 Have students read the conversation silently. At 
this time, students should ignore the [say more] 
instruction. Then have students choose the correct 
answers.
•	 CULTURE NOTE: Indonesia is famous for its 
delicious and varied cuisine. Dishes include gado 
gado /%gAdoU "gAdoU/ (made with a vegetable salad 
and peanut sauce) and nasi goreng /%nAsi g@"rEN/ 
(fried rice). 
Activity 2
•	 Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
•	 Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
ANSWERS
1. before
2. most beautiful
3. bride
4. Then
5. best
Activity 3
•	 Focus attention on the conversation in Activity 1. 
Explain that students should identify and put a 
box around the places, geographical features, and 
activities in the conversation. Students then change 
these words with their own ideas. 
•	 Have students make pairs and put a box around the 
words. Then check answers.
•	 Elicit some ideas for geographical features and 
activities and write them on the board before 
students do the next part of the activity. Point out 
that they might need to change other parts of the 
conversation.
•	 Have students practice the conversation in pairs 
using their own ideas.
ANSWERS
A box should be put around the following
places: Bali, Indonesia, Bali, Indonesia
geographical features: island, islands, beaches, rainforest, 
volcanoes, beach
activities: spend some time on the beach, do a yoga 
course, do a cooking class
Activity 4
•	 Focus attention on the conversation in Activity 1 
again. Explain that [say more] means that students 
should provide more information in order to make 
the conversation more interesting and keep it going.
•	 Use the example (I’m so excited.) to show how the 
speaker is providing more information.
•	 Have students practice the conversation again, 
adding more information at [say more].
COnVerSatiOn
Review Objectives
•	 Vocabulary: geographical features, wedding expressions, activities
•	 Grammar: superlative adjectives, adverbial clauses with before, after, when
rEViEW Units 4–6
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Activity 5
Focus attention on the pictures. Have students describe 
what they see. Then ask What do you think these places 
are like? Elicit answers such as They are very hot/cold/
etc. Then ask What problems do the runners have? Elicit 
answers.
PoSSiBlE ANSWERS
TheSahara Desert runners feel very hot.
The North Pole runners feel very cold.
Activity 6
•	 Read the article aloud to the class or play the 
recording. Tell students not to be concerned if they 
do not understand every word.
•	 Focus attention on the items in the activity. Explain 
that students need to write questions for each of the 
answers with information from the text.
•	 Have students read the article and do the activity on 
their own. Then check answers.
•	 Read the article aloud again. This time, have 
students stop you when there is a word they don’t 
understand. Have other students explain the word 
by paraphrasing, drawing, or miming. 
•	 LANGUAGE NOTE: NYC is a very common 
abbreviation for New York City.
ANSWERS
1. How far did the soldier run between Marathon and 
Athens?
2. How many people ran in the New York City marathon 
in 2015?
3. Where does the Mount Everest Marathon finish?
4. What is the hottest marathon?
5. How do runners get to the North Pole Marathon?
6. What should you do on the day of a marathon?
ExtEnsion
Write other places and numbers from the text on the 
board. Have students write questions with these as the 
answers.
Activity 7
•	 Have students make groups.
•	 Focus attention on the questions.
•	 Have students discuss the questions in groups.
ANSWERS
Answers will vary.
ExtEnsion
Have the groups report on question 3, saying how 
many people would or wouldn’t like to run a marathon 
and why. Tally the results and main reasons for the class 
on the board.
tEStiNg PRogRAm
Print Midterm Test from the Testing Program 
for an assessment of Units 1–6.
reading
Review Objectives
•	 Vocabulary: geographical features, lifestyle expressions
•	 Grammar: superlative adjectives, should and have to, adverbial 
clauses with before, after, when 
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5 Look at the photos. What problems do the runners have?
 6 Read the article. Write a question for each of these answers.
 1. Forty kilometers. 4. Marathon des Sables.
 2. More than fifty thousand. 5. They fly from Norway.
 3. Namche Bazaar. 6. Relax.
7 GROUP WORK. Discuss these questions.
 1. Has anyone in your group ever run a marathon? What was it like?
 2. Have any of your friends or family run a marathon?
 3. Would you like to run a marathon? Why or why not?
NORTH POLE MARATHONMARATHON DES SABLES, SAHARA DESERT
A ccording to legend, in 490 bc, a soldier 
named Pheidippides ran 40 kilometers (24.8 miles) 
to Athens, Greece, from a town called Marathon. 
He ran because he had news of a victory in a battle. 
When the first modern Olympic Games took place 
in Athens in 1896, there was a 40-kilometer race 
to honor him.
 Now there are marathons in many major cities 
around the world. One of the biggest is in New York 
City. When the NYC marathon started in 1970, 
there were 127 runners. In 2015, more than 50,000 
runners took part, and over two million people stood 
in the streets and watched it! That’s the most people 
at any live sports event in the US.
 And there are marathons on every continent—
up mountains, across deserts, and even on 
volcanoes! The highest marathon is on Mount 
Everest. Runners start at 5,364 meters (about 
17,600 feet) and finish in a village called Namche 
Bazaar at 3,446 meters (about 11,300 feet). They 
have to run along hard mountain trails.
 The hottest marathon is the Marathon des Sables 
in the Sahara Desert, and the coldest is at the North 
Pole. Runners in the North Pole Marathon have to 
run on dangerous ice and snow. They fly from Norway 
and then fly back again soon after they finish the race.
 Do you want to run a marathon? Here’s some 
good advice:
 Your training depends a lot on your age and fitness 
level. If it’s your first marathon, you should start 
preparing 10 to 12 months before the race.
 In addition to training and exercise, you should 
try to get good sleep, eat good, fresh food, and drink 
enough water to be well hydrated.
 And on the day of the race, relax! Don’t get stressed!
THE GREATEST TESTTHE MARATHON
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UP
WARM
$110
O N L I N E 
PRACTICE
VOCABULARY
1 Look at the pictures. Write the correct letter next to the things to buy. 
Then listen and check your answers.
 a. clothing b. perfume c. jewelry d. electronics e. antiques
SPEAKING
Complaints /Shopping
GRAMMAR
Too, enough, many, much
LISTENING
Shopping habits
READING
Online shopping article
7 There are too many stores!
2 Look at the pictures again. Write the numbers of the places next 
to their names below. Then listen and check your answers.
antique store 4 perfume store electronics store 
flea market boutique 
3 PAIR WORK. Look at the things to buy in the stores above. 
Which do you think are…
 1. overpriced? 4. outdated?
 2. reasonable? 5. trendy?
 3. inexpensive?
1
2
4
5
3
Stores
antique store
boutique
Items
jewelry
clothing
Group new words 
by theme.
VOCABULARYTIP
a
I think those pants 
are overpriced. Really? I think they’re 
reasonable. They’re 
really trendy!
What’s your 
favorite place 
to shop?
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SPEAKING
Complaints/Shopping
GRAMMAR
Too, enough, many, much
LISTENING
Shopping habits
REAdING
Online shopping article
There are too many stores!7
VOCaBUlary
The goal of this section is to present and practice the 
target vocabulary: shopping.
WARM-UP
•	 Books closed. Elicit kinds of stores and write them 
on the board. For example: supermarket, convenience 
store, etc.
•	 Then ask What’s your favorite place to shop? Elicit 
several answers.
•	 If students contributed to the Warm-Up Discussion 
Board as part of the Online Practice, look at their 
comments now with the class.
Activity 1
•	 Books open. Focus attention on the pictures. Check 
to see which words the students already know.
•	 Model the target vocabulary items: clothing, 
perfume, etc.
•	 Have students complete the activity on their own.
•	 Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
ANSWERS
1. a 2. c 3. d 4. e 5. b
Activity 2
•	 Explain that students will now match the places 
in the pictures in Activity 1 to the types of stores. 
Students should write the number of the picture 
next to the name of the store.
•	 Have students complete the activity on their own.
•	 Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
ANSWERS
antique store: 4
flea market: 2
perfume store: 5
boutique: 1
electronics store: 3
Activity 3
•	 Focus on the pictures in Activity 1. Elicit the names 
of items and write them on the board. For example: 
T-shirt, rings, etc. 
•	 Explain that students need to look at the items in 
the pictures and give their opinion about them.
•	 Focus attention on the five adjectives and explain 
or elicit their meanings. Then model their 
pronunciation and have students repeat.
•	 Focus attention on the example conversation in the 
speech bubbles. Model it with a student.
•	 Have students do the activity in pairs. 
Vocabulary Tip
•	 Focus attention on the Vocabulary Tip box. Explain 
that putting words into thematic groups, such as 
stores and items in the example, can help students 
remember the words.
•	 Write the two thematic categories in the tip and the 
words under them in two columns on the board. 
Then write the adjectives from Activity 3 in a third 
column. Ask students to suggest a category for them 
and write it above the list of adjectives.
•	 Explain that when students learn new words relating 
to these thematic categories, they should write them 
down in the same place.
SmARt ChoiCE oNliNE
Remind students that there are extra Vocabulary practice 
activities on Online Practice and On TheMove.
Vocabulary: antiques, antique store, boutique, clothing, electronics, electronics store, flea market, 
inexpensive, jewelry, outdated, overpriced, perfume, perfume store, reasonable, trendy; 
convenient, stressful, tempting
Conversation: Making complaints
language Practice: Too/not enough; too many/too much
Pronunciation: Word stress in complaints
listening: Conversations about shopping habits
Smart talk: An information gap activity about famous markets
Reading: An article about online shopping
Writing: A letter about favorite places to shop
Speaking: A board game about shopping
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CONVERSATION
The goal of this section is to present and practice the 
target vocabulary and grammar of the unit in a typical 
conversation.
WARM-UP
Books closed. Ask questions about shopping such as 
Do you think shopping is fun? How often do you go to a 
mall or department store? Do you like shopping for other 
people? Elicit several answers.
Activity 1
• Books open. Focus attention on the model 
conversation. 
• Preteach words and phrases students might not be 
familiar with. For example: cashiers, line, etc.
• Have students read the conversation silently, 
without doing the activity.
• Have students fill in the blanks on their own.
• Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
• Play the recording again. Pause after each line of the 
conversation and have students repeat. Be sure to 
correct pronunciation and intonation.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
ANSWERS
1. a 2. c 3. b 4. d
VARIATION
• Play the video instead of the recording when 
students are checking their answers.
• Play the video again before students practice 
the conversation. Pause after each line of the 
conversation, and have students repeat. 
• When students are familiar with the conversation, 
have them close their books. Pause the video before 
Emily’s lines and have students say the lines. Repeat 
this procedure for Kelly’s lines.
Activity 2
• Focus attention on the chart. Explain that the chart 
is color-coded and that items in the green column, 
for example, can be substituted into the green box 
in the conversation. Demonstrate this with noisy. 
Point out the other colors and the corresponding 
columns in the chart and boxes in the conversation.
• Elicit other words or phrases that can go in each 
column. Explain to students that they can practice 
with their own ideas as well as those in the book.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
EXTRA IDEA
Have students play a word association game. Say one 
of the vocabulary items from Activity 2. For example: 
noisy. Have students write down as many words as they 
can that relate to this word.
SMART CHOICE ONLINE
Remind students that there are extra Conversation 
practice activities on Online Practice and On The Move.
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O N L I N E 
PRACTICE
CONVERSATION
1 Complete the conversation. Then listen and check your answers. 
Practice the conversation with a partner.
 a. crowded b. boyfriend c. electronics d. laptop
Emily Are you having a good time at the mall?
Kelly Not really. There are too many people here.
Emily I agree. It’s very 1 .
Kelly I went to the 2 store, and there weren’t 
enough cashiers. The lines were so long!
Emily Did you buy something there?
Kelly I bought something for my 3 .
Emily Oh, really?
Kelly Yes, I bought a 4 for him.
Emily Oh, nice!
Kelly But it was too expensive.
Emily You don’t like shopping very much, do you?
Kelly No, not at all. How did you guess?
2 PAIR WORK. Practice the conversation again. Use the ideas below. 
Add your own ideas.
1 2 3 4
noisy jewelry father watch
busy antique friend lamp
 
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O N L I N E 
PRACTICE
LANGUAGE PRACTICE
Grammar Reference page 131
1 Complete the sentences with too, too much, or too many.
 1. There are too many antique stores on this street.
 2. The clothes are expensive here. Let’s go somewhere else.
 3. I can’t hear you! The music in this store is loud!
 4. Oh, no. I spent money at the mall today.
 5. There are people in this line. We’re going to be here forever!
2 Complete the sentences with too much, too many, or not enough.
 1. The lines were long because there were not enough cashiers.
 2. I didn’t go to the boutiques because there was time.
 3. My mother has credit cards. She has 20!
 4. Ugh! They’ve sprayed perfume in this store. Atchoo!
 5. This computer has problems, and it is 
fast .
3 PAIR WORK. Complete the conversation with your own ideas. 
Then practice with a partner.
 A I went to yesterday.
 B Really? What did you buy?
 A I bought too many and I spent too much .
 B Were there a lot of people there?
 A Yes, it was too !
PRONUNCIATION—Word stress in complaints
1 Listen. Notice the words that are stressed in complaints.
 1. There are too many people here!
 2. This place is too noisy!
 3. There is not enough time!
 4. There is too much stuff here!
2 Listen again and repeat. Be sure to stress the correct words.
Too/not enough; too many/too much
Count nouns Adjectives 
There are too many people here. This mall is too crowded. 
There aren’t enough cashiers. These clothes aren’t trendy enough.
Noncount nouns 
There’s too much stuff in my closet! 
There isn’t enough time to go shopping.
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LANGUAGE PRACTICE
The goal of this section is to present and practice the 
target grammar: too/not enough, too many/too much.
• Books closed. Write on the board:
 The mall is very crowded.
 The mall is too crowded.
• Explain that very crowded and too crowded are 
quite similar, except that too crowded has a negative 
meaning. It means more than is good.
• Books open. Write the sentences from the Language 
Practice box on the board. Explain that not enough 
has a negative meaning and means the opposite of 
too and too much/many. It means less than is good 
or needed.
• Point out that enough usually comes before a noun 
and after an adjective. For example: There isn’t 
enough food. I’m not warm enough. 
• Too many is used with plural count nouns. For 
example: too many people, too many things. Too 
much is used with noncount nouns. For example: 
too much food, too much trouble. Too is used on its 
own before adjectives. For example: too crowded.
• Direct students to page 131 of the Grammar 
Reference for more information and practice.
Activity 1
• Focus attention on the five sentences. Explain that 
students need to fill in the blanks with too, too 
much, or too many. 
• Focus on the example. Elicit why too many is the 
correct expression to complete the sentence. (It is 
followed by a plural count noun, antique stores.)
• Have students complete the activity on their own. 
Then check answers.
ANSWERS
1. too many
2. too
3. too
4. too much
5. too many
EXTENSION
Have students look around the classroom and make 
statements using too, too much, too many, and not 
enough. For example: There are not enough windows. 
There are too many chairs. It isn’t bright enough. 
Activity 2
• Explain that students need to fill in the blanks with 
too much, too many, or not enough. Then write the 
first sentence on the board and complete it as an 
example.
• Have students complete the activity on their own.
ANSWERS
1. not enough
2. not enough
3. too many
4. too much
5. too many, not ... enough
VARIATION
Before studentscomplete the sentences, have them 
identify whether the blanks in each sentence come 
before adjectives, count nouns, or noncount nouns.
Activity 3
• Write the conversation on the board. Elicit what 
type of word should go into each blank: adjective, 
singular/plural count noun, or noncount noun?
• Have students make pairs and complete the 
conversation with their own ideas. Then have 
students practice their conversation.
• Have pairs of students present their conversations 
for the class.
ANSWERS
Answers will vary.
PRONUNCIATION
The goal of this section is to focus on word stress in 
complaints.
Activity 1
Model the examples. Have students notice the type of 
words that are stressed. Then play the recording. 
Activity 2
Play the recording again. Have students practice saying 
the examples in Activity 1.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice 
activities on Online Practice and On The Move.
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LISTENING
The goal of this section is to practice listening for the 
main idea, to practice listening for specific information, 
and to discuss the listening passages.
Activity 1—Before you listen
• This activity introduces three new vocabulary items: 
convenient, stressful, tempting.
• Focus attention on the comments. Model the 
pronunciation of the vocabulary items in bold and 
have students repeat.
• Have students match the definitions to the 
comments. Then check answers.
• Focus attention on the three people in the pictures. 
Have students guess who made each comment 
and justify their choices. Write the name of the 
people mentioned by most students next to each 
comment number on the board. Tell students they 
can confirm their guesses after they listen to the 
recordings.
ANSWERS
1. c 2. a 3. b
Activity 2
• Focus attention on the chart and the example 
answer. Explain that students should put a check 
mark under the correct name. Sometimes they 
might check more than one name. 
• Play the recording and have students do the activity. 
Then check answers.
ANSWERS
1. Mario
2. Rebecca
3. Mario
4. Li Wei
5. Rebecca, Mario
EXTENSION
• Ask students the reasons for their answers when 
completing the chart in Activity 2. 
• Have students copy the questions from the book.
• Play the recording again. Have students listen and 
write the key words and phrases that justify their 
answer to each question.
Activity 3
• Focus attention on the three questions. Have 
students read them silently. 
• Play the recording again. If necessary, pause the 
recording after each conversation to give time for 
students to write their answers. Then check answers.
ANSWERS
1. Sometimes there are too many people, and she never 
has enough time.
2. Someone got his credit card details and spent a lot of 
money with his card.
3. He thinks she buys too much stuff online.
EXTENSION
If students made guesses about who said each comment 
in Activity 1, check their guesses now, before doing the 
next activity. (1. Li Wei; 2. Rebecca; 3. Mario)
Activity 4
• In this activity, students listen to a conversation 
between the interviewer, Li Wei, and Mario.
• Preview the statements. Explain any words or 
phrases students might not be familiar with. For 
example: assistants.
• Play the recording. Have students choose True or 
False. Then check answers. 
ANSWERS
1. False
2. True
3. False
4. False
5. False
EXTRA IDEA
• Have students rewrite sentences 1–4 in Activity 4 to 
make a Find someone who ... activity.
• Have students write questions such as Do you enjoy 
watching people at the mall? Do you like assistants 
talking to you? on a piece of paper.
• Have students walk around the classroom and ask 
other students the questions until they find 
SMART TALK
Teaching notes for the Smart Talk activity begin on 
page T–96.
SMART CHOICE ONLINE
Remind students that there are extra Listening practice 
activities on Online Practice and On The Move.
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SMART TALK
Shopper’s paradise? Student A: Turn to page 90. Student B: Turn to page 102.
LISTENING
1 BEFORE YOU LISTEN Read the comments about shopping at malls and online. 
Match the words in bold to their definitions. Which person below do you think 
made each comment?
 1. “Online shopping is too tempting.” a. easy to access
 2. “There’s a great mall near my place. It’s very convenient.” b. causing stress
 3. “Shopping at a mall is very stressful.” c. irresistible
2 Listen to the people talking about shopping. Complete the chart.
 Who… Rebecca Mario Li Wei
1. prefers shopping alone? ✓
2. only likes shopping at malls?
3. hates shopping at malls?
4. enjoys shopping at malls and online?
5. thinks that shopping online is dangerous?
3 Listen again and answer the questions.
 1. What doesn’t Rebecca like about shopping at the mall? 
 2. What happened to Mario’s friend? 
 3. What does Li Wei’s boyfriend think about her online shopping habits? 
 4 Listening PLUS. Listen to more of the interviews. Choose (✓) True or False.
 True False
 1. Li Wei and Mario enjoy watching people at the mall. 
 2. Mario doesn’t like assistants talking to him. 
 3. Li Wei likes shopping for clothes online. 
 4. Li Wei thinks it’s a good idea to buy shoes online. 
 5. Mario is excited about mall shopping with Li Wei. 
Rebecca Mario Li Wei
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O N L I N E 
PRACTICE
WRITING
Turn to page 111.
READING
1 BEFORE YOU READ Look at the title of the article. 
What do you think about online shopping?
2 Read the article. Are the comments about online shopping positive or negative?
3 Read the article again. Choose (✓) the true statements. Correct the false ones.
 1. Troy had to go to the store because they sent the wrong sunglasses. 
 2. Jake thinks he spends too much time shopping online. 
 3. Nancy doesn’t like to stand in line to pay for things. 
 4. Min-ho was angry because he spent a lot of time and money. 
 5. Mari is worried about shopping online because she doesn’t get enough exercise. 
 4 PAIR WORK. What kinds of things do you buy online? Why? 
Tell your partner.
A I buy electronics online because they’re too expensive in stores.
B I buy books online because it’s very convenient.
Online shopping—a dream or a nightmare?
I wanted to buy a new pair of 
sunglasses, but I was too busy to go 
to the stores downtown. So I decided 
to order them online. They arrived 
quickly, but they were broken and 
the case looked used! So I had to go 
to the store to change them! What a 
waste of time.
 Troy, Jersey City, USA
I like going to stores, but how do you 
know if a store has what you want? 
The great thing about shopping 
online is saving time! There are so 
many choices, and it doesn’t take 
much time to find what you want! 
 Jake, Sydney, Australia
I do all of my shopping online—it’s 
so cool! I never have to go to the 
mall or wait in line to pay. And I 
don’t have to go around to different 
stores to compare prices. The only 
problem is that I usually spend too 
much money! I’m broke!
 Nancy, Seattle, USA
I bought a lot of electronics online last 
year, and everything was a good deal. 
The problem is that someone stole 
my credit card information and went 
shopping. My advice is: Be very careful 
when you shop online!
 Eric, Ottawa, Canada
I saw the perfect bracelet for my 
girlfriend in a magazine. I spent weeks 
looking for it in jewelry stores. I was so 
happy when I finally found it. Then when 
I got home, I found the same bracelet 
online. And it was cheaper! I spent too 
much time looking for it, and I paid too 
much, too. 
 Min-ho, Incheon, South Korea
The first time I purchased something 
online, I was a little nervous. I didn’t 
know how they weregoing to ship it. 
But it arrived OK. Now the only problem 
is that I do too much shopping online. 
And because I don’t have to go out much 
anymore, I’m not very fit! 
 Mari, Lima, Peru
1 4
5
2
3 6
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reading
The goal of this section is to practice reading 
comprehension.
Activity 1—Before you read
•	 Focus attention on the title of the article and write 
it on the board. Elicit the meaning of dream and 
nightmare. Explain that these words are used in a 
metaphorical rather than literal way, and that in this 
context, they mean fun or not fun. Focus attention 
back to the conversation on page 45, and explain 
that for Kelly, shopping is probably a nightmare. 
•	 Focus the discussion on online shopping and elicit 
answers to the question: What do you think about 
online shopping? Have students share their opinions 
and experiences of online shopping.
ANSWERS
Answers will vary.
Activity 2
•	 Read the article aloud to the class or play the 
recording. Tell students not to be concerned if they 
do not understand every word.
•	 Have students read the article individually 
and answer the question about each shopper’s 
comments. Then check answers.
•	 Read the article aloud again. This time, have 
students stop you when there is a word they don’t 
understand. Have other students provide the 
answers by paraphrasing, drawing, or miming.
ANSWERS
Positive comments: 2, 3, 5
Negative comments: 1, 4, 6
VARiAtion
•	 Have students draw a two-column chart in their 
notebooks. As students read, have them write the 
positive comments in one column and the negative 
comments in the other.
•	 Have students circle the comments they agree with.
Activity 3
•	 Focus attention on the statements. Explain any 
words students might not be familiar with.
•	 Have students do the activity on their own. Then 
check answers.
ANSWERS
1. False. He had to go to the store because the sunglasses 
were broken.
2. False. Jake thinks he is saving time by shopping online.
3. True
4. True
5. True
CHALLEnGE WoRDs
•	 Focus attention on the words in blue in the article 
and explain that these are challenge vocabulary 
terms.
•	 Write each sentence containing blue words on the 
board.
•	 If these challenge terms haven’t been defined by 
this point, ask students to use the context of the 
sentence to guess the definition of each one and 
then check their guesses in a dictionary. Elicit and 
write the correct definitions on the board.
•	 Have students create new sentences for each 
challenge term and share them with the class
ExtEnsion
•	 Ask comprehension questions. Before you start, 
make sure students understand that Troy, Eric, Jake, 
and Min-ho are male names, and Mari and Nancy 
are female names.
•	 Ask questions such as Why do Troy and Eric not 
recommend online shopping? Elicit Because Troy’s 
sunglasses were broken and the case looked used. 
Someone stole Eric’s credit card number.
•	 Repeat this procedure for other questions.
Activity 4
•	 Focus attention on the questions and the model 
answers. Then ask a student in the class what things 
he or she buys online, and why. Have the student 
explain the answer in detail.
•	 Have students do the activity in pairs. As students 
work, walk around the class to check progress and 
offer help as necessary.
•	 Have students tell the class about their partner’s 
online shopping habits and reasons.
Writing
Teaching notes for the Writing section are on 
page T–111.
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SPEAKING
The goal of this section is to practice the language in the 
unit in an enjoyable, meaningful, and personalized way.
Activity 1
• Focus attention on the instructions. Point out that 
students will need a coin and a marker, such as an 
eraser, a coin, or a hairpin, to move on the board.
• Focus attention on the game board. Model the 
questions for the students.
• Focus attention on the first question and the 
example conversation. Model it with a student. 
Point out that the first speaker should ask follow-
up questions to get more information. Elicit some 
follow-up questions students could ask after the 
questions on the board. For example, for question 2: 
How often do you shop there? Do you like shopping 
there? Why/Why not?
• Have students play the game in pairs. Encourage 
them to write notes so that they remember the 
information about their partner for Activity 2.
• As students play the game, walk around the class to 
check progress and offer help as necessary.
ANSWERS
Answers will vary.
Activity 2
• Have students make groups by joining another pair. 
Explain that students will now take turns telling the 
information about their partners they found out in 
Activity 1 and compare their information.
• Focus attention on the example conversation in the 
speech bubbles. Model it with two students.
• Have students do the activity in groups.
EXTENSION
Have a student from each group report their findings 
to the class. Write the information on the board. Then 
have the class complete these sentences to summarize 
the results: 
1. Most of us like / don’t like shopping at malls.
2. Most of us usually shop at .
3. Most of us like to shop .
4. Most of us prefer to shop alone / with other people.
5. Most of us have / haven’t spent too much money 
shopping.
6. Most of us have / haven’t had problems buying things.
7. Most of us often buy .
8. Most of us think that the worst thing about shopping 
is .
9. Most of us shop online .
EXTRA IDEA
Have students play the game again with new partners, 
but this time making their own questions.
• Have students go online to find tips for a good 
shopping experience. Suggest that students can 
search for shopping tips, for example. If necessary, 
explain that they can usually find this information 
on consumer websites or lifestyle magazines online.
• Have students write a text with the information or 
present it to the class.
• Remind students that they can also share the 
information they find on the Discussion Board on 
Online Practice. You might also want to ask them 
to use the Discussion Board for the next unit’s 
Warm-Up activity.
TESTING PROGRAM
Print Unit 7 Test from the Testing Program for an 
end-of-unit assessment.
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Do you prefer to
shop with other
people or alone?
4
When do you
like to shop?
3
Do you like
shopping at malls?
1
8
What’s the worst thing
about shopping?
What kinds of things
do you often buy?
7
How often do
you shop online?
9
6
Have you ever had
any problems with
buying things?
Have you ever
spent too much
money shopping?
5
Where do you
usually shop?
2
FINISH
START
NOW I CAN
GO
ONLINE
1 PAIR WORK. Follow these instructions to play the game.
Find tips for a good shopping experience. Share them with the class.
SPEAKING — A shopping game
SPEAKING
 make complaints and 
discuss shopping.
GRAMMAR
 use too/not enough 
and too many/much.
LISTENING
 understand conversations 
about shopping habits.
READING
 understand an article 
on online shopping.
2 GROUP WORK. Now work with another pair. Share the information about your partner. 
Compare your ideas.
� Take turns flipping a coin to move on the board. Heads = 1 square. 
Tails = 2 squares.
� When you land on a square, your partner asks you the question and 
then a follow-up question for more information.
A Do you like shopping at malls?
B No, I don’t.
A Why not?
B Because there are too many people.
Really? I love it! It’s always fun.
Yuko doesn’t like shopping at the mall.
Neither do I. It’s too noisy.
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UP
WARMO N L I N E 
PRACTICE
VOCABULARY
1 Look at the people. Which adjective from each box best describes 
each person’s personality and appearance? Write the correct letters. 
Then listen and check your answers.
2 PAIR WORK. Discuss the people in the pictures. Who do you think is the most 
interesting person? Who do you think is the most attractive? Why?
SPEAKING
Describing preferences
GRAMMAR
Relative clauses
LISTENING
Voicemail messages
READING
Dating advice
8 I like people who are smart.
2. Sophie1. Larry
3. Sally 4. Ted 5. Jon
d
 Personality
 a. artistic
 b. generous
 c. intelligent
 d. polite
 e. reliable
 Appearance
 f. bald
 g. slim
 h. elegant
 i. muscular
 j. elderly
h
I think Jason is a very reliable person.
I agree with both of you. I also 
think Jason is really elegant.
Do you think so? Carla 
is also very reliable.
I think she’s the most beautiful, but 
Ted seems more interesting to me.
I think Sophie is the most 
interesting. I like artistic people.
3 GROUP WORK. Use the adjectives above to describe your classmates. Do you agree?
What do you notice 
when you meet 
someone new?
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VOCaBUlary
The goal of this section is to present and practice the 
target vocabulary: appearance and personality. 
WARM-UP
•	 Books closed. On the board, write Appearance and 
Personality. Ask Can you describe your favorite 
celebrity? What does he or she look like? What’s his 
or her personality like? Elicit adjectives in both 
categories, such as tall, beautiful, smart, friendly, etc.
•	 Then ask What do you notice when you meet 
someone for the first time? Elicit adjectives that 
describe appearance and personality.
•	 If students contributed to the Warm-Up Discussion 
Board as part of the Online Practice, look at their 
comments now with the class. 
Activity 1
•	 Books open. Focus attention on the pictures. Have 
students describe what they see.
•	 Model the target vocabulary items: artistic, generous, 
etc.
•	 Focus on the examples. Explain that students should 
match one adjective from each box to each picture.
•	 Have students complete the activity on their own.
•	 Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
•	 LANGUAGE NOTE: We often use elderly to talk about 
people who are quite old. It sounds more polite 
than old. The adjective elegant can refer to a stylish 
appearance or to graceful manners.
ANSWERS
1. d, h 2. a, g 3. b, j 4. c, i 5. e, f
ExtEnsion
Have students give examples of well-known people who 
have each characteristic. For example: I think Bill Gates 
is intelligent and generous.
Activity 2
•	 Focus attention on the questions and the example 
conversation in the speech bubbles. Have two 
students model the conversation.
•	 Have students work in pairs to discuss the people 
in the pictures in Activity 1. As students work, walk 
around the class to check progress and offer help as 
necessary.
ANSWERS
Answers will vary.
Activity 3
•	 Focus attention on the example conversation in 
the speech bubbles. Model it with two students. 
If necessary, show how to use one of the other 
adjectives to describe someone in the class. For 
example: I think Jung-eun is very polite.
•	 Have students make groups and describe their 
classmates. As students work, walk around the class 
to offer help as necessary. Make sure students are 
practicing polite comments.
ExtRA iDEA
Have students play a guessing game. Have students 
describe a classmate’s personality and appearance to a 
group or the class without saying the person’s name. 
The other students try to guess who is being described.
SmARt ChoiCE oNliNE
Remind students that there are extra Vocabulary practice 
activities on Online Practice and On The Move.
Vocabulary: artistic, bald, elderly, elegant, generous, intelligent, muscular, polite, 
reliable, slim; introverted, kind, outgoing
Conversation: Talking about preferences
language Practice: Defining relative clauses (subject)
Pronunciation: Word stress and content words
listening: People describing themselves in messages and phone calls
Smart talk: An information gap activity about people’s interests
Reading: An article about dating advice
Writing: Describing yourself in an email
Speaking: A survey about personal qualities
SPEAKING
Describing preferences
GRAMMAR
Relative clauses
LISTENING
Voicemail messages
REAdING
Dating advice
8 I like people who are smart.
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CONVERSATION
The goal of this section is to present and practice 
the target vocabulary and grammar of the unit in a 
typical conversation.
WARM-UP
Books closed. Ask students Have you ever met someone 
online? If they have, ask Which kind of website or 
network did you meet them on? Elicit answers.
Activity 1
• Books open. Focus attention on the model 
conversation. 
• Preteach words and phrases students might not be 
familiar with. For example: dating website, his looks.
• Have students read the conversation silently, 
without doing the activity.
• Have students fill in the blanks on their own.
• Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
• Play the recording again. Pause after each line of the 
conversation and have students repeat. Be sure to 
correct pronunciation and intonation.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so 
they practice each part.
• LANGUAGE NOTE: Guy is an informal way of 
saying man.
ANSWERS
1. c 2. d 3. a 4. b
VARIATION
• Books closed. Before students do the activity in the 
book, play the video with the sound off. Ask students 
to describe what the people are doing in the video.
• Books open. Focus attention on the model 
conversation. Follow the teaching notes for Activity 1, 
but play the video instead of the recording to check 
answers and model the conversation.
Activity 2
• Focus attention on the chart. Explain that the chart 
is color-coded and that items in the green column, 
for example, can be substituted into the green box in 
the conversation. Demonstrate this with art. Point 
out the other colors and the corresponding columns 
in the chart and boxes in the conversation.
• Elicit other words or phrases that can go in each 
column. Explain to students that they can practice 
with their own ideas as well as those in the book.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
EXTRA IDEA
• Have a class survey to find out where students meet 
people. Write some ideas on the board. For example: 
online, at work, at school, etc. Then elicit other ideas. 
• Ask for a show of hands to find out the place where 
students most often meet people.
Conversation Tip
Focus attention on the example in the Conversation Tip 
box. Read the line A dating website? You used one? to 
the class. Explain that the speaker is not really asking a 
question. The questioning tone is used to show disbelief 
or skepticism. 
SMART CHOICE ONLINE
Remind students that there are extra Conversation 
practice activities on Online Practice and On The Move.
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O N L I N E 
PRACTICE
CONVERSATION
EXPRESSING EMOTION
Use a questioning tone 
to express skepticism. 
I met a guy on 
the Internet.
A dating website? 
You used one?
CONVERSATIONTIP
1 Complete the conversation. Then listen and check your answers. 
Practice the conversation with a partner.
 a. intelligent b. attractive c. music d. musician
Ana What are you doing?
Emily I’m talking to a guy who lives in California.
Ana Really? Where did you meet him?
Emily On the Internet.
Ana A dating website? You used one of those?
Emily No. It’s a site for people who are interested in 1 .
Ana So,what’s he like?
Emily He’s a very good 2 .
Ana What else do you know about him?
Emily Well, he works for a company that makes computers.
Ana OK. But what does he look like?
Emily I don’t care about his looks! I like guys who are 3 .
Ana So do I! But I also like guys that are 4 !
2 PAIR WORK. Practice the conversation again. 
Use the ideas below. Add your own ideas.
1 2 3 4
art artist artistic elegant
theater actor polite muscular
 
I like people who are smart. • Unit 8
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O N L I N E 
PRACTICE
LANGUAGE PRACTICE
Grammar Reference page 132
1 Match the information to make complete sentences.
 1. I like to have fun, so I prefer people d a. which was really interesting.
 2. I’m a quiet person, so I’m looking for someone b. that cost too much.
 3. I don’t like parties, but I went to a reception c. who doesn’t talk too much.
 4. I don’t like expensive things, so don’t give me gifts d. that make me laugh.
2 Rewrite the sentences. Use who or which.
 1. He’s a very generous person. He gives his time to everyone. 
 He’s a very generous person who gives his time to everyone.
 2. We met at the new cafe. It has paintings by local artists on the walls. 
 
 3. I met a very attractive woman online. She works for a TV company. 
 
 4. There’s a new dating website. It looks really interesting. 
 
3 PAIR WORK. Use relative clauses to complete the sentences. Tell your partner. 
Do you agree?
 1. A good friend is someone… 3. A good neighbor is someone…
 2. A good teacher is a person… 4. A good boss is someone…
PRONUNCIATION—Word stress and content words
1 Listen. Notice the stress on content words.
 1. I like movies that are funny.
 2. I prefer people who like sports. 
 3. I’m talking to a guy who lives in Florida.
 4. He works for a store that sells computers.
2 Listen again and repeat. Be sure to stress the correct words.
Relative clauses
People 
Who are you talking to? I’m talking to a guy who/that lives in California. 
I like people who/that are creative.
Things 
Which company does he work for? He works for a company which/that makes computers. 
I prefer movies which/that teach me something.
A good friend is someone who listens.
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LANGUAGE PRACTICE
The goal of this section is to present and practice the 
target grammar: defining relative clauses (subject).
• Books closed. Explain that when we describe 
something, we often need to define or specify what 
we are talking about. We can do this by using a 
relative clause. Write the following on the board: 
 Dave works for a company. It makes computers. 
 Then delete the word it and rewrite the sentences 
using that or which: 
 Dave works for a company that makes computers. 
 Explain that the relative clause that makes computers 
specifies which company the speaker is referring to.
• Write the following on the board: 
 I met a girl. She knows Brad Pitt. 
 Replace she with who and rewrite the sentence: 
 I met a girl who knows Brad Pitt. 
• Books open. Focus attention on the Language 
Practice box. Explain that we use who or that for 
people and which or that for things.
• Direct students to page 132 of the Grammar 
Reference for more information and practice.
• LANGUAGE NOTE: In American English, speakers 
are more likely to use that in a relative clause to 
identify or define a thing.
Activity 1
• Focus attention on the four items. Explain that 
students need to make logical sentences by matching 
the first part of the sentences on the left with the 
relative clauses on the right. Read the complete first 
sentence to the class as an example. 
• Have students complete the activity on their own. 
Then check answers.
ANSWERS
1. d 2. c 3. a 4. b
EXTENSION
• Have students identify the relative clauses in 
Activity 1 that can take who as well as that. (c, d) 
Ask students to explain why these can also take who.
• Then have students identify the relative clauses that 
can take which as well as that. (a, b) Ask students to 
explain why.
Activity 2
• Focus attention on the example. Make sure students 
understand that the pronoun He in the second 
sentence is replaced with who to make a relative 
clause. Explain that students need to use a relative 
clause to combine the sentences. 
• Have students complete the activity on their own. 
Then check answers.
ANSWERS
1. He’s a very generous person who gives his time to 
everyone. 
2. We met at the new cafe which has paintings by local 
artists on the walls.
3. I met a very attractive woman online who works for a 
TV company. 
4. There’s a new dating website which looks really 
interesting. 
Activity 3
• Focus attention on the activity and the incomplete 
sentences. Explain that, first, students will complete 
the sentences with their own ideas. Then they will 
take turns sharing their ideas in pairs and saying 
whether or not they agree with their partner’s ideas.
• Focus attention on the first sentence starter and the 
example in the speech bubble. Then elicit another 
possible relative clause to complete the sentence. For 
example: A good friend is someone who visits you 
when you are lonely.
• Have students do the activity in pairs. As students 
work, walk around the class to offer help as necessary.
PRONUNCIATION
The goal of this section is to focus on word stress and 
content words.
Activity 1
• Model the examples. Explain that key information, 
such as like (verb), movies (noun), and funny 
(adjective), is usually stressed in sentences.
• Play the recording. Have students notice the stressed 
words.
Activity 2
Have the students listen to the examples again and 
repeat. Make sure students stress the correct words.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice 
activities on Online Practice and On The Move.
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LISTENING
The goal of this section is to practice listening for the 
main idea, to practice listening for specific information, 
and to discuss the listening passages.
Activity 1—Before you listen
• This activity introduces three new vocabulary items: 
introverted, kind, outgoing.
• Focus attention on the message. Model the 
pronunciation of the underlined adjectives and have 
students repeat. Then read the synonyms to the 
class.
• Have students read the message and write the 
underlined words next to their synonyms. Then 
check answers.
• Focus attention on the picture. Have students 
describe Sharon. Then ask comprehension questions 
about the message, such as What is Sharon like? 
What kind of people does she like? What kind of 
music doesn’t she like? Elicit answers.
ANSWERS
1. kind 2. outgoing 3. introverted
Activity 2
• Focus attention on the questions. Explain that 
students will listen to three phone messages for 
Sharon and answer the questions.
• Play the recording and have students answer 
the questions. Then check answers.
ANSWERS
Alex lives in Florida, Curtis lives in Boston, Josh lives in 
Osaka. Curtis lives the closest to Sharon.
Activity 3
• Focus attention on the six statements. Explain that 
students will listen to the messages again and mark 
each sentence true or false. 
• Play the recording again and have students do 
the activity. Then check answers.
ANSWERS
1. True
2. False
3. False
4. False
5. True
6. False
EXTENSION
Ask Who do you think Sharon should reply to? Elicit 
answers. Encourage students to explain their opinions 
and to agree or disagree with each other.
EXTRA IDEA
• Ask students to describe what they have in common 
with Sharon, Alex, Curtis, and Josh.
• Have students vote on the person they find most 
interesting.
Activity 4
• Explain that students will nowlisten to a phone 
conversation between Sharon and Josh, and answer 
questions about it.
• Preview the questions. Explain any words or phrases 
students might not be familiar with. For example, 
expecting and response.
• Play the recording. If necessary, pause at some key 
points to give students time to write the answers. 
Then check answers. 
ANSWERS
1. yes
2. import and export
3. Japanese
4. skeptical
5. people who want to find out about her, ask her 
questions about herself, and don’t talk about 
themselves all the time
EXTRA IDEA
• Have students use Sharon’s message as a model 
to write their own personal description. Ask 
students to describe what they study or do, their 
personalities, their likes and dislikes, and their 
hobbies.
• You can collect the students’ descriptions to make a 
print or online directory.
SMART TALK
Teaching notes for the Smart Talk activity begin on 
page T–98.
SMART CHOICE ONLINE
Remind students that there are extra Listening practice 
activities on Online Practice and On The Move.
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Send Message
Home Profile
View all 4 photos
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SMART TALK
Matchmakers Student A: Turn to page 91. Student B: Turn to page 103.
LISTENING
1 BEFORE YOU LISTEN Read the message on a dating website. 
Write the underlined words next to their synonyms.
2 Listen to three voicemail messages for Sharon. Where do the people live? 
Who lives closest to her?
3 Listen again. Choose (✓) True or False.
 True False
 1. Alex and Sharon have similar tastes in music. 
 2. Alex and his mother have a lot of cats and dogs. 
 3. Curtis is someone who loves cooking. 
 4. Curtis has photos of cats and dogs on his website. 
 5. Josh lives in a place where he can’t have pets. 
 6. Josh works as a cook in Osaka, Japan. 
 4 Listening PLUS. Listen to a phone call between Sharon and Josh. 
Answer the questions.
 1. When Josh calls, is Sharon expecting the call? 
 2. What kind of company does Josh work for? 
 3. What kind of food does he like? 
 4. What is Sharon’s response when Josh says they have the same interests? 
 
 5. What kind of people does Sharon like? 
 1. friendly and generous 2. extroverted 3. shy 
Hi, my name is Sharon, and I’m 20 years old. I’m a business major 
in Boston, and I want to work in import-export when I graduate 
next year. I’d like to connect with people who study or work in other 
countries. I’m a little introverted, but I can be funny sometimes. 
I love smart and outgoing people who are interested in a lot of 
things, but I also like people who are kind to others. I’m a big music 
fan, but I don’t like loud rock music. I enjoy cooking, painting, and 
drawing. And I love cats and dogs.
Sharon, Boston, MA
I like people who are smart. • Unit 8
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O N L I N E 
PRACTICE
WRITING
Turn to page 111.
READING
1 BEFORE YOU READ Look at the title and headings in the article. 
Have you tried any of the ideas?
2 Read the article. Where do you think it is from? Choose the correct answer.
 a. a textbook b. a magazine c. a newspaper
3 Read the article again. Choose (✓) the things that Maggie recommends.
 Always choose a movie you have already seen.
 Learn to skate before you take your date skating.
 Learn about animals in the zoo before you talk about them.
 Prepare or shop for your own picnic food.
 Write a book to show your date you are intelligent.
 4 GROUP WORK. Which do you think is the best suggestion for a first date? 
Can you think of other ideas? Tell your group.
1 See a movie I know, a movie is an obvious choice, but there are plenty of ways you can 
be impressive on your first date. First of all, be thoughtful and let your date choose the 
movie. Try to find a movie theater that has style and comfortable seats. And make sure 
you meet early—that way you’ll have time to get tickets to the movie you want!
2 Go ice skating or rollerblading If you enjoy more active dates, why not suggest 
ice skating or rollerblading? If your date likes the idea, go for it! It means 
that you’re both energetic and enjoy the same kinds of things. And don’t 
worry if you can’t skate. Sometimes it’s fun to fall down!
3 Go to the zoo Everyone likes animals, right? So a trip to the zoo makes 
an ideal first date. You can show your date how knowledgeable you are 
about animal life, but first, make sure that you know what you’re 
talking about!
4 Have a picnic by a lake or river Picnics are fun, and if you’re a good 
cook, why not be creative and make the food yourself? If not, buying 
the right picnic items is also a useful skill. But remember, choosing 
the perfect picnic spot is critical. Pick a place where there’s a nice 
view and opportunity for romance!
5 Go to a talk Do you want your date to think you are a cultured 
person who reads a lot? Why not go to a talk by a famous writer? 
Authors who have written a new book often talk at bookstores. 
Check the websites of your local bookstores to find one near you. 
IDEAS 
for a first date
Maggie Carr suggests some great (and cheap!) ideas 
for a first date.
Planning a first date? Congratulations! Here are some 
tips on things to do that are both fun and inexpensive.
But it has to be a nice day.
I think having a picnic is a great idea.
And you have to carry all the food!
I like people who are smart. • Unit 8
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reading
The goal of this section is to practice reading 
comprehension.
Activity 1—Before you read
•	 Ask Where is a good place to go on a first date? 
Elicit suggestions. 
•	 Then focus attention on the first paragraph heading, 
See a movie. Ask Is it a good idea to see a movie on a 
first date? Have you tried this idea? Elicit responses.
•	 Repeat this procedure with the other headings.
ANSWERS
Answers will vary.
Activity 2
•	 Have students read the article quickly. 
•	 Ask Is this article from a textbook, a magazine, or a 
newspaper? Elicit answers. 
ANSWER
b. a magazine
Activity 3
•	 Read the article aloud to the class or play the 
recording. Tell students not to be concerned if they 
do not understand every word.
•	 Have students read the article individually and mark 
Maggie’s recommendations. Then check answers.
•	 Read the article aloud again. This time, have 
students stop you when there is a word they don’t 
understand. Have other students provide the 
answers by paraphrasing, drawing, or miming.
•	 LANGUAGE NOTE: We use the noun date to describe 
the event of going out with someone, usually for 
romantic reasons, and the person you go out with. 
We can also use it as a verb to describe the action of 
going out with someone.
ANSWERS
Learn about animals in the zoo before you talk about them. 
Prepare or shop for your own picnic food.
ExtEnsion
Have students rewrite the false statements in Activity 3 
to make them true. For example: Always choose a movie 
your date wants to see.
CHALLEnGE WoRDs
•	 Focus attention on the words in blue in the article 
and explain that these are challenge vocabulary 
terms.
•	 Write each sentence containing blue words on the 
board.
•	 If these challenge words haven’t been defined by 
this point, ask students to use the context of the 
sentence to guess the definition of each one and 
then check their guesses in a dictionary. Elicit and 
write the correct definitions on the board.
•	 Have students create new sentences for each 
challenge term and share them with the class.
Activity 4
•	 Focus attention on the questions.
•	 Write the examples in speech bubbles on the board. 
Show how they can be adapted. Ask individual 
students what they think is Maggie’s best suggestion. 
Change the model on the board with the answers 
they give. Forexample: I think seeing a movie is a 
great idea.
•	 Elicit other expressions students can use for 
agreeing and disagreeing and write them on 
the board.
•	 Have students discuss the questions in groups.
ExtEnsion
Ask comprehension questions about the article. For 
example: Why does the author recommend inexpensive 
ideas? Do you think it is fun to fall when skating?
ExtRA iDEA
•	 Have students write notes or a text about the best 
date or worst date they have ever heard of. Then 
have students share their stories with the class.
•	 Have the class vote for the best and worst 
dating stories.
Writing
Teaching notes for the Writing section are on 
page T–111.
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SPEAKING
The goal of this section is to practice the language in the 
unit in an enjoyable, meaningful, and personalized way.
WARM-UP
Books closed. Elicit some of the physical and personal 
qualities students learned in this unit. Write these on 
the board. If necessary, have students look back on 
page 50.
Activity 1
• Books open. Focus attention on the list of qualities. 
Go over each item and elicit the corresponding 
adjective. For example: a sense of humor–funny, 
athleticism–athletic, etc.
• Focus attention on the last two lines of the survey. 
Have students add two qualities to their list. Then 
have students rank all of the items on the list.
ANSWERS
Answers will vary.
Activity 2
• Focus attention on the activity. Explain that students 
should compare how they ranked the qualities on 
the list and tell their partner why.
• Model the example conversation in speech bubbles 
with a student. Then have students do the activity in 
pairs. As they work, walk around the class offering 
help as necessary.
EXTENSION
Have students give more information about their 
preferences in the survey. Have them explain their 
answers. For example, for artistic talent: I like someone 
who can play the guitar. I like people who are good 
singers, because I love karaoke.
Activity 3
• Have students discuss their answers in groups. 
• Have each group vote to determine the five 
characteristics they think are the most important.
EXTENSION
Have students rank the five characteristics from 
1 (most important) to 5 (least important).
EXTENSION
Have the groups tell the class the five qualities they 
consider the most important, in order of importance. 
Write the groups’ lists on the board. Then tally the 
qualities the class considers the most important.
EXTRA IDEA
• Have students write surveys for other situations. 
For example: What’s important when you are 
interviewing for a job? Elicit words such as 
experience, qualifications, etc.
• Then have students repeat Activity 3, sharing their 
opinions about the characteristics of a successful 
job applicant.
EXTRA IDEA
Have students write a paragraph about their dream 
date. Students can include information about their 
date’s appearance and personality, as well as describe 
what they want to do or where they want to go on 
the date.
• Have students go online to find information about 
famous couples, how they met, and what attracted 
them to each other. Suggest students can search for 
famous couples, met, and attracted. Alternatively, 
they can think of a famous couple and search for 
those specific names and the questions How did 
[name] and [name] meet? What attracted [name] to 
[name]?
• Have students write a text with the information or 
present it to the class.
• Remind students that they can also share the 
information they find on the Discussion Board on 
Online Practice. You might also want to ask them 
to use the Discussion Board for the next unit’s 
Warm-Up activity.
VARIATION
Have students search for information on how non-
celebrity couples have met. Suggest students can usually 
find this information in the wedding section of large 
newspapers or news websites.
TESTING PROGRAM
Print Unit 8 Test from the Testing Program for an 
end-of-unit assessment.
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NOW I CAN
GO
ONLINE
SPEAKING
 describe my 
preferences.
GRAMMAR
 use relative clauses.
LISTENING
 understand voicemail 
messages.
READING
 understand an article 
about dating advice.
Find out about famous couples. How did they meet? 
What attracted them to each other? Tell the class.
1 Look at the list. Add two qualities that are important to you. 
Then rank them from 1 (most important) to 12 (least important).
SPEAKING — The most important thing to me
2 PAIR WORK. Compare your lists with a partner. Explain your reasons.
What’s important to you 
when you meet someone?
I think a sense of humor is 
the most important thing. 
I like people who are funny!
Me, too. But I also like people 
who are smart, so intelligence 
is the most important to me.
3 GROUP WORK. Share your reasons. Try to agree on the five most 
important qualities.
 a sense of humor
 artistic talent
 athleticism
 beauty
 elegance
 generosity
 intelligence
 politeness
 reliability
 wealth
 (your choice) 
 (your choice) 
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UP
WARM
O N L I N E 
PRACTICE
VOCABULARY
1 Look at the picture. What are the injuries? Write the correct letter. 
Then listen and check your answers.
 a. has cut his head c. has a broken nose e. has a broken arm g. has a bruised leg
 b. has a black eye d. has lost a tooth f. dislocated his finger h. sprained his ankle
SPEAKING
Reporting events
GRAMMAR
Past continuous
LISTENING
Describing accidents
READING
Dramatic events article
9 What were you doing?
2 PAIR WORK. Have you or someone you know ever done 
any of these things? Tell your partner.
7
1
4
3
2
8
5
6
c
Have you ever broken 
your arm? No, I haven’t, but 
my brother did.
How did it 
happen? He fell off 
his bicycle.
My sister 
broke her 
arm in May.
Connect words with people 
you know. Make sentences.
VOCABULARYTIP
What do you 
think is the most 
dangerous sport?
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VOCaBUlary
The goal of this section is to present and practice the 
target vocabulary: injuries.
WARM-UP
•	 Books closed. Elicit names of sports, including 
extreme sports. Then ask What do you think is the 
most dangerous sport? Elicit responses. Encourage 
students to give detailed answers.
•	 If students contributed to the Warm-Up Discussion 
Board as part of the Online Practice, look at their 
comments now with the class.
Activity 1
•	 Books open. Focus attention on the picture. Have 
students describe what they see. Check to see which 
injuries the students already know.
•	 Model the target vocabulary items: has cut his head, 
has a black eye, etc.
•	 Have students complete the activity on their own.
•	 Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
•	 LANGUAGE NOTE: A bruise around the eye is called 
a black eye. Bruises on other parts of the body are 
often described as being black and blue, as in His leg 
was black and blue.
ANSWERS
1. c
2. g
3. e
4. h
5. b
6. d
7. f
8. a
ExtRA iDEA
As students do the activity, have them put a check mark 
next to the pictures of injuries they have suffered.
Activity 2
•	 If necessary, review the present perfect before doing 
the activity. 
•	 Focus attention on the picture in Activity 1. Ask Have 
you ever broken your arm? Elicit several responses. 
•	 Focus attention on the example conversation in the 
speech bubbles. Model it with a student. 
•	 Have students make pairs and do the activity. As 
students work, walk around the class to check 
progress and offer help as necessary.
ANSWERS
Answers will vary.
ExtEnsion
•	 Have students report theirpartners’ answers to the 
class.
•	 Tally the injuries and reasons on the board to show 
which were the most common.
Vocabulary Tip
•	 Focus attention on the example in the Vocabulary 
Tip box. Explain that, by connecting new language 
to something they already know and remember, 
such as a sister’s accident, students can remember 
new vocabulary items and expressions more 
successfully. 
•	 Have students practice the tip using other 
expressions from this page or earlier units.
SmARt ChoiCE oNliNE
Remind students that there are extra Vocabulary 
practice activities on Online Practice and On The Move.
Vocabulary: dislocated his finger, has a black eye, has a broken arm, has a broken nose, has a 
bruised leg, has cut his head, has lost a tooth, sprained his ankle; canoeing, jet-skiing, waterskiing
Conversation: Talking about events in the past
language Practice: The past continuous
Pronunciation: Linked sounds with /y/
listening: Descriptions of accidents
Smart talk: An information gap activity about a detective story
Reading: An article about a child who drove a car
Writing: A paragraph about something unusual
Speaking: Telling stories about dramatic events
SPEAKING
Reporting events
GRAMMAR
Past continuous
LISTENING
Describing accidents
REAdING
Dramatic events article
9 What were you doing?
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CONVERSATION
The goal of this section is to present and practice 
the target vocabulary and grammar of the unit in a 
typical conversation.
WARM-UP
Books closed. Pretend that you have broken your arm 
or hurt your leg. Then elicit questions people usually 
ask when they meet someone who has had an accident. 
For example: What happened? Are you OK?
Activity 1
• Books open. Focus attention on the model 
conversation. 
• Preteach words and phrases students might not be 
familiar with. For example: ran into, crash into, etc.
• Have students read the conversation silently, 
without doing the activity.
• Have students fill in the blanks on their own.
• Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
• Play the recording again. Pause after each line of the 
conversation and have students repeat. Be sure to 
correct pronunciation and intonation.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so 
they practice each part.
• LANGUAGE NOTE: Ran into has two meanings. It 
can mean to meet someone by accident. For example: 
I ran into my teacher at the bookstore. The other 
meaning is similar to crash into. For example: I ran 
into a tree.
ANSWERS
1. c 2. a 3. b 4. d
VARIATION
• Books closed. Before students do the activity in 
the book, play the video with the sound off. Ask 
students to describe what the people are doing and 
talking about in the video.
• Books open. Focus on the model conversation. 
Follow the teaching notes for Activity 1, but play the 
video instead of the recording to check answers and 
model the conversation.
Activity 2
• Focus attention on the chart. Explain that the chart 
is color-coded and that items in the green column, 
for example, can be substituted into the green box in 
the conversation. Demonstrate this with nose. Point 
out the other colors and the corresponding columns 
in the chart and boxes in the conversation.
• Preteach volleyball and skate if necessary.
• Elicit other words or phrases that can go in each 
column. Explain to students that they can practice 
with their own ideas as well as those in the book.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so 
they practice each part.
EXTRA IDEA
• Have students review the pronunciation activity on 
page 52, in Unit 8, and how the important content 
words in each sentence are stressed. 
• Then focus attention on the model conversation 
on page 57. Have students practice again while 
stressing the important words, such as nouns, verbs, 
and adjectives. For example: I broke my leg.
EXTRA IDEA
Elicit some extreme sports, such as bungee jumping, 
skydiving, parasailing, etc. Have students make 
conversations about accidents that are likely to happen 
in these sports. For bungee jumping, for example: What 
happened to you? I hurt my head. I fell into the river.
SMART CHOICE ONLINE
Remind students that there are extra Conversation 
practice activities on Online Practice and On The Move.
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O N L I N E 
PRACTICE
CONVERSATION
1 Complete the conversation. Then listen and check your answers. 
Practice the conversation with a partner.
 a. soccer b. ski c. arm d. instructor
Ana Anthony! What happened to you?
Anthony I broke my 1 .
Ana Me, too! How did it happen?
Anthony I was playing 2 when I ran into another player.
Ana That’s terrible.
Anthony What about you?
Ana I crashed into someone when I was learning how to 3 .
Anthony Who did you crash into?
Ana My 4 !
2 PAIR WORK. Practice the conversation again. 
Use the ideas below. Add your own ideas.
1 2 3 4
nose volleyball skate father
finger football snowboard cousin
 
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O N L I N E 
PRACTICE
LANGUAGE PRACTICE
Grammar Reference page 133
1 Match the information to make complete sentences.
 1. I sprained my ankle e a. when I cut my finger.
 2. I was making a sandwich b. while she was cleaning my room.
 3. She was riding down the street c. while I was eating olives.
 4. My mom tripped over my guitar d. when she fell off her bike.
 5. I broke a tooth e. while I was playing soccer.
2 Complete the sentences. Use the correct form of the verb in parentheses.
 1. I burned (burn) my fingers while I was lighting (light) the camp fire.
 2. While he (run) back home, a dog (bite) him.
 3. We (cross) the street when the car (hit) us.
 4. My sister (fall) down the stairs while she (walk) in her sleep.
3 PAIR WORK. Complete the sentences with information about you. 
Then talk about it with your partner.
 1. I was walking to school when…
 2. I hurt myself while…
 3. I once heard a strange noise while… 
 4. While I was waiting for the bus/subway/train, ... 
 A I was walking to school when I fell and broke 
my wrist.
 B What did you do?
 A I called my father, and he took me to the hospital.
PRONUNCIATION—Linked sounds with /y/
1 Listen. Notice how the linked words or syllables sound like they have 
a /y/ sound between them.
 1. I broke my arm. 3. She was playing in the park.
 2. I was skiing yesterday. 4. I think I sprained my ankle.
2 Listen again and repeat. Be sure to link the words or syllables with a /y/ sound.
The past continuous
What happened to you? 
 I hurt my knee while I was jogging in the park. 
 While I was driving to the hospital, I had a car accident.
How did it happen? 
 I was playing soccer when I ran into another player. 
 I was learning to windsurf when I crashed into someone.
USEFUL LANGUAGE
I ran into someone/something.
I crashed into someone/something.
I tripped over someone/something.
I fell off something.
I fell down something.
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LANGUAGE PRACTICE
The goal of this section is to present and practice the 
target grammar: the past continuous.
• Books closed. Write the following on the board.
 I played soccer in high school.
 I broke my leg. 
 I was playing soccer when I broke my leg.
• Explain that we use the simple past to describe 
repeated actions in the past (I played soccer in high 
school) or a past action of short duration (I broke my 
leg). We often use the past continuous to describe 
a longer, continuous action in the past that was 
interruptedby another action. Explain that the action 
playing soccer was interrupted by I broke my leg. 
Explain that the second action is in the simple past.
• Explain that the past continuous is formed with 
was/were + verb + -ing.
• Books open. Focus attention on the Language 
Practice box. Read the first statement and ask: What 
is the longer action? Elicit I was jogging in the park. 
Ask What is the interrupting action? Elicit I hurt my 
knee. Explain to students that the longer action is in 
the past continuous.
• Focus attention on when and while. When is usually 
used to describe the shorter action. While is used to 
describe the longer action. Write on the board: 
 While I was watching TV, my friend called. 
 I was watching TV when my friend called. 
 Explain that these sentences have the same 
meaning.
• Direct students to page 133 of the Grammar 
Reference for more information and practice.
• LANGUAGE NOTE: In conversation, speakers 
sometimes use when with the longer action. When 
actions are of the same longer length, we can use 
the past continuous for both. For example: I was 
cleaning my room while she was sleeping.
Activity 1
• Focus attention on the two columns and the 
example. Explain that students need to complete the 
sentences by matching the two columns. 
• Have students complete the activity on their own. 
Then check answers.
ANSWERS
1. e 2. a 3. d 4. b 5. c
EXTENSION
Have students rewrite each sentence, using when 
instead of while, or while instead of when. For example, 
the first sentence becomes I was playing soccer when I 
sprained my ankle.
Activity 2
• Explain that students should complete the sentences 
with the simple past or the past continuous of the 
verb in parentheses.
• Focus on the example. Then have students do the 
activity on their own. Check answers.
ANSWERS
1. burned, was lighting 
2. was running, bit
3. were crossing, hit
4. fell, was walking
Activity 3
• Focus attention on the Useful Language box. 
Explain any vocabulary as necessary.
• Focus on the first sentence starter and the example 
conversation. Model the example with a student.
• Have students do the activity in pairs. Encourage 
them to ask and answer follow-up questions, such as 
Where did you go? 
ANSWERS
Answers will vary.
PRONUNCIATION
The goal of this section is to focus on linked sounds 
with /y/.
Activity 1
Model the examples. Then play the recording. 
Activity 2
Play the recording again. Have students practice saying 
the examples in Activity 1.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice 
activities on Online Practice and On The Move.
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LISTENING
The goal of this section is to practice listening for the 
main idea, to practice listening for specific information, 
and to discuss the listening passages.
Activity 1—Before you listen
• This activity introduces three new vocabulary items: 
canoeing, jet-skiing, waterskiing.
• Focus attention on the three pictures and the words 
in the box. Model the pronunciation of the new 
items and have students repeat.
• Have students write the words under the correct 
pictures. Then check answers.
ANSWERS
A. waterskiing B. canoeing C. jet-skiing
EXTENSION
Ask questions such as Have you ever tried these 
activities? Did you get hurt?
EXTRA IDEA
Have students look at the three pictures and predict 
what accidents occurred. For example: She broke her 
arm while she was jet-skiing.
Activity 2
• Focus attention on the pictures in Activity 1. 
Explain that students should write the number of 
the conversation in the circle on the corresponding 
picture.
• Play the recording and have students do the activity. 
Then check answers.
ANSWERS
A. 2 B. 3 C. 1
Activity 3
• Focus attention on the six questions and the answer 
choices. Preteach any words students might not be 
familiar with. For example: cheek, hill, instructor. 
Explain that students will listen to the three 
conversations again and choose the correct answers. 
• Play the recording again and have students do 
the activity. Then check answers.
ANSWERS
1. c
2. c
3. c
4. b
5. a
6. a
EXTRA IDEA
Have students write sentences with the past continuous 
and simple past to describe what happened to Robin, 
Bob, and Min-ju. For example: Robin fell while she was 
getting out of the shower.
Activity 4
• In this activity, students listen to the speakers from 
Activity 2 talking to different people later. 
• Focus attention on the chart. Review the questions 
in the headings. 
• Play the recording. If necessary, pause after each 
conversation to give time for students to write the 
answers. Then check answers. 
ANSWERS
Robin: a doctor; arm hurts; get an X-ray
Bob: his boss/manager; fell down stairs; go home and rest
Min-ju: canoeing instructor; is a little scared of going into 
the canoe; go with someone experienced
SMART TALK
Teaching notes for the Smart Talk activity begin on 
page T–100.
SMART CHOICE ONLINE
Remind students that there are extra Listening practice 
activities on Online Practice and On The Move.
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SMART TALK
Detective story Student A: Turn to page 92. Student B: Turn to page 104.
2 Listen to people talking about accidents. Number the pictures above.
3 Listen again. Choose the correct answer.
 1. What did Robin do?
 a. She broke her leg.
 b. She broke her hand.
 c. She broke her arm.
 2. What was she doing when it happened?
 a. She was jet-skiing.
 b. She was taking a shower.
 c. She was getting out of the shower.
 3. What did Bob do?
 a. He cut his hand.
 b. He broke his arm.
 c. He sprained his ankle.
 4 Listening PLUS. Listen to more of Robin, Bob, and Min-ju. 
Complete the chart.
Who are they 
talking to?
What’s the 
problem now?
What’s the other 
person’s advice?
Robin a doctor
Bob
Min-ju
LISTENING
1 BEFORE YOU LISTEN Look at the pictures. What are the people doing? 
Label each picture with a word from the box.
 canoeing jet-skiing waterskiing
 4. What was he doing when it happened?
 a. He was waterskiing.
 b. He was coming out of a store.
 c. He was walking down the beach.
 5. What did Min-ju do?
 a. She cut her knee.
 b. She cut her cheek.
 c. She broke her leg.
 6. What was she doing when it happened?
 a. She was walking up a hill.
 b. She was canoeing.
 c. She was talking to her instructor.
A. B. C. 
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O N L I N E 
PRACTICE
WRITING
Turn to page 112.
READING
1 BEFORE YOU READ Look at the picture. What do you think the story is about?
2 Read the article. Put the events in the correct order.
 a. The police took the boy to the hospital. d. The boy took his mom’s car keys.
 b. The boy missed his bus to school. e. The boy overtook some cars.
 c. The boy went to school in the afternoon. f . The boy crashed the car. 
3 Read the article again. Choose (✓) True or False.
 True False
 1. The boy’s mom knew he was driving the car. 
 2. The boy likes having breakfast at school. 
 4. When the police found the boy, he was happy. 
 5. He was wearing a seat belt while he was driving. 
 6. The boy’s parents taught him to drive a car. 
 4 GROUP WORK. Close your books. Take turns telling the story 
in your own words.
The story is about a six-year-old boy who drove his mom’s car…
When a six-year-old boy from Virginia, USA, 
missed the school bus, he wasn’t happy. 
He always had breakfast at school, and he 
didn’t want to miss it. He had an unusual 
and reckless solution to his problem. He 
took the keys to his mom’s car while she 
was sleeping and drove her car to school. 
Well, he almost drove to school.
The boy drove along a highway, across 
a bridge, and through two intersections.He was driving faster than most cars on 
the road. He was traveling at more than 
60 miles (100 kilometers) per hour when 
he passed some cars on a two-lane road. 
The other drivers saw the young boy and 
called the police.
While the police were racing to 
the scene, the boy crashed the car. A 
tractor drove towards him when he was 
overtaking another vehicle. The boy 
turned quickly, lost control of the car, and 
smashed into a pole. He drove 6 miles 
(10 kilometers) before he crashed.
When the 
police arrived, 
the boy was 
crying, but he 
was unhurt. 
He wanted to 
walk the rest 
of the way to school, but the police 
said, “No way!” Instead, they took him to 
the hospital to check for injuries. He was 
back at school in the afternoon.
The school principal was happy that 
the boy was unharmed, but she could not 
understand his actions. “What were you 
thinking?” she asked him. “I wanted to get 
to school,” the boy replied. “I wanted my 
breakfast, and I didn’t want to miss PE.”
The boy isn’t very tall. The police think 
he was probably standing up when he 
drove the car. In other words, he wasn’t 
wearing a seat belt. He said he knew how 
to drive the car because he played a 
lot of video games.
Six-Year-Old Boy Drives 
Mom’s Car to School!
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reading
The goal of this section is to practice reading 
comprehension.
Activity 1—Before you read
•	 Focus attention on the picture. Ask questions such 
as What’s wrong with the car? What do you think 
happened? What is the story about?
•	 CULTURE NOTE: This is a true story. The event 
occurred in 2009. 
ANSWER
The story is about a six-year-old boy who drove a car to 
school.
Activity 2
•	 Read the article aloud to the class or play the 
recording. Tell students not to be concerned if they 
do not understand every word.
•	 Focus attention on the sentences. Explain that 
students should put the six statements in the order 
the events happened. 
•	 Have students read the article individually and put 
the events in order. Then check answers.
•	 Read the article aloud again. This time, have 
students stop you when there is a word they don’t 
understand. Have other students provide the 
answers by paraphrasing, drawing, or miming.
ANSWERS
1. b 2. d 3. e 4. f 5. a 6. c
Activity 3
•	 Focus attention on the statements. Read them aloud 
to the class.
•	 Have students do the activity on their own. Then 
check answers.
ANSWERS
1. False
2. True
3. False
4. False
5. False
ExtEnsion
Have students rewrite the false statements in Activity 3 
to make them true. For example: The boy’s mom didn’t 
know he was driving the car.
CHALLEnGE WoRDs
•	 Focus attention on the words in blue in the article 
and explain that these are challenge vocabulary 
terms.
•	 Write each sentence containing blue words on the 
board.
•	 If these challenge terms haven’t been defined by 
this point, ask students to use the context of the 
sentence to guess the definition of each one and 
then check their guesses in a dictionary. Elicit and 
write the correct definitions on the board.
•	 Have students create new sentences for each 
challenge term and share them with the class.
Activity 4
Books closed. Have students make groups and take 
turns telling the story. Encourage students to help if 
another student hesitates too long.
VARiAtion
•	 Have students sit in a circle, in groups. 
•	 Have a student tell one detail of the story. Then the 
next student provides another detail. Have students 
continue until they have told everything they can 
remember.
Writing
Teaching notes for the Writing section are on 
page T–112.
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SPeaKing
The goal of this section is to practice the language in the 
unit in an enjoyable, meaningful, and personalized way.
WARM-UP
Books closed. Ask What’s the most exciting thing that 
ever happened to you? Elicit answers. Encourage other 
students to ask follow-up questions.
Activity 1
•	 Books open. Focus attention on the pictures and the 
topics in the questions.
•	 Go over the questions with the class. Model them 
for the students. Preteach words and phrases 
students might not be familiar with. For example: 
witness a crime, natural disaster. 
•	 Focus attention on the first question, Have you ever 
seen or met a famous person? Elicit answers.
•	 Elicit key words that students might need to talk 
about each topic and write them on the board. For 
example, types of accident, types of crime, types of 
natural disaster.
•	 Have students choose one of the four main 
questions and think about the answers to the 
follow-up questions. Tell students that they can 
write notes for Activity 2. As students work, walk 
around the class to offer help as necessary.
ANSWERS
Answers will vary.
VARiAtion
•	 Have students draw a comic strip to illustrate their 
experiences. Refer to Unit 9 Smart Talk on page 92 
as an example of a comic strip before starting the 
activity. 
•	 Encourage students to write captions beneath their 
illustrations. For example:
 1: I was going up to the stage to get my diploma 
 2: when I fell down! 
 3: While I was trying to get back up, ...
Activity 2
•	 Focus attention on the example in the speech 
bubble. Explain that students will talk about their 
experience using the answers to the follow-up 
questions in Activity 1. The other students in the 
group should ask for more details.
•	 If necessary, model the activity by telling about 
something that happened to you. Have students ask 
you follow-up questions.
•	 Have students make groups and talk about their 
experiences. 
Activity 3
Focus attention on the example in the speech bubble. 
Have students tell the class about a classmate’s 
experience.
ExtEnsion
•	 Have students write an account of their experiences. 
•	 Elicit wh- questions such as Who was she with? 
What day was it? Write them on the board.
•	 Encourage students to answer these questions as 
they write.
ExtRA iDEA
Have students say or write chain stories. Start out by 
saying or writing on the board: I was going to school 
when … Then have a student complete the sentence. 
For example: … I saw my ex-girlfriend on the subway. 
Have other students continue the story.
•	 Have students go online to find out about an 
interesting recent news story. Suggest that they 
search on news websites.
•	 Have students write a text with the information or 
present it to the class.
•	 Remind students that they can also share the 
information they find on the Discussion Board on 
Online Practice. You might also want to ask them 
to use the Discussion Board for the next unit’s 
Warm-Up activity.
tEStiNg PRogRAm
Print Unit 9 Test from the Testing Program for an 
end-of-unit assessment.
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SC3e_SB2_U09_06a
NOW I CAN
SPEAKING
 narrate a story about 
events in the past.
GRAMMAR
 use the past 
continuous.
LISTENING
 understand descriptions 
of accidents.
READING
 understand an article 
about a dramatic event.
GO
ONLINE
Choose an interesting recent news story and find out more about it. 
Share the information with the class.
1 Choose one of the questions (A-D). Read the follow-up questions and 
think about your answers to them.
SPEAKING — Have you ever ... ?
2 GROUP WORK. Tell the other students what happened to you. 
Answer their questions asking for more details.
I saw Lionel Messi in a coffee shop. I was 
having coffee when he walked in.
Mara saw Lionel Messi in a coffee shop! She was ...
3 CLASS ACTIVITY. Tell the class what happened to someone in your group.
C. Have you ever witnessed a crime?
When did it happen? 
What were you doing? 
What did you see? 
What happened next?
B. Have you ever seen an accident?
Where did it happen? 
Why were youthere? 
What were you doing? 
What happened next?
A. Have you ever seen or met a 
famous person?
Who was the person? 
Where were you? 
What were you doing? 
What did you do? Did you say anything?
D. Have you ever experienced a natural disaster?
Where were you? 
What were you doing? 
What did you do next? 
Did anything happen to you?
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What were you doing? • Unit 9
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 Mike Hey, Erin. Where were you?
 Erin I was at the mall. [SAY MORE]
 Mike Did you buy anything?
 Erin Yes, I did. I bought / was buying some 
jewelry.
 Mike Is that why you’re / you were looking so 
happy?
 Erin Do I look happy? Actually, I met a really 
interesting guy there.
 Mike At the mall?
 Erin Yes. I was looking / looked at some jewelry
 at a boutique, and he started talking to me.
 Mike Was he working there?
 Erin No. He was looking for a present for his 
sister who / which lives in Korea.
 Mike That’s nice. [SAY MORE]
 Erin She wanted shoes who / which aren’t for 
sale there.
 Mike OK. So tell me about the guy.
 Erin Well, he’s very attractive and seems 
intelligent. [SAY MORE]
 Mike You like guys like that!
 Erin Who doesn’t? I hope I see him again!
REVIEW Units 7–9
2 Listen and check your answers. Then practice the conversation with a partner.
3 PAIR WORK. Put a box around the shopping items and adjectives of appearance and 
personality. Practice the conversation again. Use your own ideas for the items and adjectives.
 4 Practice the conversation again. This time add information and [SAY MORE].
 Mike Hey, Erin. Where were you?
 Erin I was at the mall. [I went to the new one downtown.]
1 Read the conversation. Choose the correct answer.
2
4
3
5
1
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The goal of this section is to review and practice 
the language presented in Units 7–9 in a fun and 
meaningful way.
WARM-UP
Books closed. Ask Where did you meet your best friend 
for the first time? Elicit answers.
Activity 1
•	 Books open. Focus attention on the people in the 
picture. Ask What is she carrying? What do you 
think she was doing? Elicit answers. Encourage 
students to guess and have fun with the activity.
•	 Focus attention on the conversation. Preteach words 
and phrases students might not be familiar with. 
For example: for sale, seems, etc.
•	 Have students read the conversation silently. At 
this time, students should ignore the [say more] 
instruction. Then have students choose the 
correct answers.
Activity 2
•	 Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
•	 Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
ANSWERS
1. bought
2. you’re
3. was looking
4. who
5. which
ExPAnsion
Have students explain the reasons for their answers.
Activity 3
•	 Focus attention on the conversation in Activity 1. 
Explain that students should identify and put a 
box around the shopping items and the adjectives 
of personality and appearance in the conversation. 
Students then change these words with their own 
ideas. 
•	 Have students make pairs and put a box around the 
words. Then check answers.
•	 Elicit some ideas for the shopping items and 
the adjectives. Write them on the board before 
students do the next part of the activity. Point out 
that they might need to change other parts of the 
conversation. For example, they might need to 
change the types of store. 
•	 Have students practice the conversation again, 
this time using their own ideas for the shopping 
items and the adjectives. As students work, walk 
around the class to check progress and offer help 
as necessary.
ANSWERS
A box should be put around the following
shopping items: jewelry, jewelry, shoes
adjectives: interesting, attractive, intelligent
Activity 4
•	 Focus attention on the conversation in Activity 1 
again. Explain that [say more] means that students 
should provide more information, to make the 
conversation more interesting and to keep it going. 
•	 Use the example (I went to the new one downtown.) 
to show how the speaker is providing more 
information.
•	 Have students practice the conversation again, 
adding more information at [say more].
COnVerSatiOn
Review Objectives
•	 Vocabulary: shopping, appearance and personality
•	 Grammar: the past continuous, relative clauses
rEViEW Units 7–9
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Activity 5
Focus attention on the picture. Have students describe 
what they see. Then ask What is going to happen? What 
injuries do you think the people will get? Elicit answers, 
such as He’s going to fall on the other player. He’s going to 
break his arm or sprain his ankle.
PoSSiBlE ANSWERS
The player on the ground is going to break his arm. 
The other player is going to sprain his ankle. 
Activity 6
•	 Read the article aloud to the class or play the 
recording. Tell students not to be concerned if 
they do not understand every word.
•	 Focus attention on the questions. Preteach words 
and phrases students might not be familiar with.
•	 Have students read the article individually and 
answer the questions. Then check answers.
•	 Read the article aloud again. This time, have 
students stop you when there is a word they don’t 
understand. Have other students explain the word 
by paraphrasing, drawing, or miming. 
•	 LANGUAGE NOTE: A contact sport is a sport that 
allows players to have contact. Full-contact sports 
include (American) football and rugby. Limited-
contact sports include ice hockey, basketball, 
and soccer. Non-contact sports include tennis, 
swimming, and golf.
ANSWERS
1. Three
2. There were too many injuries.
3. There are two million sports injuries every year.
4. He was playing a computer game.
5. He tripped over a cord. 
6. People are spending too much time on their 
computers and not enough time outdoors.
Activity 7
•	 Focus attention on the questions.
•	 Have students discuss the questions in groups.
ANSWERS
Answers will vary.
ExtEnsion
Have the groups share their suggestions to avoid 
accidents with the class. Then have the class vote on the 
best suggestions.
reading
Review Objectives
•	 Vocabulary: injuries
•	 Grammar: relative clauses, too / not enough / too many / too much, 
the past continuous
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5 Look at the picture. What do you think will happen next?
Don Walton is a very good high school basketball player, but he isn’t going to play 
his favorite sport this year.
 “I love the game, but I keep getting injured,” 
he says. “Last year, I got a lot of injuries when I 
was playing. I broke my finger, I cut my head, and 
I sprained my ankle. I 
decided to stop. From 
now on, I’m going to 
play sports only on a 
computer!”
Don wasn’t the only 
one who had a sports 
accident at school last 
year. There are two 
million sports injuries 
every year in US high schools. Are school sports 
getting too dangerous? The principal at Don’s 
high school thinks so. In fact, they no longer play 
contact sports at the school.
Liz Gibson is the principal who made the 
decision. “We stopped playing contact sports, like 
football and basketball, because there were just 
too many injuries last year,” she says.
But is it safer to not play sports and stay 
indoors at home? You might be surprised to find 
out that injuries involving computers and other 
electronic equipment have increased dramatically 
in recent years. Most of them occurred at home.
Ex-basketball player Don Walton was one of 
the victims. One night, he was playing a computer 
game, and he decided to make some coffee. As he 
was walking back to his 
desk, he tripped over the 
cord that connects his 
computerto the wall. The 
computer fell off his desk 
and landed on his foot. 
The coffee spilled on his 
hand and arm. He broke 
two toes, and he burned 
his hand and arm.
The statistics are very confusing—more 
accidents at home, fewer accidents outdoors. 
What does it all mean? We asked analyst Hannah 
Newton.
“What do these numbers tell us? They tell 
us this: people are spending too much time on 
their computers and not enough time outdoors,” 
she says. “And teenagers are playing too many 
computer games, and they aren’t playing enough 
sports outside.”
LIFE IS DANGEROUS 
Indoors or outdoors!
 6 Read the article. Answer the questions.
 1. How many injuries did Don Walton get last year?
 2. Why did they stop playing contact sports at his high school?
 3. How many sports injuries are there every year in US high schools?
 4. What was Don doing when he decided to make coffee?
 5. What happened while he was walking back to his computer?
 6. What does Hannah Newton think the statistics mean?
7 GROUP WORK. Discuss the questions.
 1. Has anyone in your group had a sports accident?
 2. Has anyone had an accident with electronic equipment?
 3. How can you avoid accidents indoors and outdoors?
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UP
WARM
O N L I N E 
PRACTICE
VOCABULARY
1 Look at the pictures. What are the extreme natural events? Write the correct letter. 
Then listen and check your answers.
 a. avalanche c. earthquake e. hurricane g. tsunami
 b. dust storm d. flood f. tornado h. volcanic eruption
SPEAKING
Speculating
GRAMMAR
Modals of possibility
LISTENING
Extreme natural events
READING
Storm-chaser article
10 It must be an earthquake!
2 GROUP WORK. Tell your group about your experiences with extreme 
natural events. Ask and answer questions.
3.
7.
4.
8.
1.
5.
2.
6.
g
What was it like?
I was in an earthquake last 
year while I was on vacation.
Wow! Where was it?
3 CLASS ACTIVITY. Which was the most interesting experience you heard 
in your group? Tell the class.
Are there 
earthquakes in 
your country?
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SPEAKING
Speculating
GRAMMAR
Modals of possibility
LISTENING
Extreme natural events
REAdING
Storm-chaser article
It must be an earthquake!10
VOCaBUlary
The goal of this section is to present and practice the 
target vocabulary: natural disasters. 
WARM-UP
•	 Books closed. Ask students to describe the extreme 
natural events in their country. Ask Are there 
earthquakes in your country? Elicit answers.
•	 If students contributed to the Warm-Up Discussion 
Board as part of the Online Practice, look at their 
comments now with the class.
Activity 1
•	 Books open. Focus attention on the pictures. 
Check to see which natural events the students 
already know.
•	 Model the target vocabulary items: avalanche, dust 
storm, etc.
•	 Have students complete the activity on their own.
•	 Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
•	 LANGUAGE NOTE: The word tsunami is borrowed 
from Japanese. Tsu means harbor and nami means 
wave. Another frequently used expression in English 
to describe this event is tidal wave. A hurricane 
is a storm system that develops in the tropics in 
the Atlantic Ocean. A similar type of storm in the 
Western Pacific is known as a typhoon.
ANSWERS
1. g
2. b
3. h
4. e
5. c
6. a
7. d
8. f
Activity 2
•	 Focus attention on picture 5 in Activity 1 and ask 
Have you ever been in an earthquake? Elicit answers. 
Then ask Where was it? What was it like? Have 
students describe their experience in as much detail 
as they can. 
•	 Write the examples in speech bubbles on the board. 
Show how they can be changed. Replace earthquake 
with hurricane, for example.
•	 Have students do the activity in groups. 
ANSWERS
Answers will vary.
VARiAtion
If students have not experienced many of the events 
presented in Activity 1, have them describe well-known 
disasters from the news or from the past.
Activity 3
•	 Focus on the question. Then have a member of 
each group tell the class about the most interesting 
experience in their group.
•	 Have the class vote on the most interesting 
experience in the class.
ANSWERS
Answers will vary.
SmARt ChoiCE oNliNE
Remind students that there are extra Vocabulary practice 
activities on Online Practice and On The Move.
Vocabulary: avalanche, dust storm, earthquake, flood, hurricane, tornado, tsunami, 
volcanic eruption; puzzled, relieved, terrified
Conversation: Speculating
language Practice: May, might, could, can’t, and must
Pronunciation: Word stress in speculations
listening: Stories about extreme natural events
Smart talk: An information gap activity about extreme natural events
Reading: An article about storm chasing
Writing: An email about extreme natural events 
Speaking: A quiz on extreme natural events
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CONVERSATION
The goal of this section is to present and practice 
the target vocabulary and grammar of the unit in a 
typical conversation.
WARM-UP
• Books closed. Elicit some situations where students 
have felt worried in the past. Write on the board:
 I felt worried … 
 Complete the sentence yourself by giving examples, 
such as:
 … because my friend was very late.
 … when I was in a boat and the weather was terrible.
• Take a class vote to decide which student had the 
most worrying experience.
Activity 1
• Books open. Focus attention on the model 
conversation. 
• Preteach words and phrases students might 
not be familiar with. For example: get in touch, or 
something, simple explanation.
• Have students read the conversation silently, 
without doing the activity.
• Have students fill in the blanks on their own.
• Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
• Play the recording again. Pause after each line of the 
conversation and have students repeat. Be sure to 
correct pronunciation and intonation.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
ANSWERS
1. c 2. b 3. a
VARIATION
• Play the video instead of the recording when 
students are checking their answers.
• Play the video again before students practice 
the conversation. Pause after each line of the 
conversation and have students repeat. 
• When students are familiar with the conversation, 
have them close their books. Pause the video before 
Clare’s lines and have students say her lines. Repeat 
this procedure for Brad’s lines.
Activity 2
• Focus attention on the chart. Explain that the chart 
is color-coded and that items in the green column, 
for example, can be substituted into the green 
box in the conversation. Demonstrate this with a 
hurricane in Miami. Point out the other colors and 
the corresponding columns in the chart and boxes 
in the conversation.
• Elicit other words or phrases that can go in each 
column. Explain to students that they can practice 
with their own ideas as well as those in the book.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
VARIATION
• Have students focus attention on the last line of 
the conversation. Have students replace She’s flying 
home today with a different explanation.
• Have students practice the conversation.
Conversation Tip
• Focus attention on the example in the Conversation 
Tip box. Show how the second speaker guesses how 
the first one feels. 
• On the board, write other examples of worrying 
situations. For example: I have a test tomorrow. My 
bike was stolen. Elicit responses such as You must be 
very nervous. You must be angry.
SMART CHOICE ONLINE
Remind students that thereare extra Conversation 
practice activities on Online Practice and On The Move.
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O N L I N E 
PRACTICE
CONVERSATION
1 Complete the conversation. Then listen and check your answers. 
Practice the conversation with a partner.
 a. traveling b. sister c. a flood in Bangkok
Clare Brad, what’s wrong?
Brad Did you see the news? There was 1 .
Clare Really? I didn’t hear about that.
Brad Yeah, and my 2 is there on vacation!
Clare Oh, no! You must be so worried. Did you try to contact her?
Brad No, I can’t get in touch with her!
Clare Well, she might be 3 or something.
Brad I guess.
Clare Or she could be somewhere without the Internet. 
There must be a simple explanation!
Brad Oh, wait… Is today Thursday?
Clare Yeah.
Brad Oh, she’s flying home today!
2 PAIR WORK. Practice the conversation again. 
Use the ideas below. Add your own ideas.
1 2 3
a hurricane in 
Miami
mother busy
an earthquake 
in Istanbul
aunt sleeping
 
EXPRESSING EMOTION 
Show sympathy by guessing 
what the speaker feels.
My sister is in a 
city with floods!
You must be 
so worried.
CONVERSATIONTIP
It must be an earthquake! • Unit 10
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O N L I N E 
PRACTICE
LANGUAGE PRACTICE
Grammar Reference page 134
1 Match the sentences.
 1. The wind is getting stronger. b a. There may be a flood today.
 2. The river is very high. b. It must be the hurricane.
 3. The room is shaking! c. No, there could be an avalanche.
 4. Do you want to go skiing? d. It might be an earthquake.
2 Complete the conversations with must be, might be, or can’t be.
 1. A What’s that noise? It sounds like an avalanche!
 B It can’t be an avalanche. There aren’t any mountains nearby.
 2. A Did you feel that? What was it?
 B I’m not sure. It an earthquake. They’re common in this country.
 3. A I don’t know where they are. They shopping.
 B They shopping. Their wallets are here.
 4. A Do you think he’s our new teacher?
 B He our new teacher. Our new teacher is a woman.
3 PAIR WORK. Respond to the sentences using can’t be.
 1. It must be after 10 p.m. 3. I think that woman is a student.
 2. That guy is really rich. 4. Is that a hotel?
May, might, could, can’t, and must
There must be a simple explanation. 
Your sister may be busy. 
Your sister might be traveling. 
Your sister could be somewhere without the Internet. 
Your sister can’t be in Bangkok. She’s flying on an airplane.
PRONUNCIATION—Word stress in speculations
1 Listen. Notice the words that are stressed in speculations.
1. She must be very worried. 3. They may be right.
2. It could be an accident. 4. There might be a reason.
2 Listen again and repeat. Be sure to stress the correct words.
It must be after 10 p.m.
It can’t be after 10 p.m. 
The stores are still open!
It must be an earthquake! • Unit 10
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LANGUAGE PRACTICE
The goal of this section is to present and practice the 
target grammar: may, might, could, can’t, and must.
• Books closed. Write the following on the board:
 There must be a problem.
 There may be a problem.
 There might be a problem.
 There could be a problem.
 There can’t be a problem.
• Explain that we use the modals may, might, can’t, 
etc., to show how certain we are about a guess or 
opinion. Must be and can’t be are used when we 
are most certain. We use must be when we are 
fairly sure something is true—a definite affirmative 
opinion. We use can’t be when we are fairly sure 
something isn’t true—a definite negative opinion.
• Explain that despite some minor differences, may, 
might, and could have essentially the same meaning, 
and we use them when we are not certain about a 
guess or opinion.
• Might be, could be, and may be are also used to 
make predictions about the future. For example: 
It may/might/could be cold tomorrow. Must be 
and can’t be are usually used to describe present 
circumstances. For example: It can’t be cold in 
Miami. It’s summer. There must be a mistake in the 
information.
• Make sure students don’t confuse maybe with may 
be. Maybe is an adverb and is often used before a 
noun or pronoun. For example: Tina is late. Maybe 
her train was late. 
• Books open. Focus attention on the examples in the 
Language Practice box.
• Direct students to page 134 of the Grammar 
Reference for more information and practice.
Activity 1
• Focus attention on the two sets of statements. 
Explain that students need to match them based on 
the meaning of the sentences.
• Elicit or explain the meaning of any words students 
might not be familiar with.
• Have students complete the activity on their own. 
Then check answers.
ANSWERS
1. b 2. a 3. d 4. c
Activity 2
• Focus attention on the four conversations. Remind 
students that they should use must be to express a 
definite, affirmative opinion; might be for an uncertain 
opinion; and can’t be for a definite, negative opinion.
• Focus on the example. Elicit why can’t be is the 
correct answer. (The speaker is sure it is not an 
avalanche, as there aren’t any mountains nearby.)
ANSWERS
1. can’t be
2. might be
3. might be / must be, can’t be
4. can’t be
Activity 3
• Write the example conversation on the board. Show 
how the second speaker makes a negative statement 
using can’t be, and then explains why.
• Elicit other reasons why it can’t be after 10 p.m. For 
example: The news show isn’t over.
• Have students do the activity in pairs. Then elicit 
some answers. 
POSSIBLE ANSWERS
1. It can’t be after 10 p.m. The stores are still open!
2. He can’t be really rich. He always asks to borrow money 
from me.
3. She can’t be a student. She’s never in class.
4. It can’t be a hotel. There are doctors and nurses inside.
PRONUNCIATION
The goal of this section is to focus on word stress 
in speculations.
Activity 1
Model the examples. Point out that modals and key 
words are stressed. Then play the recording. 
Activity 2
Play the recording again. Have students practice saying 
the examples in Activity 1.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice 
activities on Online Practice and On The Move.
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liStening
The goal of this section is to practice listening for the 
main idea, to practice listening for specific information, 
and to discuss the content of the listening passages.
Activity 1—Before you listen
•	 This activity introduces three new vocabulary items: 
puzzled, relieved, terrified.
•	 Focus attention on the pictures. Have students 
describe what they see.
•	 Focus attention on the new vocabulary items in 
italics. Model each item and have students repeat.
•	 Have students label the pictures on their own. Then 
check answers
ANSWERS
A. puzzled B. terrified C. relieved
Activity 2
•	 Focus attention on the pictures in Activity 1 
again. Explain that students will listen to the three 
people talking about extreme natural events they 
experienced. They should write the number of their 
stories in the circle on their pictures.
•	 Play the recording and have students complete 
the activity. Then check answers.
ANSWERS
A. 1 B. 3 C. 2
Activity 3
•	 Focus attention on the chart and the questions in 
the headings.
•	 Play the recording and have students do the activity. 
If necessary, pause after each story to give time for 
students to write their answers.
•	 Check answers.
ANSWERS
Lucy: South America; sister; Her sister was waking her up.
Adam: Colorado; girlfriend; It was thunder. 
Maggie: the Philippines; family; A famous person was in 
the hotel. 
VARiAtion
•	 If students find the activity difficult, you can 
simplify it by writing several answer optionson the board. 
•	 Draw a three-column chart. In the first column, 
write several places, including Colorado and the 
Philippines. In the middle column, write sister, 
brother, parents, family, girlfriend, etc. In the third 
column, write possible answers. For example: A 
truck was outside the hotel, A plane was flying over 
the hotel, etc. Be sure to include the actual answers 
in the chart. 
Activity 4
•	 In this activity, students listen to a continuation of 
the stories in Activity 2. Students should choose the 
best explanation for the recording extracts.
•	 Preview the extracts and answer choices. Explain 
any words or phrases students might not be familiar 
with. For example, impossible and typical.
•	 Play the recording. Then check answers. 
ANSWERS
1. b
2. a
3. b
4. a
5. b 
6. a
ExtEnsion
•	 Write other comprehension questions on the board. 
For example: 
 Where was Lucy’s sister after the earthquake? 
 Where were Adam and his girlfriend yesterday?
 Where did Maggie look for her parents? 
•	 Have students listen again and answer the questions.
Smart talK
Teaching notes for the Smart Talk activity begin on 
page T–102.
SmARt ChoiCE oNliNE
Remind students that there are extra Listening practice 
activities on Online Practice and On The Move.
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SMART TALK
What could it be? Student A: Turn to page 93. Student B: Turn to page 105.
LISTENING
1 BEFORE YOU LISTEN Look at the people. How do they feel? 
Label the pictures with puzzled, relieved, or terrified.
2 Now listen to the people talking about extreme natural events. Number the pictures.
3 Listen again. Complete the chart.
Where were they? Who were they with? What did they think first?
Lucy South America
Adam
Maggie
 4 Listening PLUS. Listen to more of the stories. Choose the correct 
explanation of each sentence.
 1. “She can’t be in there.”
 a. It’s impossible that Lucy’s sister is in her room.
 b. It’s impossible that Lucy’s sister is in the hotel.
 2. “That’s typical of her.”
 a. Lucy’s sister takes care of other people.
 b. Lucy’s sister gets scared easily.
 3. “We must be the luckiest people in the world.”
 a. Adam and his girlfriend are lucky because they saw the avalanche.
 b. They’re lucky because they aren’t on the mountain.
 4. “You might not make it to the airport.”
 a. Adam and his girlfriend might not get to the airport.
 b. The road might not get to the airport.
 5. “They can’t be on the beach.”
 a. Because Maggie’s parents never go to the beach.
 b. Because Maggie’s parents go to the beach in the evening.
 6. “They slept right through the whole thing!”
 a. Maggie’s parents didn’t know about the tsunami because they were sleeping.
 b. Maggie’s parents went to sleep right after the tsunami.
A. B. C. 
It must be an earthquake! • Unit 10
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O N L I N E 
PRACTICE
WRITING
Turn to page 112.
READING
1 BEFORE YOU READ Look at the pictures. Answer the questions.
 1. Have you ever seen a tornado?
 2. What information can you get from the map?
2 Read the text quickly. What kind of text is it? Choose the correct answer.
 a. a news article c. a geography textbook article
 b. an advertisement d. a blog
3 Read the text again. Answer the questions. 
 1. Why is it better to chase storms with professional chasers?
 2. What can happen to beginner storm chasers?
 3. Why might it be impossible to see a tornado with Perfect Storms?
 4. Why did Dan Walker choose Perfect Storms?
 4 GROUP WORK. Do you want to go on an adventure with Perfect Storms? 
Tell your group.
Do you want to be a storm chaser? Do you 
want to experience the thrill of running after 
a tornado? Do you want to feel the power of 
the wind and the rain? Then an adventure with 
Perfect Storms could be just right for you!
We operate tours in Tornado Alley—the area 
between the Appalachian and Rocky Mountains, 
in the US, where tornadoes are most common.
Why do you need to go storm chasing 
with us? Why not just go with some friends?
Here’s why: Storm chasing can be extremely 
dangerous. When you don’t do it right, you 
could get seriously hurt. Many beginner storm 
chasers are injured every year because they 
don’t take precautions. And they don’t know 
enough about tornadoes!
That’s why it makes sense to go with the 
professionals. And the professionals who work 
at Perfect Storms are the best in the business. 
Our team is experienced and knowledgeable, 
and our drivers keep their eyes on the road! 
We plan our tours in the spring and summer 
during tornado season. However, it’s impossible 
to guarantee a tornado sighting because 
weather conditions will change. We’re very 
good, but we can’t predict the weather! So 
you might not see one at all or you could be 
lucky and see quite a few. But either way, we 
guarantee the experience is electric!
Dan Walker was one of our satisfied clients. 
Here’s what he wrote to us:
When my friends told me about your 
storm chasing tours, they were so excited. I 
thought, “It can’t be THAT good.” But now I 
know. It IS that good. It was the most amazing 
experience I’ve ever had. Choosing to go with 
you guys at Perfect Storms was the right 
decision. You are simply the best!
Tornado 
Alley
I think it might be too 
dangerous for me.
I think storm chasing 
could be really exciting!
I agree! It sounds amazing.
It must be an earthquake! • Unit 10
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reading
The goal of this section is to practice reading 
comprehension.
Activity 1—Before you read
•	 Focus attention on the pictures and the questions. 
Ask What is the country on the map? Why is the 
center of the map a different color? Elicit answers: the 
United States; to show the location of “Tornado Alley” 
in the United States. Then ask What can you see in 
the picture? Elicit I see a tornado, I see people, etc. 
Ask What do you think the people are doing? Elicit 
answers such as They are watching the storm.
•	 Ask the class the two questions in the book. Elicit 
several answers.
•	 CULTURE NOTE: Although tornadoes occur in 
several countries throughout the world, the United 
States has many more than any other country.
ANSWERS
1. Answers will vary.
2. Most tornadoes are in the middle of the United States.
Activity 2
•	 Focus attention on the question and the answer 
choices. Preteach geography and advertisement if 
necessary. 
•	 Have students read the text quickly and choose the 
type of text. Then check answers.
ANSWER
b. an advertisement
ExPAnsion
Have students explain their answers to Activity 2. Have 
students identify the passages in the reading that helped 
them determine what kind of text it is. For example: We 
operate tours ..., Why do you need to go storm chasing with 
us?, We plan our tours ..., ... one of our satisfied clients.
Activity 3
•	 Read the article aloud to the class or play the 
recording. Tell students not to be concerned if they 
do not understand every word.
•	 Review the questions with the class.
•	 Have students read the article individually and 
answer the questions. Encourage them to use their 
own words, and not just repeat words from the text.
•	 Check answers.
•	 Read the article aloud again. This time, have 
students stop you when there is a word they don’t 
understand. Have other students provide the 
answers by paraphrasing, drawing, or miming.
ANSWERS
1. Storm chasing is dangerous, and professional storm 
chasers have a lot of experience and knowledge.
2. Beginner storm chasers can get seriously injured.
3. It depends on the weather, and they can’t predict the 
weather.
4. His friends recommended it.
CHALLEnGE WoRDs
•	 Focus attention on the words in blue in the article 
and explain that these arechallenge vocabulary 
terms.
•	 Write each sentence containing blue words on the 
board.
•	 If these challenge words haven’t been defined by 
this point, ask students to use the context of the 
sentence to guess the definition of each one and 
then check their guesses in a dictionary. Elicit and 
write the correct definitions on the board.
•	 Have students create new sentences for each 
challenge term and share them with the class.
Activity 4
•	 Have students make groups.
•	 Focus attention on the question. Write the examples 
in speech bubbles on the board. Show students 
how they can change the examples with their 
own ideas by changing could be really exciting to 
must be interesting, for example.
•	 Have students do the activity. As students discuss 
the question, walk around the class to check 
progress and offer help as necessary.
ExtRA iDEA
Elicit extreme sports and write them on the board. 
Ask students to make statements about these activities 
similar to those in Activity 4.
Writing
Teaching notes for the Writing section are on 
page T–112.
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SPEAKING
The goal of this section is to practice the language in the 
unit in an enjoyable, meaningful, and personalized way.
Activity 1
• Focus attention on the example. Explain that the 
five statements are clues. Each statement describes 
volcanic eruption without using the term. Make sure 
students notice that the easiest clue is the last one 
on the list.
• If necessary, do another example with the class. 
Choose another extreme event from page 64 and 
elicit one or two clues. Write them on the board. 
• Have students do the activity in pairs. As students 
work, walk around the class to offer help as 
necessary. Make sure each pair writes clues to two 
natural disaster events.
• Some students may finish before others. Have these 
students write additional clues or write clues for 
another event.
ANSWERS
Answers will vary.
Activity 2
• Focus attention on the examples in speech bubbles. 
Show how the first speech bubble is the first 
example clue in Activity 1. The other bubble is a 
guess. Explain that students will take turns reading 
out clues one at a time as the other pair makes a 
guess after each clue.
• Review the point system. Explain that students 
should keep track of their own score as they do the 
activity.
• Have each pair of students who worked together 
in Activity 1 join another pair. Students take turns 
reading their clues to the other pair. The other two 
students try to guess the correct answer. Encourage 
students to keep score.
EXTENSION
When everyone has completed the activity, ask students 
to report their scores to the class.
EXTRA IDEA
• Have students write similar quizzes for other topics 
that interest them. For example, they can make a 
quiz about celebrities, places, or movies. 
• Then repeat the procedure for Activity 2. 
• Have students go online to find out about a recent 
extreme natural event. Suggest that they search on 
news websites.
• Have students write a text with the information or 
present it to the class.
• Remind students that they can also share the 
information they find on the Discussion Board on 
Online Practice. You might also want to ask them 
to use the Discussion Board for the next unit’s 
Warm-Up activity.
TESTING PROGRAM
Print Unit 10 Test from the Testing Program for an 
end-of-unit assessment.
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NOW I CAN
SPEAKING — Extreme natural events quiz
SPEAKING
 make 
speculations.
GRAMMAR
 use may, might, 
could, can’t, and must.
LISTENING
 understand people 
describing extreme events.
READING
 understand an article 
about storm chasers.
GO
ONLINE
Choose an extreme natural event. Find information about the 
most recent occurrence. Share the information with the class. 
1 PAIR WORK. Choose two extreme natural events and write five clues 
to describe each of them. Leave the most obvious clue to the end.
2 GROUP WORK. Join another pair. Take turns reading out the clues and 
guessing after each clue. Keep score!
This event has happened more 
than once in this country. It could be a flood... 
Is it a flood?
Point system
� Your team gets 5 points if you guess after one clue.
� Your team gets 4 points if you guess after two clues.
� Your team gets 3 points if you guess after three clues.
� Your team gets 2 points if you guess after four clues.
� Your team gets 1 point if you guess after five clues.
 1. 
 2. 
3. 
 4. 
 5. 
 ANSWER: 
 1. 
 2. 
3. 
 4. 
 5. 
 ANSWER: 
 1. This event has happened more than 
once in this country.
 2. This event is always very loud.
 3. It takes place in the mountains.
 4. You can see smoke when it happens.
 5. Very hot material comes out of the 
mountain when this happens.
 ANSWER: volcanic eruption
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UP
WARM
VOCABULARY
1 Which of these schools did you go to?
kindergarten elementary school middle school / junior high
high school language school summer school
2 Look at the pictures. What are the school activities and clubs? Write the correct letter. Then listen and check your answers.
 a. choir c. orchestra e. drama club 
 b. sports team d. chess club f. science club
SPEAKING
Past habits
GRAMMAR
Used to
LISTENING
Family histories
READING
Biographical article
11 I used to sing.
3 PAIR WORK. Ask and answer questions about school activities and clubs.
5. 6.4.
1. 2. 3.
What extra activities did 
you do in junior high?
Did you act in any plays?
I was in the 
drama club.
Yes! I was 
in Hamlet!
Sports team
Yankees
Orchestra
Boston Symphony
Learn new words with 
specific examples.
VOCABULARYTIP
e
What was your 
favorite year 
at school?
O N L I N E 
PRACTICE
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VOCaBUlary
The goal of this section is to present and practice the 
target vocabulary: school types and activities.
WARM-UP
•	 Books closed. Write the following on the board: 
elementary school, middle school, high school. Then 
ask What was your favorite time at school? Elicit 
answers. Then ask Did you have a favorite year? 
Which was it?
•	 If students contributed to the Warm-Up Discussion 
Board as part of the Online Practice, look at their 
comments now with the class.
Activity 1
•	 Books open. Focus attention on the different kinds 
of schools. Model the vocabulary for the class. Then 
elicit answers to the question.
•	 LANGUAGE NOTE: Elementary school, middle school, 
etc., are compound nouns. The meaning changes if 
they are shortened to one word, such as elementary. 
•	 CULTURE NOTE: In some parts of the US, students 
attend a middle school after elementary school. It 
usually includes grades 5 or 6 through 8. In other 
areas, students go to a junior high, which usually 
includes grades 7 through 8 or 9.
ANSWERS
Answers will vary.
Activity 2
•	 Focus attention on the pictures. Check to see which 
activities and clubs the students already know.
•	 Model the target vocabulary items: choir, sports 
team, etc.
•	 Have students complete the activity on their own.
•	 Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
ANSWERS
1. e 2. b 3. c 4. f 5. a 6. d
Activity 3
•	 Focus attention on the example conversation. Model 
it with a student. Then show students how they 
can replace junior high in the first speech bubble 
with another type of school from Activity 1, and in 
the drama club in the second speech bubble with 
another term from Activity 2. Elicit some follow-up 
questions students can ask. For example: What kind 
of team was it?
•	 Have students do the activity inpairs.
•	 LANGUAGE NOTE: In most schools, there is only 
one of each type of club, so we say We were in 
the drama club. However, there are often multiple 
sports teams, and sometimes more than one choir 
or orchestra. In these cases, we say I was on a sports 
team, but I was on the soccer team.
ANSWERS
Answers will vary.
Vocabulary Tip
•	 Focus attention on the Vocabulary Tip box. Explain 
that writing examples of vocabulary words can help 
students remember them.
•	 Elicit more examples of sports teams and orchestras.
SmARt ChoiCE oNliNE
Remind students that there are extra Vocabulary practice 
activities on Online Practice and On The Move.
Vocabulary: chess club, choir, drama club, elementary school, high school, junior high, 
kindergarten, language school, middle school, orchestra, science club, sports team, 
summer school; climbing trees, collecting stamps, making model airplanes
Conversation: Talking about past habits
language Practice: Used to
Pronunciation: Reduction of used to
listening: Interviews for a family history recording
Smart talk: An information gap activity about celebrities before they were famous
Reading: A biographical article about Andrew Garfield
Writing: An email about your country
Speaking: A survey about childhood habits
SPEAKING
Past habits
GRAMMAR
Used to
LISTENING
Family histories
REAdING
Biographical article
I used to sing.11
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CONVERSATION
The goal of this section is to present and practice the 
target vocabulary and grammar of the unit in a typical 
conversation.
WARM-UP
Books open. Have students describe the picture. Then 
ask Do you like singing? Are you in a choir? Do you like 
karaoke? Elicit answers.
Activity 1
• Focus attention on the model conversation. 
• Preteach words and phrases students might not 
be familiar with. For example: not anymore, 
competitions, etc.
• Have students read the conversation silently, 
without doing the activity.
• Have students fill in the blanks on their own.
• Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
• Play the recording again. Pause after each line of the 
conversation and have students repeat. Be sure to 
correct pronunciation and intonation.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
ANSWERS
1. b 2. a 3. d 4. c
VARIATION
• Books closed. Before students do the activity in 
the book, play the video with the sound off. Ask 
students to describe what the people are doing in 
the video. Write students’ responses on the board. 
For example: Marco is singing.
• Books open. Focus on the model conversation. 
Follow the teaching notes for Activity 1, but play the 
video instead of the recording to check answers and 
model the conversation.
Activity 2
• Focus attention on the chart. Explain that the chart 
is color-coded and that items in the green column, 
for example, can be substituted into the green box in 
the conversation. Demonstrate this with musician. 
Point out the other colors and the corresponding 
columns in the chart and boxes in the conversation.
• Elicit other words or phrases that can go in each 
column. Explain to students that they can practice 
with their own ideas as well as those in the book.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
• CULTURE NOTE: In some cultures, it is inappropriate 
to praise yourself or even accept praise. In the 
United States, it is acceptable to do so. 
• LANGUAGE NOTE: In the conversation, Marco 
repeats Kelly’s question: Was it good? Good? It 
was excellent! The purpose of the repetition is to 
emphasize how good it was. Repeating a question 
like this is a common conversation strategy in 
English.
EXTRA IDEA
Have students demonstrate what they are good at. 
For example, singing, drawing, dancing. Have other 
students ask questions, such as When did you learn to 
do that? 
EXTRA IDEA
Ask students if they have ever won a competition. 
Encourage other students to find out if they are still 
doing the activity.
SMART CHOICE ONLINE
Remind students that there are extra Conversation 
practice activities on Online Practice and On The Move.
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O N L I N E 
PRACTICE
CONVERSATION
1 Complete the conversation. Then listen and check your answers. 
Practice the conversation with a partner.
 a. sing b. singer c. singing d. in a choir
Kelly Marco, you’re a really great 1 !
Marco Thank you!
Kelly Do you 2 a lot?
Marco Not anymore. I used to when I was younger.
Kelly Really?
Marco Yeah, I used to be 3 when I was at school.
Kelly Really? Was it good?
Marco Good? It was excellent! We used to win competitions!
Kelly So, why did you stop 4 ?
Marco I don’t know. I guess I wanted to try different things.
Kelly Well, I think you should start again. You’re very good!
2 PAIR WORK. Practice the conversation again. Use the ideas below. 
Add your own ideas.
1 2 3 4
musician play in an orchestra playing
actor act in a drama group acting
 
I used to sing. • Unit 11
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O N L I N E 
PRACTICE
LANGUAGE PRACTICE
Grammar Reference page 135
1 Complete the conversations with use to, used to, or didn’t use to.
 1. A Did you use to play soccer when you were in high school?
 B No, they have a soccer team. Now they do.
 A So, what did you play?
 B Video games. I spend all my time on the computer.
 2. A Did your sister play table tennis at school?
 B No, she play any sports. My brother did.
 A What did your sister do in her free time?
 B She sing in the school choir.
2 Complete the sentences with information about you.
 1. When I was in elementary school, I used to .
 2. After school, my friends and I used to .
 3. When I was younger, I didn’t use to , but now I do.
 4. I never used to like , but now I .
3 PAIR WORK. Compare your answers. Ask for more information.
PRONUNCIATION—Reduction of used to
1 Listen. Notice the reduced sound of used to.
 Unreduced Reduced
 1. He used to sing well. He useta sing well.
 2. She used to be a teacher. She useta be a teacher. 
 3. Mark used to play soccer. Mark useta play soccer.
 4. I used to watch cartoons. I useta watch cartoons.
2 Listen again and repeat. Be sure to say the reduced sound.
Used to
I used to be in the drama club, and my brother used to be in the orchestra.
Did you use to sing when you were younger? 
Yes, I did. I used to be in a choir. 
No, I didn’t. I didn’t use to sing, but I used to dance!
I never used to like classical music, but now I love it!
When I was in elementary 
school, I used to draw a lot. Me, too. What did 
you use to draw?
I used to sing. • Unit 11
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LANGUAGE PRACTICE
The goal of this section is to present and practice the 
target grammar: used to.
• Books closed. Explain that we use used to to 
describe something in the past that took place over 
an extended period of time and is not true now. 
• Write the following on the board: 
 I used to play soccer in high school. Now I don’t. 
 I didn’t use to play chess in high school. Now I do. 
 Ask Did I play soccer in high school? Elicit Yes. Then 
ask Do I play it now? Elicit No. Ask Did I play chess 
in high school? Elicit No. Then ask Do I play it now? 
Elicit Yes.
• Explain that the difference between used to and the 
simple past is that used to refers to a situation that 
has changed between the past and now. 
• Books open. Focus attention on the Language 
Practice box. Point out the question form, Did ... use 
to, and the negative form, didn’tuse to. Make sure 
students notice that the verb is use, and not used, in 
these forms.
• Make sure students notice that use to, used to, and 
didn’t use to are followed by the base form of the 
main verb.
• Point out the example with never. Explain that never 
can be used with the affirmative form of used to in 
order to make the sentence negative.
• Direct students to page 135 of the Grammar 
Reference for more information and practice.
Activity 1
• Focus attention on the two conversations. Explain 
that students need to complete them with use to, 
used to, or didn’t use to. Do the first sentence on the 
board as an example.
• Have students complete the activity on their own. 
Then check answers.
ANSWERS
1. use to, didn’t use to, use to, used to
2. use to, didn’t use to, use to, used to
EXTRA IDEA
Have students practice the conversations in pairs. 
Encourage them to have fun and to say the lines with 
emotion.
Activity 2
• Focus attention on the sentences. Explain that 
students need to complete the sentences with 
information about themselves. 
• Model the first item for the class. For example: 
When I was in elementary school, I used to take 
piano lessons. Make sure students notice that in item 
4 they should write a noun (or a gerund) in the first 
blank. In the second blank, they can write do or 
love + a pronoun. For example: I never used to like 
spinach, but now I love it.
• Have students complete the activity on their own. 
POSSIBLE ANSWERS
1. take piano lessons
2. ride our bikes around the neighborhood
3. eat vegetables
4. classical music, do
Activity 3
• Focus attention on the example conversation. If 
necessary, review the language of agreeing and 
disagreeing, such as So did I, I didn’t, etc.
• Have students compare their answers in pairs.
EXTENSION
Have students tell the class something interesting they 
learned about their partner in Activity 3.
PRONUNCIATION
The goal of this section is to focus on the reduction of 
used to.
Activity 1
Model the examples. Explain that used to sounds like 
use to because the final d in used sounds like a t and 
links to the t in to. Then play the recording. 
Activity 2
Play the recording again. Have students practice saying 
the examples in Activity 1.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice 
activities on Online Practice and On The Move.
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LISTENING
The goal of this section is to practice listening for the 
main idea, to practice listening for specific information, 
and to discuss the content of the listening passages.
Activity 1—Before you listen
• This activity introduces three new vocabulary items: 
climbing trees, collecting stamps, making model 
airplanes.
• Focus attention on the three pictures. Model the 
new vocabulary items and have students repeat.
• Then ask Do you do any of these activities? Did your 
parents or grandparents use to do any of them? Elicit 
answers.
ANSWERS
Answers will vary.
Activity 2
• Explain that students will listen to Carl interview his 
father and his grandfather and answer the questions. 
Then focus attention on the questions.
• Play the recording and have students answer the 
questions. Then check answers.
ANSWERS
1. in Italy 2. 49 years 3. 52 and 79
Activity 3
• Focus attention on the questions and the answer 
options. Explain any words or phrases students 
might not be familiar with.
• Play the recording and have students do the activity. 
Then check answers.
ANSWERS
1. b 2. b 3. c 4. b 5. c
Activity 4
• Explain that now students will listen to a 
conversation between Carl and his grandmother. 
• Preview the statements. Preteach village, left school, 
only child, and housework, if necessary.
• Explain that students should first check the true 
statements. Then they should rewrite the false 
statements to make them true.
• Play the recording. Give students time to rewrite the 
false statements. Then check answers.
• LANGUAGE NOTE: Gramps is a nickname for 
Grandfather.
ANSWERS
1. False. They met when they were children. They lived in 
the same village.
2. False. Silvana didn’t use to walk to school with boys 
when she was a child.
3. True
4. False. She was the only girl in the family. She had three 
brothers.
5. False. Girls usually left school at 13 or 14.
6. True
EXTENSION
• Write other comprehension questions on the board. 
For example: 
 How old were Silvana and Giorgio when they met?
 How many schools were there in the village?
 Why was working at home so difficult at that time?
• Have students listen again and answer the questions.
EXTRA IDEA
• Have students interview a classmate. Then ask them 
to write a short biography about their partner.
• Before starting, elicit interview questions. For 
example: Where were you born? Where did you live 
when you were a child?
SMART TALK
Teaching notes for the Smart Talk activity begin on 
page T–104.
SMART CHOICE ONLINE
Remind students that there are extra Listening practice 
activities on Online Practice and On The Move.
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SMART TALK
Before they were famous… Student A: Turn to page 94. Student B: Turn to page 106.
LISTENING
1 BEFORE YOU LISTEN Look at these free time activities. Do you do any of them? 
Did your parents or grandparents use to do them?
2 Listen to Carl interview his father and his grandfather. Answer the questions.
 1. Where were Carl’s father and grandfather born? 
 2. How long have they lived in the US? 
 3. How old are they now? 
3 Listen again. Choose the correct answer.
 1. Where did the Rossi family live when they first came to the US?
 a. New York City b. New Jersey c. California
 2. What did Carl’s father use to do when he was little?
 a. watch cartoons on his phone b. watch TV c. play computer games
 3. Where did he use to go when he was a teenager?
 a. to the beach b. to the mall c. to the movies
 4. What did Carl’s grandfather use to do when he was a kid?
 a. play soccer at the beach b. go for long walks c. go to supermarkets
 5. What was one of Carl’s grandfather’s favorite activities?
 a. making model airplanes b. collecting stamps c. climbing trees
 4 Listening PLUS. Listen to Carl interview his grandmother. 
Choose (✓) the true statements. Correct the false ones.
 1. Carl’s grandparents met at school. 
 2. Silvana used to walk to school with Giorgio. 
 3. All the children in the village went to the same school. 
 4. Silvana was an only child. 
 5. Silvana left school earlier than the other girls. 
 6. Silvana’s brothers didn’t help with housework. 
collecting stamps climbing trees making model airplanes
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O N L I N E 
PRACTICE
WRITING
Turn to page 113.
READING
1 BEFORE YOU READ Look at the pictures. What do you know about Andrew Garfield?
2 Read the article. What do these words refer to? Match the words to the correct answer.
 1. hard (par. 4) a. spiders
 2. emotional (par. 5) b. Andrew Garfield’s New York stage role
 3. sensitive (par. 6) c. his response to wearing his movie costume
 4. challenging (par. 7) d. school
3 Read the article again. Number the events from 1 (first) to 5 (last).
 1 a. His family changed their name to Garfield. 
 b. He took part in gymnastics competitions. 
 c. He acted in a play on Broadway. 
 d. His family moved to England. 
 e. He started filming his first Spider-Man movie. 
Eight things you didn’t know about Andrew Garfield
 1 Andrew Garfield is half British and half American.
He was born in Los Angeles, California. His mother is British and his 
father is Californian. When Andrew was three, the family moved to 
England, and he grew up near London.
 2 His family name was originally Garfinkel.
Garfield’s great-grandparentswere immigrants from Central Europe, 
and he has ancestors from Russia, Poland, and Romania. His paternal 
grandfather was the one who changed his last name to Garfield.
 3 He was a seriously good gymnast.
While he was growing up in the UK, Garfield used to take part in gymnastics competitions. 
He was number three in a national competition when he was only 12 years old.
 4 He had a hard time at school.
Garfield says he can identify with Peter Parker (the man who becomes Spider-Man) 
because they were both bullied at school. “School is hard,” he said. “I think everyone has 
been bullied at some point.”
 5 He has been a Spider-Man fan all his life.
He used to wear a Spider-Man costume when he was a young child. When he first put on 
his Spider-Man movie suit in 2010, he cried because he felt so emotional.
 6 For his role in the Spider-Man movies, he studied spiders.
He learned about the way spiders move. They can move incredibly quickly, and they are 
also very sensitive. A small gust of wind feels like a tornado.
 7 He was a success on Broadway.
Like many Hollywood actors, Garfield likes acting on stage, too. In 2012, 
he appeared in the Arthur Miller play Death of a Salesman in New York. 
The role was challenging, and he received excellent reviews.
 8 He’s a charity ambassador.
Garfield supports several charities and is an ambassador for the charity 
Worldwide Orphans Foundation. When paparazzi try to take photos of 
him, he puts a card with the names of the charities in front of his face.
I used to sing. • Unit 11
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reading
The goal of this section is to practice reading 
comprehension.
Activity 1—Before you read
Focus attention on the top picture. Ask Who is this? 
What’s he wearing? What do you know about him? Elicit 
answers.
ANSWERS
Answers will vary.
ExtRA iDEA
Have students look at the pictures and describe Andrew 
Garfield’s physical appearance. Elicit He has brown hair, 
brown eyes, he is muscular, etc.
Activity 2
•	 Read the article aloud to the class or play the 
recording. Tell students not to be concerned if they 
do not understand every word.
•	 Focus attention on the items. Explain that students 
should match the adjective on the left with what it 
describes on the right.
•	 Have students read the article individually and do 
the activity. Then check answers.
•	 Read the article aloud again. This time, have 
students stop you when there is a word they don’t 
understand. Have other students provide the 
answers by paraphrasing, drawing, or miming.
•	 LANGUAGE NOTE: A suit can refer to the jacket 
and pants or skirt that someone wears to work. In 
this text, it refers to the outfit a superhero wears. 
Photographers who take pictures of celebrities are 
called paparazzi. The singular form is paparazzo.
•	 CULTURE NOTE: In the Spider-Man story, a teenager 
named Peter Parker is bitten by a radioactive spider 
and develops superpowers. In this text, Broadway 
refers to the main theater district in New York City. 
Arthur Miller is an important American playwright. 
Death of a Salesman is one of his most famous plays.
ANSWERS
1. d 2. c 3. a 4. b
Activity 3
Focus attention on the statements. Have students work 
on their own to put the sentences in order from 1 to 5.
ANSWERS
1. a 2. d 3. b 4. e 5. c
CHALLEnGE WoRDs
•	 Focus attention on the words in blue in the article 
and explain that these are challenge vocabulary 
terms.
•	 Write each sentence containing blue words on the 
board.
•	 If these challenge terms haven’t been defined by 
this point, ask students to use the context of the 
sentence to guess the definition of each one and 
then check their guesses in a dictionary. Elicit and 
write the correct definitions on the board.
•	 Have students create new sentences for each 
challenge term and share them with the class.
ExtRA iDEA
•	 Review adverbial time clauses with before, when, 
and after using the simple past. Write on the board: 
 Before the party began, everyone got dressed up. 
 After they ate cake, the guests gave presents. 
 When the music started, the people danced.
•	 Have students write sentences about Andrew 
Garfield using before, after, and when. For example: 
 Before he was an actor, he used to compete in 
gymnastics. 
 When he was in school, he was often bullied. 
 After he made the Spider-Man movie, he acted on 
Broadway.
Writing
Teaching notes for the Writing section are on 
page T–113.
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SPeaKing
The goal of this section is to practice the language in the 
unit in an enjoyable, meaningful, and personalized way.
Activity 1
•	 Focus attention on the survey and the question 
starter in its title, Who used to... .
•	 Go over the items with the class and model them 
for the students. 
•	 Focus attention on the your choice items. Explain 
that students should add one item to each category. 
Elicit ideas of activities people usually do as a child 
or a teenager.
•	 Have students complete the survey on their own. As 
students work, walk around the class to offer help as 
necessary.
ANSWERS
Answers will vary.
Activity 2
•	 Focus attention on the example conversation in 
the speech bubbles. Model it for the class. Show 
students how they can replace collect things with 
other items in the survey,
•	 Point out that students should ask follow-up 
questions to get more information.
•	 Have students walk around the class, asking their 
questions to as many classmates as possible. Remind 
them to write down the names of the students who 
used to do each activity. 
•	 As students work, walk around the class to check 
progress and offer help as necessary.
Activity 3
•	 Write the examples in speech bubbles on the board. 
Show how they can be changed. Write on the board: 
Daniel used to have a pet snake. Elicit information 
from an individual student to replace Daniel and 
have a pet snake with other information. 
•	 Have students make groups. Then have students 
tell their group the most interesting fact that they 
learned about their classmates.
ExtEnsion
•	 After students have discussed their information in 
groups, have each group choose the most interesting 
fact they learned and tell the class about it.
•	 Then have a show of hands to find out which 
student used to do the most interesting things. 
ExtRA iDEA
•	 Have students describe why they don’t do some 
things anymore. If appropriate, have them use the 
past continuous to describe negative events that 
made them quit a hobby. For example: I was playing 
soccer when I hurt my leg.
•	 Review the past continuous in the Language 
Practice box on page 58, in Unit 9, if necessary.
•	 Have students go online to find out about a movie 
star and what he/she used to do when younger. 
Suggest that they can look at the website for a 
news or entertainment organization, an online 
encyclopedia, or the movie star’s official website.
•	 Have students write a text with the information or 
present it to the class.
•	 Remind students that they can also share the 
information they find on the Discussion Board on 
Online Practice. You might also want to ask them 
to use the Discussion Board for the next unit’s 
Warm-Up activity.
tEStiNg PRogRAm
Print Unit 11 Test from the Testing Program 
for an end-of-unit assessment.
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NOW I CAN
SPEAKING
 talk about past 
habits.
GRAMMAR
 use used to.
LISTENING
 understand family 
histories.
READING
 understand a short biographical 
text about an actor.
GO
ONLINE
Choose a movie star. Find out what he/she used to do when 
he/she was younger. Tell the class.
1 Look at the questions in the survey. Add one more activity to each list.
Who used to...
watch cartoons every day? 
 
have a pet? 
 
(your choice) 
 
collect things?climb trees? 
 
(your choice) 
 
wear a school uniform? 
 
play on a team? 
 
(your choice) 
 
visit relatives? 
 
go to the beach? 
 
(your choice) 
 
SPEAKING — Find someone who used to ...
2 CLASS ACTIVITY. Find classmates who used to do the activities. 
Try to get extra information.
Did you use to collect things?
What did you use to collect?
Yes, I did.
3 GROUP WORK. Who used to do the most interesting things? Tell your group. 
Comment on the information.
What was its name?
Daniel used to have a pet 
snake. I think that’s cool! Wow, a snake? 
That’s dangerous!
Home
School
Hobbies
Vacations
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UP
WARM
O N L I N E 
PRACTICE
VOCABULARY
1 Look at the ads. Complete the descriptions. Then listen and check your answers.
Places to live 
dorm farmhouse townhouse
cabin studio mansion
 
Locations 
campus downtown country
village ranch woods
SPEAKING
Housing options
GRAMMAR
If clauses with modals
LISTENING
Student interviews
READING
Article about changes
12 If you live downtown...
2 PAIR WORK. Do you know anyone who lives or used to live in these places? 
Tell your partner.
I have a cousin who 
lives on a ranch. Really? My grandparents 
used to live on a ranch. Now 
they live in a small village.
What and where 
was your first 
home?
Beautiful 
in a quiet .
 apartment
in a high-rise .
Old on a
 . Includes barn.
Log in
the .
Lots of privacy!
Large 
in the 
Far from nearest neighbors!
Shared room 
on a university .
townhouse
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VOCaBUlary
The goal of this section is to present and practice the 
target vocabulary: places to live. 
WARM-UP
•	 Books closed. Write the following on the board: 
suburbs or downtown, apartment or house, noisy 
or quiet. Then ask What and where was your first 
home? Have students choose the best words from 
the board to describe the place where they first 
lived.
•	 If students contributed to the Warm-Up Discussion 
Board as part of the Online Practice, look at their 
comments now with the class.
Activity 1
•	 Books open. Focus attention on the pictures. 
Check to see which housing words the students 
already know.
•	 Model the target vocabulary items: dorm, cabin, etc.
•	 Have students complete the activity on their own.
•	 Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
•	 LANGUAGE NOTE: Dorm is short for dormitory. A 
studio or studio apartment is a one-room apartment. 
It has one main room that functions as a bedroom, 
living room, and dining room. The buildings and 
grounds of a university or college are called a 
campus. Campuses is the plural form.
ANSWERS
1. townhouse, village
2. Studio, downtown 
3. farmhouse, ranch
4. cabin, woods 
5. mansion, country 
6. dorm, campus
Activity 2
•	 Write the example conversation in speech bubbles 
on the board. Show students how a cousin can be 
replaced by words such as sister, friend, etc. and on a 
ranch can be replaced by one of the places presented 
in Activity 1. Elicit other words to describe friends 
and family members.
•	 Focus attention on the prepositions in the phrases 
on a ranch, in a small village, and in the expressions 
in the ads in Activity 1. Make sure students notice 
the different prepositions. Explain that most of 
the locations are part of prepositional phrases, but 
downtown is an exception and does not follow a 
preposition.
•	 Have students do the activity in pairs. As students 
work, walk around the class to check progress and 
offer help as necessary. Make sure students are using 
the correct prepositions.
•	 Have a few pairs perform their conversation for 
the class.
ExtRA iDEA
•	 Have students write a brief description of the place 
where they live. 
•	 Before they begin, preteach other vocabulary items, 
such as a one-bedroom apartment, my parents’ 
house, etc. 
SmARt ChoiCE oNliNE
Remind students that there are extra Vocabulary practice 
activities on Online Practice and On The Move.
Vocabulary: cabin, campus, country, dorm, downtown, farmhouse, mansion, ranch, studio, 
townhouse, village, woods; audio production, fashion design, space engineering
Conversation: Talking about housing options
language Practice: If clauses with modals
Pronunciation: Reduction of if you
listening: A radio show about plans to study abroad
Smart talk: An information gap activity about future plans
Reading: An article about life changes
Writing: A letter about studying in your country
Speaking: A discussion game about places to live
SPEAKING
Housing options
GRAMMAR
If clauses with modals
LISTENING
Student interviews
REAdING
Article about changes
If you live downtown...12
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CONVERSATION
The goal of this section is to present and practice the 
target vocabulary and grammar of the unit in a typical 
conversation.
WARM-UP
Books closed. Ask students about the advantages 
and disadvantages of living in the suburbs or living 
downtown. Ask Which would you prefer, living 
downtown or living in the suburbs?
Activity 1
• Books open. Focus attention on the model 
conversation. 
• Preteach words and phrases students might not be 
familiar with. For example: rent, less, etc.
• Have students read the conversation silently, 
without doing the activity.
• Have students fill in the blanks on their own.
• Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
• Play the recording again. Pause after each line of the 
conversation and have students repeat. Be sure to 
correct pronunciation and intonation.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so 
they practice each part.
ANSWERS
1. c 2. a 3. d 4. b
VARIATION
• Books closed. Before students do the activity in 
the book, play the video with the sound off. Ask 
students to describe what the people are doing in 
the video. 
• Books open. Focus attention on the model 
conversation. Follow the teaching notes for Activity 1, 
but play the video instead of the recording to check 
answers and model the conversation. 
Activity 2
• Focus attention on the chart. Explain that the chart 
is color-coded and that items in the green column, 
for example, can be substituted into the green box 
in the conversation. Demonstrate this with cousin. 
Point out the other colors and the corresponding 
columns in the chart and boxes in the conversation.
• Elicit other words or phrases that can go in each 
column. Explain to students that they can practice 
with their own ideas as well as those in the book.
• Have students make pairs and practice the 
conversation. Make sure pairs change roles so 
they practice each part.
Conversation Tip
Focus attention on the example in the Conversation 
Tip box. Show how one speaker asks two questions in 
a row. Explain that the speaker does this to be helpful. 
Because Alex is young, Tanya anticipates that he is 
going to rent, and not buy, an apartment; so she asks 
Do you want to rent a place? Then she adds a question 
with a suggestion, How about an apartment downtown? 
By asking these questions, Tanya is moving the 
conversation along to discuss what Alex wants quickly.
SMART CHOICE ONLINE
Remind students that there are extra Conversation 
practice activities on Online Practice and On The Move.
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O N L I N E 
PRACTICE
CONVERSATION
1 Complete the conversation. Then listen and check your answers. 
Practice the conversation with a partner.
 a. an apartment b. quieter c. brother d. stores
Tanya So, how can I help you?
Alex I’m moving here soon, and I’m looking fora place to live with my 
1 .
Tanya OK. Do you want to rent a place? How about 2 
downtown?
Alex I don’t know. Is that a good idea?
Tanya Well, if you live downtown, you’ll be near some good 3 .
Alex That’s good.
Tanya Of course, if you rent a place in the suburbs, it will also be less expensive.
Alex Oh?
Tanya It may also be 4 in the suburbs.
Alex So what do you prefer? Do you live in the suburbs?
Tanya Me? No way! Who wants to live in the suburbs?
2 PAIR WORK. Practice the conversation again. 
Use the ideas below. Add your own ideas.
1 2 3 4
cousin a townhouse theaters safer
sister a studio cafes cleaner
 
GETTING SPECIFIC INFORMATION
Use an opening + a focus question 
to get specific information.
Do you want to rent a 
place? How about an 
apartment downtown?
CONVERSATIONTIP
If you live downtown... • Unit 12 
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O N L I N E 
PRACTICE
LANGUAGE PRACTICE
Grammar Reference page 136
1 Match the information to make sentences.
 1. If you live downtown, e a. you will have to spend a lot of money.
 2. If you buy an apartment, b. you may have to live in a dorm.
 3. If you move to the suburbs, c. you won’t have to pay for anything.
 4. If you come to my college, d. you might spend more time on trains.
 5. If you stay with your parents, e. you’ll be closer to more theaters.
2 Complete the conversations. There may be more than one answer.
 1. A What are you going to do on vacation?
 B If my parents loan me some money, I ’ll rent a cabin in the woods. If they 
don’t, I’m not sure. I try to get a job on a ranch.
 2. A Where are you planning to live after the summer?
 B I applied for a job in the city. If I get it, move downtown. If I don’t get it, 
I don’t know. I move back to my parents’ house.
 3. A What are you going to study next semester?
 B It depends. I want to study architecture in Chicago. If the school accepts me, 
I do that. If it doesn’t, I study anything.
3 PAIR WORK. Complete the conversations. Use your own ideas.
 1. A What are you going to do today? 2. A What are you going to do next year?
 B I’m not sure. I may . B I don’t know. I might .
 A Really? A And if you don’t?
 B Yeah, but if I don’t, I’ll probably . B Then I might instead.
PRONUNCIATION—Reduction of if you
1 Listen. Notice the reduced sound of if you.
 Unreduced Reduced
 1. I’ll stay if you want. I’ll stay ifya want.
 2. If you leave now, you’ll make it. Ifya leave now, you’ll make it. 
 3. You might see her if you run. You might see her ifya run.
 4. If you rest, you might feel better. Ifya rest, you might feel better.
2 Listen again and repeat. Be sure to say the reduced sound.
If clauses with modals
If you live downtown, you’ll be near some good stores. you will you’ll 
If you live in the city, you won’t have to take the bus. 
If you rent a place in the suburbs, it might be less expensive. 
If you rent a place in the city, it may be more dangerous.
If you live downtown... • Unit 12
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LANGUAGE PRACTICE
The goal of this section is to present and practice the 
target grammar: if clauses with modals.
• Books closed. Write the following on the board: 
 If it’s nice tomorrow, I might go to the park. 
 If it’s rainy, I might go to the movies. 
 Underline If and might.
• Explain that we use a sentence with an if clause and 
a main clause with a modal (might, may, will) to 
describe possible situations in the present or future. 
Give other examples, such as: If you study a lot, 
you’ll learn English quickly. If you work hard, you 
may get a raise. 
• Point out that the verb in the if clause is in the 
simple present. 
• Books open. Write the sentences from the Language 
Practice box on the board. Focus attention on ’ll, 
might, and may. Explain that these modals show 
how certain you are about the situation in the if 
clause. In the example If you live downtown, you’ll be 
near some good stores, the speaker is very sure that 
this is true. However, in the examples with might 
and may, the speaker is less certain. 
• Won’t is the negative form of will. For example: You 
won’t have to take the bus. 
• Direct students to page 136 of the Grammar 
Reference for more information and practice.
Activity 1
• Explain that students should make logical sentences 
by matching the if clauses on the left with the 
main clauses on the right. Read the complete first 
sentence to the class as an example.
• Have students complete the activity on their own. 
Then check answers.
ANSWERS
1. e 2. a 3. d 4. b 5. c
Activity 2
• Explain that students need to complete the 
conversations with ’ll, won’t, may, or might. 
• Focus attention on the example. Ask Why is ’ll the 
correct answer? Elicit that the expression I’m not sure 
in the following sentence indicates that the speaker 
is more certain about renting a cabin.
• Have students complete the activity on their own. 
Then check answers.
ANSWERS
1. ’ll, might/may 2. ’ll, may/might 3. ‘ll, won’t
Activity 3
• Focus attention on the conversations. Complete the 
first one with the class as an example. Elicit answers 
such as go back home, go out to dinner, meet my 
friends. Make sure that students understand that the 
verb must be in the base form.
• Have students complete the conversations in pairs. 
As students work, walk around the class to check 
progress and offer help as necessary.
• Have pairs perform their conversation for the class.
ANSWERS
Answers will vary.
EXTRA IDEA
On the board, write sentences about Alex using 
information from the Conversation on page 77. Leave 
out the verb in the if clause. For example:
If Alex _____ downtown, he’ll be near some good stores.
If Alex _____ a place in the suburbs, it will be less expensive.
If Alex _____ in the suburbs, it may also be quieter.
Have students complete the sentences with the correct 
form of a verb.
PRONUNCIATION
The goal of this section is to focus on the reduction 
of if you.
Activity 1
Model the examples. Explain that if you is often 
reduced to ifya. Then play the recording. 
Activity 2
Play the recording again. Have students practice saying 
the examples in Activity 1.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice 
activities on Online Practice and On The Move.
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LISTENING
The goal of this section is to practice listening for the 
main idea, to practice listening for specific information, 
and to discuss the listening passages.
Activity 1—Before you listen
• This activity introduces three new vocabulary items: 
audio production, fashion design, space engineering.
• Focus attention on the three pictures and have 
students describe what they see.
• Model the new vocabulary items and have students 
repeat. Then ask Which country do you think 
offers the best courses in each of these careers? Elicit 
answers.
ANSWERS
Answers will vary.
Activity 2
• Explain that students will listen to three students 
talking on a radio show.
• Focus attention on the chart and the example 
answer. Explain that students need to listen and 
complete the chart with what the people are 
currently studying and the countries where they 
want to study in the future.
• Play the recording and have students do the activity. 
Then check answers.
• CULTURE NOTE: Star City is a town in Russia. It is 
a center for Russian space exploration. Sichuan is 
a province in Western China. It is famous for spicy 
food. It has several places of historical interest, 
including the Leshan Giant Buddha. 
ANSWERS
1. Jim: engineering; Russia or China
2. Megan: music; England or the US
3. Richard: fashion design; Italy or France
Activity 3
• Focus attention on the six items. Explain thatstudents will listen to the show again and choose the 
correct answer to complete each sentence.
• If necessary, go over the items and preteach any 
vocabulary students might not be familiar with. 
• Play the recording again and have students do 
the activity. Then check answers.
ANSWERS
1. b
2. b
3. a
4. b
5. b
6. a
Activity 4
• In this activity, students listen to a continuation of 
the radio show from Activity 2. Now students will 
listen to other people calling in to give advice to the 
three students interviewed in Activity 2.
• Preview the questions. Preteach organized.
• Play the recording. Pause after each conversation to 
give students time to write the answers. Then check 
answers. 
ANSWERS
1. She lives in Boston. She’s studying space technology.
2. Her college organized it.
3. He studied audio production in London.
4. The music scene in London is great. 
5. She works in San Francisco.
6. There are great fashion designers in Japan.
EXTENSION
• Write other comprehension questions on the board. 
For example: 
What does Nancy say about learning Chinese?
What is a negative thing Sam says about London?
Where did Anita live in Japan?
• Have students listen again and answer the questions.
SMART TALK
Teaching notes for the Smart Talk activity begin on 
page T–106.
SMART CHOICE ONLINE
Remind students that there are extra Listening practice 
activities on Online Practice and On The Move.
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SMART TALK
What are their plans? Student A: Turn to page 95. Student B: Turn to page 107.
LISTENING
1 BEFORE YOU LISTEN Look at these careers. Which country do you think 
offers the best courses in each of them?
2 Listen to students on a radio show. Complete the chart.
Name is studying… wants to study in…
1. Jim engineering
2. Megan
3. Richard
3 Listen again. Choose the correct answer.
 1. Jim thinks that .
 a. he’ll visit Sichuan next year
 b. he won’t visit Sichuan next year
 2. If he can’t go to Star City next summer, .
 a. he’ll go when he gets permission
 b. he may not go at all
 3. If Megan can’t go to London, .
 a. she’ll stay in the US
 b. she won’t study at all
 4. If she can get enough money, .
 a. she’ll go immediately
 b. she’ll go in September
 5. If Richard can’t study in Italy, .
 a. he has to go to France
 b. he wants to go to France
 6. If a fashion house offers him a job, .
 a. he’ll take it immediately
 b. he’ll take it only next year
 4 Listening PLUS. Listen to more of the radio show. Answer the questions.
 1. Where does Nancy live and what is she studying? 
 2. Who organized her visit to China? 
 3. What and where did Sam study? 
 4. What is good about the place? 
 5. Where does Anita work? 
 6. Why does she suggest going to Japan? 
space engineering audio production fashion design
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O N L I N E 
PRACTICE
WRITING
Turn to page 113.
READING
1 BEFORE YOU READ Look at the people. Where do they live? 
What kind of work do they do?
2 Read the article. Choose (✓) True or False.
 True False
 1. Alicia knew immediately that the bank was the wrong job. 
 2. She found a job on a ranch but only stayed for six months. 
 3. Martin liked his coworkers at the import-export company. 
 4. He knows he can definitely work there again in the future. 
3 Read the article again. Explain these references.
 1. ... but it just didn’t feel right. (text 1, par. 2) What didn’t feel right? 
 2. If I really like it, I’ll stay. (text 1, par. 3) If she really likes what? 
 3. This is what I want to do. (text 2, par. 1) What does he want to do? 
 4. ... it doesn’t matter. (text 2, par. 2) What doesn’t matter? 
 4 PAIR WORK. Discuss the advice that each person gives. 
Do you agree with them? Why or why not?
What next?
Alicia studied banking at a famous business school.
I wanted to work in an investment bank. So after I 
graduated, I moved into a tiny studio in New York and found 
a job in Manhattan. It was so perfect! I was living my dream!
However, the dream wasn’t what I expected. I worked at 
the bank for three months, but it just didn’t feel right. One 
morning, I woke up and thought, “Why am I doing this? I 
don’t want to live in a city, and I don’t want to work in a bank. 
If I continue on this path, it might be very difficult to change.” 
So I gave in my notice and a month later, I left.
What do I really like doing? Riding horses. So I decided to get a job working with horses. 
I thought, “If I really like it, I’ll stay; if I don’t like it, I’ll do something else.” I found a job on 
a ranch in Arizona. Six months later, I’m still here. My advice: before you accept any job, ask 
yourself if it’s what you really want to do.
Three years ago, Martin worked in an import-export firm.
I enjoyed working at the import-export company, and I liked the 
people who worked there. But I never felt that it was what I really 
wanted to do. Then one day, a nurse came to give us a demonstration 
of first-aid techniques, and I suddenly thought, “This is what I want 
to do. I want to be a nurse!”
Later, of course, I also thought, “If I study to be a nurse and I’m no good at it, will I ever 
get my old job back?” I asked my boss the question, but she wasn’t sure either. So I decided: 
OK, it doesn’t matter. If it doesn’t work out, I will do something else.
So I trained to be a nurse. Now, three years later, I’m working in a hospital and living in 
a hut in a small village in West Africa. And I have never been happier! My advice: don’t 
just do something for money; do something that makes you happy!
You’ve finished college, maybe you’ve worked for a few years, and you’re thinking 
about what to do next. Read what these two people did to change their lives.
If you live downtown... • Unit 12
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reading
The goal of this section is to practice reading 
comprehension.
Activity 1—Before you read
•	 Focus attention on the pictures. Have students 
describe what they see.
•	 Ask Where do these people live? What kind of work 
do they do? Elicit several answers. Then have 
students read the text quickly and confirm their 
answers.
ANSWERS
Alicia lives on a ranch in Arizona and works with horses.
Martin lives in a hut in a small village in West Africa and 
works as a nurse in a hospital.
Activity 2
•	 Read the article aloud to the class or play the 
recording. Tell students not to be concerned if they 
do not understand every word.
•	 Have students read the article individually and do 
the activity. Then check answers.
•	 Read the article aloud again. This time, have 
students stop you when there is a word they don’t 
understand. Have other students provide the 
answers by paraphrasing, drawing, or miming.
ANSWERS
1. False 2. False 3. True 4. False
ExPAnsion
Have students rewrite and correct the false statements.
Activity 3
•	 Focus attention on the items. Do the first with the 
class as an example. Have students find the quoted 
passage (... but it just didn’t feel right) in the second 
paragraph of the first text. Ask them to read the text 
around the passage to understand what the it refers 
to. Then elicit the answer to the question.
•	 Have students do the activity on their own. Then 
check answers.
ANSWERS
1. working at the bank
2. a job working with horses
3. to work as a nurse
4. if he can get his job back 
CHALLEnGE WoRDs
•	 Focus attention on the words in blue in the article 
and explain that these are challenge vocabulary 
terms.
•	 Write each sentence containing blue words on the 
board.
•	 If these challenge terms haven’t been defined by 
this point, ask students to use the context of the 
sentence to guess the definitionof each one and 
then check their guesses in a dictionary. Elicit and 
write the correct definitions on the board.
•	 Have students create new sentences for each 
challenge term and share them with the class.
ExtRA iDEA
•	 Have students work in pairs to write three 
comprehension questions about the text.
•	 Have each pair join another pair to exchange and 
answer their questions.
Activity 4
•	 Focus attention on the questions. Have students find 
the advice each person gives in the last paragraph of 
each text. 
•	 Have students discuss the questions in pairs.
•	 Have each pair of students tell the class whether 
they both agree with the advice or not and give 
reasons.
ExtRA iDEA
Have students make pairs to discuss a big change they 
have made in their lives. Have them answer these 
questions: What big change did you make? Why? How 
did it affect you? 
Writing
Teaching notes for the Writing section are on 
page T–113.
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© Copyright Oxford University Press
SPEAKING
The goal of this section is to practice the language in the 
unit in an enjoyable, meaningful, and personalized way.
WARM-UP
Books closed. Ask Where do you live now? Do you like 
it? Did you ever live in a nicer place? Where was that? 
Can you describe it?
Activity 1
• Books open. Focus attention on the pictures and 
the types of housing. Use the pictures to explain 
houseboat and castle. Ask Do you want to live in any 
of these places? Why or why not? Elicit answers.
• Have students make groups of three, write the types 
of housing on eight pieces of paper, and put them in 
a bag or box.
• Explain that students will choose between two 
places to live based on the arguments their 
classmates make. Read the instructions aloud. After 
each step, have a student read and, if necessary, 
complete the example in the corresponding speech 
bubble.
• Designate students in each group as A, B, or C. Have 
students follow the instructions to play the game. 
Suggest that students take notes on the arguments 
they hear and the reasons for their decisions, so that 
they can refer to them in Activity 2.
• As students work, walk around the class to check 
progress and offer help as necessary.
VARIATION
Have students choose two housing ideas on their own 
instead of taking two slips from the bag. Students B and 
C then argue for one of the ideas.
Activity 2
Have students tell the class about a decision one of their 
group members made. Encourage them to give reasons 
for their own opinions.
EXTENSION
Have the class vote on which place they like the best. 
Elicit reasons why.
• Have students go online to find out about unusual 
or interesting places to live. Suggest they can 
search for key phrases such as unusual places to 
live or unusual homes. Students can often find this 
information on news media websites and special 
interest or hobby websites.
• Have students write a text with the information or 
present it to the class.
• Remind students that they can also share the 
information they find on the Discussion Board on 
Online Practice.
TESTING PROGRAM
Print Unit 12 Test from the Testing Program for an 
end-of-unit assessment.
T–81
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© Copyright Oxford University Press
NOW I CAN
GO
ONLINE
SPEAKING
 talk about housing 
options.
GRAMMAR
 use if clauses 
with modals.
LISTENING
 understand radio interviews 
about studying abroad.
READING
 understand an article 
about changes.
Find out about an unusual and interesting place to live. 
Tell the class about it.
1 GROUP WORK. Write the types of housing below on eight pieces of paper 
and put them in a bag or box. Then follow the instructions to play the game.
SPEAKING — The location game
2 CLASS ACTIVITY. Tell the class about the decision of one of your group members. 
Where did he/she decide to live? Why? Do you agree with him/her?
Should I live in a luxury apartment 
downtown or in a houseboat on a river?
If you live in a luxury apartment downtown, 
you will be close to everything. If you...
If you live in a luxury apartment downtown, 
you will spend too much money. If you...
Student A, take out two types of housing 
and think of locations for them. 
Ask the group about your choices. 
Student C, argue against the first place 
and in favor of the second.
The student who argued in favor of the place chosen gets one point.
Take turns being students A, B, and C.
Student B, argue in favor of the first place 
and against the second.
Student A, make your decision. Give reasons 
for your choice.
houseboat
townhouse
farmhouse
mansion
castlecabin s
tudio apartment
luxury apartment
OK. I’ve decided I’ll live in ... 
because...
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1 Read the conversation. Choose the correct answer.
REVIEW Units 10–12
2 Listen and check your answers. Then practice the conversation with a partner.
3 PAIR WORK. Put a box around the school activities and types of houses. Practice 
the conversation again. Use your own ideas for the activities and houses.
 4 Practice the conversation again. This time add information and [SAY MORE].
 Tony So, why do you want to work at Grange High? [How did you find out about us?]
 Tony Hello! You must / might be Karen. Come in 
and take a seat.
 Karen Thank you.
 Tony So, why do you want to work at Grange 
High? [SAY MORE]
 Karen Well, first of all, I use / used to be a student 
here.
 Tony Yes, I saw that in your letter. How long were 
you here?
 Karen From grade 9 to grade 11.
 Tony I see. Did you like it here?
 Karen I loved it! I was on the basketball team, 
and I sing / used to sing in the school choir. 
[SAY MORE]
 Tony Oh, really? That’s fantastic. So why did you 
leave Grange High?
 Karen Well, we were living in a small apartment 
downtown near school, and then we moved 
to a farmhouse in the country.
 Tony I see. Is that where you’re living now?
 Karen Yes, I love it there. [SAY MORE]
 Tony If you get the job, will you move / moving 
closer to the city?
 Karen Oh, yes. I have a friend who lives in a 
townhouse near here. If I will get / get the 
job, I might move in with her.
2
4
3
5
1
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© Copyright Oxford University Press
The goal of this section is to review and practice 
the language presented in Units 10–12 in a fun and 
meaningful way.
WARM-UP
Books closed. Ask Did you like your high school? Who 
was your favorite teacher? Who was the principal of the 
school? What activities were you involved in? Was your 
home near the school or far away? Elicit answers.
Activity 1
•	 Books open. Focus attention on the people in the 
picture. Ask Where are they? What are their jobs? 
What do you think is happening? Elicit answers. 
Encourage students to guess and have fun with the 
activity.
•	 Focus attention on the conversation. Preteach words 
and phrases students might not be familiar with.
•	 Have students read the conversation silently. At 
this time, students should ignore the [say more] 
instruction. Then have students choose the correct 
answers.
•	 LANGUAGE NOTE: Grange High is an abbreviation 
of Grange High School. Names of high schools are 
often abbreviated in this way.
Activity 2
•	 Play the recording. Allow time for students to 
change incorrect answers. Then check answers.
•	 Have students make pairs and practice the 
conversation. Make sure pairs change roles so they 
practice each part.
ANSWERS
1. must
2. used
3. used to sing
4. move
5. get
Activity 3
•	 Focus attention on the conversation in Activity 1. 
Explain that students should identify and put a box 
around the school activities and the types of houses 
in the conversation. Students then change these 
words with their own ideas.
•	 Have students make pairs and put abox around the 
words. Then check answers.
•	 Elicit some school activities and types of houses 
and write them on the board before students 
do the next part of the activity. Point out that 
students might need to change other parts of the 
conversation. For example, they might need to 
change sing and in depending on the word that 
replaces school choir.
•	 Have students practice the conversation again, this 
time using their own ideas for the school activities 
and types of houses. 
ANSWERS
A box should be put around the following
school activities: the basketball team, the school choir
types of houses: a small apartment, a farmhouse, 
a townhouse
Activity 4
•	 Focus attention on the conversation in Activity 1 
again. Explain that [say more] means that students 
should provide more information, to make the 
conversation more interesting and to keep it going.
•	 Use the example (How did you find out about 
us?) to show how the speaker is asking for more 
information.
•	 Have students practice the conversation again, 
adding more information at [say more].
COnVerSatiOn
Review objectives
•	 Vocabulary: school activities, places to live
•	 Grammar: used to, may / might / must, if clauses with modals 
rEViEW Units 10–12
T–82
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© Copyright Oxford University Press
Activity 5
•	 Focus attention on the pictures. Have students 
describe what they see. 
•	 Ask a student to read the title of the text. Then have 
students answer the question.
ANSWER
The article is about how to survive an earthquake.
Activity 6
•	 Read the article aloud to the class or play the 
recording. Tell students not to be concerned if they 
do not understand every word.
•	 Focus attention on the items in the activity. Explain 
that students need to choose the true statements 
and rewrite the false ones. If necessary, correct the 
first statement on the board as an example: If you’re 
in an apartment building, you should stay inside.
•	 Have students read the article individually and do 
the activity. Then check answers.
•	 Read the article aloud again. This time, have 
students stop you when there is a word they don’t 
understand. Have other students explain the word 
by paraphrasing, drawing, or miming. 
ANSWERS
1. False. If you’re in an apartment building, you should 
stay inside.
2. True
3. False. You shouldn’t stand in a doorway.
4. False. If you’re in a car, stop driving but stay in the car.
5. True
6. False. Call the emergency services if you are injured. 
They need to know where you are.
ExtEnsion
Have students write other tips for how to survive an 
earthquake. For example: If you live in an earthquake 
zone, keep bottled water and canned food in your house.
Activity 7
•	 Focus attention on the example tip. Explain that 
students should choose an extreme natural event 
and write three tips similar to the one in the 
example and those in the text. Encourage students 
to write their tips using if clauses. 
•	 Have students make groups to discuss extreme 
natural events and write the tips.
•	 Have the groups present their tips to the class.
ANSWERS
Answers will vary.
tEStiNg PRogRAm
Print Final Test from the Testing Program for an 
assessment of Units 7–12.
reading
Review objectives
•	 Vocabulary: extreme natural events
•	 Grammar: if clauses with modals
T–83
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© Copyright Oxford University Press
SC3E_SB2_RU10_12_02
REFRESH REALIA
5 Look at the pictures and read the title. What do you think the article is about?
 6 Read the article. Then read the tips below. Choose (✓) the true statements. 
Correct the false ones.
 1. If you’re in an apartment building, leave it as quickly as possible. 
 2. You might be safer if you get under a table and cover your head. 
 3. If you can, stand in a doorway during an earthquake. 
 4. If you’re in a car when an earthquake starts, stop driving and get out. 
 5. You’ll be safer if you go to clearer areas, but mountains might be dangerous. 
 6. If you call the emergency services, you will give them extra work. 
7 GROUP WORK. Choose another extreme natural event. Write three tips for it. 
Then share your tips with the class.
If a tornado is approaching, close all the windows and stay indoors.
If you’re indoors when an earthquake starts... If you’re outdoors...
How do you survive an earthquake?
Finally, indoors or outdoors, if you have a cell phone and you’re injured, 
call the emergency services. They need to know where you are!
Do you know what to do during an earthquake? If you visit an earthquake zone in the 
near future, you’ll need to be prepared. Here are some tips from our experts.
1 If you’re in a car, stop and stay in the car. You’ll be 
safer if you don’t get out and try to run. But you 
shouldn’t stop on or under bridges or near buildings.
2 If you are walking outside, don’t go near or into 
a building. And don’t stand near power lines. You 
could be electrocuted if they fall.
3 In a village, you’ll be safer if you can get to clear 
areas, away from buildings and trees. But remember 
that earthquakes can also cause avalanches of snow 
or earth on a mountain. 
4 If you’re near a river, remember that there could be 
a flood after the earthquake. Also, if you’re near a 
volcano, you should get as far away as you can. 
Earthquakes can often start volcanic eruptions.
1 You may hear the noise of an earthquake before 
the building starts shaking. If you’re in a house, 
you’ll have time to get out. But if you’re in an 
apartment building, you’ll probably be safer if 
you stay where you are.
2 If the building starts shaking, get under a table 
or behind a sofa. If there isn’t any furniture, get 
next to an internal wall or corner. Protect your 
head and neck. 
3 Some people think you’ll be safe if you stand 
in a doorway. This is not true! Don’t stand or 
sit near a window, either. You may be seriously 
injured if the window breaks.
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SMART TALK
UNIT 1—How are you different?
Student A
1 Add your own question. Then complete the chart with information about you. 
Questions You Your partner
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SC_SB2_IG01.1a
Oxford University Press
Karen Minot
(415)457-7559
2 PAIR WORK. Ask your partner the questions. Then answer your partner’s questions.
 A What are you like? 
 B I’m quiet and serious.
 B What are your friends like?
 A My friends are cool and funny—like me!
3 PAIR WORK. Ask and answer questions to complete the sentences.
 1. My partner doesn’t like . Neither do I.
 2. My partner likes people. So do I.
 3. My partner isn’t good at . Neither am I. 
 4. My partner likes to on vacation. I don’t.
What don’t you like?
Neither do I!
I don’t like fishing.
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SMART TALK
Unit 1
Activity 1
•	 Split the class into pairs. Assign 
roles to each student—one 
student is A, the other is B. 
The information for Student A 
is on page 84 of the book. The 
Student B information is on 
page 96.
•	 Focus attention on the chart 
and the list of questions. 
Explain that Student A and 
Student B have different 
questions to ask. Have students 
read the questions.
•	 Focus attention on the 
adjectives at the bottom of 
the box. Elicit other examples, 
such as friendly, confident, etc.
•	 Have students write a question 
in the your choice item in the 
chart. Then have them write 
answers to all the questions in 
the You column. 
•	 Preteach any vocabulary 
students may have 
difficulty understanding or 
pronouncing. 
•	 Have students do the activity 
on their own.
ANSWERS
Answers will vary.
VARiAtion
Before starting the activity, 
elicit useful words for each of 
the questions in the activity. 
For example: What are you and 
your friends like? (Fun, cool, etc.) 
What can you do well? or What 
do youwant to learn how to do? 
(Swim, draw, etc.)
Activity 2
•	 Write the model conversation 
on the board. Explain that 
students need to complete the 
chart by asking their partner 
the questions. Tell students to 
write their partner’s answers in 
the Your partner column.
•	 Model the example 
conversation with a student. 
Show students how to 
substitute the text with their 
own information.
•	 Have students do the activity 
in pairs.
ANSWERS
Answers will vary.
Activity 3
•	 Write the four statements, 
including the blank space, on 
the board. 
•	 If students have difficulty 
using Neither do I, So do I, 
etc., review the language for 
agreeing and disagreeing on 
page 6.
T–84 Smart Talk  •  Unit 1
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© Copyright Oxford University Press
Questions You Your partner
Print ready art 6/23/06
SC_SB2_IG01.1a
Oxford University Press
Karen Minot
(415)457-7559
SMART TALK
UNIT 1—How are you different?
Student B
1 Add your own question. Then complete the chart with information about you. 
2 PAIR WORK. Ask your partner the questions. Then answer your partner’s questions.
A What are you like? 
B I’m quiet and serious.
B What are your friends like?
A My friends are cool and funny—like me!
3 PAIR WORK. Ask and answer questions to complete the sentences.
 1. My partner doesn’t like . Neither do I.
 2. My partner likes people. So do I.
 3. My partner isn’t good at . Neither am I. 
 4. My partner likes to on vacation. I don’t.
What don’t you like?
I don’t like fishing.
Neither do I!
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•	 Have two students model 
the example conversation in 
speech bubbles. Then elicit 
some other questions students 
could ask. For example: What 
kind of people do you like? 
What aren’t you good at? 
What don’t you like to do on 
vacation?
•	 Have students do the activity 
in pairs. 
ANSWERS
Answers will vary.
ExtEnsion
Have students ask and answer 
follow-up questions. For example: 
Why don’t you like it? Who do you 
know like that? 
ExtRA iDEA
Have students make groups and 
discuss questions such as What 
makes someone a good friend? 
What is a good friend like? What is 
your perfect weekend like?
Unit 1  •  Smart Talk T–85 
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© Copyright Oxford University Press
Listening to
music at home
Very
Boring
Boring OK Interesting/
Exciting
Very Interesting/
Exciting
Hanging out
with friends
Chatting online
Writing text
messages
Playing sports
Watching a
movie on TV
(Your choice)
(Your choice)
1
2
3
4
5
6
7
8
1 2 3 4 5
UNIT 2—What’s interesting and what’s boring?
Student A
1 PAIR WORK. Add two activities to the chart. Then ask questions 
to complete the information about your partner.
 A Do you like listening to music at home?
 B No, it’s boring. I prefer going to live concerts.
2 PAIR WORK. Talk about your favorite movies and music. 
Ask and answer questions to complete the sentences.
 1. My partner’s favorite kind of music is because .
 2. My partner’s favorite singer is because .
 3. My partner’s favorite kind of movie is because .
 4. My partner’s favorite movie is because .
 5. My partner’s favorite actor is because .
What’s your favorite kind of music?
Why?
I like heavy metal.
It’s loud and exciting!
Smart Talk • Student A
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Unit 2
Activity 1
•	 Split the class into pairs. 
Assign roles to each student—
one student is A, the other is B. 
The information for Student A 
is on page 85 of the book. The 
Student B information is on 
page 97.
•	 Focus attention on the chart 
and the list of activities. 
Explain that Student A and 
Student B have different 
activities to ask about. Have 
students read the list on their 
own and add two activities. 
•	 Focus attention on the 
example conversation. Show 
students how the example 
conversation relates to the 
items in the chart. Then 
do another example. Ask a 
student Do you like listening 
to music at home? Elicit an 
answer such as No, it’s very 
boring, or Yes, it’s OK. 
•	 Have students ask each other 
their questions and complete 
the charts with their partner’s 
information. As students work, 
walk around the class to check 
progress and offer help as 
necessary.
•	 LANGUAGE NOTE: Although 
writing text messages and 
watching sports look plural, 
they are singular and take it’s, 
not they’re. For writing text 
messages, for example, we say 
It’s boring, not They’re boring.
ANSWERS
Answers will vary.
VARiAtion
Before starting the activity, elicit 
useful phrases students can use, 
such as I prefer, I like, I enjoy, etc. 
Activity 2
•	 Focus attention on the five 
statements. Write the first one 
on the board. Ask a student 
What’s your favorite kind of 
music? Then ask the follow-up 
question Why do you like that 
kind of music? Complete the 
statement on the board with 
the student’s answers.
•	 Have students do the activity 
in pairs. 
ANSWERS
Answers will vary.
ExtEnsion
Have students read the completed 
statements to the class.
ExtEnsion
•	 Divide the class into small 
groups and have them share 
their answers from Activity 2. 
Write the following sentences 
on the board and have each 
group complete the lines with 
the appropriate numbers 
or quantifiers.
 1. of us like the 
same kind of music.
 2. of us have the 
same favorite singer.
 3. of us like the 
same kinds of movies.
 4. of us have the 
same favorite movie.
 5. of us have the 
same favorite actor.
•	 Have each group share their 
results with the class. 
T–86 Smart Talk  •  Unit 2
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© Copyright Oxford University Press
Going to live 
concerts
Very
Boring
Boring OK Interesting/
Exciting
Very Interesting/
Exciting
Hanging out with 
family
Talking on the 
phone
Sending emails
Watching sports 
on TV
Watching a movie 
in a theater
(Your choice)
(Your choice)
1
2
3
4
5
6
7
8
1 2 3 4 5
To: Tim
Subject: Hi!
Hi, Tim!
I have tickets 
for a concert
on Friday. Do
you want to
1
AD
MIT
 ON
E
Calling...
...
+90 999
99 9999
9
+
Unit 2—What’s interesting and what’s boring?
Student B
1 PAiR WORK. Add two activities to the chart. Then ask questions 
to complete the information about your partner.
 A Do you like listening to music at home?
 B No, it’s boring. I prefer going to live concerts.
2 PAiR WORK. Talk about your favorite movies and music. 
Ask and answer questions to complete the sentences.
 1. My partner’s favorite kind of music is because .
 2. My partner’s favorite singer is because .
 3. My partner’s favorite kind of movie is because .
 4. My partner’s favorite movie is because .
 5. My partner’s favorite actor is because .
What’s your favorite kind of music?
Why?
i like heavy metal.
it’s loud and exciting!
Smart Talk • Student B
97
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ExTRA IdEA
•	 Divide	students	into	groups	of	
similar	likes	and	dislikes.	For	
example,	students who don’t 
like chatting online. 
•	 Have	groups	write	as	many	
reasons	for	their	opinion	
as	they	can.	For	example:	
We don’t like chatting online 
because we prefer meeting 
friends in a coffee shop. The	
group	that	gives	the	most	
reasons	wins	the	activity.
ExTRA IdEA
Have	students	write	short	
paragraphs	about	where	they	
spend	their	free	time.	Have	
students	select	one	of	the	activities	
in	the	chart	to	write	about.	For	
example,	watching a movie in the 
theater.	Have	students	write	about	
the	movie	theater	where	they	
usually	go.	Have	students	provide	
reasons	why.	For	example:	It’s 
never crowded. It’s near my house. 
It’s cheaper than other movie 
theaters.
Unit 2  •  Smart Talk T–87 
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© Copyright Oxford University Press
UNIT 3—Have you ever seen a celebrity?
Student A
1 Answer the questions about you. Try to give extra information!
2 PAIR WORK. Ask and answer questions to complete the information