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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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.
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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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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.
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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
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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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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!
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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 Have