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© Cambridge University Press 2012
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First published 2012
A catalogue record for this publication is available from the British Library
ISBN 978-1-107-65708-3 Intro DVD
ISBN 978-1-107-69753-9 Intro Video Resource Book
ISBN 978-1-107-62524-2 DVD 1
ISBN 978-1-107-64367-3 Video Resource Book 1
ISBN 978-1-107-66521-7 DVD 2
ISBN 978-1-107-65180-7 Video Resource Book 2
ISBN 978-1-107-62067-4 DVD 3
ISBN 978-1-107-63693-4 Video Resource Book 3
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Art direction, book design, photo research, and layout services: Integra
Reprinted 2016
Printed in Italy by Rotolito Lombarda S.p.A.
Contents
 iii
■ Plan of Video 1 v
■ Introduction vi
 Interchange Video Program vi
 Video in the classroom vi
 Program length vi
 Program components vi
 Guidelines for teaching the Interchange Video Program vi
 How to teach a typical video sequence vii
	 1	 Are you Evan Chu? 2
	 2	 I love my job! 6
	 3	 Yard sale 10
	 4	 Movies 14
	 5	 A family picnic 18
	 6	 I like to stay in shape. 22
	 7	 My trip to London 26
	 8	 Nice neighborhood 30
	 9	 Suspicious visitors 34
	10	 What took you so long? 38
	11	 San Francisco! 42
	12	 Onion soup and chocolate 46
	13	 How about a pizza? 50
	14	 Around the World 54
	15	 String cheese 58
	16	 Life changes 62
■ Teaching notes 66
■ Video transcripts 118
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Credits
Illustration credits
Andrezzinho: 6 (bottom), 34; Mark Collins: 8 (top), 
18, 30 (bottom), 58; Carlos Diaz: 4 (center), 48, 60, 
62 (bottom); Chuck Gonzales: 2, 16 (top), 26, 54; Jim 
Haynes: 12 (top), 20, 24, 36, 46 (top), 57, 62 (top); 
Dan Hubig: 53, 61; Trevor Keen: 4 (bottom), 6 (top), 
18 (bottom), 38, 65; Joanna Kerr: 12 (bottom), 
30 (top), 32; KJA-artists.com: 23, 49, 64 (bottom); 
Monika Melnychuk/i2iart.com: 46 (bottom); 
Karen Minot: 50; Rob Schuster: 16 (bottom); 
James Yamasaki: 10 (bottom), 22 (bottom); Rose 
Zgodzinski: 22 (top)
Photo Acknowledgements
The authors and publishers acknowledge the 
following sources of copyright material and 
are grateful for the permissions granted. While 
every effort has been made, it has not always 
been possible to identify the sources of all the 
material used, or to trace all copyright holders. 
If any omissions are brought to our notice, 
we will be happy to include the appropriate 
acknowledgements on reprinting and in the next 
update to the digital edition, as applicable.
Key: T = Top, B = Below, TL = Top Left, TC = Top 
Centre, TR = Top Right, CL = Centre Left, C = Centre, 
CR = Centre Right, BL = Below Left, BCL = Below 
Centre Left, BC = Below Centre, BCR = Below 
Centre Right, BR = Below Right. 
p. 14 (BCL): Weinstein/Everett/REX/Shutterstock; 
p. 14 (BCR): Dimension Films/Everett/REX/
Shutterstock; p. 14 (BL): Everett Collection/REX/
Shutterstock; p. 14 (BR): Warner Br/Everett/
REX/Shutterstock; p. 14 (CR): Courtesy Everett 
Collection/REX/Shutterstock; p. 14 (popcorn): 
Oleksandr Staroseltsev/Hemera/Getty Images; p. 
14 (Ticket): Christophe Testi/Hemera/Getty Images; 
p. 14 (TR): Rafa Irusta/Shutterstock; p. 20: UpperCut 
Images/SuperStock; p. 26 (CL): Worakit Sirijinda/
Shutterstock; p. 26 (C): Maksym Gorpenyuk/
Shutterstock; p. 26 (CR): Etienne/age fotostock; p. 
26 (BL): simongurney/iStock/Getty Images; p. 26 
(BC): Simon James/Shutterstock; p. 26 (BR): Samot/
Shutterstock; p. 27 (TL): Wright/Relaximages/
age fotostock; p. 27 (BL): Julian Love/AWL/Getty 
Images; p. 27 (TR): Stockbyte/Getty Images; p. 27 
(BR): claudiodivizia/iStock/Getty Images; p. 28 (TC): 
Worakit Sirijinda/Shutterstock; p. 28 (TL): Maksym 
Gorpenyuk/Shutterstock; p. 28 (BC): Etienne/
age fotostock; p. 28 (TR): simongurney/iStock/
Getty Images; p. 28 (BL): Wright/Relaximages/
age fotostock; p. 28 (BR): Travelshots/SuperStock; 
p. 42 (TR): Anna Shakina/Shutterstock; p. 42 
(CL): Hoberman Collection/SuperStock; p. 42 
(C): Mitchell Funk/Photographer’s Choice/Getty 
Images; p. 42 (CR): Ruth Tomlinson/Robert Harding 
Picture Library/age fotostock; p. 42 (BL): © Ron 
Koeberer/Aurora Photos/Alamy; p. 42 (BC): John 
Elk III/Lonely Planet Images/Getty Images; p. 42 
(BR): Novastock/F1online/age fotostock; p. 43 (BL): 
mcrosno/iStock/Getty Images; p. 43 (CL): Barry 
Winiker/Getty Images; p. 43 (CR): LimeWave - 
inspiration to exploration/Moment/Getty Images; 
p. 43 (TL): fStop/SuperStock; p. 43 (TC): Matt 
Payne of Durango, Colorado/Getty Images; p. 43 
(TR): rramirez125/iStock/Getty Images; p. 43 (BR): 
Pietro Scozzari/age fotostock; p. 44 (TL): Mitchell 
Funk/Photographer’s Choice/Getty Images; p. 44 
(TC): © Travel Division Images/Alamy; p. 44 (BL): 
© Lee Foster/Alamy; p. 44 (BC): © Roberta Allen/
Alamy; p. 44 (TR): © Ed Rhodes/Alamy; p. 44 (BR): 
Bob Thomason/Stone/Getty Images; p. 51 (CL): © 
T.M.O.Buildings/Alamy; p. 52 (T): © Image Source/
Alamy; p. 53 (C): Comstock Images/Getty Images; 
p. 53 (B): Kongsak/Shutterstock; p. 54 (TR): Paul 
Harris/AWL Images/Getty Images; p. 54 (TL): © 
FrÈdÈric Soltan/Sygma/Corbis; p. 54 (BL): Jochen 
Schlenker/robertharding/Getty Images; p. 54 (BR): 
Corbis/SuperStock; p. 55 (TR): Hisham Ibrahim/
Photographer’s Choice/Getty Images; p. 55 (TL): 
© David Sailors/Terra/Corbis; p. 64 (Clipboard): 
Beboy_ltd/istockphoto.com; p. 64 (Pencil): 
t_kimura/Getty Images; p. 65 (CR): volare2004/
iStock/Getty Images.
iv
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1 Are you Evan Chu? The wrong name tag at a 
conference causes confusion.
Functional Focus Introducing oneself; asking for and giving 
personal information
Grammar Present tense of be; Wh-questions with be
Vocabulary Greetings; personal information
2 I love my job! Lisa, a film student, interviews several 
people about their jobs for a school project.
Functional Focus Talking about work
Grammar Wh-questions with do
Vocabulary Occupations; time expressions
3 Yard sale Todd and Mariela have different opinions 
about things at a yard sale. 
Functional Focus Asking for and discussing prices of things; 
expressing opinions
Grammar Questions with how; demonstratives
Vocabulary Yard sale items
4 Movies Lisa, a film student, interviews people about 
movies, how they watch them, and how often they watch them. 
Functional Focus Expressing likes and dislikes; giving reasons
Grammar Object pronouns, questions with do
Vocabulary Kinds of movies; movie venues
5 A family picnic Beth introduces her family members 
during their picnic in the country.
Functional Focus Talking about family and family relationships
Grammar Present continuous vs. simple present
Vocabulary Family members
6 I like to stay in shape. Tim tries to impress Anne by 
telling her about his fitness routine.
Functional Focus Talking about routines
Grammar Adverbs of frequency
Vocabulary Words related to sports and exercise
7 My trip to Londonwhere he parked.
WATCH FOR DETAILS 5
A Put the pictures in order (1 to 6). Then write the correct 
sentence under each picture. Compare with a partner.
✓Jacob noticed that his neighbor needed help. Jacob saw his keys inside the car.
 Jacob paid the locksmith. Jacob told Linda the story.
 Jacob realized he didn’t have his wallet. Jacob tried to call Linda.
Jacob noticed that his neighbor 
B pair work What else happened in the video? Can you add two things?
1. 
2. 
1
needed help.
Watch the video
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WHAT’S YOUR OPINION?6
pair work Complete the chart. Check (✓) the words that describe
Jacob and Linda.
		 Forgetful	 Upset	 Helpful	 Embarrassed	 Understanding	 Worried
Jacob 
Linda 
QUESTION GAME7
A Write three more questions about the story. Use the past tense 
and how, why, how much, who, or where. 
1. 
2. 
3. 
4. 
5. 
B pair work Answer your partner’s questions. If you don’t think 
the answer was in the video, say, “It didn’t say.”
Why did Jacob get out of his car?
When did Jacob lock his keys in the car?
TELL THE STORY8
pair work Write out the story using first, after that, next, 
then, and finally. Include one mistake. Then read your story 
to another pair. Can they find the mistake?
First, Jacob was late, so he ran to his car.
Follow-up
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WHAT DID THEY SAY?9
Watch the video and complete the conversation. Then practice it.
Jacob has just arrived at the restaurant. 
 Jacob: Linda, I’m really . 
 Linda: It’s , Jacob. I’ve only here 
for a little . Is all right?
 Jacob: Yes, it is , but you won’t 
what just happened to me.
 Linda: happened?
 Jacob: Well, of all, I was leaving 
my apartment, so I had to . Then, just 
 I got in my car, I my 
neighbor, Mrs. Flanagan. She had a heavy trash 
 , and she couldn’t move it very easily. 
So, I her.
 Linda: That was of you.
 Jacob: Yeah, but, after, there was a problem. 
 I went back to my , 
I couldn’t get .
 Linda: Did you lock your in the car?
 Jacob: you believe it? 
 Linda: Oh, no. What happened ? 
 Jacob: First, I to call you, but I got your 
voicemail. Then, I called a locksmith.
PRESENT PERFECT10
A pair work Write questions using Have you ever…? and the correct 
forms of the verbs in parentheses. Can you add three questions to the list?
1. (lock) your keys in the car?
2. (call) a locksmith?
3. (leave) your wallet in the car?
4. (arrive) late for an important appointment?
5. (go) to a restaurant without money?
6. (wait) a long time for someone in a restaurant?
7. 
8. 
9. 
B class activity Go around the class and interview at least three classmates. 
Try to find out who answered “yes” to the most questions.
Have you ever locked 
Language close-up
sorry
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11 San Francisco!
San Francisco attracts more than sixteen million visitors a year. There 
are many things to do in the city, from shopping at Fisherman’s Wharf 
to walking over the Golden Gate Bridge. While visitors come all year, the 
summer is the most popular time. It never gets extremely cold or hot in 
San Francisco, but it can be fairly cool much of the time.
Have you heard of any other interesting places to visit in or around 
 San Francisco? 
What is one of the most interesting cities to visit in your country? 
What do tourists do there?
VOCABULARY  Taking a trip2
pair work Match the pictures with the words in the glossary below.
1. 2. 3. architectural details
4. 5. 6. 
CULTURE1
Preview
 aquarium a museum for fish and other animals 
and plants that live under or near water 
 architectural details the things that make 
buildings special
 bay an area of water that is partly enclosed by 
land, but is open to the sea
 cable car a type of public transportation that is pulled 
by a moving cable under a track on the street 
 monuments buildings or structures built to 
remember an important person or event in history
 wharf a structure that is built on the water for boats, 
fishing, business, or tourism
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1. Alamo Square 2. Golden Gate Bridge 3. Japanese Tea Garden
1. You should visit Fisherman’s . 
You can � nd a little bit of there. 
3. Lombard Street is a very steep 
with a lot of .
2. Alamo Square is a small surrounded by 
really wonderful . 
We call them Painted .
4. The most way to drive to San Francisco 
is across the Bridge. 
GUESS THE STORY
Watch the video with the sound o� . What do you think Dr. Smith is most interested in seeing?
WATCH FOR DETAILS
Why does the clerk say the Smiths should go to the places below? Complete the sentences. 
Then compare with a partner.
GET THE PICTURE
What places does the hotel clerk tell Dr. and Mrs. Smith about? Circle them. 
Then compare with a partner.
Alamo Square
Alcatraz 
Coit Tower
Fisherman’s Wharf
Ghirardelli Square
Golden Gate Park 
Japanese Tea Garden
Lombard Street
Muir Woods
Watch the video
5
3
4
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COMPLETE THE STORY6
Complete the paragraph below. Choose words from the list. 
Then compare with a partner.
YOUR CITY8
A group work Now, imagine the Smiths are 
visiting your city. Plan their itinerary. Give at 
least six suggestions, like this:
A: First, I think they should go to . . . 
B: Yes, and they should also visit the . . .
Alamo Square
Alcatraz Island
boat ride
cable car
Fisherman’s Wharf 
Golden Gate Bridge
Golden Gate Park
Highway 101
 Lombard Street
 Northern California
 Painted Ladies
 Tea Garden
SAN FRANCISCO7
group work Imagine you have two days in San Francisco. Plan your itinerary. 
You can use these tourist attractions and any other places from this unit.
The Smiths arrived in San Francisco from . They entered the city by driving 
over the . They decided to start their visit with a ride on a . 
Next, they took a boat ride to . Then, they walked through 
and saw the Japanese . After that, they went to to do 
some shopping. The next day, they drove down curvy very slowly, and then 
they went to to see the colorful Victorian Houses.
B class activity Share your 
information with the class.
Northern California
Chinatown
A San Francisco 
Giants baseball game
Shopping around 
Union Square
A bus tour of the city
The chocolate festival 
at Ghirardelli Square
The Asian Art Museum
Follow-up
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WHAT DID THEY SAY?9
Watch the video and complete the conversation. Then practice it.
The Smiths are checking out of their Northern California hotel.
 Clerk: Thank you. is your card and a copy of 
the .
Mrs. Smith: .
 Clerk: you enjoy your stay with ?
 Dr. Smith: Yeah, it was , thank you.
 Clerk: are you traveling to ?
 Dr. Smith: We’re heading , to San Francisco.
 Clerk: San Francisco is !
Mrs. Smith: We’re going to there for just a couple of 
 . 
 Clerk: you there before? 
 Dr. Smith: Well, I’ve been once, when I was a 
 , but Mona, she’s been there. 
 Clerk: What are you to do you’re there?
Mrs. Smith: No plans. We just want to . I want to see all the .
Here
SHOULD AND SHOULDN’T  Giving advice10
A Complete these sentences with should or shouldn’t. Then compare with a partner.
1. When you visit aforeign country, you learn 
a few words of the local language.
2. You find out about the weather before you travel.
3. To be safe, you carry a lot of cash when you travel.
4. You do some research on interesting places to visit.
5. You be afraid to ask local people questions.
B pair work Give advice for things visitors to your city should or 
shouldn’t do. Write three suggestions in each column.
should
They should . . . They shouldn’t . . .
1. 1. 
2.		 2. 
3. 3. 
Language close-up
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12 Onion soup and chocolate
What types of medicines are available over the counter for colds and sore 
 throats in your country? 
Do people usually take medicine or use home remedies when they have a cold? 
VOCABULARY  Cold remedies2
pair work Write the remedies in the chart. Can you add two more to each category?
In North America, people spend more on health care than in other parts 
of the world. In drugstores and health-food stores, people can buy over-
the-counter medicines for colds, coughs, and sore throats, as well as 
vitamins and other supplements. Home remedies for common illnesses, 
such as colds and sore throats, are also popular.
onions and garlic cough medicine and 
sore throat lozenges
tea with lemon 
and honey
aspirin chicken soup steam
Preview
CULtURe1
Home remedies Over-the-counter drugs
 chicken soup
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GUeSS tHe StORY3
Watch the video with the sound off. 
What remedies in Exercise 2 does the host try? 
Get tHe PICtURe 4
Answer the questions with the correct person’s name. Then compare with a partner.
WAtCH FOR DetAILS5
Match the person with the remedy he or she suggests. Then compare with a partner. 
 Henry A. Rest.
 Anna B. Drink hot lemon and honey, and rest.
 Kathleen C. Take vitamin C and drink coffee.
 Roberto D. Eat onion soup and chocolate, and keep warm.
Roberto Kathleen
Henry AnnaThe host
1. Who hates colds? 
2. Who never gets a cold? 
3. Who has a cold right now? 
4. Who just caught a cold? 
Watch the video
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WHAt’S YOUR OPINION?6
pair work Answer these questions.
1. Which of the remedies have you tried?
2. Which of the remedies do you think works best? 
3. Are there any remedies from the video that you will try in the future? 
If so, which ones?
4. What other home or drugstore remedies for a cold do you know about? 
Do you use them?
HeALtH PROBLeMS7
A group work What do you do for these problems? Add two more remedies 
for each one. Then compare around the class. Who has the best remedies?
1. a backache
3. a stomachache
2. a headache
4. the flu
It’s a good idea to lie 
on the floor. Also, get 
some . . .
You should eat some 
yogurt. Also, try 
some . . . 
You should stay home 
from school or work. It’s 
also important to . . . 
B pair work Take turns role-playing a person with one of the problems 
in part A and a friend giving advice.
A: Hi, . How are you?
B: I’m not doing too well. I have . . . 
A: That’s terrible! Listen. I’ve got the perfect remedy . . . 
C Do you need advice for a problem of your own? Have a similar conversation, 
using personal information and asking for someone else’s home remedies.
Take some aspirin. It’s 
also helpful to . . . 
Follow-up
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ReQUeStS AND SUGGeStIONS9
A Complete the conversations with may or could to make requests and should, try, or 
suggest to give suggestions. Then compare with a partner. 
1. At work
A: Here’s the perfect cold remedy: garlic juice, onions, 
and carrots. You drink a cup every two hours.
B: But I don’t like carrots.
A: Well, then I an old-fashioned bowl of chicken 
soup! And to get some rest, too. 
2. At a drugstore 
A: I help you?
B: Yes. I have something for a cold? It’s a bad one. 
A: Yes. I have these pills. They’re a little strong. Just don’t drive 
after you take them. 
B: Hmm. I drive to work. I have something else?
A: Well, these other pills then. They won’t 
make you sleepy.
B pair work Act out the conversations. First, act them out as written. Then, change the 
problems and the remedies.
WHAt DID tHeY SAY? 8
Watch the video and complete the conversation. Then practice it. 
The host is interviewing Kathleen about what to do for a cold.
 Host: What should you do you get a cold?
Kathleen: Oh, I get a cold. 
 Host: ?
Kathleen: Yes, when I feel a cold coming 
 , I know it’s to eat lots of 
homemade soup.
 Host: .
Kathleen: Oh, and it’s a good idea to eat of 
 , too!
 Host: At the as the onion soup? 
Kathleen: No, . The onion soup 
you vitamins, and the chocolate gives you . 
That the cold virus. Oh, uh, it’s a good 
 to keep very , too. It’s not 
a good idea to hang around on the street. 
 Host: OK. . 
Kathleen: Bye!
Language close-up
should
when
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grayscale
Karen Minot
maps@kminot.com
IC4_VRB01_13_05_A
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Karen Minot
maps@kminot.com
IC4_VRB01_13_06_A
grayscale
Karen Minot
maps@kminot.com
IC4_VRB01_13_07_A
grayscale
Karen Minot
maps@kminot.com
IC4_VRB01_13_04_A
grayscale
Karen Minot
maps@kminot.com
IC4_VRB01_13_03_A
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Karen Minot
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IC4_VRB01_13_02_A
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Karen Minot
maps@kminot.com
13 How about a pizza?
What types of foreign food are available in your town?
Which ones are the most popular with you and your friends and family?
VOCABULARY  Food2
pair work Here are some foods from several different cultures. 
Where can you find these foods? Write the foods under the pictures.
Most U.S. and Canadian cities have restaurants that serve food from many 
different countries and cultures. Chinese, Italian, and Mexican restaurants 
have been very popular in North America for a long time, but now there are 
also Japanese, Thai, and Indian restaurants in most cities and small towns. 
Many people like to order food from restaurants for delivery to their homes. 
Chinese food and pizza are common home-delivery types of food.
CULTURE1
1. 
4. 
2. 
5. 
3. 
6. 
egg rolls prawns in coconut milk tacos
pizza sushi vegetable curry
Preview
pizza
✓
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GET THE PICTURE 4
A Put the restaurants in the order that Carmen and Luis see them (1–4). 
Then compare with a partner.
GUESS THE STORY3
Watch the first minute of the video with the sound off. Which type of 
restaurant do you think they choose? 
WATCH FOR DETAILS5
A Complete the names of the foods in the video with words from the list. 
Then circle the items Carmen and Luis order. Compare with a partner.
coconut milk
curry
ginger
pizza
smoothie
tea✓
B pair work Which two types of food do Carmen and Luis say they don’t want?
1. Seafood or green 
2. Prawns in 
3. Chicken with 
4. Thai 
5. Ginger and honey 
6. Jasmine 
curry
B What items do both Carmen and Luis say they like? 
Watch the video
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IN A RESTAURANT7
group work Role-play ordering lunch at one of the restaurants in the video. Two students 
order, while the third student plays the waiter or waitress. Then switch roles until each student 
has been the waiter or waitress. Use this model:
HOWABOUT YOU?6
group work Answer these questions.
1. How often do you eat in restaurants?
2. What’s your favorite kind of restaurant?
3. What do you usually order? 
4. When is the last time you ate something for the first time? 
Describe it. Did you like it?
5. Which of the foods and drinks from the video have you 
tried or would you like to try?
A: Do you have any questions about the menu? 
B: . . . 
A: Oh, that’s very good. It’s one of the most popular dishes. 
Are you ready to order?
C: . . . 
A: OK. What would you like?
B: . . . 
C: . . . 
A: What do you want to drink?
B: . . . 
C: . . . 
A: OK. I’ll be right back with your food 
and your drinks.
Follow-up
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WOULD AND WILL  Ordering food9
A Rewrite these questions using Would you like . . . ?
Then compare with a partner. 
1. What do you want to eat? 
 
2. Do you want salad or soup with that? 
 
3. Do you want something to drink? 
 
4. What do you want for dessert? 
 
B pair work Now answer the questions with I’ll have . . .
A: What would you like to eat?
B: I’ll have . . .
What would you like to eat?
WHAT DID THEY SAY?8
Watch the video and complete the conversation. Then practice it. 
Carmen and Luis are trying to decide what to eat.
 Luis: You know, I’m beginning to hungry.
 Carmen: am I. I really could eat .
 Luis: pizza?
 Carmen: Hmm. I’m not . I’m not really in the 
 for a pizza. 
 Luis: You know, am I. 
 Carmen: OK. Let’s for something . 
But I want to eat. !
 Luis: No . I do, too. 
Carmen: I Japanese food a .
 Luis: do I, but . . . 
 Carmen: We get some sushi.
 Luis: Yeah, I’m just not that’s 
I want.
Carmen: But Luis, I’m .
Language close-up
feel
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14 Around the World
GUESS THE FACTS2
pair work How is your knowledge of geography? 
Check (✓) the correct answers.
1. Which is longer? 
 the Nile River
 the Amazon River
2. Which is higher? 
 Mt. McKinley 
 Mt. Kilimanjaro
3. What’s the largest desert 
in Asia?
 the Great Indian Desert
 the Gobi Desert 
the Amazon River
the Nile River
Mt. Kilimanjaro
What are some game shows on TV in your country? 
Which ones are the most popular? 
Which ones do you like to watch?
In North America, game shows are one of the most popular types of TV 
programs. There are several different game shows on at various times of 
the day. In most game shows, players test their knowledge on different 
subjects. Sometimes the questions are quite easy, and sometimes 
they are very difficult. But other game shows are games of chance. The 
winner must be lucky, but doesn’t have to know a lot of facts.
CULTURE1
Mt. McKinley
Preview
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WATCH FOR DETAILS5
Check (✓) the correct answers. Then compare with a partner.
Los Angeles
Mexico City
4. Which is the largest city in 
North America?
 Los Angeles
 Mexico City
5. Which country is called the 
“island continent”?
 Antarctica
 Australia
GUESS THE STORY3
Watch the first minute of the video. Which contestant do you think is going to win?
CHECK THE FACTS4
Correct your answers to Exercise 2. Did you guess correctly? Compare with a partner.
1. Marlene is from 
 Seattle, Washington.
 Washington, D.C.
2. Marlene is a 
 computer programmer. 
 computer engineer.
3. Ted is from 
 Cambridge, Massachusetts. 
 Boston, Massachusetts.
4. Ted is a 
 high school teacher. 
 college teacher.
5. Lili is from 
 Vero Beach, Florida. 
 Miami Beach, Florida. 
6. Lili is a 
 café owner. 
 chef.
Watch the video
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WHO WINS THE GAME?6
A What is each person’s score at the end of the game? Write the number. 
Then compare with a partner. 
Marlene Ted Lili 
B Is the winner happy with the prize? Why or why not?
AROUND THE WORLD7
A group work Write three questions in each category for the game 
“Around the World.” Give one question 25 points, one question 50 points, 
and one question 75 points. (You can also add categories of your own.)
B class activity Now play “Around the World.” Half the class 
is in Group A. The other half is in Group B.
Group A: Choose one student to be the host.
Group B: Take turns choosing a category for 25, 50, or 75 points. 
Then answer the host’s questions. Play for five minutes.
Begin your conversation like this:
A: Are you ready? 
B: Yes, I’ll try (name of category) for 25 points.
A: OK. (Asks question.) 
B: (Answers question.)
A: That’s right! or Sorry, that’s not correct.
Now change roles. Group B should choose a host and Group A 
should answer the questions. Play for five more minutes. 
Which group wins the game?
Follow-up
Mountains Islands
Rivers Cities
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WHAT DID HE SAY?8
Watch the video and complete the host’s comments. Then practice it. 
The host introduces the contestants.
Hi, , folks. And back to the Final Round of our 
show. I’m your host, Richard Darien, and are our contestants: 
A computer from Seattle, Washington: Marlene Miller! 
Marlene has points. 
And next to you we have a high school from Boston, 
 Massachusetts: Ted Simmons! Ted currently has points, 
and he is the ! 
And our contestant is a café from Vero Beach, 
Florida: Lili Chen! Lili has points, so she’s currently with Marlene.
Oh boy, this is going to be an game, . get on to the Final 
Round. Our are Cities, Deserts, , Mountains, and .
COMPARISONS WITH ADJECTIVES9
A Write questions using the comparative or superlative form of each 
adjective in parentheses. Then add three questions of your own.
1. city: New York – Tokyo? (cold)
 
2. planet: Earth – Saturn – Mars? (big)
 
3. structure: the Eiffel Tower – the Statue of Liberty? (tall)
 
4. building: the Houses of Parliament – the Empire 
State Building? (old) 
 
 
5. country: Brazil – Canada – Argentina? (large)
 
6. 
7. 
8. 
B pair work Take turns asking and answering the questions. 
Who answered the most questions correctly? 
Which city is colder, New York or Tokyo?
Language close-up
again
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15 String cheese
Are birthday parties common for adults as well as for children in 
 your country?
What kinds of foods do you often have at birthday parties? 
VOCABULARY  Asking for favors2
Match the requests for favors with the responses.
Many people in the United States and Canada celebrate their birthdays 
with a party. These parties can be dinner parties, dance parties, or just 
parties where people have snacks and chat with one another. Typical 
snacks at parties include chips and dip, cheese and crackers, nuts, 
cookies, and other snacks that people eat with their fingers.
CULTURE1
 1. May I ask you for a favor?
 2. Could you please pick me up on your way to 
the party?
 3. Could you bring some soda to the party?
 4. Would you ask Claire to call me when she 
gets home?
 5. Would you please call me when your class is 
finished?
a. Sorry, but I won’t be able to. I’m riding 
with someone else.
b. Sure. That should be about 9:30.
c. No problem. I’ll leave her a message.
d. Sure. What is it?
e. I’d be happy to. How many bottles 
should I get?
Preview
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CHECK YOUR GUESSES4
Now check your answers to the questions in Exercise 3. Did you guess 
correctly? Compare with a partner.
GUESS THE STORY3
Watch the first 30 seconds of the video with the sound off. 
Answer the questions.
WATCH FOR DETAILS5
Answer the questions with a number. Then compare with a partner. 
How many . . .
1. people does Olivia call? 
2. messages does Olivia leave? 
3. people does Olivia talk to on the phone? 
4. people does Olivia ask to bring cheese to the party? 
5. people bring cheese to the party? 
1. What is Mariela doing? 
2. Why do you think Mariela is upset?
3. What do you think Olivia does to help her?
Watch the video
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MAKING INFERENCES6
Check (✓) the best answers. Then complete the last item 
with your opinion. Check with a partner.
1. cheese is necessary for the party.
 Both Mariela and Olivia think
 Only Mariela thinks
 Only Olivia thinks
2. Olivia asks everyone to get different kinds of cheese 
because .
 she can’t remember the kinds Mariela mentioned
 she wants everyone to buy different kinds of cheese
 Todd likes all kinds of cheese
3. In the end, there is probably cheese at the party.
 too much
 the right amount of
 not enough
4. Melanie gives Todd a ball of string because .
HAVING A PARTY 7
A group work Use this chart to plan a party. Then make invitations for your party.
B class activity Walk around the class inviting students to 
your party. Show them your invitation.
Begin your conversations like this:
A: Hi, would you like to come to my party? It’s (say a date and time).
B: Thanks. I’d love to. What’s the occasion?
A: It’s for (give a reason for the party).
B: That sounds fun. Can I bring anything?
A: Thanks for offering. You could bring (suggest something).
B: OK. See you then.
A: Bye.
Follow-up
Choose an occasion. Choose a location and time.
 
 
Choose things to do at the party. Choose the foods and drinks you want at the party.
 
 
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WHAT DID THEY SAY?8
Watch the video and complete the conversation. Then practice it.
Olivia is asking Carlos for a favor.
 Olivia: Hi, Carlos? Olivia. How are you?
Carlos: Olivia, hi. I’m , thanks. 
seeing you at Todd’s party, ?
 Olivia: Yeah, that’s right. , Carlos, could you 
 some cheese to the party?
Carlos: Cheese? 
 Olivia: Todd really cheese, and Mariela didn’t get 
 , and now she’s in a panic it.
Carlos: Yeah, sure. What of cheese? 
 Olivia: Camembert, I , or Roquefort, and some 
Gorgonzola. Oh, and some cheese.
Carlos: OK, Olivia. do it. Don’t . 
 Olivia: Thanks, Carlos. It’s so of you 
to us.
REQUESTING A FAVOR9
pair work Practice the conversation in Exercise 8 again. This time make a request 
for something different. Then switch roles and ask for other things. Choose from the 
list below or use your own ideas.
Things for the party:
1. different types of music
2. different types of drinks
3. different types of decorations
4. different types of desserts
5. different types of snack food
Language close-up
It’s
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B  class activity   Walk around the room talking to people. 
Use these expressions to talk about what you hope to do or be.
Begin your conversation like this: 
A:  I’d love to be a (occupation). How about you?
B:  I plan to (work verb).
16 Life changes
What were your goals and plans when you were younger? 
How have they changed over the years? 
VOCABULARY  Career goals2
A  Here are some people’s dreams for their future. What does each person 
hope to do or be? Write the sentences under the pictures.
After high school, many students in the United States and Canada 
don’t go straight to college. They get a job or take time off to travel 
before continuing their education. Most students are not sure what 
they want to do with their lives just after high school. Their goals 
and plans become clearer as they gain more life experience. 
1.  2.  3. 
4.  5.  6. 
I hope to have a family.
CULTURE1
✓
Preview
  I’m going to be a chef. 
  I’d really love to perform on Broadway. 
  I hope to have a family. 
  I’d like to be a reporter.
  I plan to practice law.
  I hope to be a teacher.
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GUESS THE STORY3
Watch the video with the sound off.  What do you think each person 
does for a living?
CHECK YOUR GUESSES 4
A  Check your answers to Exercise 3. Did you guess correctly? 
Compare with a partner.
B  Check (✓) the level of education each person finished. 
WATCH FOR DETAILS5
Check (✓) True or False. Correct the false statements. Then compare 
with a partner. 
	 True	 False	
1.  Reza worked in politics before going to law school.     
2.  Reza is married and has children.      
3.  Kim always hoped to be a reporter.      
4.  Kim was interested in writing about theater.      
5.  Kim works for a large newspaper.      
6.  Robert didn’t go to college.      
7.  Robert teaches and performs comedy.      
8.  Robert would love to own a comedy club.      
1.  Reza is a / an     . 
2.  Kim is a / an     . 
3.  Robert is a / an     .
	 High	School	 College	 Graduate	School
1.  Reza     
2.  Kim     
3.  Robert     
Watch the video
Reza Kim Robert
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A JOB QUIZ
A Check (✓) � ve things you like to do or you are good at. 
B CLASS ACTIVITY Walk around the room and � nd another student who 
checked at least three of the same things as you did. Sit down with the student 
or students and make a list of jobs that might be good for these categories.
1. 
2. 
3. 
CAREER AND LIFE ADVICE
PAIR WORK Take turns being a career or life coach for each other. 
What advice would you give? Use the information in Exercise 6 and 
phrases in the box. You can begin your conversations like this:
A: I’d love to work with children. 
B: What else do you like to do?
A: I like . . . 
B: And what are you good at?
A: I’m good at . . . 
B: Well, I think you should . . . 
You could . . . 
You should . . . 
It would be a good idea/useful for you to . . . 
Follow-up
A JOB QUIZ6
7
CLASS ACTIVITY Walk around the room and � nd another student who 
A JOB QUIZ
) � ve things you like to do or you are good at. 
A JOB QUIZ
) � ve things you like to do or you are good at. 
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WHAT DID HE SAY?8
Watch the video and complete the description. 
Reza is talking about his life before and after law school.
In     , I was a political science major. And     
college, I went to Washington, D.C., to     in     . 
I worked on Capitol Hill for     two years, which is     
the government is, and it’s also the     of the     .
  in government, I     more about the law. 
And I     to get more     in the law. I decided 
I wanted to come        and go to law school     
Boston. When I     , I had a job     for me, and I started 
work right away at the     .
The     level now is a lot     than when I was
in     school. In law school, you’re stressing  
your academics, but when you’re     law, as a lawyer, you’re
  about doing the best job you     on those projects
you’re working on for     clients. 
TELLING YOUR STORY9
A  Choose verbs from the box to complete the story. 
Then compare with a partner.
bought had registered
finished knew save
found looked for startedgot moved back wanted
1.   When I     high school, I didn’t know what I 
  to do.
2.   I     I wanted to improve my English, so I went online 
and     an English school in an English-speaking country. 
3.  I     a great school in London, England.
4.   To     money, I     a job and 
  home with my parents.
5.  After six months, I     enough money. 
6.   I     a plane ticket, and I     at the school. 
I     taking classes the day after I arrived.
B  Change the sentences in part A so they tell your story. Then tell your 
story to another student.
Language close-up
college
finished
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1 Are you Evan Chu?
LANGUAGE SUMMARY
Topics/functions:	 Introducing	oneself;	asking	for	and	giving	personal	information
	 Structures:	 Present	tense	of	be;	Wh-questions	with	be
STORY SUMMARY
One	of	the	attendees	at	a	convention	picks	up	the	wrong	name	tag,	which	causes	some	
confusion	and	a	case	of	mistaken	identity.	
Preview
1 CULTURE
The culture note gives students information about 
conferences in the United States and Canada and 
explains the purpose of wearing a name tag. 
• Have students read the culture note silently. 
Then answer their questions about vocabulary 
or content.
• Read the questions aloud, and have students work 
in small groups to answer them.
• Check answers around the class.
2 VOCABULARY
In this activity, students work with key conference-
related vocabulary that they will encounter in 
the video.
• Explain the task. Then model the vocabulary, and 
have students repeat it as they look at the pictures.
• Have students work in pairs to complete the task.
• Check answers as a class.
Answers
1. participant
2. name tag
3. clerk
4. introducing yourself
3 GUESS THE STORY
In this activity, students prepare to watch the video 
by using visual information to make predictions 
about the story.
• Explain the task, and read the instructions and the 
three statements aloud. 
• Suggest that students watch for the answers as you 
play the first minute of the video with the sound 
off (until Mike shakes hands and introduces himself 
for the first time). Tell students they will find out if 
their predictions are correct in the next activity.
Answer
Mike uses the wrong name tag.
Watch the video
4 GET THE PICTURE
In the first activity, students watch and listen to 
the video, checking the predictions they made 
in Exercise 3. In the second activity, they look for 
information that will help them number the pictures 
in the correct order.
A
• Explain the task, and make sure students 
understand that they should look at their answers 
in Exercise 3 to check their predictions.
• Play the entire video with the sound on as students 
complete the task. Have selected students share 
their answers, and replay the video as necessary.
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B
• Explain the task, and read the instructions aloud.
• Play the video with the sound on. Have students 
number the pictures while they watch.
• Have students compare their answers with a 
partner. Play the video again if necessary.
• Check answers as a class.
Answers
1. “Good to see you. How’s it going?”
2. “Excuse me. This isn’t mine.”
3. “Hi, Rachel. Good to meet you.”
4. “Hi. I’m Evan Chu.”
5 WATCH FOR DETAILS
In this activity, students focus on details in the video 
that will help them answer more detailed questions 
about the story.
• Explain the task, and read through the items. 
Answer any vocabulary questions that arise.
• Have students work alone to answer as many 
questions as they can before they watch the video.
• Play the entire video with the sound on.
• Have students work alone to check their 
predictions and complete the task. Then have 
them compare answers with a partner.
• Check answers as a class.
Answers
1. O’Neill
2. friends
3. a new name tag
4. Evan’s name tag
5. two
6 WHAT’S YOUR OPINION?
In this activity, students decide how they think the 
characters felt at different points in the video.
• Explain the task. Make sure students understand 
that they should answer according to their 
own opinion.
• Have students work alone to choose their answers.
• Call attention to the model dialog. Then put 
students into pairs to compare answers.
Possible answers
1. confused
2. pleased
3. embarrassed
Follow-up
7 ROLE PLAY
In the first activity, students decide who they will 
be in the role play and note the information. In the 
second activity, students perform the role play in 
small groups.
A
• Explain the task, and direct students’ attention 
to the picture. Read aloud the text in the speech 
balloons.
• Have students work alone to write the information 
for their name tags.
B
• Explain the task, and model the sample dialog 
with a student.
• Have students move about the room as they 
introduce themselves to their classmates.
• Ask volunteer pairs to act out their role play for 
the class.
Language close-up
8 WHAT DID THEY SAY?
This cloze activity develops bottom-up listening skills 
by having students complete part of a conversation 
from the video.
• Explain the task. Ask individual students or pairs to 
read the conversation and fill in as many blanks as 
they can before they watch the video.
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• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• If time permits, ask for volunteer pairs to act out 
the conversation. 
Answers
 Mike: Hi, I’m Mike O’Neill.
 Bill: What did you say your name was again?
 Mike: I’m Mike. Mike O’Neill.
 Bill: OK. I’m Bill. Bill Anderson. Nice to meet 
you, . . . Mike.
 Mike: Good to meet you, too.
Rachel: Hi. Hello.
 Bill: Hi. Excuse me.
Rachel: Hi, I’m Rachel Stevens. Welcome to the 
conference.
 Mike: Hi, Rachel. Good to meet you. And, 
what do you do?
Rachel: I, um, I have my own business. I’m an 
interior designer, but I volunteer with 
the Family History Association. Are you 
from around here?
 Mike: Oh, no. I’m from Chicago.
Rachel: Chicago. Nice city.
 Mike: Thank you.
9 QUESTIONS WITH BE
In these activities, students practice a grammatical 
structure of the unit by completing questions with 
the correct form of the verb be. They then practice 
asking and answering the questions.
A
• Explain the task, and lead students through 
the sentences. 
• Have students work alone to complete the task. 
Then put students into pairs to compare answers.
• Check answers as a class.
Answers
1. Is Mike’s last name Chu?
2. Are Mike and Evan conference participants?
3. Are Evan and Bill friends?
4. Is Rachel a participant?
5. Is Mike an interior designer?
B
• Explain the task, and put students into pairs to ask 
and answer the questions in part A. 
10 WH-QUESTIONS
In these activities, students practice the second 
grammatical structure of the unit by forming, asking, 
and answering Wh-questions.
A
• Explain the task, and lead students through 
the sentences. 
• Have students work alone to complete the task. 
Then put students into pairs to compare answers.
• Check answers as a class.
Answers
1. What is Evan’s last name?
2. Where is Mike from?
3. Who are the participants?
4. What does Rachel do?
5. Where is Evan’s first name tag?
B
• Explain the task, and put students into pairs to ask 
and answer the questions in part A. 
C
• Explain the task, and review the example. Have 
individual students or pairs write additional 
questions. Encourage them to write Wh-questions.
• Have students move around the class, asking and 
answering questions with as many classmates 
as possible.
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Language summary
Topics/Functions:  Talkingabout work
  Structures:  Wh-questions with do
story summary
Lisa, a film student, interviews several people about their jobs for a school project.
Preview
1 CuLture
The culture note gives students information about 
common work habits and career patterns in the 
United States and Canada.
• Have students read the culture note silently. 
Then answer their questions about vocabulary 
or content.
• Read the questions, and have students work in 
small groups to answer them.
• Check answers around the class.
2 VoCaBuLary
In this activity, students work with key work-related 
vocabulary that is presented in the video.
• Explain the task. Then model the vocabulary for 
students, and have them examine the pictures.
• Have students work in pairs to complete the task. 
Then have pairs join to form small groups and 
compare their answers.
• Check answers around the class.
Answers
Inside: dance instructor, chef
Outside: construction worker, cab driver
Inside and Outside: mover, waiter
3 guess tHe story
In this activity, students prepare to watch the video 
by using visual information to make predictions 
about the story.
• Explain the task, and read the instructions and 
choices aloud. 
• Suggest that students watch for the answers as 
you play the opening scene of the video (until the 
mover walks out of the house). Tell students they 
will find out if their predictions are correct in the 
next activity.
Answers
cab driver
mover
dance instructor
waiter
Watch the video
4 get tHe PICture
In this activity, students watch and listen to the 
video, matching people’s names and occupations.
• Explain the task, and direct students’ attention to 
the characters’ names, occupations, and pictures.
• Play the entire video with the sound on as students 
complete the task. Have selected students share 
their answers, and replay the video as necessary.
I love my job!2
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Answers
1. Sasha (second photo), dance instructor
2. Brian (fourth photo), waiter
3. Tim (first photo), mover
4. Chris (third photo), cab driver 
5 WatCH For DetaILs
In this activity, students focus on details in the video 
that will help them answer more detailed questions 
about the people and jobs in the documentary.
• Explain the task, and read the statements aloud. 
• Play the entire video with the sound on.
• Have students work alone to complete the task, 
and then have them compare their answers with 
a partner.
• Check answers as a class.
Answers
1. False; Tim likes his job.
2. False; Tim drives the truck.
3. True
4. True
5. True
6. False; Brian starts work at 5:00.
6 gIVIng reasons
In this activity, students try to remember 
specific details about the people and jobs in 
the documentary.
• Explain the task, and read the items in the 
chart aloud. Then lead students through the 
statements below.
• Tell students to listen for the statements and note 
who says them as they watch the video.
• Replay the video with the sound on.
• Have students work in pairs to complete the chart. 
Have pairs form groups to compare their answers, 
then check their answers with the class.
Answers
Reasons Tim likes his job: It’s fun to drive a big 
 truck. There are different problems to solve.
Reasons Sasha likes her work: It helps people 
 get fit and be healthy. It’s fun to teach people 
 new moves.
Reasons Chris doesn’t like his job: It’s necessary to 
 work long hours. There is traffic.
Reasons Brian’s job is important: People are 
 hungry. People don’t have time to cook.
Follow-up
7 roLe PLay
In this activity, students role-play one of the people 
in the documentary.
• Explain the task, and read the questions aloud.
• Tell students to choose one person to role-play. 
Then have students move about the room as they 
ask questions and guess each other’s jobs. 
• Ask volunteers to act out their role play for 
the class.
Language close-up
8 WHat DID tHey say?
This cloze activity develops bottom-up listening skills 
by having students complete part of a conversation 
from the video.
• Explain the task. Have individual students or pairs 
read the conversation and fill in as many blanks as 
they can before they watch the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• If time permits, ask for volunteer pairs to act out 
the conversation. 
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Answers
 Lisa: Hi. Do you have a minute?
Chris: Sure.
 Lisa: What’s your name and what do you do?
Chris: My name is Chris, and I drive a cab.
 Lisa: Do you like your job?
Chris: Most days, yes. 
 Lisa: What don’t you like about your job?
Chris: I work long hours. I work at night 
sometimes, too. And there is the traffic.
9
QuestIons WItH DO; 
Present tense VerBs
In these activities, students practice the grammatical 
structure of the unit by completing questions 
with the correct form of the verb do and a verb in 
the present tense. They then practice asking and 
answering the questions.
A
• Explain the task, and lead students through 
the dialog. 
• Have students work alone to complete the task. 
Then ask pairs to compare answers.
• Check answers as a class, and then have students 
practice the conversation.
Answers
Tim: I’m a mover. I help people move their 
entire lives from their old home to their 
new home.
Lisa: How do you feel about your job?
Tim: I really like my job. 
Lisa: How do you spend your day?
Tim: I pack boxes, carry items, and organize 
the truck. Sometimes I drive the truck. 
That’s the easy part.
B
• Explain the task, and ask pairs to have a 
conversation like the one in part A. 
10 asKIng aBout JoBs
In this activity, students get further practice with 
the grammatical structure of the unit by writing 
interview questions. They then practice asking and 
answering the questions in pairs.
• Explain the task, and read the example question.
• Put students into pairs to write three 
more questions and practice asking and 
answering them.
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3 Yard sale
Language summary
Topics/Functions:  Asking for and discussing prices of things; expressing opinions
  Structures:  Questions with how; demonstratives
story summary
Todd and Mariela have stopped at a suburban yard sale and are looking at various items for sale. 
Mariela is interested in some jewelry, but Todd finds only silly things. 
Preview
1 CuLture
The culture note introduces students to the concept 
of yard sales. In the United States and Canada, 
people have yard sales to get rid of things they no 
longer want and to make extra money. Many people 
go to these sales hoping to buy everyday items at 
reasonable prices. Sometimes they also find valuable 
items at low prices.
• Have students work individually to read the culture 
information and answer the questions.
• Next, have students read through the two ads 
and circle the names of items for sale. Then ask 
students to call out the items listed in each ad.
Answers
Garage sale: children’s clothes, books, toys, 
 kitchen items, TV
Yard sale: exercise equipment, furniture, CDs, 
 DVDs
• Put students into groups to answer the questions 
and name old items they have at home that they 
might be willing to sell.
• Have groups share their answers with the class.
2 VoCaBuLary
This activity asks students to categorize common 
household items pictured in the book that could be 
sold at a garage sale. It also encourages students to 
think of additional items to categorize.
• Explain the task, and have students look at the 
pictures and the chart.
• Have students work in pairs to complete the chart, 
and then compare answers with another pair.
• Check answersaround the class. Ask students to 
call out the names of additional items they listed.
Answers
Kitchen items: dishes, cups and saucers
Jewelry: a bracelet, a necklace, a watch
Other: books, a camera, snorkeling equipment
3 guess tHe story
In these activities, students prepare to watch 
the video by using visual information to make 
predictions about what the man and the woman 
will buy.
A
• Explain the task, making sure students understand 
they should circle items in their charts in Exercise 2. 
Then play the entire video with the sound off.
• Have students compare answers with a partner. 
Then check answers around the class, and replay 
the sequence again as necessary. 
Answers
The following items should be circled in each 
 student’s chart. Students may also see other 
 items in the video that they have listed in their 
 charts (e.g., a bicycle).
Kitchen items: dishes, cups and saucers
Jewelry: a bracelet, a necklace, a watch
Other: snorkeling equipment
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B
• Explain the task, and have individual students or 
pairs refer to the items circled in their charts to 
complete this task. 
• Have students compare lists with a partner. Then 
ask a few students to share their lists with the 
class, but do not give the answers at this point. Tell 
students that they will check their predictions in 
the next activity.
Watch the video
4 WHat’s your opinion?
In this activity, students watch and listen to the video 
to decide what items they think Todd and Mariela 
really will buy at the garage sale. (Note: In this 
sequence, neither Todd nor Mariela is shown actually 
paying for any of the items. However, students 
should be able to judge from the dialog which items 
listed in the chart Todd and Mariela will buy and 
which ones they won’t buy.)
• Explain the task, and read the list of items in the 
chart. Remind students that they need to watch 
and listen for information that will help them form 
opinions about what Todd and Mariela will buy.
• Play the entire video with the sound on. 
• Give students a minute to complete the task. Then 
have students compare answers with a partner.
• Check answers, and encourage students to supply 
reasons to support their opinions.
Most likely opinions
1. the snorkeling equipment No
2. the necklace Yes
3. the bracelet Yes
4. the watch No
5. the bouncing toy No
5 making inferenCes
In this activity, students learn to make inferences, 
even when information is not explicitly stated, by 
watching and listening for informatizon about Todd 
and Mariela’s opinions of the items at the yard sale. 
• Explain the task. Have students look at the photos 
as you read each item. Then have students work in 
pairs to predict the answers.
• Play the video with the sound on. Have students 
work alone to check their predictions, marking the 
best answers as they watch. 
• Give students a moment to complete the task. 
Then have them compare answers with a partner.
• Check answers around the class, and encourage 
students to give reasons for their choices.
Answers
1. really doesn’t want
2. cheap
3. a good price
4. too old 
Follow-up
6 roLe pLay
In these activities, students practice buying and 
selling items as they role-play a yard sale. The first 
activity prepares students for the role play by having 
them practice typical conversations between buyers 
and sellers. The second activity gives students the 
opportunity to buy and sell items as if they are at a 
real yard sale.
A
• Explain the task, and read the two lists aloud.
• Have students work in pairs to number the 
sentences and then check and practice the 
conversations with a partner.
Answers
1. 4 And how much are these earrings? 
1 Hello. Can I help you? 
3 It’s twelve dollars. 
2 Yes, how much is this ring? 
5 They’re twenty dollars. 
6 Thanks. I’ll think about it. 
2. 1 Can I help you? 
4 Oh, that’s pretty expensive. 
6 OK. I’ll take it. 
2 Yes, how much is this MP3 player? 
5 Well, how about thirty dollars? 
3 It’s forty dollars.
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B
• Explain the task. Read the directions above the 
chart aloud, and then divide the class into two 
groups, A and B. Have each group complete 
the chart. 
• Read the instructions below the chart, and set 
up the role play: Group A consists of sellers, who 
display their charts on desks or tables. Group B 
consists of buyers, who browse and look for things 
they want to buy. Remind students that they can 
negotiate prices, as they did in conversation 2 in 
part A. 
• If time permits, have the groups change roles and 
repeat the process of buying and selling.
Language close-up
7 WHat DiD tHey say?
This cloze activity develops bottom-up listening skills 
by having students complete the first part of the 
conversation between Todd and Mariela.
• Explain the task. Have individual students or pairs 
read the conversation and fill in as many blanks as 
they can before they watch the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• Ask volunteer pairs to stand up and act out 
the conversation. 
Answers
 Todd: Hey, Mariela, how do you like this?
Mariela: Oh, please, Todd.
 Todd: Oh, come on. It’s only a dollar.
Mariela: Do you really want it, Todd?
 Todd: No. I guess you’re right. 
 Sarah: Hi. Can I help you?
 Todd: No, thanks anyway. We’re just looking.
Mariela: Oh! Todd, come over here. Just look at 
this lovely old necklace.
 Todd: Yeah, it’s OK.
Mariela: It’s not just “OK,” Todd. It’s very nice.
8 expressing opinions
In this activity, students focus their attention on 
the language Todd uses to express his opinions. 
They may need to pay attention to the character’s 
expressions and body language to answer 
correctly. They may also need help clarifying 
idiomatic language.
• Explain the task, and read each item. Have 
students work alone to predict answers.
• Play the entire video with the sound on. 
• Have students complete the task by checking 
the correct answers. Replay the video again 
if necessary.
• Have students compare answers with a partner, 
and encourage them to explain the reasons for 
their choices.
• Check answers around the class.
Answers
1. What do you think of this?
2. Please let me [buy it].
3. I like it a little.
4. The price is reasonable.
5. I don’t believe it!
9
How mucH anD 
How old
In this activity, students complete questions with 
how much or how old and the correct form of the 
verb be, the grammatical focus of the video.
A
• Explain the task, and discuss the example. 
• Have students work alone to complete the 
questions and then compare answers with 
a partner.
• Check answers around the class, and review 
as necessary.
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Answers
1. How much is this necklace?
It’s only $10. 
How old is it?
It’s twenty years old.
2. How much are these books?
They’re $2 each. 
And how old are they?
They’re about ten years old.
3. How old are these shoes?
About two years old, I think. 
How much are they?
They’re $20.
B
• Have students practice the conversations, 
replacing the items given with items of their own.
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4 Movies
Language summary
Topics/Functions:  Expressing likes and dislikes; giving reasons
  Structures:  Object pronouns, questions with do
story summary
Lisa, a film student, interviews people about the movies they like, how they like to watch them, and 
how often they watch them.
Preview
1 CuLture
The culture note gives students information about 
movie theaters in the United States and Canada. 
• Have studentsread the culture note silently. 
Then answer their questions about vocabulary 
or content.
• Read the questions aloud, and have students work 
in pairs to answer them.
• Check answers around the class.
2 VoCaBuLary
This activity introduces the names of various 
genres of movies, including those presented in the 
video, and gives students a chance to express their 
opinions about them.
• Lead students through the list of movie types in 
the chart, using the corresponding photos to point 
out examples. 
• Lead students through the four opinion statements 
at the top of the chart.
• Explain the task, and have students complete the 
chart on their own before sharing responses in 
groups or around the class.
3 guess tHe story
In this activity, students prepare to watch the video 
by using visual information to make predictions 
about the story.
• Explain the task, and read the instructions and the 
three questions aloud. 
• Suggest that students watch for the answers 
as you play the opening scene of the video 
(until the fourth person answers that she 
loves movies). 
• Have students work alone to complete the task. 
Have them compare answers with a partner before 
reviewing them as a class.
Answers
1. on the big screen, on computers, on TVs, and 
on cell phones 
2. Why do people go to movie theaters?
3. four people
Watch the video
4 get tHe PICture
In these activities, students watch and listen 
for information about people’s movie habits 
and preferences.
A
• Explain the task, and lead students through 
the chart.
• Play the entire video with the sound on as 
students complete the task. Have selected 
students share their answers, and replay the 
video as necessary.
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Answers
Person 1: horror movies, two or three times 
 a week
Person 2: comedies and romance, five or six 
 times a month
Person 3: science fiction, once or twice a week
Person 4: foreign films and classics, once or 
 twice a week
B
• Explain the task, and read the statements aloud.
• Play the video with the sound on. Have students 
circle the answers while they watch.
• Have students compare their answers with a 
partner. Play the video again if necessary.
• Check answers as a class.
Answers
1. Person 1 and Person 4 3. Person 3
2. Person 1 4. Person 2
5 InterVIeW QuestIons
A
In these activities, students focus on details in 
the video that help them answer more detailed 
questions about the language used in the 
documentary.
• Explain the task, and read through the questions. 
• Play the entire video with the sound on.
• Have students work alone to complete the task. 
Then have them compare answers with a partner.
• Check answers as a class.
Answers
1. Do you like movies? 1
2. What type of movies do you like? 4
3. How often do you watch movies on your 
television, computer, or mobile device? 4
4. How often do you go to a movie theater to 
watch a movie? 3
5. What makes going to the movie theater so 
special for you? 4
B
Answer
Why
Follow-up
6 CLass InterVIeW
In these activities, students ask and answer questions 
from the video to find out about their classmates’ 
movie preferences and habits. Then they share what 
they learned with the class.
A
• Explain the task, and model the example 
conversation with a student.
• Have students move about the room as they 
interview their classmates.
B
• Explain the task, and ask selected students to share 
what they learned about their classmates.
7 maKIng PLans
In this activity, students use language from the video 
to make their own plans for an evening.
• Explain the task, and model the example questions 
for students.
• Arrange students into groups of three or four to 
complete the task. 
• Check answers by asking groups to share their 
plans with the class.
Language close-up
8 WHat DID tHey say?
This cloze activity develops bottom-up listening skills 
by having students complete part of one interview 
from the video.
• Explain the task. Have individual students or pairs 
read the conversation and fill in as many blanks as 
they can before they watch the video.
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• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• If time permits, ask for volunteer pairs to stand up 
and act out the conversation. 
Answers
 Lisa: What type of movies do you like?
Woman: I like foreign films. I like to see people 
in other cultures.
 Lisa: Do you like classic movies?
Woman: Yes, I do.
 Lisa: Why? 
Woman: I like to see the old black-and-white 
movies.
 Lisa: How often do you watch movies 
on your television, computer, or 
mobile device?
Woman: I watch movies on my phone quite 
frequently because I take the train 
to work. I probably see one or two 
a week. 
 Lisa: And how often do you go to the 
theater to watch a movie?
Woman: I go pretty frequently. I would probably 
say, once or twice a month. 
 Lisa: What makes the theater so special 
for you?
Woman: The special effects are much better 
in the movie theater.
9 oBJeCt Pronouns
In these activities, students practice the grammatical 
structure of the unit by completing dialogs with 
him, her, it, or them, and then practicing the dialogs 
in pairs.
A
• Explain the task, and review the example. 
• Have students work alone to complete the 
questions and then compare answers with 
a partner.
• Check answers around the class, and review 
as necessary.
Answers
1. them
2. him
3. her
4. it
5. them
6. it
B
• Explain the task, and read the directions aloud. 
• Have students work in pairs to ask and answer the 
questions in part A using their own information.
10 gIVIng reasons
In this activity, students practice giving opinions 
about movies, actors, and actresses.
• Explain the task, and read the directions 
aloud. Model the example conversations with 
several students.
• Have students work in pairs to have conversations 
and share their opinions about movies, actors, 
and actresses.
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Language summary
Topics/Functions:	 Talking	about	family	and	family	relationships
	 Structures:	 Present	continuous	vs.	simple	present	
story summary
Beth	introduces	her	family	members	during	their	picnic	in	the	country.	
Preview
1 CuLture
The culture note introduces the topic of families and 
family gatherings by providing data on families and 
moving patterns in the United States and Canada.
• Have students read the culture note silently. 
Then answer their questions about vocabulary 
or content.
• Read the questions aloud, and have students 
work in small groups to answer them.
• Check answers around the class.
2 VoCaBuLary
In this activity, students work with key vocabulary 
about family that they will see in the video.
• Explain the task. Then model the vocabulary, and 
have students repeat as they look at the pictures.
• Have students work in pairs to complete the task.
• Check answers as a class.
Answers
1. grandfather
2. uncle
3. mother
4. sister-in-law
5.  sister
6. son
7. nephew
3 guess the story
In this activity, students prepare to watch the video 
by using visual information to make predictions 
about the people in the story.
• Explain the task, and read the instructions aloud. 
• Suggest that students watch for the answers as 
you play the opening scene of the video (until Jake 
jumps off the log). Tell students they will find out if 
their predictions are correct in the next activity.
Answers
1. Beth’s husband
2. Beth’s father (or uncle)
3. Beth’s sister (or sister-in-law)
4. Beth’s nephew (or son)
Watch the video
4 get the piCture
In this activity, students watch and listen to find outwhich of Beth’s relatives are at the picnic.
• Explain the task, and lead students through 
the chart.
• Play the entire video with the sound on as students 
complete the task. Have them compare their 
answers with a partner before checking them as 
a class.
A family picnic5
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Answer
Everyone in the chart is there except Beth’s 
brother and Beth’s cousin.
5 WatCh for detaiLs
In this activity, students focus on details in the video 
in order to answer more detailed questions about 
Beth’s family.
• Explain the task, and read through the items. 
Answer any vocabulary questions that arise.
• Play the entire video with the sound on.
• Have students work alone to complete the task. 
Have them compare answers with a partner.
• Check answers as a class.
Answers
1. mother’s
2. Beth’s father
3. birds
4. cook lunch
5. Megan
6. takes a photograph
6 What’s your opinion?
In this activity, students discuss the ways in which 
Beth’s family is the same as and different from a 
typical family in the United States and Canada.
• Explain the task, and have students read the 
culture note on page 18 again. Encourage students 
to give reasons for their opinions as they discuss 
the questions in pairs. 
• Have selected pairs share their ideas with the class.
Possible answers
It is different because so many family members 
live nearby. It is the same because some family 
members are missing. Beth’s other grandparents 
are missing. So are other uncles and aunts 
and cousins.
Follow-up
7 your famiLy
These communicative activities deepen 
understanding by linking the content in this unit 
with students’ backgrounds and experiences.
A
• Explain the task, and lead students through 
the questions.
• Ask students to form pairs with a classmate they 
do not know well and take turns asking questions 
about each other’s families.
• Ask selected students to tell the class about their 
partner’s family.
B
• Explain the task, and give students time to draw a 
picture of their family on a separate sheet of paper.
• Have students take turns asking about each person 
in their partner’s picture, using questions similar to 
those given as examples.
8
an interesting 
person
In these communicative activities, students practice 
describing people.
A
• Explain the task, and read the list of questions 
aloud. 
• Have students form pairs. Tell them to ask their 
partner about his or her relative or friend and 
take notes.
B
• Explain the task. Make sure students understand 
that they should talk about their partner’s 
interesting relative or friend from part A. 
• If time permits, ask volunteers to share what they 
learned with the class.
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Language close-up
9 What did she say?
This cloze activity develops bottom-up listening skills 
by having students complete part of Beth’s speech 
from the video.
• Explain the task. Have individual students or pairs 
read the text and fill in as many blanks as they can 
before they watch the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• If time permits, ask volunteer pairs to stand up and 
act out the conversation. 
Answers
Hi, I’m Beth, and this is my husband, Chris. 
We’re here for a family picnic. We’re having 
the picnic in the country. 
That’s my dad, Ted. He loves to fish. And 
that’s my mom, Angela, on the left. She’s 
talking to my Aunt Helen and Uncle James. 
Helen is my mom’s sister, and James is Helen’s 
husband. 
And that’s my sister, Kimberley. Jake’s playing 
in the woods. He’s twelve years old and very 
active. Kimberley is Jake’s mom. So Jake is 
my nephew. 
10
present Continuous 
Vs. simpLe present
In these activities, students work with forms of 
the present continuous and simple present tenses 
to ask questions and make statements about 
family members.
A
• Explain the task, and have students work alone to 
complete the task. Then put students into pairs to 
compare answers.
• Check answers as a class, and review as needed.
Answers
1. A: Do all of your relatives live in the 
United States?
 B: No, I have relatives in Mexico. My 
grandparents and older sister live/are 
living there.
2. A: What does your sister do? Does she have 
a job?
 B: No, she’s not/isn’t working right now. 
She’s/is going to school.
3. A: What is she studying?
 B: She’s/is studying English literature. 
She loves it.
4. A: What about your grandparents? Are they 
still working or are they retired?
 B: They don’t work anymore, but they 
love to travel. Right now, they’re 
visiting China!
B
• Explain the task, and model asking questions with 
several students.
• Have students move about the room as they 
interview their classmates.
• Ask volunteers to share their questions and 
answers with the class.
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6 I like to stay in shape.
Language summary
Topics/Functions:  Talking about routines
  Structures:  Adverbs of frequency
story summary
Tim tries to impress Anne by telling her about his fitness routine. In reality, Tim does very few of 
these things, and Anne suspects he’s exaggerating.
Preview
1 CuLture
The culture note presents information about sports 
and exercise in the United States and Canada.
• Have students read the culture note silently. 
Then answer their questions about vocabulary 
or content.
• Read the questions aloud, and have students work 
in small groups to answer them.
• Check answers around the class.
2 VoCaBuLary
These activities introduce the names of some sports 
and types of exercise, including those presented in 
the video.
A
• Explain the task. Then model the vocabulary, and 
have students repeat it as they look at the pictures.
• Have students work in pairs to complete the task.
• Check answers as a class.
Answers
1. jogging
2. stretching
3. soccer
4. weight lifting
5. basketball
6. volleyball
B
• Explain the task, and direct students’ attention to 
the example.
• Have individual students or pairs complete the 
chart. Encourage students to add additional 
words to the chart before comparing answers 
with classmates.
• Check answers with the class.
Answers
Individual activities: jogging, stretching, 
 weight lifting
Team sports: basketball, soccer, volleyball
3 guess tHe story
In this activity, students prepare to watch the video 
by using visual information to make predictions 
about who likes to exercise.
• Explain the task, and read the instructions aloud. 
• Suggest that students watch for the answers as you 
play the opening scene of the video (until the man 
says he exercises every day). Tell students they 
will find out if their predictions are correct in the 
next activity.
Answer
The man talks about his exercise routine. (But he 
makes it sound better than it really is.)
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Watch the video
4 get tHe PICture
In this activity, students watch and listen to the 
video to determine whether the statements are 
true or false.
• Explain the task, and lead students through the 
three statements. Have students predict whether 
each statement is true or false.
• Play the entire video with the sound on, and 
have students check the correct answers while 
they watch. Then ask students to correct the 
false statements.
• Have students compare answers with a partner.
• Check answers around the class.
Answers
1. False. Tim and Anne don’t know each other/ 
just met/are strangers.
2. False. Tim doesn’t like to exercise.
3. True
5 WatCH For DetaILs
In these activities, students focus more closely on 
detailsby watching and listening for the things Tim 
says he does versus the things he really does.
A
• Explain the task, and lead students through the 
illustrations. Have students predict answers before 
they watch the video.
• Play the entire video with the sound on. Play the 
video again if necessary.
• Have students compare answers with a partner. 
• Check answers as a class.
Answers
stretching 
bicycling
lifting weights
doing sit-ups
playing tennis
team sports
B
• Explain the task, and tell students to circle the 
things Tim really does.
• Play the entire video with the sound on.
• Have students compare answers with a partner. 
• Check answers as a class.
Answers
He takes walks.
He plays tennis (badly).
6 WHat’s your oPInIon?
In this activity, students use adjectives to give 
opinions about the characters in the video.
• Explain the task. Make sure students understand 
that they should answer according to their 
own opinion. 
• Have students work in pairs to complete the chart.
• Review answers with the class, and encourage 
students to give reasons for their choices.
Possible answers
Anne: friendly, polite, intelligent
Tim: friendly, lazy
Follow-up
7 InterVIeW
Through these activities, students deepen their 
understanding of the topic by first writing questions 
about sports and exercise and then using these 
questions to conduct an interview with Tim or Anne.
A
• Explain the task, and read the questions aloud.
• Have students work alone to write three additional 
questions about sports and exercise.
B
• Explain the task, and model the activity with a 
student.
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• Have students work in pairs to do the interview. 
• Ask volunteer pairs to act out their interview for 
the class.
Possible conversation
Interviewer: What kind of sports do you play?
 Tim: Well, I play most sports.
Interviewer: What’s your favorite sport?
 Tim: Tennis. I’m a great tennis player. 
Interviewer: Are you in good shape?
 Anne: Well, yes. I jog every morning.
Interviewer: Oh, how many miles do you jog?
 Anne: I usually jog about four or five miles.
8 HoW aBout you?
These activities further develop students’ 
understanding as they relate personal habits to 
what they have learned in the video.
A
• Explain the task, and lead students through 
the chart. 
• Have students work alone to complete the 
chart with their own information.
• Have students compare their answers with 
a partner.
B
• Explain the task, and tell students to ask classmates 
questions from part A of Exercise 7 to find out 
who likes to exercise and who doesn’t. Encourage 
students to talk to as many classmates as possible.
• Have students report back to the class. Record the 
information in a class chart on the board.
Language close-up
9 WHat DID tHey say?
This cloze activity develops bottom-up listening skills 
by having students complete part of a conversation 
from the video.
• Explain the task. Have individual students or pairs 
read the conversation and fill in as many blanks as 
they can before they watch the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner and practice the 
conversation.
• Check answers as a class.
• If time permits, ask for volunteer pairs to act out 
the conversation. 
Answers
 Tim: It’s a beautiful morning, huh? Do you 
always come out here this early?
Anne: Yes, I do. I usually get up around five 
o’clock. What about you? Do you come 
out here a lot?
 Tim: Yeah, I do. I like to stay in shape.
Anne: You do? 
 Tim: Yes.
Anne: How often do you exercise?
 Tim: Every day.
Anne: Really?
 Tim: Yeah, I usually start my day with some 
stretches. Then, I always do some 
sit-ups, lift some weights, and, when 
the weather’s nice, my bike and I are 
never too far apart.
10 aDVerBs oF FreQuenCy
In these activities, students practice the grammatical 
structure of the unit by completing and then making 
statements with adverbs of frequency.
A
• Explain the task, and read the example aloud. 
• Have students work alone to complete the task. 
Then ask pairs to compare answers.
• Check answers as a class, and review the structure 
as necessary.
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Answers
1. I never get up before 5 a.m. 
2. I don’t usually have a big breakfast. 
3. I sometimes play tennis after work. 
Sometimes I play tennis after work.
4. I often take a long walk on the weekend.
5. I never watch TV. 
6. I always jog in the morning.
B
• Explain the task. Have students work alone 
to complete the task. Then ask pairs to 
compare answers.
• Check answers as a class, and review as necessary.
Possible answers
1. I sometimes get up before 5 a.m.
2. I never have a big breakfast. 
3. I play tennis after work on Tuesdays.
4. I don’t often take a long walk on the 
weekend. 
5. I often watch TV. 
6. I rarely/sometimes jog in the morning. 
C
• Explain the task, and review the adverbs of 
frequency listed.
• Have students write their answers and share them 
with a partner.
• Check answers around the class and review the 
adverbs of frequency as needed.
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7 My trip to London
Language summary
Topics/Functions:  Describing past events; expressing opinions
  Structures:  Past tense
story summary
Melissa meets her friend Lili at a coffee shop and tells her about her trip to London. She also shows her 
videos from her trip.
Preview
1 CuLture
The culture note presents some background 
information about London, England, which is 
described and depicted in the video.
• Have students read the culture note silently. 
Then answer their questions about vocabulary 
or content.
• Read the questions aloud, and have students work 
in small groups to answer them.
• Check answers around the class.
2 VoCaBuLary
This activity introduces the names of famous places 
and attractions in London that students will see and 
hear described in the video.
• Explain the task. Then model the vocabulary as 
students look at the pictures.
• Have students work in pairs to complete the task.
• Check answers as a class.
3 guess tHe story
In this activity, students prepare to watch the video 
by using visual information to make predictions 
about the story.
• Explain the task. Make sure students understand 
they should look at the photos in Exercise 2.
• Suggest that students watch for the answers as 
you play the entire video with the sound off. Tell 
students they will find out if their answers are 
correct in the next activity.
Answers
1. the London Eye
2. a boat on the River Thames
3. the Tower of London
4. Buckingham Palace
5. St. Paul’s Cathedral
6. Big Ben
Watch the video
4 get tHe PICture
In the first activity, students watch and listen to the 
video to check their answers from Exercise 3. In the 
second activity, they watch and listen for information 
to help them identify places in the video.
• Explain the task, and read the captions while 
students look at the photos.
• Play the entire video with the sound on as students 
complete the task. Have students compare their 
answers with a partner, and replay the video 
as necessary.
• Check answers as a class.
Answers
The British Museum
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5 WatCH For DetaILs
In this activity, students focus on details in the video 
that help them answer the questions about Melissa’s 
trip to London.
A
• Explain the task, and read through the items. 
Answer students’ vocabulary questions as 
they arise.
• Play the entire video with the sound on.
• Have students work alone to complete the task. 
Have them compare answers with a partner.Melissa tells Lili about her trip to 
London.
Functional Focus Describing past events; expressing opinions
Grammar Past tense
Vocabulary Sights to see in London, England; verbs for 
sightseeing
8 Nice neighborhood Carmen and Luis learn about 
their new neighborhood.
Functional Focus Describing neighborhoods
Grammar There is/There are; quantifiers
Vocabulary Places in a neighborhood
9 Suspicious visitors Sarah and George are relaxing at 
home when they are surprised by visitors.
Functional Focus Describing physical appearance
Grammar Modifiers with participles and prepositions
Vocabulary Terms for physical appearance
10 What took you so long? On his way to meet 
Linda, Jacob has some problems.
Functional Focus Telling a story; apology and forgiveness
Grammar Present perfect tense; sequencing words: first, then, 
after that, . . .
Vocabulary Verbs in different tenses
11 San Francisco! Dr. and Mrs. Smith get directions and 
advice about what to do and see in San Francisco.
Functional Focus Asking and telling about places; giving advice
Grammar Should and shouldn’t 
Vocabulary Sights to see in San Francisco, California; describing 
tourist sights
12 Onion soup and chocolate People discuss their 
home remedies for colds.
Functional Focus Talking about health problems; giving advice
Grammar Infinitive complements
Vocabulary Cold remedies
13 How about a pizza? Carmen and Luis decide to try 
something new – in a way. 
Functional Focus Agreeing and disagreeing; ordering food
Grammar So, too, neither, either; requests with would and will
Vocabulary Types of foods
14 Around the World Marlene, Ted, and Lili are 
contestants on a game show about geography.
Functional Focus Asking and answering questions about 
geography
Grammar Adjective comparisons; questions with how
Vocabulary Geographical terms
15 String cheese Mariela is throwing a party for Todd 
and asks for help from her guests. 
Functional Focus Making phone calls and leaving messages
Grammar Requests with tell and ask
Vocabulary Telephone expressions
16 Life changes Three young people describe how 
their lives have changed since they finished school and started 
working.
Functional Focus Describing changes and plans for the future
Grammar Verb forms to describe change; verb + infinitive for 
future plans
Vocabulary Verb and noun pairs to describe changes
Plan of Video 1
v
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Introduction
■ INTERCHANGE VIDEO PROGRAM
The philosophy underlying Interchange is that 
learning a second or foreign language is more 
meaningful and effective when the language is 
used for real communication instead of being 
studied as an end in itself. The Interchange Video 
Program brings this philosophy to life by providing 
a variety of entertaining and instructive live-action 
video sequences (“videos”) along with a wealth 
of activities that reinforce and extend the content 
of the videos. The program serves as an exciting 
vehicle for introducing and practicing useful 
conversational language for everyday situations.
The Interchange Video Program is designed 
to complement the Student’s Books. Each video 
provides further practice related to the topics, 
language, and vocabulary introduced in the 
corresponding unit of the Student’s Book.
■ VIDEO IN THE CLASSROOM
The use of video in the classroom can be an exciting 
and effective way to teach and learn. As a medium, 
video both motivates and entertains students. The 
Interchange Video Program is a unique resource that 
does the following:
•	 Depicts dynamic, natural contexts for language 
use.
•	 Uses engaging story lines to present authentic 
language as well as cultural information about 
speakers of English.
•	 Enables learners to use visual information to 
enhance comprehension.
•	 Focuses on the important cultural dimension of 
learning a language by actually showing how 
speakers of the language live and behave.
•	 Allows learners to observe the gestures, facial 
expressions, and other aspects of body language 
that accompany speech.
Learners can expand their cultural awareness, 
develop skills and strategies for communicating 
effectively, and learn to use language creatively.
■ PROGRAM LENGTH
There are sixteen videos in each level of the 
Interchange Video Program, one video for every 
Student’s Book unit. For Level 1, they vary slightly 
in length, but in general, each video is two to four 
minutes long.
The accompanying material in the Video Resource 
Book is designed for maximum flexibility and 
provides 45 to 90 minutes of classroom activity.
■ PROGRAM COMPONENTS
Video
The sixteen videos in each level’s video 
program complement Units 1 through 16 of the 
corresponding Student’s Book. For Level 1, there are 
twelve dramatized stories and four documentary-
style sequences. Although linked to the topic of 
the corresponding Student’s Book unit, the videos 
present new situations and introduce characters 
who do not appear in the text. The language 
used in the videos reflects the structures and 
vocabulary presented in the Student’s Book, while 
also illustrating how language is used by English 
speakers in a variety of situations.
Video Resource Book
The Video Resource Book contains photocopiable 
worksheets for students, detailed teaching notes 
with worksheet answer keys, and complete video 
transcripts. The worksheets and teaching notes 
correspond to each video in the program and are 
organized into four sections: Preview, Watch the 
video, Follow-up, and Language close-up. 
■ GUIDELINES FOR TEACHING THE 
INTERCHANGE VIDEO PROGRAM
The Interchange Video Program provides a 
multi-skills language learning experience in which 
each element builds on and supports the others.
The Preview activities build on each other 
to provide students with relevant background 
information and key vocabulary that will assist them 
in better understanding the video. The carefully 
sequenced Watch the video activities first help 
students focus on gist and then guide them in 
identifying important details and language. These 
tasks also prepare them for Follow-up speaking 
activities, which encourage students to extend and 
personalize information by voicing their opinions 
or carrying out communicative tasks. Then students 
vi
9781107643673_VRB_01_FM.indd 6 09/09/11 7:01 PM
Introduction 
finish with the Language close-up, examining and 
practicing the particular language structures and 
functions presented in the video.
■ HOW TO TEACH A TYPICAL VIDEO 
SEQUENCE
The unit-by-unit teaching notes in the Video 
Resource Book give detailed suggestions 
for teaching each unit. In addition to these 
comprehensive notes, here is a set of procedures 
that can be used to teach any of the units of the 
Interchange Video Program.
First, introduce the topic of the unit by asking 
questions and eliciting information from the 
students related to the theme of the unit. Explain 
what they will study (e.g., main topics, functions, 
and structures) and give students an indication of 
what they will see in the video. Present the activities 
and tasks using the following guidelines:
Preview
Culture These activities introduce the topics 
of the video sequences and provide important 
background and cultural information.
•	 Introduce the topic by asking questions about it.
•	 Have students read the culture note silently.
•	 Answer any questions about vocabulary or 
content.
•	 Read the questions aloud. Then have students 
work in pairs or small groups to answer them.
•	 Discuss students’ answers.
Vocabulary These activities introduce and practice 
the essential vocabulary of the videos through a 
variety of interesting tasks.
•	 Introduce and model the pronunciation of the 
words in the activity.
•	 Have students complete the task in pairs or 
individually.
•	 Have students compare answers with a partner or 
around the class.
•	 Check students’ answers.
•	 Encourage students to supply additional related 
vocabulary items where appropriate.• Check answers as a class.
Answers
1. The views were great.
2. It was interesting.
3. The queen wasn’t there. 
4. The guards ignore tourists. 
B
• Explain the task, and read through the items. 
Have individual students or pairs number as 
many of the statements as they can before they 
watch the video.
• Play the entire video with the sound on.
• Have students work alone to complete the task. 
Have them compare answers with a partner.
• Check answers as a class.
Answers
1. She walked around.
2. She walked across Westminster Bridge.
3. She saw Big Ben and Parliament.
4. She saw Westminster Abbey.
5. She went to the airport.
Follow-up
6 a Day In LonDon
In the first activity, students discuss things they’d 
like to see in London. In the second activity, they 
use what they’ve learned about the city to plan an 
afternoon there.
A
• Explain the task, and lead students through the 
photos and have them read each caption.
• Put students into groups of three or four to 
complete the task. Remind students to number 
the photos based on the group’s decision. 
• Ask various groups to share their ideas with 
the class.
B
• Explain the task. Tell students that they should 
explain to their partner what interests them about 
the places they chose. 
• Ask each group to share their ideas with the class.
7 WHat’s your oPInIon?
In these activities, students relate their real-world 
knowledge and experience to what they have 
learned in this unit by talking about the things they 
like to do when they visit a new city.
A
• Explain the task, and lead students through the 
items on the list.
• Have pairs complete the task.
• Ask volunteer pairs to share the additional 
activities they listed and say what they like to do 
most when visiting a new city.
B
• Explain the task, and model the sample dialog with 
a student. 
• Put students into pairs to have similar 
conversations.
Language close-up
8 WHat DID tHey say?
This cloze activity develops bottom-up listening skills 
by having students complete part of a conversation 
from the video.
• Explain the task. Have individual students or pairs 
read the conversation and fill in as many blanks as 
they can before they watch the video.
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• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• If time permits, ask for volunteer pairs to act out 
the conversation. 
Answers
 Lili: How was your trip to London? Did you 
have any free time between meetings?
Melissa: London was great. We were very busy 
all week, but I had some free time on 
Saturday and Sunday morning. I flew 
back on Sunday evening.
 Lili: Did you take any pictures?
Melissa: Better than that. I have videos.
 Lili: Excellent!
Melissa: I did a lot on Saturday. First, I went to 
the London Eye. Here it is.
 Lili: Did you go on it?
Melissa: Yes, I did. The views were fantastic. 
Then, I went on a boat on the River 
Thames.
 Lili: What was the weather like? Doesn’t it 
rain a lot in England?
Melissa: The weather was OK. It didn’t rain all 
the time. 
9 Past tense
In these activities, students practice the grammatical 
structure of the unit by completing conversations 
from the sequence with the correct verb forms and 
by having similar conversations of their own.
A
• Explain the task, and have students work alone to 
complete the task. 
• Put students into pairs to compare answers and 
practice the conversation.
• Check answers as a class, and review the structure 
as necessary.
Answers
 Lili: Tell me about your trip to London.
Melissa: Well, I did a lot of interesting things. I 
went on the London Eye and I took a 
boat trip on the Thames.
 Lili: What did you see on the boat trip?
Melissa: It was really interesting. I saw Tower 
Bridge and the Tower of London.
 Lili: Did you go in the Tower of London?
Melissa: No, I didn’t have time. But after the 
boat trip, I went to Buckingham Palace.
 Lili: Was the Queen there?
Melissa: No, she wasn’t.
 Lili: Did you take a tour?
Melissa: No, I didn’t. But I saw many other 
places!
B
• Explain the task, and read through the sample 
conversation with students. 
• Put students into pairs to have similar 
conversations.
• If time permits, ask for volunteer pairs to act out 
the conversation.
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Language summary
Topics/Functions:  Describing neighborhoods
  Structures:  There is/There are; quantifiers
story summary
Carmen and Luis are looking for a new apartment. They walk around the neighborhood to learn 
what’s near the apartment.
Preview
1 CuLture
The culture note presents background information 
about how and why people move relatively 
frequently in the United States and Canada. It 
previews things that many people consider before 
moving to a new location, including many that are 
mentioned in the video.
• Have students read the culture note silently. 
Then answer their questions about vocabulary 
or content.
• Read the questions aloud, and have students work 
in small groups to answer them.
• Check answers around the class.
2 VoCaBuLary
In this activity, students work with key vocabulary 
related to neighborhood amenities and problems, 
including some they will hear mentioned in 
the video.
• Explain the task. Then model the vocabulary, and 
have students repeat it as they look at the pictures.
• Have students work in pairs to complete the task.
• Check answers as a class.
Answers
1. Is there any crime?
2. Is there enough parking?
3. Is it noisy?
4. Is there public transportation nearby?
5. Is there shopping nearby?
6. Are there places to eat nearby?
3 guess tHe story
In this activity, students prepare to watch the video 
by using visual information to make predictions 
about the story.
• Explain the task, and read the instructions and the 
questions aloud. 
• Suggest that students watch for the answers as you 
play the opening scene of the video (until the 
real estate agent points down the street). Tell 
students they will find out if their predictions are 
correct in the next activity.
Answers
1. a real estate agent 
2. look around the neighborhood
Watch the video
4 get tHe PICture
In the first activity, students watch and listen 
to the video to check their predictions from 
Exercise 3. In the second activity, they watch and 
listen for information to decide if statements 
about the video are true or false.
Nice neighborhood8
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A
• Explain the task, and make sure students 
understand they should look at their answers in 
Exercise 3 to check their predictions as they watch.
• Play the entire video with the sound on as students 
complete the task. Have selected students share 
their answers, and replay the video as necessary.
B
• Explain the task, and read the chart aloud.
• Play the video with the sound on. Have students 
check True or False while they watch. They can 
correct the false statements after the video 
is played.
• Have students compare their answers with a 
partner. Play the video again if necessary.
• Check answers as a class.
Answers
1. True
2. False; The neighborhood isn’t far 
from downtown.
3. False; There are many different kinds 
of restaurants.
4. True
5 maKIng InFerenCes
In this activity, students learn to make inferences, 
even when information is not explicitly stated, by 
watching and listening for information about Luis 
and Carmen’s opinions of the neighborhood. 
• Explain the task. Have students look at the photos 
as you read each item. Then have students work in 
pairs to predict the answers.
• Play the video with the sound on. Have students 
work alone to check theirpredictions, marking the 
best answers as they watch. 
• Give students a moment to complete the task. 
Then have them compare answers with a partner.
• Check answers around the class, and encourage 
students to give reasons for their choices.
Answers
1. more than Luis likes it
2. Carmen
3. music store
4. take the apartment
Follow-up
6 a gooD neIgHBorHooD
In this activity, students work in small groups to 
discuss what features they think are important in 
a neighborhood.
• Explain the task, and lead students through the 
captions below the pictures.
• Put students into groups of three or four to 
complete the task. 
• Ask groups to share some of their ideas with 
the class.
7 WHat’s your oPInIon?
In this activity, students express their own opinions 
about what’s important in a neighborhood.
A
• Explain the task. Make sure students 
understand they should answer according to 
their own opinion. 
• Have students work in pairs to complete the task.
• Review answers with the class, and encourage 
students to give reasons for their choices.
Possible answers
parks, a dog run, working streetlights
B
• Explain the task. Make sure students understand 
they should look back at their answers to Exercise 6 
and part A of Exercise 7. Model the example dialog 
with a student.
• Have students work alone to complete the task. 
Then ask pairs to share their opinions.
• Review answers with the class, and encourage 
students to give reasons for their choices.
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Language close-up
8 WHat DID tHey say?
This cloze activity develops bottom-up listening skills 
by having students complete part of a conversation 
from the video.
• Explain the task. Have individual students or pairs 
read the conversation and fill in as many blanks as 
they can before they watch the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• If time permits, ask volunteer pairs to act out 
the conversation. 
Answers
Carmen: There’s a furniture store.
 Luis: Uh-huh. Yeah.
Carmen: And there’s a jewelry store. My 
birthday’s coming up . . . 
 Both: . . . next month.
 Luis: Yeah, I know.
Carmen: Look, Luis. There’s a really nice 
grocery store.
 Luis: Yeah, that’s a nice grocery store.
Carmen: And there are a lot of really good 
coffee shops. I really like this 
neighborhood!
 Luis: Yes, it’s really great. Wow! That’s an 
amazing guitar!
Carmen: So, can we take the apartment?
 Luis: Sure. Why not? Let’s go for it.
9 QuantIFIers
In these activities, students practice the grammatical 
structure of the unit by completing a conversation 
with much or many. Then they practice the 
conversation using their own information.
A
• Explain the task, and direct students’ attention to 
the conversation and the example. 
• Have students work alone to complete the task. 
Then ask pairs to compare answers.
• Check answers as a class, and have pairs practice 
the conversation.
Answers
A: Is there much crime in this neighborhood?
 B: Oh, no. There isn’t much crime at all. Not 
any more.
A: How about noise? How much street noise 
is there? 
 B: Well, there aren’t many major roads in 
this neighborhood. 
A: Are there many students in the 
neighborhood?
 B: Yes. It’s very close to the university, so 
many students live here.
A: I see. How many parking spaces come with 
the apartment? 
 B: I’m afraid there aren’t any parking spaces. 
You have to park on the street. 
A: How about supermarkets? Is there much 
shopping nearby?
 B: Oh, yes. There’s a big supermarket just 
down the street. And there are many 
other shops nearby, too.
A: OK. I’ll have a look around and call you later. 
Thanks!
B
• Explain the task, and make sure students 
understand they should use information 
about their own neighborhood. 
• Have students work in pairs to practice 
the conversation.
• If time permits, have volunteer pairs act out 
their conversation for the class.
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9 Suspicious visitors
Language summary
Topics/Functions:  Describing physical appearance
  Structures:  Modifiers with participles and prepositions
story summary
Sarah and George are relaxing at home when they are surprised by visitors who they fear are escaped 
criminals. In the end, we discover that the visitors are George’s relatives, who George and Sarah haven’t 
seen for a long time.
Preview
1 CuLture
• The culture note presents information about how 
people in the United States and Canada protect 
their homes against crime.
• Have students read the culture note silently. 
Then answer their questions about vocabulary 
or content.
• Read the questions aloud, and have students work 
in pairs or small groups to answer them.
• Check answers around the class.
2 VoCaBuLary
These activities introduce and practice vocabulary 
used to describe physical appearances.
A 
• Explain the task, and present the new vocabulary. 
Then have pairs write the words in the appropriate 
columns in the chart and add two more words 
or phrases.
• Check answers as a class.
Answers
Age: early forties, elderly, late thirties, teens, 
 middle-aged
Height: average, short, tall
Hair: bald, blond, curly, long, short
Additional words:
Age: twenties
Height: medium
Hair: straight, wavy
B
• Explain the task, and tell students to look at the 
photo of the man, George, and the woman, Sarah. 
Have students work in pairs to complete the task.
• Check answers as a class.
Possible answers
George: late forties/middle-aged, dark hair, short
Sarah: late forties/middle-aged, long, dark 
 hair, short
3 guess tHe story
In this activity, students prepare to watch the video 
by using visual information to make predictions 
about the story.
• Explain the task, and read the questions aloud. 
• Suggest that students watch for the answers as you 
play the opening scene of the video (until Harry 
and Alexis start to get out of the car). Tell students 
they will find out if their predictions are correct in 
the next activity.
Possible answers
1. friends of the couple
2. no
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Watch the video
4 get tHe PICture
In this activity, students watch and listen to check the 
predictions they made in Exercise 3 and to determine 
what really happens in the video.
A
• Explain the task, and make sure students 
understand they should look at their answers to 
Exercise 3.
• Play the entire video with the sound on as 
students check and correct their predictions from 
Exercise 3. 
• Have students compare answers in pairs, and 
replay the video as necessary.
• Check answers around the class.
B
• Explain the task, and lead students through the 
possible choices.
• Play the entire video with the sound on as students 
choose their answers. 
• Have students compare answers in pairs, and 
replay the video as necessary.
• Check answers around the class.
Answer
The people outside are George’s relatives. 
5 WatCH For DetaILs
In this activity, students focus more closely on 
details in the video to help them put events in the 
correct order.
• Explain the task, and have individual students 
or pairs predict the correct order of the pictures 
before they watch the video.
• Play the entire video with the sound on.
• Have students check and correct their predictions 
as they watch.
• Check answers as a class.
Answers
1. Sarah is writing, and George is pouring coffee. 
2. Sarah is looking at the SUV. 
3. The visitors are getting out of the SUV. 
4. The visitors are standing outside their SUV. 
5. George is calling the police. 
6. Sarah and George are greeting their visitors. 
6 DesCrIBIng someone
In these activities,students focus on details in the 
video that will help them describe the people in 
the video.
A
• Explain the task, and have individual students or 
pairs complete the chart.
• Play the entire video with the sound on.
• Have students check and correct their predictions 
as they watch.
• Check answers as a class.
Answers
Harry: forties; dark, short, straight hair; tall; 
 no hat; sunglasses
Alexis: twenties; light, long, straight hair; short; 
 no cap; no sunglasses
B
• Explain the task, and have individual students or 
pairs add some descriptive details about Harry 
and Alexis.
• Play the entire video with the sound on while 
students work.
• Check answers as a class.
Possible answers
friendly, pretty, casually dressed
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Follow-up
7 tHe rIgHt DeCIsIon?
In this activity, students give opinions about the 
best thing to do in a situation similar to Sarah 
and George’s.
• Explain the task, and lead students through 
the statements.
• Have pairs complete the task.
• Ask volunteer pairs to share their answers with the 
class. Have them expand on their answers using 
their own words.
Possible answer
Don’t open the door, but ask, “Who is it?” If you 
don’t know the people, call the police if you feel 
unsafe.
8 WHat HaPPens neXt?
These activities encourage students to be creative 
in writing and acting out a conversation between 
Sarah, George, Harry, Alexis, and the police officers.
A
• Explain the task, and lead students through 
the statements.
• Put students into groups to complete the task.
B
• Explain the task, and have groups practice and 
then act out their conversations for the class.
• Encourage students to give reasons for 
their actions.
Language close-up
9 WHat DID tHey say?
This cloze activity develops bottom-up listening skills 
by having students complete part of a conversation 
from the video.
• Explain the task. Have individual students or pairs 
read the conversation and fill in as many blanks as 
they can before they watch the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• If time permits, ask for volunteer pairs to act out 
the conversation. 
Answers
George: Sarah, would you like another cup 
of coffee?
 Sarah: No thanks. . . . Honey, do we know 
anyone who has an SUV?
George: An SUV? The Thompsons have an SUV. 
A green one.
 Sarah: This one’s not green.
George: It’s not? What color is it?
 Sarah: I can’t tell. It’s red, or brown. It’s dark.
George: Where is it?
 Sarah: It’s parked in front of the house. And 
there are two people inside.
George: Really? 
 Sarah: Uh-huh. And now they’re getting 
out of it. 
George: What do they look like?
 Sarah: One man’s tall, and he’s got dark hair, 
and he’s wearing sunglasses.
George: And how about the other one?
10
moDIFIers WItH 
PartICIPLes anD 
PrePosItIons
In these activities, students practice the grammatical 
structure of the unit by making statements that 
describe the characters in the video. 
A
• Explain the task, and lead students through the 
phrases in the chart. 
• Have students work alone to complete the task. 
Then put students into pairs to compare answers.
• Check answers as a class.
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Answers
Sarah is the older woman wearing a red sweater.
George is the heavier man wearing a blue shirt.
Harry is the tall one wearing an open jacket.
Alexis is the young one wearing a baseball cap.
B
• Explain the task, and put students into pairs to 
complete the task.
• If time permits, ask pairs to share answers with 
the class.
Possible answers
Alexis is the young woman holding her glasses.
Sarah is the older woman with dark hair.
Harry is the younger man with wavy hair. 
11 DesCrIBIng someone
These extension activities close the unit by having 
students describe their classmates.
A
• Explain the task, and model the example 
conversation with a student.
• Have students work in pairs to take turns 
describing their classmates.
• Ask volunteers to describe someone for the class.
B
• Explain the task, and have students work alone to 
write sentences describing classmates.
• Have students work in pairs to take turns reading 
their sentences and deciding if the statements are 
true or false.
• Ask volunteers to share their sentences with 
the class.
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10 What took you 
so long?
LANGUAGE SUMMARY
Topics/Functions:  Telling a story; apology and forgiveness
  Structures:  Present perfect; sequencing words: first, then, after that . . . 
STORY SUMMARY
On his way to meet Linda, Jacob has some problems. As he describes the events, the video shows 
what happened to him before he arrived at the restaurant.
Preview
1 CULTURE
The culture note introduces the topic by presenting 
attitudes in the United States and Canada about 
being on time.
• Have students read the culture note silently. 
Then answer their questions about vocabulary 
or content.
• Read the questions aloud, and have students work 
in small groups to answer them.
• Check answers around the class.
2 VOCABULARY
In this activity, students practice and review the past 
tense of various verbs presented in the unit.
• Explain the task, and review the example. 
• Have students work in pairs to complete the chart 
and then compare answers with a new partner or a 
neighboring student.
• Check answers as a class.
Answers
called locked
cost opened
did paid
found put
got remembered
went saw
had took
left tried
3 GUESS THE STORY
In this activity, students prepare to watch the video 
by using visual information to make predictions 
about the story.
• Explain the task, and read the instructions and the 
two statements aloud. 
• Suggest that students watch for the answers as you 
play the opening scene of the video (until Jacob 
arrives and sits down). Tell students they will find out 
if their predictions are correct in the next activity.
Possible answers
Either answer is possible.
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Watch the video
4 GET THE PICTURE
In this activity, students watch and listen to the 
entire video to answer questions about the main 
events in the story.
• Explain the task by leading students through the 
three questions.
• Play the entire video with the sound on. Have 
students work alone to answer the questions while 
viewing and then compare answers with a partner.
• Check answers around the class.
Answers
1. He locked his keys in it. 
2. He left it in the car.
3. He forgot where he parked. 
5 WATCH FOR DETAILS
In this activity, students focus on details in the video 
that will help them arrange events in the correct 
order and then add two additional events from 
the story.
A
• Explain the task, and read through the statements.
• Have students work alone to order as many events 
as they can before they watch the video.
• Play the entire video with the sound on.
• Have students work alone to check their 
predictions and make corrections while 
they watch. 
• Check answers as a class.
Answers
1. Jacob noticed that his neighbor needed help. 
2. Jacob saw his keys inside the car. 
3. Jacob tried to call Linda.
4. Jacob paid the locksmith. 
5. Jacob told Linda the story.
6. Jacob realized he didn’t have his wallet. 
B
• Explain the task, and have students work in pairs to 
add two additional events shown in the video. 
• Check answers as a class, and ask several pairs to 
share their answers with the class.
Possible answers
Linda told the waiter her brother was late.
Jacob arrived late.
Jacob helped his neighbor move the trashcan.
Jacob put his wallet in the glove compartment 
of his car.
6 WHAT’S YOUR OPINION?
In this activity, students express opinions by 
choosing adjectives that they think describe Jacob 
and Linda.
• Explain the task and review the adjectives in 
the chart. 
• Have students work in pairs to share opinions and 
complete the chart.
• Have volunteers share their answers with the class.
Possible answers
Jacob: forgetful, upset, helpful, embarrassed, 
 worried
Linda: patient, understanding, worried
Follow-up
7 QUESTION GAME
In these activities, students practice the grammatical 
focus of the video by writing, asking, and answering 
past-tense questions about the story.
A
• Explain the task. Lead students through the two 
example questions and solicit answers from 
the class. 
• Have students work alone to write three 
additional questions.
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Possible questions and answers
Why did Jacob get out of his car? He went to 
 help his neighbor.
When did Jacob lock his keys in the car? He 
 locked his keys in his car when he got out 
 to help his neighbor.
Who got to the restaurant late? Jacob did.
How much did Jacob pay the locksmith? 
 It didn’t say.
Who paid the restaurant bill? Linda offered to 
 pay. Jacob wanted to pay. But we don’t know 
 who paid in the end.
Why was Jacob late? He locked his keys in 
 his car.
How did Jacob get the keys out of his car? 
 He called a locksmith. 
Where was Jacob’s wallet? It was in the glove 
 compartment of his car.
B
• Explain the task and have students work in pairs to 
ask and answer each other’s questions.
• If time permits, ask volunteer pairs to share their 
questions and answers with the class.
8 TELL THE STORY
In this activity, students use sequence adverbs to tell 
the story in their own words.
• Explain the task, and lead students through the 
example beginning to the story. 
• Have students work in pairs to write their stories. 
Make sure they understand they are to include one 
mistake and use sequence adverbs. 
• Put pairs together to form groups of four, and have 
them take turns reading their stories to each other 
and locating the mistakes. 
• Ask volunteer pairs to share their stories with 
the class.
Language close-up
9 WHAT DID THEY SAY?
This cloze activity develops bottom-up listening skills 
by having students complete part of a conversation 
from the video.
• Explain the task. Have individual students or pairs 
read the conversation and fill in as many blanks as 
they can before they watch the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• If time permits, ask for volunteer pairs to stand up 
and act out the conversation. 
Answers
Jacob: Linda, I’m really sorry. 
Linda: It’s OK, Jacob. I’ve only been here for 
a little while. Is everything all right?
Jacob: Yes, it is now, but you won’t believe 
what just happened to me.
Linda: What happened?
Jacob: Well, first of all, I was late leaving my 
apartment, so I had to hurry. Then, 
just after I got in my car, I saw my 
neighbor, Mrs. Flanagan. She had 
a heavy trash can, and she couldn’t 
move it very easily. So, I helped her.
Linda: That was kind of you.
Jacob: Yeah, but, right after, there was a 
problem. When I went back to my 
car, I couldn’t get in.
Linda: Did you lock your keys in the car?
Jacob: Can you believe it? 
Linda: Oh, no. What happened next? 
Jacob: First, I tried to call you, but I got your 
voicemail. Then, I called a locksmith.
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10 PRESENT PERFECT
In these activities, students practice the grammatical 
structure of the unit by completing questions in the 
present perfect with Have you ever . . . ?, and then 
by asking and answering the questions.
A
• Explain the task, and lead students through 
the example.
• Have students work in pairs to complete 
the questions.
• Check answers as a class.
Answers
1. Have you ever locked your keys in the car?
2. Have you ever called a locksmith?
3. Have you ever left your wallet in the car?
4. Have you ever arrived late for an 
important appointment?
5. Have you ever gone to a restaurant 
without money?
6. Have you ever waited a long time for 
someone in a restaurant?
B
• Explain the task, and have students move about 
the classroom, asking the questions in part A to at 
least three classmates. 
• If time permits, ask volunteers to share their 
original questions with the class.
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11 San Francisco!
Language summary
Topics/Functions:	 Asking	and	telling	about	places;	giving	advice
	 Structures:	 Should and shouldn’t
story summary
Dr.	and	Mrs.	Smith	get	directions	and	advice	about	what	to	do	and	see	in	San	Francisco	from	the	
desk	clerk	at	their	hotel.	
Preview
1 CuLture
The culture note introduces information about the 
San Francisco area to build interest in and increase 
understanding of the video.
• Have students read the culture note silently. 
Then answer their questions about vocabulary 
or content.
• Read the questions aloud, and have students work 
in pairs or small groups to answer them.
• Check answers around the class.
2 VoCabuLary
In this activity, students work with key vocabulary 
about the places they will see in the video.
• Explain the task. Then model the vocabulary, and 
have students repeat as they look at the pictures.
• Have students work in pairs to complete the task.
• Check answers as a class.
Answers
1. architectural details
2. cable car
3. wharf
4.  aquarium
5. monuments
6. bay
3 guess the story
In this activity, students prepare to watch the video 
by using visual information to make predictions 
about the story.
• Explain the task. Read aloud the instructions and 
the names of the three places pictured. 
• Suggest that students watch for the answers as you 
play the entire video with the sound off.
• Have students work alone to complete the task. 
Then have them compare their predictions. 
Answers
probably Alamo Square, but there is no 
correct answer
Watch the video
4 get the piCture
In this activity, students watch and listen for the 
place names that the hotel clerk mentions.
• Explain the task, and lead students through the list 
of place names and sightseeing activities.
• Play the entire video with the sound on. Have 
students complete the task as they watch. 
• Have students compare their answers with a 
partner, and replay the video as necessary. Then 
check answers around the class.
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Answers
Alamo Square, Alcatraz, Fisherman’s Wharf, 
Golden Gate Park, Japanese Tea Garden, 
Lombard Street
5 WatCh for detaiLs
In this activity, students watch and listen for the 
reasons the hotel clerk gives the Smiths for why they 
should visit certain places.
• Explain the task, and lead students through 
the pictures. 
• Play the entire video with the sound on. Have 
students complete the task as they watch. 
• Replay the video if necessary, and have students 
compare their answers with a partner.
• Check answers as a class.
Answers
1. You should visit Fisherman’s Wharf. You can 
find a little bit of everything there. 
2. Alamo Square is a small park surrounded by 
really wonderful Victorian houses. We call 
them Painted Ladies.
3. Lombard Street is a very steep hill with a lot 
of curves.
4. The most interesting way to drive to 
San Francisco is across the Golden Gate 
Bridge.
6 CompLete the story
In this activity, students focus more closely on details 
in the video to complete a summary of what the 
Smiths do in SanFrancisco.
• Explain the task. Have students work alone to read 
the paragraph and fill in as many blanks as they 
can before they watch the video.
• Play the entire video with the sound on. Suggest 
that students check their answers and correct 
errors as they watch.
• Have students compare their answers with 
a partner.
• Check answers as a class.
Answers
The Smiths arrived in San Francisco from 
Northern California. They entered the city by 
driving over the Golden Gate Bridge. They 
decided to start their visit with a ride on a 
cable car. Next, they took a boat ride to 
Alcatraz Island. Then they walked through 
Golden Gate Park and saw the Japanese Tea 
Garden. After that, they went to Fisherman’s 
Wharf to do some shopping. The next day, 
they drove down curvy Lombard Street very 
slowly, and then they went to Alamo Square 
to see the colorful Victorian Houses.
Follow-up
7 san franCisCo
In this activity, students use information from the 
unit to decide on places they will see on a two-day 
visit to San Francisco.
• Explain the task, and lead students through the 
pictures of places to visit and things to do in 
San Francisco.
• Have students work in small groups to complete 
the task. 
• Ask groups to share their itineraries with the class. 
Encourage students to tell why they chose the 
things on their itinerary.
8 your City
In these activities, students have the opportunity to 
talk more about places and give suggestions as they 
plan an itinerary for the Smiths to visit their city.
A
• Explain the task, and model the examples.
• Have students work in small groups to complete 
the task. 
B
• Have groups share their itineraries with the class. 
Encourage students to tell why they chose the 
things on their itinerary.
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Language close-up
9 What did they say?
This cloze activity develops bottom-up listening skills 
by having students complete part of a conversation 
from the video.
• Explain the task. Have individual students or pairs 
read the conversation and fill in as many blanks as 
they can before they watch the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• If time permits, ask for volunteer pairs to act out 
the conversation. 
Answers
 Clerk: Thank you. Here is your card and a 
copy of the bill.
Mrs. Smith: Thank you.
 Clerk: Did you enjoy your stay with us?
 Dr. Smith: Yeah, it was fine, thank you.
 Clerk: Where are you traveling to today?
 Dr. Smith: We’re heading south, to San 
Francisco.
 Clerk: San Francisco is great!
Mrs. Smith: We’re going to stay there for just a 
couple of days.
 Clerk: Have you been there before?
 Dr. Smith: Well, I’ve been there once, when I 
was a kid, but Mona, she’s never 
been there. 
 Clerk: What are you planning to do while 
you’re there?
Mrs. Smith: No plans. We just want to explore. 
I want to see all the sights.
10
Should and 
Shouldn’t
In this activity, students work with should and 
shouldn’t, the grammatical focus of the video, to give 
advice to people visiting their city.
A
• Explain the task, and review the example. 
• Have students work alone to complete the task, 
and then compare answers with a partner.
• Check answers around the class, and review 
as necessary.
Answers
1. should 
2. should
3. shouldn’t
4. should
5. shouldn’t
B
• Explain the task, and direct students’ attention to 
the chart. 
• Have students work in pairs to complete the task. 
Then put pairs together to form groups of four and 
compare answers.
• Ask pairs to share their suggestions with the class.
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Language summary
Topics/Functions:	 Talking	about	health	problems;	giving	advice
	 Structures:	 Infinitive	complements
story summary
A	reporter	interviews	several	people	and	asks	them	about	their	home	remedies	for	colds.
Preview
1 CuLture
The culture note introduces the topic of health care 
in the United States and Canada, and presents some 
key vocabulary used in the video.
• Have students read the culture note silently. 
Then answer their questions about vocabulary 
or content.
• Read the questions aloud, and have students work 
in small groups to answer them.
• Check answers around the class.
2 VoCabuLary
In this activity, students classify various cold 
remedies and medicines including some that are 
mentioned in the video.
• Explain the task. Then model the vocabulary as 
students look at the pictures.
• Have students work in pairs to complete the task.
• Check answers as a class.
Answers
Home	remedies: chicken soup, steam, onions 
 and garlic, tea with lemon and honey
Over-the-counter	drugs: aspirin, cough medicine, 
 sore throat lozenges
3 guess tHe story
In this activity, students prepare to watch the video 
by using visual information to make predictions 
about the story.
• Explain the task, and read the question. 
• Tell students to look for the answers as they watch 
the video. Then play the entire video with the 
sound off.
Answer
He tries all of the remedies suggested: staying 
warm and resting, drinking lemon and honey, 
taking vitamin C, drinking coffee, and eating 
onion soup and chocolate.
Watch the video
4 get tHe piCture
In this activity, students watch and listen to the video 
to check their predictions from Exercise 3.
• Explain the task, and read the questions and the 
people’s names.
• Play the entire video with the sound on as students 
complete the task. Have selected students share 
their answers, and replay the video as necessary. 
• Check answers around the class.
Onion soup and 
chocolate
12
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Answers
1. Anna
2. Kathleen
3. Roberto
4. the host
5 WatCH for detaiLs
In this activity, students focus on details in the video 
that will help them match the people with the 
remedy each suggests.
• Explain the task, and read through the chart. 
Answer students’ vocabulary questions as 
they arise.
• Play the entire video with the sound on.
• Have students work alone to complete the task, 
and then compare answers with a partner.
• Check answers as a class.
Answers
 Henry: C Take vitamin C and drink coffee.
 Anna: B Drink hot lemon and honey, 
and rest.
Kathleen: D Eat onion soup and chocolate, 
and keep warm.
 Roberto: A Rest.
6 WHat’s your opinion?
In this activity, students give opinions about the 
remedies suggested in the video and add their 
own ideas.
• Explain the task, and read the questions. 
• Have students work in pairs to answer the 
questions. Encourage students to give reasons 
for their opinions as they discuss the questions. 
• Have pairs share their answers with the class.
Follow-up
7 HeaLtH probLems
In these communicative activities, students suggest 
remedies for other ailments, role-play a conversation, 
and practice giving advice.
A
• Explain the task. Read the problems and example 
suggestions aloud as students look at the pictures.
• Have students work in small groups to write their 
remedies for each problem. 
• Have groups share their answers with the class.
Possible answers
1. backache: It’s a good idea to lie on the floor. 
Also, get some muscle cream. Put ice on your 
back. Do some exercises.
2. headache: Take some aspirin. It’s also helpful 
to lie down. Drink a cup of coffee or tea. 
3. a stomachache: You should eat some yogurt. 
Also, try some peppermint tea. Take some 
stomach medicine.
4. the flu: You should stay home from school or 
work. It’s also important to get some rest. 
Drink lots of liquids.
B
• Explain the task, and model the sample 
conversation.
• Have students work in pairs, taking turns 
role-playinga person with one of the problems 
in part A and a friend giving advice. 
C
• Explain the task, and have students work in pairs 
to list two or three things they would like to get 
advice on. Tell students they can use imaginary 
problems if they prefer not to share personal 
information.
• Have students change partners and take turns 
asking for and giving advice, using their list of 
problems. 
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Language close-up
8 WHat did tHey say?
This cloze activity develops bottom-up listening skills 
by having students complete part of a conversation 
from the video.
• Explain the task. Have individual students or pairs 
read the conversation and fill in as many blanks as 
they can before they watch the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• If time permits, ask for volunteer pairs to act out 
the conversation. 
Answers
 Host: What should you do when you get 
a cold?
Kathleen: Oh, I never get a cold. 
 Host: Really?
Kathleen: Yes, because when I feel a cold 
coming on, I know it’s important 
to eat lots of homemade onion 
soup.
 Host: OK. 
Kathleen: Oh, and it’s a good idea to eat lots 
of chocolate, too!
 Host: At the same time as the onion 
soup? 
Kathleen: No, after. The onion soup gives you 
vitamins, and the chocolate gives 
you energy. That stops the cold 
virus. Oh, uh, it’s a good thing to 
keep very warm, too. It’s not a 
good idea to hang around on 
the street. 
 Host: OK. Thank you.
Kathleen: Bye!
9
requests and 
suggestions
In these activities, students practice with may and 
could to make requests, and should,	try, or suggest 
to give suggestions.
A
• Explain the task, and read the example aloud. Then 
have students work alone to fill in the correct form 
of the verbs in the conversations.
• Ask pairs to compare answers.
• Check answers as a class, and review the structure 
as necessary.
Answers
1. At	the	office
 A: Here’s the perfect cold remedy: garlic 
juice, onions, and carrots. You should 
drink a cup every two hours.
 B: But I don’t like carrots.
 A: Well, then I suggest an old-fashioned 
bowl of chicken soup! And try to get 
some rest, too. 
2.	 At	a	drugstore	
 A: May I help you?
 B: Yes. Could I have something for a cold? 
It’s a bad one. 
 A: Yes. I have these pills. They’re a little 
strong. Just don’t drive after you take 
them. 
 B: Hmm. . . . I drive to work. Could/May I 
have something else?
 A: Well, try these other pills then. They 
won’t make you sleepy.
B
• Explain the task, and make sure students 
understand they should act out the conversations 
twice, the second time with different problems 
and remedies.
• Put students into pairs to practice the 
conversations.
• If time permits, ask volunteer pairs to act out their 
new conversations for the class.
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13 How about a pizza?
Language summary
Topics/Functions:	 Agreeing	and	disagreeing,	ordering	food
	 Structures:	 So, too, neither, either;	requests	with	would	and	will
story summary
Carmen	and	Luis	decide	to	eat	out.	They	look	at	various	restaurants	and	finally	decide	to	try	
something	new	–	in	a	way.
Preview
1 CuLture
The culture note presents information about 
restaurants and dining out in the United States 
and Canada.
• Have students read the culture note silently. 
Then answer their questions about vocabulary 
or content.
• Read the questions aloud, and have students work 
in small groups to answer them.
• Check answers around the class.
2 VoCabuLary
In this activity, students work with key vocabulary 
about foods they will see and hear about in 
the video.
• Explain the task. Then model the vocabulary, and 
have students look at the pictures.
• Have students work in pairs to complete the task.
• Check answers as a class.
Answers
1. An Italian restaurant – pizza
2. A Mexican restaurant – tacos
3. A Japanese restaurant – sushi 
4. A Chinese restaurant – egg rolls
5. An Indian restaurant – vegetable curry
6. A Thai restaurant – prawns in coconut milk
3 guess the story
In this activity, students prepare to watch the video 
by using visual information to make predictions 
about the story.
• Explain the task, and read the question aloud. 
• Suggest that students watch for the answers as you 
play the opening scene of the video (until Carmen 
and Luis see the Mexican restaurant, Margarita’s). 
Tell students they will find out if their predictions 
are correct in the next activity.
Watch the video
4 get the piCture
In this activity, students watch and listen to put 
events in the correct order.
A
• Explain the task, and read the instructions aloud.
• Play the entire video with the sound on as students 
complete the task. Have them compare their 
answers with a partner before checking them 
as a class.
Answers
1. pizza restaurant
2. Japanese restaurant
3. Mexican restaurant
4. Thai restaurant
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B
• Explain the task, and read the question aloud.
• Play the entire video with the sound on as pairs 
complete the task. Have each pair compare 
their answers with another pair before checking 
answers as a class.
Answer
Pizza and sushi
5 WatCh for detaiLs
In these activities, students focus on details in the 
video that will help them answer questions about 
the dishes mentioned. They should also look for 
details about the foods Carmen and Luis like and the 
foods they order.
A
• Explain the task, and read through the items. 
Answer students’ vocabulary questions. 
• Have individual students or pairs read the names 
of the dishes and fill in as many blanks as they can 
before they watch the video.
• Play the entire video with the sound on.
• Have students work alone to complete the task. 
Then have them compare answers with a partner.
• Check answers as a class.
Answers
1. Seafood or green curry
2. Prawns in coconut milk
3. Chicken with ginger
4. Thai pizza
5. Ginger and honey tea
6. Jasmine smoothie
Carmen and Luis order Thai pizza, ginger and 
honey tea, and a jasmine smoothie.
B
• Explain the task, and read the question aloud. Have 
students write their answer before they watch the 
video again.
• Play the entire video with the sound on. Have 
students check their answer and make changes if 
necessary. Have them compare answers with 
a partner.
• Check answers as a class.
Answer
They both say they like Japanese food, Mexican 
food, and spicy food.
Follow-up
6 hoW about you?
In this activity, students talk about the kinds of foods 
and restaurants they like.
• Explain the task, and read the questions aloud. 
Make sure students understand they should 
answer according to their own opinion. 
• Have students work in small groups to answer 
the questions.
• Ask groups to share their answers with the class.
7 in a restaurant
In this role play activity, students order a meal at 
a restaurant. 
• Explain the task. Call attention to the model dialog, 
and ask two volunteers to practice it.
• Have students work in groups of three to take turns 
ordering a meal and taking orders.
• If time permits, ask volunteer groups to perform 
their role play for the class.
Language close-up
8 What did they say?
This cloze activity develops bottom-up listening skills 
by having students complete part of a conversation 
from the video.
• Explain the task. Have individual students or pairs 
read the conversation and fill in as many blanks as 
they can before they watch the video.
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• Play this segment of the video with the sound 
onwhile students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• If time permits, ask volunteer pairs to act out 
the conversation. 
Answers
 Luis: You know, I’m beginning to feel 
hungry.
Carmen: So am I. I really could eat something.
 Luis: How about pizza?
Carmen: Hmm. I’m not sure. I’m not really in 
the mood for a pizza. 
 Luis: You know, neither am I. 
Carmen: OK. Let’s look for something else. 
But I want to eat. Soon!
 Luis: No problem. I do, too. 
Carmen: I like Japanese food a lot.
 Luis: So do I, but . . .
Carmen: We could get some sushi.
 Luis: Yeah, I’m just not sure that’s what 
I want.
Carmen: But Luis, I’m hungry.
9 Would and Will
In these activities, students practice ordering food 
using sentences with would and will to practice the 
functional and grammatical focus of the unit.
A
• Explain the task, and read the instructions and the 
example aloud.
• Have students work alone to complete the task. 
Then put students into pairs to compare answers.
• Check answers as a class.
Answers
1. What would you like to eat?
2. Would you like salad or soup with that?
3. Would you like something to drink?
4. What would you like for dessert?
B
• Explain the task, and read the instructions aloud. 
Model the task with a student.
• Put students into pairs to practice their 
conversations.
• If time permits, have volunteers perform their 
conversation for the class.
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Language summary
Topics/Functions:	 Asking	and	answering	questions	about	geography
	 Structures:	 Adjective	comparisons;	questions	with	how
story summary
Marlene,	Ted,	and	Lili	are	contestants	on	a	game	show	about	geography.	At	the	end	of	the	game,	
Marlene	wins,	but	she’s	disappointed	to	learn	that	her	prize	is	a	trip	to	Seattle,	Washington,	
because	that’s	where	she	lives.
Preview
1 CuLture
The culture note introduces the topic of game shows 
and presents some information about different types 
of game shows that are popular in the United States 
and Canada, including the kind of show depicted in 
the video.
• Have students read the culture note silently. 
Then answer their questions about vocabulary 
or content.
• Read the questions aloud, and have students work 
in small groups to answer them.
• Check answers around the class.
2 guess the faCts
In this activity, students become familiar with the 
format of the game show “Around the World” by 
guessing answers to some of the questions they will 
hear in the sequence.
• Explain the task, and lead students through the 
questions. Then put students into pairs to answer 
each one. Tell students that they will have a chance 
to check their answers later in the lesson.
Answers
1. the Nile River
2. Mt. McKinley [“Mount McKinley”]
3. the Gobi Desert
4. Mexico City
5. Australia
3 guess the story
In this activity, students prepare to watch the video 
by using visual information to make predictions 
about the story.
• Explain the task, and read the question aloud.
• Play the first minute of the video with the sound 
on. Tell students they will find out if their answer is 
correct in the next activity.
Possible answer
Students may think that Ted will win because he 
has the most points.
Watch the video
4 CheCk the faCts
In this activity, students watch and listen to the 
video to check their answers from Exercise 2.
• Explain the task, and make sure students 
understand they should look at their answers to 
Exercise 2 to check them as they watch.
• Play the entire video with the sound on as students 
complete the task. Have students compare their 
answers with a partner, and replay the video 
as necessary.
• Check answers as a class.
Around the World14
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5 WatCh for detaiLs
In this activity, students focus more closely on details 
in the story by watching and listening for personal 
information about the contestants.
• Explain the task, and read through the 
items. Answer students’ vocabulary and 
content questions.
• Play the entire video with the sound on.
• Have students work alone to complete the task, 
and then compare answers with a partner.
• Check answers as a class.
Answers
1. Seattle, Washington.
2. computer engineer.
3. Boston, Massachusetts.
4. high school teacher.
5. Vero Beach, Florida.
6. café owner.
6 Who Wins the game?
In these activities, students reinforce their 
understanding of details in the sequence by 
watching and listening to find out each contestant’s 
score and whether the winner is happy with 
the prize.
A
• Explain the task. Then play the entire sequence 
with the sound on. Have students work individually 
to complete the task by writing each person’s 
final score.
• Have students compare answers with a partner. 
Then play the sequence again if necessary before 
going over the answers with the class.
Answers
Marlene 700 Ted 650 Lili 450
B
• Explain the task. Read the questions with the 
class, and then have students discuss them in 
pairs or small groups.
• Have various students share their answers with 
the class.
Answer
No, she’s not happy because the prize is a trip to 
Seattle, and that’s where she lives.
Follow-up
7 around the WorLd
Students further develop their comprehension by 
writing comparative questions and using them 
to play their own version of the game “Around 
the World.”
A
• Explain the task, and direct students’ attention to 
the chart.
• Put students into groups of four or five to write 
game-show questions similar to those asked in 
the video. Emphasize to students that they must 
know the answers to any questions that they write. 
[Note: Students may choose categories of their 
own (e.g., sports, music). New categories should be 
agreed upon by the class.]
B
• Explain the procedure, and model the sample 
language with a volunteer.
• Divide the class into two groups, A and B, to play 
the game. Group A should choose a host to ask the 
questions, while members of Group B take turns 
choosing categories and answering questions. 
• Have the groups switch roles and play the 
game again.
Language close-up
8 What did he say?
This cloze activity develops bottom-up listening 
skills by having students complete part of the host’s 
comments from the video.
• Explain the task. Have individual students or pairs 
read the host’s comments and fill in as many blanks 
as they can before they watch the video.
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• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
Answers
Hi, again, folks. And welcome back to the 
Final Round of our show. I’m your host, Richard 
Darien, and here are our contestants:
A computer engineer from Seattle, Washington: 
Marlene Miller! Marlene has 300 points.
And next to you we have a high school teacher 
from Boston, Massachusetts: Ted Simmons! Ted 
currently has 400 points, and he is in the lead! 
And our third contestant is a café owner from 
Vero Beach, Florida: Lili Chen! Lili has 300 points, 
so she’s currently tied with Marlene. 
Oh boy, this is going to be an exciting game, 
folks. Let’s get on to the Final Round. Our 
categories are Cities, Deserts, Islands, 
Mountains, and Rivers.
9 Comparisons With 
adjeCtives
In these activities, students practice the grammatical 
structure of the unit by writing, asking, and 
answering comparative questions.
A
• Explain the task, and model the example. Point out 
to students that they need to use the comparative 
form of the adjective when they compare two 
items and the superlative form when they compare 
more than two items.• Have students work alone to complete the task. 
Then put students into pairs to compare answers.
• Check answers as a class.
Answers
1. Which city is colder: New York or Tokyo? 
2. Which planet is the biggest: Earth, Saturn, 
or Mars?
3. Which structure is taller: the Eiffel Tower 
or the Statue of Liberty?
4. Which building is older: the Houses of 
Parliament or the Empire State Building?
5. Which country is the largest: Brazil, Canada, 
or Argentina?
B
• Explain the task, and put students into pairs to ask 
and answer the questions in part A. 
• Check answers as a class.
Answers
1. New York is colder.
2. Saturn is the biggest.
3. The Eiffel Tower is taller.
4. The Houses of Parliament are older.
5. Canada is the largest.
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Language summary
Topics/Functions:	 Making	phone	calls	and	leaving	messages
	 Structures:	 Requests	with	tell	and	ask
story summary
Mariela	is	throwing	a	party	for	Todd,	and	she	asks	a	friend	to	bring	some	cheese,	including	string	
cheese.	That	friend	asks	three	more	friends	to	bring	cheese,	but	one	friend	misunderstands	and	
brings	a	ball	of	string	instead.
Preview
1 CuLture
The culture note presents information about 
birthday parties and how people celebrate birthdays 
in the United States and Canada.
• Have students read the culture note silently. 
Then answer their questions about vocabulary 
or content.
• Read the questions aloud, and have students work 
in small groups to answer them.
• Check answers around the class.
2 VoCabuLary
This activity introduces the language of asking for 
favors and possible replies, including some requests 
presented in the video.
• Explain the task, and lead students through the 
favors and responses.
• Have students work alone to complete the task. 
Have them compare answers with a partner before 
checking answers with the class.
• Check answers as a class.
Answers
1. d
2. a
3. e
4. c
5. b
3 guess the story
In this activity, students prepare to watch the video 
by using visual information to make predictions 
about the story.
• Explain the task, and read the instructions and the 
questions aloud. 
• Play the opening scene of the video (until Mariela 
calls Olivia), and tell students to listen for the 
answers. Tell students they will find out if their 
predictions are correct in the next activity.
Answers
1. She’s getting ready for a birthday party.
2. She forgot to get cheese for the party.
3. She’ll buy some cheese and bring it to the 
party. (possibly)
Watch the video
4 CheCK your guesses
In this activity, students watch and listen to the video 
to check their predictions from Exercise 3.
• Explain the task, and make sure students 
understand they should look at their answers in 
Exercise 3 to check their predictions as they watch.
• Play the entire video with the sound on. Have 
students work alone to complete the task, then 
compare their answers with a partner before 
checking them as a class.
• Check answers as a class.
15 String cheese
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5 WatCh for detaiLs
In this activity, students focus on details in the video 
that will help them answer questions about what 
happens in the story.
• Explain the task, and read through the items. 
Answer students’ vocabulary questions.
• Have students work alone to answer as many 
questions as they can before they watch the video.
• Play the entire video with the sound on.
• Have students work alone to check their 
predictions and correct answers as necessary. Have 
students compare their answers with a partner 
before checking them as a class.
• Check answers as a class.
Answers
1. 3
2. 2
3. 1
4. 3
5. 3
6 maKing inferenCes
In this activity, students learn to make inferences, 
even when information is not explicitly stated, 
by watching and listening for information about 
people’s opinions of the party. 
• Explain the task, and lead students through 
the items. 
• Have students work alone to predict the answers. 
• Play the video with the sound on. Have students 
work alone to check their predictions, marking the 
best answers as they watch. 
• Give students a moment to complete the task. 
Then have them compare answers with a partner.
• Check answers around the class, and encourage 
students to give reasons for their choices.
Answers
1. Only Mariela thinks cheese is necessary for 
the party.
2. Olivia asks everyone to get different kinds 
of cheese because she can’t remember the 
kinds Mariela mentioned.
3. In the end, there is probably too much 
cheese at the party.
4. Melanie gave Todd a ball of string because 
Olivia didn’t say “string cheese” in her 
message. She just said “string.”
Follow-up
7 haVing a party
In the first activity, students plan a party and make 
invitations. In the second activity, students practice 
inviting people to their party.
A
• Explain the task, and direct students’ attention to 
the chart. Read the text in the chart aloud.
• Have students work in small groups to agree on a 
plan for the party and write invitations.
B
• Explain the task, and model the sample dialog with 
a student.
• Have students walk around the class, inviting 
classmates to their party. 
• If time permits, ask students to report what items 
they were requested to bring using tell or ask.
Language close-up
8 What did they say?
This cloze activity develops bottom-up listening skills 
by having students complete part of a conversation 
from the video.
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• Explain the task. Have individual students or pairs 
read the conversation and fill in as many blanks as 
they can before they watch the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• If time permits, ask for volunteer pairs to stand up 
and act out the conversation. 
Answers
 Olivia: Hi, Carlos? It’s Olivia. How are you?
Carlos: Olivia, hi. I’m fine, thanks. We’re seeing 
you at Todd’s birthday party, right?
 Olivia: Yeah, that’s right. Listen, Carlos, could 
you bring some cheese to the party?
Carlos: Cheese? 
 Olivia: Todd really loves cheese, and Mariela 
didn’t get any, and now she’s in a panic 
about it.
Carlos: Yeah, sure. What kind of cheese? 
 Olivia: Camembert, I think, or Roquefort, and 
some Gorgonzola. Oh, and some string 
cheese.
Carlos: OK, Olivia. I’ll do it. Don’t worry.
 Olivia: Thanks, Carlos. It’s so nice of you to 
help us.
9 requesting a faVor
In this activity, students practice the grammatical 
structure of the unit by asking for favors.
• Explain the task, and lead students through the list. 
• Have students work in pairs to practice the 
conversation in Exercise 8, substituting items from 
the list and using their own ideas. 
• If time permits, have selected pairs act out their 
conversations for the class.
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Language summary
Topics/Functions:	 Describing	changes	and	plans	for	the	future
	 Structures:	 Verb	forms	to	describe	change;	verb	+	infinitive	for	future	plans
story summary
Three	young	people	describe	how	their	lives	have	changed	since	they	finished	school	
and	started	working.
Preview
1 CuLture
The culture note presents some information about 
what young people in the United States and Canada 
do after they finish high school.
• Have students read the culture note silently. 
Then answer their questions about vocabulary 
or content.
• Read the questions aloud, and have students work 
in small groups to answer them.
• Check answers around the class.
2 VoCabuLary
In this activity, students work with key vocabularyrelated to plans for the future that they will hear in 
the video.
A
• Explain the task. Lead students through the list and 
the example.
• Have students work alone to complete the task. 
Have them compare their answers with a partner.
• Check answers as a class.
Answers
1. I hope to have a family.
2. I plan to practice law.
3. I’d like to be a reporter.
4. I’m going to be a chef.
5. I hope to be a teacher.
6. I’d really love to perform on Broadway.
B
• Explain the task, and model the example dialog 
with a student.
• Have students move about the room as they ask 
and answer similar questions of their classmates.
• If time permits, ask volunteers to share their 
answers with the class.
3 guess the story
In this activity, students prepare to watch the video 
by using visual information to make predictions 
about the story.
• Explain the task, and read the instructions and the 
question aloud.
• Play the entire video with the sound off, and tell 
students to watch for the answers. Tell students 
they will find out if their predictions are correct in 
the next activity.
Answers
1. Reza is a lawyer.
2. Kim is a reporter.
3. Robert is a comedian/an actor/a teacher. 
[also, Robert does improv comedy.]
Life changes16
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Watch the video
4 CheCK your guesses
In the first activity, students watch and listen to the 
video to check their predictions from Exercise 3. 
In the second activity, they watch and listen for 
information about each interviewee’s level 
of education.
A
• Explain the task, and make sure students 
understand they should look at their answers from 
Exercise 3 to check their predictions as they watch.
• Play the entire video with the sound on as students 
complete the task. Have volunteers share their 
answers, and replay the video as necessary.
B
• Explain the task, and lead students through 
the chart.
• Play the entire video with the sound on as students 
complete the task. Have students compare their 
answers in pairs before checking answers as a class.
Answers
1. Reza: graduate school
2. Kim: high school
3. Robert: college
5 WatCh for detaiLs
In this activity, students focus on details in the video 
in order to answer more detailed questions about 
the people in the story.
• Explain the task, and read through the 
items. Answer students’ vocabulary and 
content questions.
• Have students work alone to answer as many 
questions as they can before they watch the video.
• Play the entire video with the sound on.
• Have students work alone to check their 
predictions and then complete the task.
• Check answers as a class.
Answers
1. True.
2. False. He hopes to have a wife and family 
in the future.
3. False. She wanted to work in the theater.
4. True.
5. False. She works for a small newspaper.
6. False. Robert went to Tufts University in 
Boston, Massachusetts.
7. True.
8. False. He would love to be in a TV show or 
perform on stage.
Follow-up
6 a Job QuiZ
In the first activity, students check things they like to 
do or things they are good at. In the second activity, 
they compare answers with their classmates and 
brainstorm suitable jobs.
A
• Explain the task, and lead students through the 
list. Make sure they understand that they should 
answer based on their own opinions.
• Have students work alone to complete the task.
• Ask volunteers to share some of their answers with 
the class.
B
• Explain the task.
• Have students move about the room as they 
compare answers with their classmates. When 
students have found someone who shares their 
interests or abilities, have them work in pairs or 
small groups to brainstorm suitable jobs.
• If time permits, have volunteers share their job 
ideas with the class. Encourage students to tell why 
they think these jobs might interest them.
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7 Career and Life adViCe
• Explain the task, and lead students through the 
phrases in the box. Model the example dialog with 
a student.
• Have students work in pairs to practice giving and 
receiving advice.
• If time permits, have pairs share their conversations 
with the class.
Language close-up
8 What did he say?
This cloze activity develops bottom-up listening 
skills by having students complete part of Reza’s 
monologue from the video.
• Explain the task. Have individual students or pairs 
read the description and fill in as many blanks as 
they can before they watch the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
Answers
In college, I was a political science major. 
And after college, I went to Washington, 
D.C., to work in politics. I worked on Capitol 
Hill for about two years, which is where the 
government is, and it’s also the center of 
the city.
Working in government, I learned more about 
the law. And I wanted to get more education 
in the law. I decided I wanted to come back 
home and go to law school in Boston. When 
I graduated, I had a job ready for me, and I 
started work right away at the firm. 
The stress level now is a lot different than 
when I was in law school. In law school, you’re
stressing about your academics, but when 
you’re practicing law, as a lawyer, you’re 
worried about doing the best job you can on 
those projects that you’re working on for 
your clients.
9 teLLing your story
In these activities, students practice the grammatical 
structure of the unit by completing a story with 
the correct verb forms and then having similar 
conversations of their own.
A
• Explain the task, and have students work alone to 
complete the task. 
• Put students into pairs to compare answers and 
practice the conversation.
• Check answers as a class, and review the structure 
as necessary.
Answers
1. When I finished high school, I didn’t know 
what I wanted to do.
2. I knew I wanted to improve my English, so I 
went online and looked for an English 
school in an English-speaking country.
3. I found a great school in London, England.
4. To save money, I got a job and moved back 
home with my parents.
5. After six months, I had enough money.
6. I bought a plane ticket, and I registered at 
the school. I started taking classes the day 
after I arrived.
B
• Explain the task, and have students work alone 
to change the sentences in part A so they tell the 
students’ own story.
• Ask pairs to tell each other a story about their lives.
• If time permits, ask volunteers to share their stories 
with the class.
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Video Transcripts
Unit 1: Are you Evan Chu?
The wrong name tag at a conference causes confusion. 
 Clerk: Good morning. What’s your name? 
 Mike: Mike O’Neill.
 Clerk: How do you spell your last name?
 Mike: O-apostrophe-N-E-I-L-L. O’Neill.
 Clerk: OK. Thank you, Mr. O’Neill. Just one moment, 
please.
 Mike: Thank you.
 Linda: Mike?
 Mike: Linda!
 Linda: Hi, Mike.
 Mike: Good to see you! How’s it going?
 Linda: Fine. How are you?
 Mike: Oh, I’m good. I’m good.
 Bill: Hey, Linda!
 Linda: Excuse me.
 Mike: See you later, Linda.
 Linda: See you later, Mike.
 * * *
 Evan: Excuse me. This isn’t mine.
 Clerk: Hm. That’s strange. Oh, well. I’ll just get you a new 
one. Here you go.
 Evan: Thank you. 
 Clerk: You’re welcome. 
 * * *
 Mike: Hi, I’m Mike O’Neill. 
 Bill: What did you say your name was again?
 Mike: I’m Mike. Mike O’Neill.
 Bill: OK. I’m Bill. Bill Anderson. Nice to meet you, . . . 
Mike.
 Mike: Good to meet you, too. 
Rachel: Hi. Hello. 
 Bill: Hi. Excuse me.
Rachel: Hi, I’m Rachel Stevens. Welcome to the
conference.
 Mike: Hi, Rachel. Goodto meet you. And, uh, what do 
you do?
Rachel: I, um, I have my own business. I’m an interior 
designer, but I volunteer with the Family History 
Association. Are you from around here?
 Mike: Oh, no, no, no. I’m from Chicago. 
Rachel: Chicago. Nice city.
 Mike: Thank you. 
Rachel: And, um, what do you do, Evan? 
 Mike: Uh, well, I’m a doctor in a hospital, and, uh, family 
history is really my hobby. 
Rachel: Oh, OK.
 Evan: Hi.
Rachel: Hi. Nice to meet you. 
 Mike: Hi. 
 Evan: I’m Evan Chu.
Rachel: So, you’re Evan Chu.
 Evan: Yes.
Rachel: And you’re Evan Chu also?
 Mike: No, I’m still Mike O’Neill. 
 Evan: Oh, OK, Evan.
 Mike: (laughing) Oh! Well, that explains a few things. No, 
I guess I’m not Mike O’Neill. . . . No, no, I am Mike 
O’Neill. This is just, you know. . . . This is why they 
don’t let me do surgery. [all laugh] 
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Unit 2: I love my job!
Lisa, a film student, interviews several people about their jobs 
for a school project. 
 Lisa: Hi, I’m Lisa, and I’m a film student. I want to make 
a movie about jobs, but jobs that we usually don’t 
think about every day. Let’s take a look at the jobs 
that make our world go ’round.
 * * *
 Tim: My name’s Tim. I’m a mover. I help people move 
their entire lives from their old home to their 
new home.
 Lisa: How do you feel about your job?
 Tim: I really like my job. Every day is different. And there 
are always different problems to solve: heavy 
furniture, expensive items, small staircases. Moving 
pianos is very difficult. 
 Lisa: How do you spend your day?
 Tim: I pack boxes, carry items, and organize the truck. 
Sometimes I drive the truck, but that’s the easy 
part. My job is tough sometimes, but it’s a lot of 
fun. I love to drive this big truck! 
 * * *
Sasha: My name’s Sasha, and I teach dance. I usually teach 
three classes a day. That’s about five hours. I really 
love my job. I get to meet lots of people, and I help 
them keep fit and be healthy.
 Lisa: Do you work all day? 
Sasha: No. Most of my classes are in the evening. I usually 
get home late. Would you like to learn a move?
 Lisa: Sure!
 * * *
 Lisa: Hi. Do you have a minute?
 Chris: Sure. 
 Lisa: What’s your name, and what do you do?
 Chris: My name is Chris, and I drive a cab. 
 Lisa: Do you like your job?
 Chris: Most days, yes. 
 Lisa: What don’t you like about your job?
 Chris: I work long hours. I work at night sometimes, too. 
And there is the traffic.
 Lisa: Sounds interesting. Hey, can you give me a ride?
 Chris: OK. Hop in.
 * * *
 Lisa: Today, I’m with Brian. . . . Hi, Brian.
 Brian: Hi.
 Lisa: So, what do you do? 
 Brian: I’m a waiter.
 Lisa: And when do you start?
 Brian: I start work at five. 
 Lisa: Where do you work?
 Brian: I work here in this restaurant. I wait tables. It’s an 
important job, because people don’t always have 
time to cook. They’re very hungry, and they want 
to relax and enjoy their meal. It’s a difficult job, but 
I like it.
 * * *
 Lisa: Those were all interesting jobs – some of them a 
little bit tougher than others, but all hard work: 
jobs that make our world go ’round.
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Unit 3: Yard sale
Todd and Mariela have different opinions about things at a 
yard sale.
 Todd: Hey, Mariela, how do you like this, huh?
Mariela: Oh, please, Todd.
 Todd: Oh, come on. It’s only a dollar.
Mariela: Do you really want it, Todd?
 Todd: No. I guess you’re right.
 Sarah: Hi. Can I help you?
 Todd: No, thanks anyway. We’re just looking. 
Mariela: Oh! Todd, come over here. Just look at this lovely 
old necklace.
 Todd: Yeah, it’s OK.
Mariela: It’s not just “OK,” Todd. It’s very nice. Oh, and look 
at this bracelet. Excuse me, how much are these?
 Sarah: Uh, let’s see. How about fifteen dollars for the 
two of them?
 Todd: That’s not bad.
Mariela: And how much is this watch?
 Sarah: Oh, this one. This one is twenty-five dollars.
 Todd: Mariela, are you kidding? Twenty-five dollars for 
an old watch?
 Sarah: This watch is old, but it still runs.
Mariela: How old is it?
 Sarah: I don’t really know, but it’s very old. 
Mariela: It’s lovely. . . . OK, I’ll take it.
 Sarah: OK, great. Do you want those, too?
Mariela: Yes, I’ll take these, too. 
 George: Sarah, is that my mother’s watch?
 Sarah: What? I don’t know. 
 George: It’s my mother’s watch! Excuse me. This watch is 
not for sale. I’m sorry. (to Sarah) Sarah, could you 
come over here, please? (to Mariela) I’m sorry. 
 Todd: Hey, Mariela, look at this!
Mariela: Todd. Todd, no! Todd! Todd!
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Unit 4: Movies
Lisa, a film student, interviews people about the movies they 
like and how they watch them. 
 Lisa: Hi, I’m Lisa, and I’m a film student. I’m in film 
school because I love to watch movies, especially 
on the big screen. But these days, you can watch 
movies anywhere: on your computers, on your 
televisions, and even on your cell phones. I want 
to know, why do people still go to the theater? 
Let’s go talk to some people.
 * * *
 Lisa: Do you like movies?
 Man 1: I love movies.
 Man 2: I do like movies. 
Woman 1: Yes, I do.
Woman 2: Yes, I do. I love movies. 
 * * *
 Lisa: What type of movies do you like?
 Man 1: I like horror films. 
 Lisa: Why? 
 Man 1: I like to get scared. 
 Lisa: How often do you watch movies on your 
television, computer, or mobile devices?
 Man 1: I’ll probably download, like, two or three 
movies a week on my computer. 
 Lisa: And how often do you go to the movie theater 
to watch a movie?
 Man 1: I’ll go to the movie theaters once or twice 
a month. 
 Lisa: What makes going to the movie theater so 
special for you? 
 Man 1: Because I like to watch them on the big screen. 
Everything’s bigger. The special effects are 
bigger. I just like it better. 
 * * *
 Lisa: What type of movies do you like?
Woman 1: I like comedies and romance. 
 Lisa: Why romance? 
Woman 1: I like romance movies because they make 
me happy. 
 Lisa: Do you like thriller movies?
Woman 1: No, I do not like thrillers. 
 Lisa: Why not? 
Woman 1: I don’t like to feel scared. 
 Lisa: How often do you watch movies on your 
television, computer, or mobile device?
Woman 1: I download them to my computer five or six 
times a month. 
 Lisa: How often do you go to the theater to watch 
a movie?
Woman 1: I go to the theater once a month. 
 Lisa: And why do you go to the theater to watch a 
movie if you can get it on your computer or 
cell phone? What makes the theater so special 
for you? 
Woman 1: I like sharing that experience with an audience. 
 * * *
 Lisa: What type of movies do you like?
 Man 2: I like science fiction movies. 
 Lisa: Why? 
 Man 2: Because it takes you to another world. 
 Lisa: How do you feel about 3-D?
 Man 2: I think I like 3-D. 
 Lisa: Do you like historical drama?
 Man 2: No, I don’t like historical dramas. 
 Lisa: Why not? 
 Man 2: I think they’re dull. 
 Lisa: How often do you watch movies on your 
television, computer, or mobile device?
 Man 2: Fairly often, maybe once or twice a week. 
 Lisa: What makes the movie theater so special when 
you go? 
 Man 2: It’s an opportunity for a night on the town. 
 * * *
 Lisa: What type of movies do you like?
Woman 2: I like foreign films. I like to see people in 
other cultures. 
 Lisa: Do you like classic movies?
Woman 2: Yes, I do. 
 Lisa: Why? 
Woman 2: I like to see the old black-and-white movies. 
 Lisa: How often do you watch movies on your 
television, computer,Guess the facts/Guess the story These activities 
allow students to make predictions about characters 
and their actions by watching part of the video, by 
watching all of the video with the sound off, or by 
looking at photos in the worksheets. These schema-
building activities improve students’ comprehension 
when they watch the full video with sound.
•	 Ask students to guess what the video is about by 
thinking about the topic of the unit and looking 
at the photos. Accept all answers at this stage.
•	 Explain the task and lead students through the 
procedure. Answer any questions that arise.
•	 Play the video as instructed for that unit.
•	 Have students complete the task individually or 
in pairs.
•	 Have students check their predictions and 
compare answers with a partner or around 
the class.
•	 Check students’ answers, replaying portions of 
the video as appropriate.
Watch the Video
Get the picture These initial viewing activities 
help students gain a global understanding of the 
videos by focusing on gist. Activity types vary from 
unit to unit, but typically involve watching for key 
information needed to complete a chart, answer 
questions, or arrange events in sequential order.
•	 Direct students’ attention to the task, and read 
through it with them. Answer vocabulary or 
procedural questions as they arise.
•	 Have individual students predict answers 
to questions if they feel they have enough 
information to do so.
•	 Remind students that this is a gist activity. They 
don’t need to understand every detail in the 
video.
•	 Play the entire video with the sound on. Replay if 
necessary.
•	 Have students complete the task individually or 
in pairs. When appropriate, have them check the 
predictions they made in previewing activities.
•	 Have students compare answers with a partner or 
around the class.
•	 If time permits, have students check answers 
while watching the video again.
•	 Check students’ answers.
Watch for details Students focus on more detailed 
meaning by watching and listening for specific 
information to complete the tasks.
•	 Explain the task. Lead students through the 
instructions and questions.
•	 Answer any vocabulary and procedural questions 
that arise.
•	 Play the entire video with the sound on. Replay as 
necessary. 
vii
9781107643673_VRB_01_FM.indd 7 09/09/11 7:01 PM
•	 Have students complete the task individually or 
in pairs.
•	 Have students compare answers with a partner or 
around the class.
•	 If time permits, have students check their answers 
while watching the video again.
•	 Check students’ answers.
What’s your opinion? Students make inferences 
about the characters’ actions, feelings, and 
motivations, or state their own opinions about 
topics in the video.
Follow-up
Role play, interview, and other expansion 
activities This section includes communicative 
activities based on the videos in which students 
extend and personalize what they have learned. 
Encourage students to use new language to talk 
about themselves and their ideas as they complete 
the tasks.
•	 Explain the task. Lead students through the 
procedure and answer their vocabulary and 
procedural questions.
•	 Have students complete the task individually, in 
pairs, or in small groups, as noted in the teaching 
notes.
•	 Have students compare answers in pairs or in 
small groups.
•	 When appropriate, have volunteer pairs or groups 
act out the activity for the class.
Language close-up
What did they say? These cloze activities develop 
bottom-up listening skills by having students focus 
on the specific language in the videos and then fill 
in missing words.
•	 Lead students through the task instructions. 
Answer procedural questions as necessary.
•	 Have students read the cloze passage and predict 
answers when possible.
•	 Play the appropriate section of the video and do 
a spot-check to gauge overall comprehension. Do 
not supply answers at this stage.
•	 Play the section again. Have students compare 
answers with a partner or around the class. 
Replay as necessary.
•	 Go over answers with the class, and discuss any 
trouble spots.
•	 If you wish, divide the class in half or in groups 
and lead a choral repetition and practice of the 
cloze passage. When students are comfortable 
with it, have them practice it in pairs or small 
groups, depending on the number of characters 
required.
•	 Have selected pairs or groups read or act out the 
passage for the class.
Grammar and functional activities In these 
activities, which are titled to reflect the structural 
and functional focus of a particular unit, students 
practice the grammatical structures and functions 
presented in the videos. These activities vary 
from unit to unit, but teachers can follow these 
procedures generally:
•	 Present the grammatical structure and give 
example sentences from the video script or from 
students’ experiences.
•	 Lead students through the task and answer 
vocabulary and procedural questions as needed.
•	 Have students complete the task individually or 
in pairs.
•	 Have students compare answers with a partner or 
around the class.
•	 Check students’ answers.
•	 Review the grammatical structure as appropriate.
•	 Refer students back to the Grammar Focus in the 
appropriate unit of Student’s Book 1 as necessary.
Options for the classroom
The richness of video as a learning medium 
provides teachers with many options for the 
classroom. The Video Resource Book provides 
step-by-step instructions for all of the activities in 
the photocopiable worksheets; however, teachers 
should not feel restricted by these instructions. 
Once teachers feel comfortable with the basic 
course procedures, they can try other effective – and 
enjoyable – classroom techniques for presenting 
and working with the videos. Teachers are also 
encouraged to use the videos as springboards for 
further classroom activities appropriate to their 
teaching and learning situations. Here are several 
proven techniques.
Fast-forward viewing For activities in which 
students watch the video with the sound off, play 
the entire sequence on fast-forward and have 
students list all of the things they see. For example, 
for Unit 4: Movies, have students watch the sequence 
in fast-forward and list all of the movie-related 
images they see. Nearly all of the activities designed 
to be completed with the sound off can be done in 
this manner.
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Introduction 
Information gap Play approximately the first half 
of a video, and then have students work in pairs 
or groups to predict what will happen next. For 
example, in Unit 9: Suspicious visitors, stop the video 
just before the two visitors walk up the driveway. 
Ask students, “Who are they?” Have students predict 
the answer, and then play the rest of the sequence 
so that students can check their predictions.
Act it out All of the videos provide an excellent 
basis for role plays and drama activities. Select a 
short scene, and have students watch it several 
times. Then have pairs or groups act out the scene, 
staying as close as possible to the actions and 
expressions of the characters. Have pairs or groups 
act out their scenes in front of the class.
Slow viewing Play a video in slow motion. As 
they view, have students call out all of the things 
people are doing, wearing, or eating – whatever is 
appropriate to a particular unit.
What are they saying? Have students watch a 
short segment of a video in which two people are 
talking, but without sound. Then have pairs use the 
context to predict what the people might be saying 
to each other. Have pairs write out sample dialogs 
and share their work with the class.
Freeze-frame Freeze a frame of a video and have 
students call out information about the scene: the 
objects they can see, what the people are doing, 
the time and place – whatever is appropriate to the 
scene or the learning situation.
ix
9781107643673_VRB_01_FM.inddor mobile device?
Woman 2: I watch movies on my phone, um, quite 
frequently because I take the train to work. I 
probably see one or two a week. 
 Lisa: And how often do you go to the theater to 
watch a movie?
Woman 2: I go pretty frequently. I would probably say, 
once or twice a month. 
 Lisa: What makes the theater so special for you? 
Woman 2: The special effects are much better in the 
movie theater. 
 * * *
 Lisa: Well, that was some fun research for school. 
And those people really love their movies and 
their movie theaters. What do you think? Do 
you like to watch movies on the big screen 
or the small screen? Why do you think movie 
theaters are still so popular? 
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Unit 5: A family picnic
Beth introduces her family members during their picnic in 
the country. 
 Beth: Hi, I’m Beth, and this is my husband, Chris. 
We’re here for a family picnic. We’re having the 
picnic in the country.
 * * *
 Beth: That’s my dad, Ted. He loves to fish. And that’s 
my mom, Angela, on the left. She’s talking to 
my Aunt Helen and Uncle James. Helen is my 
mom’s sister, and James is Helen’s husband.
 * * *
 Beth: And that’s my sister, Kimberly. Jake’s playing 
in the woods. He’s twelve years old and 
very active.
 Kimberly: Jake, what are you doing? 
 Beth: Kimberly is Jake’s mom.
 Kimberly: Jake! 
 Beth: So Jake is my nephew.
 * * *
 Beth: That’s Ryan and Megan. Ryan is Kimberly’s 
husband, and Megan is their daughter. So he’s 
my brother-in-law, and she’s my niece. 
 * * *
 Beth: Here are my mom’s parents, Kathleen and 
Jerry. So they’re my grandmother and 
grandfather. They’re my grandparents. 
 Kathleen: Oh, look. There’s Ted. What’s he doing?
 Jerry: He’s trying to catch a fish. 
 * * *
 Chris: OK, everybody. Over here!
 Beth: And now Chris is taking a family photograph. 
He takes a picture of us every time we 
get together. 
 Chris: Say, “cheese!”
 Everybody: Cheese!
 Beth: And that’s my family. 
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Unit 6: I like to stay in shape.
Tim tries to impress Anne by telling her about his 
fitness routine. 
 Anne: Hi.
 Tim: Oh, hi. It’s a beautiful morning, huh? Do you always 
come out here this early? 
 Anne: Yes, I do. I usually get up around five o’clock. What 
about you? Do you come out here a lot?
 Tim: Yeah, I do. I like to stay in shape. 
 Anne: You do?
 Tim: Yes. 
 Anne: How often do you exercise?
 Tim: Every day. 
 Anne: Really?
 Tim: Yeah, I usually start my day with some stretches. 
Then, I always do some sit-ups, lift some weights, 
and, when the weather’s nice, my bike and I are 
never too far apart. 
 Anne: Wow. You’re amazing.
 Tim: Yeah, well, it’s important to take care of yourself.
 Anne: What else do you do to stay in shape?
 Tim: Well, on Tuesdays, I’m on the tennis court by 5:30. 
 Anne: I play tennis, too. How well do you play?
 Tim: Pretty well. 
 Anne: That’s a lot of exercise for the weekdays. What do 
you do on the weekends?
 Tim: Saturdays and Sundays are my days for team sports. 
 Anne: Now, that’s a lot of exercise.
 Tim: Yes, it is. 
 Anne: Oh, look at the time. I should get started.
 Tim: Yeah? How far are you going?
 Anne: Just a couple miles. Hey, do you want to join me?
 Tim: Uhh. 
 Anne: It’s not that far for a fit guy like you.
 Tim: No, no, not far at all. . . . Yeah, I’ll . . . join you. 
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Unit 7: My trip to London
Melissa tells Lili about her trip to London. 
 Melissa: Hi, Lili!
 Lili: Hi, Melissa! 
 Melissa: Ah, you look great!
 Lili: You do, too. You look very well rested. How was 
your trip to London? Did you have any free time 
between meetings?
 Melissa: London was great. We were very busy all week, 
but I had some free time on Saturday and Sunday 
morning. I flew back on Sunday evening. 
 Lili: Did you take any pictures?
 Melissa: Better than that. I have videos. 
 Lili: Excellent! 
 Melissa: I can’t wait to show you. You’re going to love this.
 Lili: I can’t wait to see them. 
 Melissa: I did a lot on Saturday. First, I went to the London 
Eye. Here it is.
 Lili: Did you go on it?
 Melissa: Yes, I did. The views were fantastic. Then, I went 
on a boat on the River Thames. 
 Lili: What was the weather like? Doesn’t it rain a lot 
in England?
 Melissa: The weather was OK. It didn’t rain all the time.
 Lili: That’s good. 
 Melissa: The boat ride was really interesting. I saw Tower 
Bridge and the Tower of London. 
 Lili: Did you go in the Tower of London?
 Melissa: No, I didn’t have time. Then, I visited Buckingham 
Palace. This is where the Queen lives when she’s 
in London.
 Lili: Was she there when you visited?
 Melissa: No. Her flag wasn’t on top of the palace. That 
means she’s not there. 
 Lili: Oh, is that a guard? 
 Melissa: Uh-huh. 
 Lili: I like his hat. 
 Melissa: Yes, it looks heavy. The guards are very intense. 
Their attention is one hundred percent on their 
duties. They never move or speak. They ignore all 
the tourists around them.
 Lili: Did you take a tour? 
 Melissa: No, I didn’t. I didn’t have time. 
 Lili: That’s a shame.
 Melissa: I know. 
 Lili: What did you do next?
 Melissa: Then, I took a bus to St. Paul’s Cathedral.
 Lili: Wow. That looks amazing.
 Melissa: Yeah. They built it on the highest point in the city. 
So, that way, you can see the dome from almost 
anywhere in London.
 Lili: It’s really beautiful.
 Melissa: Yeah. So that’s everything I did on Saturday.
 Lili: You did a lot. 
 Melissa: Yes. Then, on Sunday, before I went to the airport, 
I walked around. I went to Westminster Bridge. 
I walked across it. I saw Big Ben and Parliament 
and Westminster Abbey.
 Lili: Did you go inside? 
 Melissa: No, I didn’t have time. I had to go back to the 
airport. I only spent a day and a half in London, 
but it was great. I went on the London Eye. I 
went on a boat ride on the River Thames. I saw 
Tower Bridge and the Tower of London. I visited 
Buckingham Palace and St. Paul’s Cathedral. I 
walked across Westminster Bridge, saw Big Ben, 
and visited Westminster Abbey. It was wonderful. 
Oh, but what about you? Did you have a good 
weekend? What did you do?
 Lili: Me? I had a great time. I cleaned my apartment. 
I did laundry. I went to the pharmacy. I took a 
subway ride and saw my brother’s baseball game. 
And I visited a lovely supermarket where I bought 
groceries. It was wonderful. And I have video, too. 
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Unit 8: Nice neighborhood
Carmen and Luis learn about their new neighborhood. 
 Carmen: We really like the apartment!
 Luis: Yeah, it’s good. Very roomy.
 Sarah: Good!
 Carmen: What’s the neighborhood like?
 Sarah: Oh, it’s a very special neighborhood. There’s a 
real mix of people here. There are older people, 
young families, and students. There’s a lot of 
different cultures.
 Carmen: So, it’s a safe neighborhood.
 Sarah: Oh, yes! It’s very safe, and quiet. There isn’t much 
noise. Well, usually!
 Carmen: Is there much crime?
 Sarah: Oh, no, there isn’t much now.
 Carmen: Now?
 Sarah: Well, there were some problems, but that was ten 
years ago.
 Carmen: OK.
 Luis: What about public transportation?
 Sarah: The public transportation is excellent. It’s just a 
few minutes to downtown. 
 Carmen: We like to eat out. Are there many restaurants 
and coffee shops?
 Sarah: Oh, yes. There are a lot of restaurants! Just take a 
walk down the street, to the end,and you’ll see. 
There are lots of Greek and Italian restaurants. 
There’s Indian, Chinese, . . . everything!
 Carmen: Sounds great!
 Luis: OK. Let’s take a look. Thank you for your help. 
 Sarah: It was my pleasure. Give me a call this afternoon 
because this apartment won’t last long!
 Carmen: OK. Thank you! Bye.
 Luis: Bye!
 Sarah: Bye!
 * * *
 Carmen: I love that bookstore! What a great 
neighborhood. 
 Luis: Yeah.
 Carmen: There’s a movie theater and restaurants!
 Luis: Movie theater, restaurants.
 Carmen: There’s a furniture store.
 Luis: Uh-huh. Yeah.
 Carmen: And there’s a jewelry store. My birthday’s 
coming up . . . 
 Both: . . . next month.
 Luis: Yeah, I know.
 * * *
 Carmen: Look, Luis, there’s a really nice grocery store.
 Luis: Yeah, that’s a nice grocery store.
 Carmen: And there are a lot of really good coffee shops. I 
really like this neighborhood!
 Luis: Yeah, it’s . . . really great. Wow! That’s an 
amazing guitar!
 Carmen: So, can we take the apartment?
 Luis: Sure. Why not? Let’s go for it.
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Unit 9: Suspicious visitors
Sarah and George are relaxing at home when they are 
surprised by visitors.
 Radio: And in other news, two prisoners escaped from 
the state prison this morning. They are traveling 
in a dark SUV. These men are dangerous and 
have guns. The governor says. . . . 
 George: Sarah, would you like another cup of coffee?
 Sarah: No, thanks. . . . [sounds of car stopping outside] 
Honey, do we know anyone who has an SUV?
 George: An SUV? The Thompsons have an SUV. A 
green one.
 Sarah: This one’s not green.
 George: It’s not? What color is it?
 Sarah: I can’t tell. It’s red, or brown. It’s dark.
 George: Where is it?
 Sarah: It’s parked in front of the house. And there are 
two people inside.
 George: Really?
 Sarah: Uh-huh. And now they’re getting out of it.
 George: What do they look like?
 Sarah: One man’s tall, and he’s got dark hair, and he’s 
wearing sunglasses.
 George: And how about the other one?
 Sarah: He’s short. He’s wearing a baseball cap and 
sunglasses, too. I think they’re coming here.
 George: Sarah, you keep watching. I’m going to call 
the police.
 Sarah: The police? Why are you calling the police?
 George: There was a news report on the radio a moment 
ago. Two men escaped from the state prison this 
morning. They’re dangerous, and they have 
guns. They’re traveling in a dark SUV!
 Sarah: Well, hurry up! Go call the police!
 George: (phone) Yes. I’d like to report two suspicious 
persons. . . . 353 Elm Road, Salem. . . . George 
Adams: A-D-A-M-S. . . . (to Sarah) What are they 
doing now?
 Sarah: They’re standing in the driveway, and they’re 
looking around.
 George: (phone) They’re standing in the driveway looking 
around. . . . (to Sarah) About how old are they? 
Can you tell?
 Sarah: The short one is about twenty, . . . 
 George: (phone) The short one’s about twenty, . . . 
 Sarah: . . . and the tall one looks like he’s in his forties. 
 George: (phone) . . . and the tall one looks like he’s in 
his forties.
 Sarah: George, they’re walking up to the front door!
 George: (to Sarah) It’s all right, Sarah. Help is on the way! 
(phone) Right. . . . Yes. . . . Thank you so, so 
much. Bye.
 Sarah: Wait a minute! I can see them now. George! The 
tall one, it’s . . . 
 Harry: Cousin George! So this is the right address. It’s 
been so long, I wasn’t sure I remembered.
 George: Cousin Harry! What are you doing here?
 Harry: We’re passing through town, so we decided to 
stop in and say hello. The last time you saw my 
daughter, Alexis, here, she was just a baby.
 Alexis: Hi.
 Sarah: Alexis, look at you! You’re all grown up! It is great 
to see you both. Come on in! 
 Harry: Wow. Sounds like a rough neighborhood.
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Unit 10: What took you so long?
On his way to meet Linda, Jacob has some problems. 
 Waiter: Can I take your order?
 Linda: I’m waiting for my brother, but he hasn’t 
arrived yet.
 Waiter: Oh, OK. I’ll come back.
 Linda: Thank you.
 Jacob: Linda, I’m really sorry.
 Linda: It’s OK, Jacob. I’ve only been here for a little 
while. Is everything all right?
 Jacob: Yes, it is now, but you won’t believe what just 
happened to me.
 Linda: What happened?
 Jacob: Well, first of all, I was late leaving my 
apartment, so I had to hurry. Then, just 
after I got in my car, I saw my neighbor, Mrs. 
Flanagan. She had a heavy trash can, and she 
couldn’t move it very easily. So, I helped her.
 * * *
 Jacob: Mrs. Flanagan, wait! Let me help you 
with that.
 * * *
 Linda: That was kind of you.
 Jacob: Yeah, but, right after, there was a problem. 
When I went back to my car, I couldn’t get in.
 Linda: Did you lock your keys in the car?
 Jacob: Can you believe it?
 Linda: Oh, no. What happened next?
 Jacob: First, I tried to call you, but I got 
your voicemail. 
 * * *
 Linda: (Voicemail message) Hi, this is Linda. I can’t 
take your call right now, but leave me a 
message, and I’ll get back to you as soon as 
I can. 
 * * *
 Jacob: Then, I called a locksmith.
 Linda: And did he open your car door for you?
 Jacob: Yeah.
 * * *
 Locksmith: Great.
 Jacob: There you go.
 Locksmith: OK, this is yours. 
 Jacob: Great. Thank you so much.
 Locksmith: Have a good day.
 Jacob: Thanks. Thanks, again.
 Locksmith: OK. See you around.
 Jacob: All right. See you later. Bye.
 * * *
 Linda: How long did it take?
 Jacob: About two minutes. So, I paid him and 
came here.
 Linda: How much did it cost you?
 Jacob: Oh, it wasn’t very expensive. It cost only . . . 
 Linda: What is it?
 Jacob: My wallet! It’s still in the car. I put it in the 
glove compartment.
 Linda: Don’t worry, Jacob. You’ve had a hard day. I 
haven’t taken you to dinner in a long time. 
This is my treat.
 Jacob: No, I insist. Wait right here. I’ll be right . . . 
 Linda: Is everything OK?
 Jacob: Yeah. I can’t remember where I parked my car. 
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Unit 11: San Francisco!
Dr. and Mrs. Smith get directions and advice about what to 
do and see in San Francisco. 
 Clerk: Thank you. Here is your card and a copy 
of the bill.
 Mrs. Smith: Thank you.
 Clerk: Did you enjoy your stay with us?
 Dr. Smith: Yeah, it was fine, thank you.
 Clerk: Where are you traveling to today?
 Dr. Smith: We’re heading south, to San Francisco.
 Clerk: San Francisco is great!
 Mrs. Smith: We’re going to stay there for just a 
couple of days.
 Clerk: Have you been there before?
 Dr. Smith: Well, I’ve been there once, when I was a kid, 
but Mona, she’s never been there.
 Clerk: What are you planning to do while 
you’re there?
 Mrs. Smith: No plans. We just want to explore. I want to 
see all the sights.
 Clerk: Well, you can start with a cable car ride. 
 Mrs. Smith: Oh, definitely.
 Clerk: It’s a really fun thing to do.
 Mrs. Smith: Yes, we definitely want to do that.
 Clerk: And you should visit Fisherman’s Wharf.
 Mrs. Smith: Fisherman’s Wharf? 
 Clerk: Oh, yeah. You can find a little bit of 
everything there. 
 Mrs. Smith: OK. This sounds pretty good.
 Dr. Smith: Yes. I remember some pretty interesting 
houses. They had lots of colors and 
architectural details. Do you know what I’m 
talking about? 
 Clerk: I think you mean the Painted Ladies. You can 
find them in Alamo Square.
 Dr. Smith: Right! Yes.
 Clerk: Alamo Square is this small park surrounded 
by really wonderful Victorian houses. We call 
them Painted Ladiesbecause they’re so fancy 
and colorful. You should definitely go there 
and see them. And don’t miss Lombard Street. 
It’s very cool. It’s a very steep hill with lots 
of curves.
 Dr. Smith: Wow! That all sounds very interesting.
 Clerk: If you have time, you can take a boat trip 
to Alcatraz. It’s really interesting. And you 
shouldn’t miss Golden Gate Park and the 
Japanese Tea Garden.
 Mrs. Smith: Wow. Thank you! This is very helpful.
 Dr. Smith: What’s the best way to drive to San Francisco?
 Clerk: The most interesting way is across the Golden 
Gate Bridge.
 Dr. Smith: Right.
 Clerk: Just join Highway 101 [one-oh-one] about five 
miles down the road, and it takes you across 
the bridge.
 Dr. Smith: Excellent! Thank you so much. 
 Clerk: My pleasure! Enjoy San Francisco.
 Mrs. Smith: Oh, thank you. How much for the cards? 
 Clerk: Nothing. It’s my gift.
 Mrs. Smith: Oh, thank you!
 Clerk: You’re welcome. Have a good trip!
 Dr. Smith: Certainly will. Thank you so very much.
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Unit 12: Onion soup and chocolate
People discuss their home remedies for winter colds. 
 Host: It’s fall here in New England, and that means it’s 
cold season. When you get a cold, what do you 
do about it? Do you stay in bed? Do you take an 
aspirin? Or do you just wait for it to go away? 
Let’s find out what some people do for a cold.
 * * *
 Host: Hi, we’re asking people advice about what they 
do when they get a cold.
 Henry: Oh, ok. 
 Host: So, what should you do when you get a cold?
 Henry: Well, I think it’s a good idea to take vitamin C.
 Host: Anything else?
 Henry: It’s usually helpful to drink a lot of coffee.
 Host: Coffee? Does that work for you?
 Henry: Yes, usually it does.
 Host: Thank you.
 Henry: You’re welcome.
 * * *
 Host: Hi. We’d like your advice. 
 Anna: Sure.
 Host: What should you do when you get a cold?
 Anna: Oh, I hate colds. It’s really good to drink hot 
lemon and honey. That always makes me feel 
better, and that’s good for when you have a sore 
throat, too.
 Host: Is it a good idea to stay in bed?
 Anna: Yes, maybe. I think it’s helpful to rest.
 Host: Thank you very much.
 Anna: You’re welcome.
 * * *
 Host: Hi. Can we ask you a question?
 Kathleen: But of course!
 Host: What should you do when you get a cold?
 Kathleen: Oh, I never get a cold.
 Host: Really?
 Kathleen: Yes, because when I feel a cold coming on, I 
know it’s important to eat lots of homemade 
onion soup.
 Host: OK.
 Kathleen: Oh, and it’s a good idea to eat lots of 
chocolate, too.
 Host: At the same time as the onion soup?
 Kathleen: No, after. The onion soup gives you vitamins, 
and the chocolate gives you energy. That stops 
the cold virus. Oh, uh, it’s a good thing to keep 
very warm, too. It’s not a good idea to hang 
around on the street.
 Host: OK. Thank you.
 Kathleen: Bye!
 * * *
 Host: What should you do when you have a cold?
 Roberto: I have a cold right now.
 Host: Oh! I’m sorry! So, what should you do?
 Roberto: It’s a good thing to go home and rest.
 Host: Oh, OK.
 Kathleen: You should go straight home and eat lots of 
homemade onion soup!
 Roberto: OK.
 Kathleen: And chocolate, too. Oh, and stay warm.
 Roberto: Yes, thank you.
 Kathleen: You’re welcome. . . . Well, go on. Go home.
 Host: Get well soon!
 * * *
 Host: [sneeze] Oh, no! I think I caught his cold!
 * * *
 Host: So, when you get a cold it’s a good idea to stay 
warm and get lots of rest, drink lemon and 
honey, take vitamin C, drink lots of coffee, and 
eat lots of onion soup and chocolate. . . . Ah, I 
feel better already.
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Unit 13: How about a pizza?
Carmen and Luis decide to try something new, in a way.
 Luis: You know, I’m beginning to feel hungry.
 Carmen: So am I. I really could eat something.
 Luis: How about pizza?
 Carmen: Hmm. I’m not sure. I’m not really in the mood for 
a pizza.
 Luis: You know, neither am I.
 Carmen: OK. Let’s look for something else. But I want to 
eat. Soon!
 Luis: No problem. I do, too.
 Carmen: I like Japanese food a lot. 
 Luis: So do I, but . . . 
 Carmen: We could get some sushi.
 Luis: Yeah, I’m just not sure that’s what I want.
 Carmen: But Luis, I’m hungry.
 Luis: So am I. I’m just not sure about sushi. 
 Carmen: Where do you want to go?
 Luis: Well, there’s a Mexican restaurant across the 
street. You know I love Mexican food.
 Carmen: So do I, but . . . 
 Luis: But?
 Carmen: I just really wanted to try something different.
 Luis: OK. Come on, let’s go.
 Carmen: Hey, a Thai restaurant.
 Luis: I’ve never had Thai food.
 Carmen: Neither have I.
 Carmen: (reading the menu) Seafood curry, prawns in 
coconut milk, . . . (to Luis) Mm, sounds good!
 Luis: (reading the menu) Stir-fried chicken with ginger, 
green curry, . . .
 Carmen: I think that’s really spicy.
 Luis: That’s OK. I like spicy food. 
 Carmen: Me, too.
 Luis: Let’s try it.
 * * *
 Waiter: Welcome. Do you have any questions 
about the menu? 
 Carmen: Yes. How is this dish: prawns in coconut milk?
 Waiter: Oh, it’s very good. It’s one of our most 
popular dishes.
 Luis: What about the green curry?
 Waiter: That’s very spicy.
 Luis: That’s fine. I like spicy food.
 Waiter: Do you need a little more time to decide? I can 
get you your drinks while you read the menu.
 Carmen: OK. I’d like ginger and honey tea.
 Luis: And I’ll have a jasmine smoothie.
 Waiter: OK. I’ll be right back with your drinks.
 Luis: Hey, Carmen. Look at that.
 Carmen: Wow. What is that?
 Luis: I don’t know, but it looks so good. Let’s ask. 
 Waiter: Here we are: one ginger-and-honey tea and one 
jasmine smoothie. Have you guys decided? 
 Luis: Can you tell me what that is?
 Waiter: That is our special: Thai pizza. We put grilled 
prawns and scallions on a thin layer of pizza 
dough. It is delicious.
 Carmen: Hey, Luis. How about a . . . 
 Luis: . . . pizza? (to waiter) We’ll have the Thai 
pizza, please.
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Unit 14: Around the World
Marlene, Ted, and Lili are contestants on a game show about 
geography.
 Announcer: Welcome back to Around the World, the game 
show about geography, with your host, 
Richard Darien! 
 Host: Hi, again, folks. And welcome back to the Final 
Round of our show. I’m your host, Richard 
Darien, and here are our contestants:
• A computer engineer from Seattle, 
Washington: Marlene Miller! Marlene has 
300 [three hundred] points. 
• And next to you we have a high school 
teacher from Boston, Massachusetts: Ted 
Simmons! Ted currently has 400 [four 
hundred] points, and he is in the lead! 
• And our third contestant is a café owner 
from Vero Beach, Florida: Lili Chen! Lili has 
300 [three hundred] points, so she’s currently 
tied with Marlene. 
 Oh boy, this is going to be an exciting 
game, folks. Let’s get on to the Final Round. 
Our categories are: Cities, Deserts, Islands, 
Mountains, and Rivers. And Question One, for 
fifty points, is Rivers. Fingers on those buzzers, 
please. Which is longer, the Nile River in 
Africa or the Amazon River in South America? 
[buzzer] Ted?
 Ted: Um, the Nile.
 Host: That’s right for fifty points! Ted now has 450 
[four hundred and fifty] points, and he’s still 
in the lead. On to Question Two. This one 
is worth 100 [one hundred] points, and it’s 
on the topic of Mountains. Fingers on those 
buzzers. Which is higher, Mt. McKinley in 
North America or Mt. Kilimanjaro in Africa? 
[buzzer] Marlene!
 Marlene: Mt. McKinley.
 Host: That’s right! You score a hundredpoints, for 
a total of four hundred! Watch out, Ted. She’s 
going to catch you! On to the next question, 
now worth a hundred and fifty points. 
Question Three is Cities. For a hundred and 
fifty points, what is the largest city in North 
America? [buzzer] Marlene?
 Marlene: New York. 
 Host: No! Good try. [buzzer] Ted? 
 Ted: Los Angeles?
 Host: Ooh, sorry, Ted. It’s not Los Angeles, either. 
[buzzer] Lili?
 Lili: Is it Mexico City, Richard?
 Host: Yes! Mexico City! And Lili scores a hundred 
fifty points, and now she’s tied with Ted! On to 
Question Four. Question four is Deserts. This 
is for 200 [two hundred] points. What is the 
largest desert in Asia? I’ll repeat the question. 
What is the largest desert in Asia? [buzzer] Ted.
 Ted: I know this one. It starts with ‘g.’ Go-, Go-, Gobi!
 Host: Yes, the Gobi Desert! You have 200 [two 
hundred] points, and your total score is now 
650 [six hundred and fifty] points! [bell] That’s 
the bell. This is exciting, folks. I think it’s 
time for our last question, worth 300 [three 
hundred] points. The contestant that gets 
this right wins the game and also our grand 
prize! Our final question of the game is on the 
topic of Islands. OK, contestants, get ready. 
What country is sometimes called the “island 
continent”? [buzzer] Ted?
 Ted: Is it Antarctica?
 Host: Sorry, Ted. Antarctica is sometimes called 
the “frozen continent,” but not the “island 
continent.” Anybody else? [buzzer]
 Lili: Is it Hawaii?
 Host: Sorry, Lili. Hawaii is an island, but not a 
continent. [buzzer] Yes, Marlene. What’s 
your answer? 
 Marlene: It’s Australia, Richard.
 Host: Yes, it is! And Marlene is our winner! OK, let’s 
find out what Marlene’s won! 
 Announcer: And tonight’s prize is a weekend break for 
two in one of the most exciting, beautiful, 
and fascinating cities in the United States. It’s 
Seattle, Washington!
 Marlene: But I live in Seattle.
 Host: OK, so then you know what a great place it is! 
(to audience) Until next time, that’s it for me. 
I’m your host, Richard Darien. See you next 
week on Around the World! 
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Unit 15: String cheese
Mariela is throwing a party for Todd and asks for help from 
her guests.
 Mariela: Yeah, I think it’s going to be great! Todd is going 
to love this party. 
 Olivia: Are there going to be a lot of people coming?
 Mariela: Yeah, a lot of people are coming. Oh, no! 
 Olivia: What’s wrong?
 Mariela: Cheese! I don’t have any cheese!
 Olivia: Oh.
 Mariela: You have to have cheese and crackers at a party, 
and Todd loves cheese. People are going to 
arrive soon. I don’t have time to go out and 
get some. 
 Olivia: OK, OK. Calm down. Let’s see. I’m going to Mary’s 
dance performance, but I’ll call Melanie. I’ll tell 
her to get some cheese on her way to the party. 
OK?
 Mariela: Thank you so much!
 Olivia: What kind of cheese do you want?
 Mariela: Some Brie, some Gouda, some Cheddar. Oh, 
and some string cheese. Todd really likes 
string cheese.
 Olivia: OK. I’ll tell her. See you later.
 Mariela: Thank you!
 Olivia: Bye, Mariela!
 Mariela: Bye!
 * * *
 Melanie: (voicemail message) Hi, this is Melanie. Please 
leave your name after the beep.
 Olivia: Hi, Melanie. It’s Olivia. Can you get some cheese 
for Todd’s party? Buy a few different kinds of 
cheese, you know, Brie, Gouda, Cheddar. Oh, and 
string. Mariela said Todd really loves string. OK? 
Call me back when you get this message.
 Jessica: (voicemail message) Hi, . . . 
 Olivia: Hi, Jessica?
 Jessica: (voicemail message) . . . this is Jessica. I’m so sorry 
that I can’t talk to you, but please leave me a 
message. Talk to you later.
 Olivia: Hi, Jessica, it’s Olivia. May I ask you for a favor? 
Mariela needs some cheese for Todd’s party. 
She’s getting ready for the party, and I’m going 
to Mary’s dance performance, so neither of us 
can get it. Could you please pick some up on 
your way to the party? Just a few kinds: 
some Brie, Edam, Cheddar, whatever. Thanks. 
See you later.
 Carlos: Hello? 
 Olivia: Hi, Carlos? It’s Olivia. How are you?
 Carlos: Olivia, hi. I’m fine, thanks. We’re seeing you at 
Todd’s birthday party, right?
 Olivia: Yeah, that’s right. Listen, Carlos, could you bring 
some cheese to the party?
 Carlos: Cheese?
 Olivia: Todd really loves cheese, and Mariela didn’t get 
any, and now she’s in a panic about it. 
 Carlos: Yeah, sure. What kind of cheese?
 Olivia: Camembert, I think, or Roquefort, and some 
Gorgonzola. Oh, and some string cheese. 
 Carlos: OK, Olivia. I’ll do it. Don’t worry. 
 Olivia: Thanks, Carlos. It’s so nice of you to help us.
 * * *
 Mariela: Hi, Olivia!
 Olivia: Hi! Happy birthday, Todd!
 Todd: Hey! Thanks, Olivia! Nice.
 Olivia: (to Mariela) Is Melanie, here?
 Mariela: Uh, no, she isn’t.
 Olivia: [knocking] That might be her.
 Mariela: No, Todd! It’s your birthday. Let me!
 Todd: OK.
 Mariela: Hi, Carlos! 
 Carlos: Hey, how are you? It’s good to see you.
 Mariela: Great. Come on in.
 Todd: Carlos!
 Carlos: Happy birthday, Todd!
 Todd: Thank you so much.
 Mariela: Hi, Jessica.
 Jessica: Hi, hi! Happy birthday, Todd!
 Mariela: (to Jessica and Carlos) Thank you! Thank you!
 Jessica: No problem! Olivia asked me to get Edam and 
Cheddar and Brie.
 Carlos: And she told me to bring Roquefort, Camembert, 
and Gorgonzola.
 Mariela: Wow! That’s, great! Thank you. . . . Hi, Melanie!
 Melanie: Hey, Carlos. Hey, Mariela! Hi, Jessica. OK, so, 
Olivia said we needed some cheese for this party. 
We have Brie. We have Gouda. We have Cheddar. 
Oh, and this is for you, Todd. 
 All: (mumbles of confusion, then realization and 
laughter) What’s that? What? Oh! String! 
String cheese!
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Unit 16: Life changes
Three young people describe how their lives have changed 
since they finished school and started working. 
 Announcer: The time just after leaving school is when 
young people face a lot of change in their 
lives. We talked to three people about how 
their lives have changed and their plans for 
the future.
 * * *
 Reza: My name is Reza, and I’m a lawyer. I work in 
Boston [Massachusetts] at a large law firm 
downtown. 
In college, I was a political science major. 
And after college, I went to Washington, 
D.C., to work in politics. I worked on Capitol 
Hill for about two years, which is where the 
government is, and it’s also the center of 
the city. 
Working in government, I learned more about 
the law. And I wanted to get more education 
in the law. I decided I wanted to come back 
home and go to law school in Boston. 
When I graduated, I had a job ready for me, 
and I started work right away at the firm. The 
stress level now is a lot different than when I 
was in law school. 
In law school, you’re stressing about your 
academics, but when you’re practicing law, 
as a lawyer, you’re worried about doing the 
best job you can on those projects that you’re 
working on for your clients. 
For the future, I hope to have a wife. I hope to 
have a family, . . . kids. And I hope to love the 
work that I’m doing and to be excited about it 
every day that I wake up.
 * * *
 Kim: (on phone) Yes, it’s Kim Kalunian from the 
Warwick Beacon. I’m just fine. How are you? 
(interview) I’m a freelance reporter for the 
Warwick Beacon. The Warwick Beacon is a 
small newspaper, located in my hometown, 
Warwick, Rhode Island.
I actually got into this business by accident. 
In high school, we had to do an internship. I 
was interested in theater, so I approached the 
editor of the Beacon and asked if I could do 
some theater reviews. He accepted me 
as an intern, but he wanted me to write 
about everything.After I finished my internship, my editor 
offered me a position as a freelance reporter, 
and I immediately accepted the offer. I 
was really lucky to get the job. But I’m a 
freelancer, so I’m responsible for discovering 
my own news. 
In the future, I hope to write for a larger 
publication that’s more widely read. I’d really 
love to interview someone famous, like the 
president of the United States. 
 * * *
 Robert: My name is Robert. I went to school at Tufts 
University in Boston, Massachusetts. I majored 
in English and Philosophy because I’m a 
student of how people think.
I do improv comedy, and I make people 
laugh three or four times a week. “Improv” 
is short for “improvisation,” where people 
make up things without any preparation. 
When a show starts, we’ll ask an audience 
member for a suggestion. Maybe we’ll ask, 
“What’s your favorite food?” And they might 
say, “Spaghetti.” And from there, we’ll think of 
something funny to do using the input 
of “spaghetti.”
I started taking classes in comedy after 
graduating from Tufts, and now I know 
enough comedy that I teach people. 
(class) Pass that focus and concentration all 
the way around the circle. Good. Make that 
eye contact. Make it crisp!
(interview) I’m much happier now than when I 
was in college because I’ve found something 
that really makes me happy. 
(class) Good! All right! Good!
(interview) Five years from now, I would love 
to be working on a TV show in Hollywood 
or performing on a major stage in New York 
or Chicago.
 * * *
 Announcer: Reza, Kim, and Robert have all made plans 
for their careers and future lives. Let’s hope 
that their plans, and your plans, are a 
great success. 
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1
1.	 	 2.	 	 3.	 	 4.	
Are	you	Evan	Chu?
In North America, people go to conferences to learn more about 
their work, their hobbies, and other interests. At conferences, people 
usually don’t know each other. They wear name tags to make it 
easier to meet each other and to help them remember new names. 
People at conferences usually use each other’s first names.
Where do people wear name tags in your country? 
When people meet new people at places like conferences, do they use 
 first names or titles (Ms., Mrs., Mr., Professor) with last names?
VOCABULARY  At a conference2
pair work 	 Here	are	some	conference	words	and	phrases.	
Write	the	words	and	phrases	under	the	pictures.
clerk	 name	tag	 introducing	yourself	 ✓participant
participant
GUESS THE STORY3
Watch the first minute of the video with the sound off. 
What	do	you	think	happens	to	Mike?	Check	(✓)	your	answer.
	 Mike	uses	the	wrong	name	tag.
	 Mike	changes	his	name	to	Evan	Chu.
	 Mike	doesn’t	use	any	name	tag.
CULTURE1
Preview
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GET THE PICTURE4
A	 Check	your	answer	to	Exercise	3.	Did	you	guess	correctly?
B	 Put	the	pictures	in	the	correct	order	(1	to	4).	Then	write	the	correct	
sentence	from	the	video	under	each	picture.	Compare	with	a	partner.
“Excuse	me.	This	isn’t	mine.”
“Good	to	see	you!	How’s	it	going?”
“Hi.	I’m	Evan	Chu.”
“Hi,	Rachel.	Good	to	meet	you.”
WATCH FOR DETAILS5
Check	(✓)	the	correct	answers.	Then	compare	with	a	partner.
1.	 Mike’s	last	name	is		 		.
	 	 O’Neill
	 	 Chu
	 	 Anderson
2.	 Linda	and	Mike	are	probably		 		.
	 	 friends
	 	 family
	 	 strangers
3.	 The	clerk	gives	Evan		 		.
	 	 no	name	tag
	 	 a	new	name	tag
	 	 Linda’s	name	tag
4.	 Mike	is	wearing		 		.
	 	 his	name	tag
	 	 Bill’s	name	tag
	 	 Evan’s	name	tag
5.	 There	are		 		name	tags	for	Evan	Chu.
	 	 three
	 	 two
	 	 zero
✓
Watch the video
1
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WHAT’S YOUR OPINION?6
Check	(✓)	your	opinion.	Then	compare	with	a	partner.
1.	 When	the	clerk	can’t	find		
Evan’s	name	tag,	how	does		
she	feel?
	 	 angry
	 	 amused
	 	 confused
2.	 When	Evan	meets	Rachel	and	
Mike,	how	does	he	feel?
	 	 pleased
	 	 amused
	 	 surprised
3.	 When	Mike	realizes	he	has	
Evan’s	name	tag,	how	does		
he	feel?
	 	 angry
	 	 embarrassed
	 	 pleased
	 angry	 confused	 embarrassed	 pleased
ROLE PLAY  At a conference7
A	 Imagine	you	are	at	a	conference.	Choose	your	name,	hometown,	and	job.	
Write	them	below.	Make	a	name	tag	for	yourself.
My	name	is		 		.
I	am	from		 		.
I	am	a/an		 		.
B	 class activity 	 Now	walk	around	the	room	
and	introduce	yourself.	Have	conversations	like	this:
A:	Hello,	my	name’s	Sidney.
B:	 Hi,	I’m	Michelle.
A:	Where	are	you	from,	Michelle?
B:	 I’m	from	Paris,	France.	What	about	you?
Follow-up
I’m	from		
Ontario.
Where	are		
you	from?
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WHAT DID THEY SAY?8
Watch	the	video	and	complete	the	conversation.	Then	practice	it.
Mike, Bill, and Rachel introduce themselves.
	 Mike:	 Hi,		 		Mike		 		.
	 Bill:	 	What	did	you	say	your	name	was		 		?
	 Mike:	 		Mike.	Mike	O’Neill.
	 Bill:	 	 		.	I’m	Bill.	Bill		 		.
		to	meet	you,	.	.	.	Mike.
	 Mike:	 Good	to		 		you,		 		.
	Rachel:	 Hi.		 		.
	 Bill:	 Hi.		 		me.
	Rachel:	 	Hi,	I’m	Rachel	Stevens.		 		to	the	conference.
	 Mike:	 	Hi,	Rachel.		 		to	meet	you.	And,		 	
do	you	do?
	Rachel:	 	I,	um,	I	have		 		own	business.	I’m	an	interior	
		,	but	I	volunteer	with	the		 	
History	Association.	Are	you	from		 		here?
	 Mike:		 Oh,	no.	I’m		 		Chicago.
	Rachel:	 Chicago.	Nice		 		.	
	 Mike:	 		you.
QUESTIONS WITH BE9
WH-QUESTIONS  Getting to know people10
Language close-up
A	 Complete	the	questions	with	is	or	are.
1.	 		Mike’s	last	name	Chu?
2.	 		Mike	and	Evan	conference	participants?
3.	 		Evan	and	Bill	friends?
4.	 		Rachel	a	participant?
5.	 		Mike	an	interior	designer?
B	 pair work 	 Take	turns	asking	and	
answering	the	questions.
A:	Is	Mike’s	last	name	Chu?
B:	 No,	it	isn’t.	It’s	O’Neill.
A	 Complete	these	questions	with	is,	are,	do,	or	does.	
1.	 What		 		Evan’s	last	name?
2.	 Where		 		Mike	from?
3.	 Who		 		the	participants?
4.	 What		 		Rachel	do?
5.	 Where		 		Evan’s	first	name	tag?	
B	 pair work 	 Take	turns	asking	and	answering	
the	questions	above.	
C	 class activity 	 Now	find	out	about	your	
classmates.	Write	three	more	questions.	Then	go	
around	the	class	and	ask	them.
1.	
2.	
3.	
4.	
is
Is
What’s your first name?
I’m O’Neill
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2 I love my job! 
VOCABULARY  Occupations2
pair work Who works inside, who works outside, and who 
works in both places? Put the words in the chart. Can you add 
three more words?
CULTURE1
How many hours a day do people work in your country? 
What are typical office hours? Do people also work part time? 
Do people often change jobs or careers?
In North America, people with full-time jobs usually work eight 
hours a day. The hours of a typical office job are 9:00 a.m. to 
5:00 p.m. Many people also work part time. Some people work 
two or more part-time jobs. People in North America usually 
change jobs several times in their lives. The average person also 
changes careers – not just jobs – two or three times.
chef
cab driver
dance instructor construction worker waiter mover
Preview
Inside	 Outside	 Inside	and	Outside
 
 
 
 
 
 
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GUESS THE STORY3
Watch the first 25 seconds of the video. 
Which jobs is Lisa going to focus on? 
WATCH FOR DETAILS 5
Check (✓) True or False. Then correct the false statements. 
Compare with a partner.
GET THE PICTURE4
Match the pictures of the people with their names and their jobs.
 cab driver dance instructor
 chef mover
 construction worker waiter
1. Sasha 2. Brian 3. Tim 4. Chris
waiter mover dance instructor cab driver
Watch the video
	 True	 False
1.  Tim doesn’t like his job. ✓ 
2.  Tim doesn’t drive the truck. 
3.  Sasha works five hours a day. 
4.  Chris works long hours. 
5.  Chris works at night. 
6.  Brian starts work at 9:00. 
Tim likes his job.
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GIVING REASONS6
pair work Read the sentences below. Then use them to complete the chart. 
ROLE PLAY  Jobs7
pair work Imagine you are one of the people in the video. 
Don’t tell anyone who you are. Walk around the room and use these 
questions to ask about each other’s jobs. Guess people’s jobs.
Do you like your job?
What do you like or not like about your job?
It helps people get 
fit and be healthy.
People are hungry.
It’s fun to drive 
a big truck.
People don’t have 
time to cook.
It’s necessary to 
work long hours.
There is traffic.
It’s fun to teach 
people new moves.
There are different 
problems to solve.
Follow-up
Reasons	Tim	likes	his	job Reasons	Chris	doesn’t	like	his	job
Reasons	Sasha	likes	her	work Reasons	Brian’s	job	is	important
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WHAT DID THEY SAY?8
Watch the video and complete the conversation. Then practice it.
Lisa is talking to Chris.
 Lisa: Hi. Do you a minute?
Chris: .
 Lisa: What’s your name, and what 
 ?
Chris: My name is Chris, and I 
a .
 Lisa: you your job?
Chris: Most , yes.Lisa: What you about your job?
Chris: I work . I work 
 , too. And is the .
QUESTIONS WITH DO; PRESENT TENSE VERBS9
A Complete the questions in the present tense. Complete the answers 
with the correct verb. Then practice the conversation.
 Tim: I’m a mover. I people their entire lives from 
their old home to their new home.
 Lisa: How you about your job?
 Tim: I really my job. 
 Lisa: How you your day?
 Tim: I boxes, items, and the truck. 
Sometimes I the truck. That’s the easy part.
B pair work Now have similar conversations using your 
own information. (If you don’t work, choose a job from the book.)
ASKING ABOUT JOBS10
pair work Brian’s friend is a chef in his restaurant. Think of three 
different questions Lisa could ask him about his job. Then work with 
your partner to ask and answer these questions.
1. 3. 
2. 4. 
How do you like your job?
Language close-up
have
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Kitchen items Jewelry Other
	 	
	 	
	 	
	 	
	 	
	 	
3Yard sale
Do people have garage sales or yard sales in your country? 
What old things do you have at home? 
What things would you like to sell at a yard sale?
VOCABULARY  Yard sale items2
pair work Put the words in the chart. Can you add six more words? 
Add things from your home.
In North America, people often sell old things like furniture, 
jewelry, or clothing at a garage sale or yard sale. They decide 
on prices, put the things on tables in their garage or yard, and 
then they put a sign in front of their house to advertise the sale. 
People come to look and maybe to buy. Some things at yard 
sales are antiques and are worth a lot of money.
CULTURE1
cups and saucersa necklace dishes a camerabooksa watch
a bracelet
snorkeling 
equipment
books
Preview
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WHAT’S YOUR OPINION?4
In the end, do you think 
Todd and Mariela buy any 
of these things at the yard 
sale? Check (✓) Yes or No. 
Then compare your 
answers with a partner. 
1. Mariela thinks Todd 
 
the snorkeling 
equipment.
 really wants
 really doesn’t want
GUESS THE STORY3
A Watch the video with the sound off. Which things from Exercise 2 
do you see at the yard sale? Circle the things you see. 
B What do you think the man wants to buy? What does the woman want to buy? Make a list.
MAKING INFERENCES5
pair work Check (✓) the best answers.
2. Todd thinks the 
snorkeling equipment is 
 .
 cheap
 expensive
3. Todd thinks the necklace 
and bracelet are 
 .
 a good price
 too expensive
4. Todd thinks the watch is 
 .
 not very nice
 too old
Watch the video
 Yes No
1. the snorkeling 
equipment 
2. the necklace 
3. the bracelet 
4. the watch 
5. the bouncing toy 
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Joanna Kerr
Interchange Video Reource Book 1(VRBO1)CUP
03.19 - 03.24
 Teach
Yourself
Joanna Kerr
Interchange Video Reource Book 1(VRBO1)CUP03.19 - 03.24
Joanna Kerr
Interchange Video Reource Book 1(VRBO1)CUP
03.19 - 03.24
Joanna Kerr
Interchange Video Reource Book 1(VRBO1)CUP
03.19 - 03.24
Joanna Kerr
Interchange Video Reource Book 1(VRBO1)CUP
03.19 - 03.24
Joanna Kerr
Interchange Video Reource Book 1(VRBO1)CUP
03.19 - 03.24
ROLE PLAY  Shop at a Yard Sale6
A pair work Imagine you are at a yard sale. Number the sentences 
 (1 to 6) to make conversations. Then practice the conversations. 
B class activity Plan a class yard sale. Form two groups. 
Make a list of things your group will sell, and give each item a price.
Now have the yard sale:
Group A: You are the sellers. Try to sell everything on 
your list to Group B. Then change roles and decide 
what to buy from Group B.
Group B: You are the buyers. 
Ask questions and decide what to buy. 
Then change roles and try to sell 
everything on your list to Group A. 
1. And how much are these earrings?
 Hello. Can I help you?
 It’s twelve dollars.
 Yes, how much is this ring?
 They’re twenty dollars.
 Thanks. I’ll think about it. 
2. Can I help you?
 Oh, that’s pretty expensive.
 OK. I’ll take it.
 Yes, how much is this MP3 player?
 Well, how about thirty dollars?
 It’s forty dollars.
1
Follow-up
Items for sale Price
	
	
	
	
	
	
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WHAT DID THEY SAY?7
Watch the video and complete the conversation. Then practice it.
Mariela and Todd are looking at things at the yard sale.
 Todd: Hey, Mariela, how do you this?
 Mariela: Oh, , Todd.
 Todd: Oh, come on. It’s only a .
Mariela: you really it, Todd?
 Todd: No. I guess right. 
 Sarah: Hi. Can I you?
 Todd: No, thanks . We’re just .
 Mariela: Oh! Todd, over here. Just look at this lovely 
old .
 Todd: Yeah, it’s .
 Mariela: It’s just “OK,” Todd. It’s very .
EXPRESSING OPINIONS8
Todd says these sentences. What do they mean in the video? Check (✓) the 
correct answer. Then compare with a partner.
HOW MUCH AND HOW OLD9
A Complete the conversations with how	much	is	(are)	or how	old	is	(are). 
Complete the answers with the correct verb.
1. A: this necklace?
 B: It’s only $10.
 A: it?
 B: It’s 20 years old.
2. A: these books?
 B: They’re $2 each.
 A: And they?
 B: They’re about 10 years old.
3. A: these shoes?
 B: About two years old, I think.
 A: they?
 B: They’re $20.
B pair work Practice the conversations in Exercise 9. Use items of your own.
How much is
Language close-up
1. How do you like this?
 Can you believe how little this costs?
 What do you think of this?
3. Yeah, it’s OK.
 I like it a little.
 The price is reasonable.
5. Mariela, are you kidding?
 I don’t believe it!
 Let’s go!
2. Oh, come on.
 Please let me [buy it].
 Are you kidding?
4. That’s not bad.
 It’s nice.
 The price is reasonable. 
l ike
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4
VOCABULARY  Kinds of movies2
What kinds of movies or videos do you like? Check (✓) your opinions. 
Then compare answers in groups.
Movies
In North America, most people live close to at least one movie theater. Movies 
are popular with people on dates, families, young people in groups, or just about 
anyone. Most movie theaters in North America have more than one screen. 
Some have as many as 20 or 25 screens! There are lots of different kinds of food 
and drinks to buy at movie theaters, but the most popular snack is popcorn. 
Who likes to go to movies in your country? 
What kinds of movies are popular? 
What kinds of snacks do people buy?
romance movies 
classic films 
comedies 
horror films 
science-fiction movies 
historical dramas 
CULTURE1
Preview
historical drama
comedy
science fiction
classic
horror
WHAT’S YOUR OPINION?
I love 
them. 
I like 
them. 
I don’t 
like them 
very much.
I don’t 
like them 
at all.
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GUESS THE STORY3
Watch the first 45 seconds of the video. 
Then answer these questions:
1. What different ways to watch movies does 
Lisa talk about? 
2. What is Lisa’s main question?
3. How many people is she going to interview?
 Person 1 Person 2 Person 3 Person 4
Favorite movie type science fiction thrillers science fiction horror 
thrillers horror historical drama science fiction
horror comedies and
romance
classics foreign films
classics
How often he or she 
watches a movie at 
home or on a mobile 
devicetwo or three 
times a week
two or three 
times a month
once or twice 
a week
three or four 
times a week
two or three 
times a month
five or six times 
a month
three or four 
times a month
once or twice 
a week
B Circle which people gave these opinions.
1. Special effects are better on the big screen. Person 1 Person 2 Person 3 Person 4
2. All movies are better on the big screen. Person 1 Person 2 Person 3 Person 4
3. It’s a night on the town. Person 1 Person 2 Person 3 Person 4
4. Watching movies is more fun in a group. Person 1 Person 2 Person 3 Person 4
GET THE PICTURE4
A Circle the correct answers. Then compare with a partner.
Watch the video
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INTERVIEW QUESTIONS 5
A How often does Lisa ask each of these questions, or questions that 
are very similar to these? Make a slash mark ( / ) each time you hear one of 
these questions. Then compare with a partner.
 1. Do you like movies?
 2. What type of movies do you like?
 3. How often do you watch movies on your television, computer, or mobile device?
 4. How often do you go to a movie theater to watch a movie?
 5. What makes going to the movie theater so special for you?
B What other Wh-question word does Lisa use?
MAKING PLANS7
group work Plan to see a movie with your group. Also decide where to 
watch the movie. Give your opinions with statements and questions like these:
There’s a great movie on tonight at .
Do you really like ?
That sounds good. How about you, ?
I don’t really like .
Well, what kind of do you like?
CLASS INTERVIEW6
A class activity Use the questions in Exercise 5 to interview 
at least three classmates. Have conversations like this: 
A: What types of movies do you like?
B: (movie types) 
A: How often do you watch movies on your computer?
B: About twice a week.
B Now report the results of your interviews. What types of 
movies are the most popular? Least popular? How often do 
your classmates go to movie theaters? How often do they 
watch movies at home or on their mobile devices? 
Follow-up
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WHAT DID THEY SAY?8
Watch the video and complete the conversation. Then practice it.
Lisa is interviewing Person 4.
 Lisa: What of movies you like?
 Woman: I like films. I like to see 
in other cultures.
 Lisa: Do you like movies?
 Woman: Yes, I do.
 Lisa: ? 
 Woman: I like to see the black-and-white movies.
 Lisa: How often you watch movies on your 
television, computer, or device?
 Woman: I watch movies on my quite frequently 
I take the train to work. I probably see one or two a .
 Lisa: And how do you go to the theater to a movie?
 Woman: I go pretty frequently. I would probably say, or twice a month. 
 Lisa: makes the theater so for you?
 Woman: The special effects are much in the movie theater.
OBJECT PRONOUNS9
 
A Fill in the blanks with him, her, it, or them.
B Take turns asking and answering the questions above. Give your own opinions.
GIVING REASONS10
pair work Take turns giving your opinions about movies, actors, and actresses. 
Use these sentences to start your conversations.
1. A: Do you like horror films?
 B: No, I can’t stand .
2. A: Who’s your favorite actor?
 B: Leonardo DiCaprio. I liked 
in Inception.
3. A: What do you think of Keira Knightley?
 B: I don’t know . What was 
she in?
them
4. A: What do you think of science fiction?
 B: I like a lot, too.
5. A: What do you think about romantic comedies?
 B: I like because they make 
me laugh.
6. A: Do you like 3-D?
 B: Yes, I like a lot, especially in 
action movies.
1. A: I don’t like historical dramas.
 B: Why not?
 A: I think they’re dull.
2. A: I love horror movies.
 B: Really? Why?
 A: I like feeling scared.
3. A: I don’t like thrillers at all.
 B: Why not?
 A: Because I don’t like to feel scared. 
4. A: I love going to movie theaters.
 B: What makes movie theaters so special for you?
 A: Because the special effects are better on a big screen.
Language close-up
type do
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555555555555A family picnic
In North America, 97 percent of people say that their family is the 
most important part of their life. But people in North America move 
often, and many children leave home at age 18. Many families only 
see each other on important holidays or at family parties.
■ Six percent of all families move every year.
■ On an average day, 116,438 people move.
■ People often live far away from their parents and grandparents.
■ Only 36 percent of families see their relatives once a week.
In your country, when do children leave home? 
Do families move often? 
How often do families see each other?
VOCABULARY Family2
PAIR WORK How are these people related to Jane? Fill in the blanks in her family tree.
CULTURE1
grandfather
niece daughter 6. 7. 
Jane husbandbrother 4. 5. brother-in-law 
= = = 
grandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfathergrandfather
= 
= = 
Preview
18 Unit 5
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V
ID
EO
 A
CTIV
ITIES
GUESS THE STORY3
Watch the � rst 45 seconds of the video with the sound o� . 
The young woman is Beth. Who do you think these people are?
1. 2. 3. 4. Beth’s husband
 Yes No
Beth’s parents 
Beth’s uncle and aunt 
Beth’s brother 
Beth’s sister 
Beth’s nephew 
Beth’s brother-in-law 
Beth’s niece 
Beth’s cousin 
Beth’s grandparents 
WATCH FOR DETAILS5
Check (✓) the correct answer. Then compare with a partner.
GET THE PICTURE 4
Who’s at the picnic? Check (✓) Yes or No. Then compare with a partner.
Watch the video
1. Kathleen and Jerry are Beth’s 
 parents.
 mother’s
 father’s
2. likes to � sh. 
 Beth’s father
 Beth’s brother-in-law
3. Kathleen and Jerry are looking 
for .
 birds
 Ted
4. Beth’s mother, aunt, and uncle are 
getting ready to .
 
getting ready to 
 play a game
 
 play a game
 cook lunch
5. Beth’s niece is .
 Kimberley
 
 Kimberley
 Megan
6. At every family picnic, Beth’s 
husband .
 walks in the woods
 takes a photograph
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WHAT’S YOUR OPINION?6
PAIR WORK Read the culture note on page 18 again. Do you think Beth’s family is like 
most families in North America? How is it the same and how is it di� erent? 
YOUR FAMILY7
A PAIR WORK Is your family like Beth’s? Tell about your family 
and � nd out about your partner’s. Ask questions like these:
Are you living with your parents right now?
 If not, do you live near your parents?
Do you live near or far from your brothers, sisters, 
 aunts, uncles, and grandparents?
Are you married?
Do you have children? If so, how old are they?
Do you have brothers and sisters?
Are they going to school or working?
B Draw a simple picture (or show your partner a 
photo) of your family. Your partner will ask 
questions about each person.
Is this your sister?
What does she do?
Is she studying English, too?
AN INTERESTING PERSONAN INTERESTING PERSON8
A PAIR WORK Find out about your partner’s most 
interesting relative or friend. Ask questions like these:
Who’s your most interesting relative or friend?
What’s his or her name?
What does he or she do?
Where is he or she living now?
How old is he or she?
Is he or she married?
B Now tell another classmate about your partner’s 
relative like this:
Yong-su has an interesting cousin.Her name is Son-hee.
She works at a zoo.
She’s from Seoul.
She’s working in New York now.
She’s 30 years old.
Follow-up
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V
ID
EO
 A
CTIV
ITIES
V
ID
EO
 A
CTIV
ITIES
WHAT DID SHE SAY?9
Watch the video and complete Beth’s description. Then practice it.
Beth describes her family members.
Hi, I’m Beth, and is my husband, Chris. We’re 
 for a family picnic. 
the picnic in the country. 
 That’s my , Ted. He to � sh. 
And my mom, Angela, 
 . She’s talking to my Aunt Helen and 
Uncle James. Helen my mom’s sister, and 
James is Helen’s .
 And that’s my sister, Kimberley. Jake’s in 
the woods. He’s years old and very 
 . 
Kimberley Jake’s mom. So Jake is my .
PRESENT CONTINUOUS VS. SIMPLE PRESENT10
A Complete the conversation using the present continuous 
or simple present. Then practice with a partner.
1. A: Do all of your relatives live in the United States?
 B: No, I (have) relatives in Mexico. My grandparents and older sister 
 (live) there.
2. A: What does your sister do? Does she have a job?
 B: No, she (work) right now. She (go) to school.
3. A: What is she studying?
 B: She (study) English literature. She (love) it.
4. A: What about your grandparents? Do they still work or are they retired?
 B: They (work) anymore, but they love to travel. Right now, they’re 
 (visit) China!
B CLASS ACTIVITY Write similar questions of your own. Then go 
around the class and interview your classmates about their families. 
Write some of your questions below.
this
have
Language close-up
1. 
2. 
3. 
4. 
Do your parents live in …?
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6 I like to stay in shape.
VOCABULARY  Sports and exercise2
A pair work Write the activities under the correct pictures.
In North America, most people think regular exercise is important, 
although not everyone does it. People exercise outdoors, at home, or at 
a gym or health club. Many people play sports after school, after work, 
or on weekends. They also bicycle, walk, swim, or jog. People exercise for 
different reasons: to lose weight, to stay in shape, or just to relax.
1. 2. 3. jogging
4. 5. 6. 
B Write the words from part A in the chart. Can you add two more words?
Do you exercise or play sports? 
What sports are popular in your country? 
What percentage of people in your country do you think exercise regularly? 
CULTURE1
Individual activities
 
 
Team sports
 
 
jogging
Preview
stretching	 basketball	 ✓jogging	 soccer	 weight	lifting	 volleyball
In the U.S. and Canada
Thirty-five percent 
of people exercise 
every day.
Eighteen percent
of people play team 
sports regularly.
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WATCH FOR DETAILS5
GUESS THE STORY3
Watch the first 40 seconds of the video. 
What do you think happens next?
 The man talks about his exercise routine.
 The woman talks about her exercise routine.
 The man and woman compare their exercise routines.
GET THE PICTURE 4
Check (✓) True or False. Correct the false statements. Then compare with a partner.
A Check (✓) the activities Tim talks 
about doing. 
B Circle the activities you think he really does. 
Then compare your responses with a partner.
 jogging stretching bicycling
 lifting weights swimming sit-ups
 taking walks playing tennis team sports
 True False 
1. Tim and Anne are friends. 
2. Tim really likes to exercise. 
3. Anne is more energetic and fit than Tim. 
Watch the video
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WHAT’S YOUR OPINION?6
pair work What kind of person is Anne? What 
kind of person is Tim? Choose at least one word 
for each person. 
1. What kinds of sports do you play? 4. 
2. What kinds of exercise do you do? 5. 
3. Are you in good shape? 6. 
B pair work Take turns asking and answering your questions. Your partner will 
answer playing the role of the woman or the man in the video.
HOW ABOUT YOU?8
A Complete the chart. Then compare with a partner. 
B class activity Who in the class likes to exercise? 
Who doesn’t? Make a class chart.
INTERVIEW7
A Add three questions to the list about sports and exercise. 
friendly intelligent
polite lazy
Follow-up
Anne Tim
Things you sometimes do Things you don’t usually do
Things you never do Things you would like to start doing
I sometimes . . . after school.
I never go . . . in the morning.
I don’t usually . . . on the weekend.
I’d like to start . . .
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B Imagine you are the man in the video. Change the frequency adverbs in the 
sentences where necessary. Compare with a partner.
C How often do you do these things? Use the phrases below or 
your own ideas. Then compare with a partner.
every evening twice a week very often
once a year about three times a month every day
WHAT DID THEY SAY?9
Watch the video and complete the conversation. Then practice it. 
Anne stops to tie her shoe and talks to Tim. 
 Tim: It’s a morning, huh? 
always come out here this early?
Anne: Yes, I . I get up around 
 o’clock. What about you? Do you come 
 a lot?
 Tim: Yeah, I do. I stay in shape.
Anne: You ? 
 Tim: Yes.
Anne: How often do you ?
 Tim: day.
Anne: ?
 Tim: Yeah, I usually my day with 
stretches. Then, I do some , 
lift , and, when the weather’s , 
my and I are never too far apart.
ADVERBS OF FREQUENCY10
A Rewrite the sentences with the adverbs in the correct place.
1. I get up before 5 a.m. (never)
 
2. I don’t have a big breakfast. (usually)
 
3. I play tennis after work. (sometimes)
 
4. I take a long walk on the weekend. (often) 
 
5. I watch TV. (never)
 
6. I jog in the morning. (always)
 
I never get up before 5 a.m.
Language close-up
1. go to sleep by 10 p.m. 
 
2. work late
 
3. ride a bicycle
 
4. lift weights
 
beautiful
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7My trip to London
Do you know anything else about London? 
Would you like to visit London? 
What cities in the world would you like to visit?
VOCABULARY  Places in London2
pair work How much do you know about London? Write the captions 
under the correct pictures.
Each year, 27 million people visit London, England. London 
is one of the most popular tourist destinations in the world. 
London is famous for its beautiful historic buildings, parks and 
gardens, museums, multinational restaurants, double-decker 
buses, and shops. London is also famous for rainy weather and 
fog. It rains more than 100 days a year.
There are more than 5,500 
restaurants in London!
CULTURE1
a boat trip on the River Thames Buckingham Palace St. Paul’s Cathedral
the Tower of London the London Eye Big Ben✓
Preview
the London Eye
1
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GET THE PICTURE4
In the video, Melissa mentions three more places she saw in London. Look at the 
pictures and cross out the place that she did NOT see.
Westminster Abbey
The Houses of Parliament
Westminster Bridge
WATCH FOR DETAILS 5
A What did Melissa say about these places? Check (✓) the correct answers. 
Then compare with a partner.
GUESS THE STORY3
Watch the video with the sound off. Then look at the pictures in Exercise 2. 
Number them in the order the woman talks about them.
B What did Melissa do on Sunday? Number the statements in the correct order.
1. The London Eye
 The views were great.
 The ride wasfun.
2. The boat trip on the River Thames
 The weather was rainy. 
 It was interesting. 
3. Buckingham Palace
 She took a tour. 
 The queen wasn’t there. 
4. The guards at Buckingham Palace
 The guards ignore tourists.
 The guards like the tourists. 
 She saw Westminster Abbey.
 She saw Big Ben and Parliament.
 She went to the airport.
 She walked around.
 She walked across Westminster Bridge.
Watch the video
The British Museum
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A DAY IN LONDON6
A group work Which London sights are most interesting to you? 
Number them from 1 to 6 (1 = the most interesting).
B pair work Tell another person why two of these places interest you.
WHAT’S YOUR OPINION?7
A pair work What do you like to do when you visit a new city? Add three 
more things to the list. Then number them from 1 to 8.
 go sightseeing
 eat at local restaurants
 buy souvenirs
 take photographs
 go shopping
 
 
 
B pair work Now compare answers with another person. Have conversations like this:
A: Do you like to go shopping?
B: No, I don’t. I prefer sightseeing.
St. Paul’s Cathedral The London Eye
The Tower of London
Westminster Bridge A boat on the River Thames
Buckingham Palace
Follow-up
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WHAT DID THEY SAY?8
Watch the video and complete the conversation. Then practice it.
Melissa is telling Lili about her trip.
 Lili: How was your to London? Did you have 
 free time between meetings?
Melissa: London was . We were very 
all week, but I had some on Saturday and 
Sunday morning. I flew on Sunday evening.
 Lili: Did you any pictures?
Melissa: Better than . I have .
 Lili: Excellent! 
Melissa: I did on Saturday. First, I 
to the London Eye. Here it .
 Lili: Did you on ?
Melissa: Yes, I . The were fantastic. 
Then, I went a boat the 
River Thames.
 Lili: What was the weather ? Doesn’t it rain a lot in 
England?
Melissa: The weather was . It didn’t all the time. 
PAST TENSE  Describing a trip9
A Fill in the blanks with the correct past tense of the verbs in parentheses.
Then practice the conversation.
 Lili: Tell me about your trip to London.
Melissa: Well, I (do) a lot of interesting things. I (go) on the London Eye and 
I (take) a boat trip on the Thames.
 Lili: What (do) you see on the boat trip?
Melissa: It (be) really interesting. I (see) Tower Bridge and the Tower of London.
 Lili: (do) you go in the Tower of London?
Melissa: No, I (do / not) have time. But after the boat trip, I (go) to Buckingham Palace.
 Lili: (be) the Queen there?
Melissa: No, she (be / not).
 Lili: (do) you take a tour?
Melissa: No, I (do / not). But I (see) many other places! 
B pair work Have similar conversations about a real or an imaginary trip of your own.
Start like this:
A: I went to . . . 
B: Really! Tell me about your trip.
Language close-up
did
trip
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Joanna Kerr
Interchange Video Reource Book 1(VRBO1)CUP
03.18
Joanna Kerr
Interchange Video Reource Book 1(VRBO1)CUP
03.18
 For Rent 
Call Adams Realty 
 913-555-3434 
Nice neighborhood8
In your country, do people use real estate agents to help them find new homes?
Do they talk to the neighbors before deciding on an apartment or house in a 
 new neighborhood? 
What else do people think about before they decide on a new home?
People in North America move often. When they look for a new home, they 
consider many factors. People with children, for example, think about the 
quality of the local schools. Others consider the number of restaurants, 
shops, and supermarkets nearby, the availability of public transportation, 
and how quiet the neighborhood is. People can use real estate agents to 
help them find a new home, or they can look in the newspaper or online for 
available places to live. Most people walk around the neighborhood and talk 
to the neighbors before they make a decision. 
VOCABULARY  Questions about neighborhoods2
pair work Write the correct question under each picture.
Is it noisy? ✓ Is there any crime? Is there public transportation nearby?
Are there places to eat nearby? Is there shopping nearby? Is there enough street parking?
1. 3. Is there any crime?
4. 6. 
CULTURE1
Preview
5. 
2. 
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GUESS THE STORY3
Watch the first minute of the video with the sound off. 
Then answer the questions: 
1. Who is the woman with the couple? 
 a friend
 a real estate agent 
 a neighbor 
2. What do you think the couple is going to do?
 go back into the apartment building
 go with the woman
 look around the neighborhood
GET THE PICTURE4
A Look at your answers to Exercise 3. Did you guess correctly? 
B Check (✓) True or False. Then correct the false statements. Compare with a partner.
MAKING INFERENCES5
Check (✓) the best answers. Compare with a partner. 
1. Carmen likes the apartment .
 more than Luis likes it 
 as much as Luis likes it
2. is happy to find a good bookstore.
 Carmen 
 Luis
3. Luis likes the neighborhood because of the .
 different types of restaurants
 music store 
4. Luis and Carmen decide to .
 keep looking at apartments 
 take the apartment
Watch the video
	 True	 False
1. The neighborhood is quiet and safe now. 
2. The neighborhood is far from downtown. 
3. There aren’t many restaurants. 
4. They like the neighborhood. 
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Joanna Kerr
Interchange Video Reource Book 1(VRBO1)CUP
03.19 - 03.24
Joanna Kerr
Interchange Video Reource Book 1(VRBO1)CUP
03.19 - 03.24
Joanna Kerr
Interchange Video Reource Book 1(VRBO1)CUP
03.19 - 03.24 Joanna Kerr
Interchange Video Reource Book 1(VRBO1)CUP
03.19 - 03.24
Joanna Kerr
Interchange Video Reource Book 1(VRBO1)CUP
03.19 - 03.24
MALL
Joanna Kerr
Interchange Video Reource Book 1(VRBO1)CUP
03.19 - 03.24
Joanna Kerr
Interchange Video Reource Book 1(VRBO1)CUP
03.19 - 03.24
A GOOD NEIGHBORHOOD6
group work What do you look for in a neighborhood? Number these 
neighborhood features from 1 to 6 (1 = the most important). 
WHAT’S YOUR OPINION?7
A pair work List three more features of a good neighborhood.
1. 
2. 
3. 
B Now think about your own neighborhood. Put a check (✓) beside the features in Exercises 6 and 7 
that are true for your neighborhood. Then compare with a partner. Have conversations like this:
A: My neighborhood has a great grocery store. Does yours?
B: No, it doesn’t. And the supermarket is far away. My neighborhood has . . . 
Follow-up
shopping malls
supermarkets
restaurants and coffee shops
public transportation
good neighbors
parks
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WHAT DID THEY SAY?8
Watch the video and complete the conversation. Then practice it. 
Carmen and Luis explore the neighborhood. 
 Carmen: a furniture store.
 Luis: Uh-huh. .
 Carmen: And a jewelry store. 
My coming up . . . 
 Both: . . . month.
 Luis: Yeah, I .
 Carmen: , Luis. a really nice grocery store.
 Luis: Yeah, that’s a nice store.
Carmen: And are a lot of really good shops. 
I like this neighborhood!
 Luis: Yes, it’s really . Wow! an amazing guitar!
 Carmen: So, we the apartment? 
 Luis: . Why ? Let’s go for it.
QUANTIFIERS  Describing a neighborhood9A Fill in the blanks with many or much. Then practice the conversation.
A: Is there crime in this neighborhood?
B: Oh no. There isn’t crime at all. Not anymore.
A: How about noise? How street noise is there? 
B: Well, there aren’t major roads in this neighborhood.
A: Are there students in the neighborhood?
B: Yes. It’s very close to the university, so students live here.
A: I see. How parking spaces come with the apartment? 
B: I’m afraid there aren’t any parking spaces. You have to park on the street. 
A: How about supermarkets? Is there shopping nearby?
B: Oh, yes. There’s a big supermarket just down the street. And there 
are other shops nearby, too.
A: OK. I’ll have a look around and call you later. Thanks!
B pair work Practice the conversation again, but this time use neighborhood 
features of your own. Be sure to include sentences with the words many and much.
Language close-up
There's
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9
The man The woman
	
	
VOCABULARY  Physical appearance2
A	 pair work 	 Write	the	words	and	phrases	in	the	chart.	(One	word	can	go	in	two	places.)	
Can	you	add	two	more	words	or	phrases?
To protect their homes against crime, people in North America 
sometimes do one or more of the following:
■	 keep their doors locked
■	 leave lights on when they go out
■	 have a “peephole” (or hole in the door) to see who’s outside
■	 have an alarm system that makes noise if someone tries to open 
a door or window
■	 buy a dog to guard their home
Suspicious	visitors
CULTURE1
Which types of neighborhoods have more crime in your country: 
 suburbs, rural areas, or cities? 
How do people protect their homes in your country?
Age Height Hair
	 	
	 	
	 	
	 	
	 	
early forties
Preview
B	 List	two	words	or	phrases	that	describe	the	man	and	the	woman.	
late forties
average	 blond		 early	forties	 late	thirties	 middle-aged	 tall
bald	 curly	 elderly		 long	 short	 teens
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GUESS THE STORY3
Watch the first minute of the video with the sound off. 
Answer	the	questions.
1.	 Who	do	you	think	is	in	the	car?
2.	 Do	you	think	the	couple	is	expecting	visitors?
GET THE PICTURE 4
A	 Look	at	your	answers	to	Exercise	3.	Did	you	guess	correctly?	
WATCH FOR DETAILS5
Put	the	pictures	in	order	(1	to	6).	Then	write	the	correct	sentence	under	each	picture.	
Compare	with	a	partner.
	
pouring coffee.
Sarah is writing, and George is
1
George	is	calling	the	police.	
Sarah	and	George	are	greeting	their	visitors.	
Sarah	is	looking	at	the	SUV.	
✓	Sarah	is	writing,	and	George	is	pouring	coffee.	
	The	visitors	are	getting	out	of	the	SUV.	
	The	visitors	are	standing	outside	their	SUV.	
Watch the video
B	 What	really	happens?	Check	(✓)	your	answer.	
Then	compare	with	a	partner.	
	 Sarah	is	afraid	of	the	police.
	 The	people	in	the	car	are	escaped	prisoners.
  The	people	outside	are	driving	Sarah’s	car.	
	 The	people	outside	are	George’s	relatives.	
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1.	 Age twenties	 forties twenties forties
2.	 Hair	color light	 dark light dark
3.	 Hair	description
short long short	 long
straight curly straight	 curly
4.	 Height tall short tall short
5.	 Other
baseball	cap	 no	hat baseball	cap no	hat
glasses no	glasses glasses no	glasses
DESCRIBING SOMEONE6
A	 Circle	the	correct	answers.	Then	compare	with	a	partner.	
B	 What	else	can	you	add	about	Harry	and	Alexis?	Compare	your	descriptions.
THE RIGHT DECISION?7
pair work 	 Sarah	and	George	decide	to	call	the	police.	What	do	you	think	
is	the	best	thing	to	do	in	a	situation	like	this?	
	 Call	the	police.
	 Don’t	open	the	door,	but	ask,	“Who	is	it?”	
	 Run	and	hide.	
	 other			
WHAT HAPPENS NEXT?8
A	 group work 	 What	do	you	think	happens	when	the	police	
arrive?	Write	out	the	conversation	between	Sarah,	George,	Harry,		
Alexis,	and	the	police.	Start	like	this:
Follow-up
	Officer:	 Is	there	a	problem	here?
George:	 Well,	actually,	.	.	.
B	 class activity 	 Act	out	your	conversation	for	the	class.
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WHAT DID THEY SAY?9
Watch	the	video	and	complete	the	conversation.	Then	practice	it.	
Sarah describes the visitors to George. 
George:	 Sarah,	would	you		 		another	cup	of		 		?	
	 Sarah:	 	 		thanks.	.	.	.	Honey,		 	
we	know		 		who	has	an	SUV?
George:	 	An	SUV?	The	Thompsons		 		an	
SUV.	A		 		one.
	 Sarah:	 This		 		not	green.
George:	 		not?	What		 		is	it?
	 Sarah:	 I		 		tell.	It’s	red,	or	brown.	It’s		 		.
George:	 		is	it?
	 Sarah:	 	It’s	parked	in	front	of	the		 		.	
And		 		are	two		 		inside.
George:	 		?
	 Sarah:	 Uh-huh.		 		now	they’re	getting	out	of	it.	
George:	 		do	they		 		like?
	 Sarah:	 	One	man’s		 		,	and	he’s	got		 	
hair,	and	he’s		 		sunglasses.	
George:	 And		 		about	the		 		one?	
MODIFIERS WITH PARTICIPLES AND PREPOSITIONS10
A	 Look	at	the	picture.	Match	the	information	in	columns	A,	B,	and	C.	
DESCRIBING SOMEONE11
l ike
A	 B	 C
Sarah	 is	the	heavier	man	 wearing	an	open	jacket.
George	 is	the	young	one	 wearing	a	red	sweater.
Harry	 is	the	older	woman	 wearing	a	blue	shirt.
Alexis	 is	the	tall	one	 wearing	a	baseball	cap.
B	 pair work 	 What	else	do	you	remember	about	the	people	in	the	video?	
Write	sentences	of	your	own.
1.	
2.	
Language close-up
A	 pair work 	 Take	turns	asking	and	
answering	questions	about	a	classmate.		
Try	to	guess	who	the	person	is.
A:	Is	it	a	tall	person	with	curly	hair?
B:	 No,	the	person	is	short	and	has	.	.	.	
B	 Write	five	sentences	describing	your	classmates.	Two	of	your	
sentences	should	be	false.	Then	read	your	sentences.	Your	partner	
should	say	“True”	or	“False”	and	correct	the	false	sentences.
A:	Steve’s	the	tall	guy	wearing	a	blue	shirt.
B:	 False.	He’s	wearing	a	white	shirt.
3.	
4.	
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Preview
Present Past Present Past
call lock
cost open
do pay
find put
get remember
go see
have take
leave try
10What took you so long?
VOCABULARY  Past tense of verbs2
pair work Complete the chart with the past tense of these verbs.
CULTURE1
Are people usually on time for appointments, work, or a class in 
 your country? 
Is it OK to arrive late when you meet a friend for dinner or go to an 
 informal party? 
When are some other times when it is OK to arrive a little late? How late is too late?
In North America, people usually like others to be on time, but for 
some occasions it’s OK to be a little late. For example, people should 
always arrive on time or a little early for a business appointment, 
work, or a class. However, when they meet a friend or when 
someone invites them to dinner, it’s OK to arrive 5 to 10 minutes late. 
For an informal party, it’s OK to arrive 15 to 30 minutes late.
called
cost
GUESS THE STORY3
Watch the first 30 seconds of the video with the sound off. 
What do you think happened? Check (✓) your answer.
 The woman arrived very early.
 The man arrived very late.
38 Unit 10
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GET THE PICTURE4
What really happened? Check (✓) the correct answers. Then 
compare with a partner.
1. What was the problem 
with Jacob’s car?
 It didn’t start.
 He locked his keys in it. 
 It was the wrong car.
2. What was the problem 
with Jacob’s wallet?
 He left it in the car.
 He lost it. 
 He had no money in it.
3. What did Jacob forget?
 He forgot his cell phone.
 He forgot to bring his neighbor. 
 He forgot