6TH-UNIT-01

Prévia do material em texto

BE
UNIT CONTENTS
 Vocabulary Classroom objects and colors; instructions
 Grammar Simple present of be and subject pronouns; imperatives
 Listening Important announcements
3. Where are they?
2. Who are they?
Jin Yang:
A Gymnast
How do you spell 
your name?
Anuj’s First Day
Welcome
BACK!1
1. How many people are in the photo?
2 | Unit 1
BE
UNIT CONTENTS
 Vocabulary Classroom objects and colors; instructions
 Grammar Simple present of be and subject pronouns; imperatives
 Listening Important announcements
3. Where are they?
2. Who are they?
Jin Yang:
A Gymnast
How do you spell 
your name?
Anuj’s First Day
Welcome
BACK!1
1. How many people are in the photo?
2 | Unit 1
1 Welcome Back!
Unit Contents Communication Objectives Unit Videos
●● Vocabulary Classroom objects and 
colors; instructions
●● Grammar Simple present of be and 
subject pronouns; imperatives
●● Listening Important announcements
●● Reading It’s a New School Year; 
Computer Club Rules; Picture It!
●● Conversation Learning a new language
●● Writing A poster with classroom rules
●● Talk about classroom objects
●● Talk about your favorite school 
activities
●● Make statements about yourself
●● Give instructions
●● Spell out loud
●● Discuss a club your are in or 
know about
1.1 Anuj’s First Day
1.2 Real Talk: How do you 
spell your name?
1.3 Jin Yang: A Gymnast
About the Unit
Have a volunteer read the title of Unit 1 aloud, Welcome 
Back. Discuss with students that we often say, “Welcome 
back!” to people when they come back to a place after they 
have been gone for some time—like to students at school 
after summer vacation.
Tell students that in this unit they will learn the words for 
classroom objects (both personal items such as backpacks 
and classroom furniture such as chairs, bookshelves, and 
desks) and colors. Ask students to name some classroom 
objects and say their colors. Continue introducing the unit 
by explaining that students will also read about school 
activities such as a girls’ football team and after-school 
clubs such as a computer club. Encourage students to share 
any of their school activities and after-school clubs. Ask: 
Do you play any sports in school? Do you belong to a chess 
club or a photographer’s club?
Direct students’ attention to the three photos for the 
videos. Challenge students to predict what each one 
is about.
Unit Opener Questions
As students look at the picture on page 2, point to different 
objects or details in the picture such as the soccer balls, 
notebooks, etc. Ask students to say what each one is. On 
the board, write any new vocabulary that students can 
use to answer the questions, such as notebook (a book of 
paper with lines for writing on), backpack (a bag carried 
on the back to carry things such as books and notebooks), 
patterns (the way in which colors, shapes, or lines are 
arranged or repeated in some order; design), stripes 
(lines of different colors), and plaid (a pattern of different 
colored straight lines crossing each other at 90 degree 
angles). Ask: What are the students wearing? (T-shirts, polo 
shirts, shorts, jeans) What colors are they wearing? (red, 
white, blue, green, tan, etc.) What patterns do you see? 
(stripes, plaid, and dots) Ask students to point to the girl 
with the striped shirt, to the boys with the striped shirts, 
and to the girl with the plaid shorts. What are two of the 
boys holding? (soccer balls) What color are the soccer balls? 
(orange and blue; green, gray, and black)
Have one student read the unit opener questions aloud. 
Ask volunteers to answer the questions. Then have 
students say what in the scene looks the same as in their 
daily life and what looks different.
Answers
1. There are six students: three girls and three boys.
2. They are middle school students.
3. They are in a school hallway.
Unit 1 Welcome Back! T-02
NOTICE IT
Use a before a word that starts 
with a consonant. Use an before 
a word that starts with a vowel or 
vowel sound. 
a chair an eraser
a ruler an orange ruler
 2. Listen, check, and repeat. 
 3. Look at the picture in Exercise 1. Write the colors of the classroom objects.
 1. a black chair
 2. a bookshelf
 3. a desk
 4. a book
 5. a eraser
 6. a notebook
 7. a dictionary
 8. a board
 9. a backpack
 10. a pencil
 11. an ruler
 4. Listen, check, and repeat. 
Speaking: My classroom objects
 5. Check (✓) the items that are in your desk or your backpack. 
Add another item.
a laptop
a book
an eraser
a notebook
a dictionary
a pencil
a ruler
Other: 
 6. YOUR TURN Work with a partner. Say the items in your desk or backpack and their colors. 
Workbook, p. 2
1.02
1.03
 1. k a backpack 
 2. a board
 3. a book
 4. a bookshelf
 5. a chair
 6. a desk
 7. a dictionary
 8. a notebook
 9. a pencil
10. a ruler
11. an eraser
Vocabulary: Classroom objects and colors
 1. Match the words with the correct items. 
 Reading It’s a New School Year; Computer Club Rules; Picture It!
 Conversation Learning a new language 
 Writing A poster with classroom rules
A yellow and gray book, an orange eraser, . . .
a b
e d
f g h i
jk
c
Unit 1 | 3
brown
gray
red
blue
green
white
yellow
orangepink
purple
a
d
b
j
c
e
f
g
i
h
Vocabulary: Classroom 
objects and colors
●■ Have students close their books. Hold up one or two 
of the classroom objects featured on the page and tell 
students the names of the classroom objects that you 
have on or in your desk. Include their colors and make 
sure one of the objects uses the article a, and the other 
uses an, for example: a blue book, an orange pen. Write 
the phrases on the board and underline the articles. 
Draw an arrow from the n in an to the beginning vowel 
of the noun. Say the article and the noun a few times, 
emphasizing the “n” sound before the noun. Have 
students repeat after you several times. Ask if they can 
guess what other letters take an before them.
●■ Ask students to call out as many classroom objects 
(including their colors) as they can. Make sure they 
include the correct article and write their answers on 
the board.
1
●■ Have students open their books and look at the picture 
of the classroom scene and the list of classroom objects. 
Explain that these are words to talk about things that 
are commonly found in a classroom. Have volunteers 
read the list aloud. Point out that eraser takes the article 
an. Ask students why this is so. (It starts with a vowel.) 
Introduce unfamiliar vocabulary.
●■ Explain the exercise and have students work 
individually to match each labeled object to the 
correct phrase.
Vocabulary
a backpack
a board
a book
a bookshelf
a chair
a desk
a dictionary
a notebook
a pencil
a ruler
an eraser
2 1.02 CD1, TraCk 02
●■ Tell students to listen to the audio and check their 
answers. Play the audio again and have students repeat. 
Have students listen for pronunciation and correct any 
mistakes. Play individual words again for students to 
listen and repeat, if necessary.
3
●■ Explain to students that they will write the colors of the 
various classroom objects on the lines. Have students 
complete the exercise individually.
Notice it
Read the information in the box aloud. Ask students 
to name the vowels and then write them on the 
board. Make sure students understand the difference 
between a vowel and a vowel sound. Give them an 
example such as an hour. Say the phrase out loud. 
Point out how the h is silent and so the first sound of 
hour is a vowel sound.
4 1.03 CD1, TraCk 03
●■ Play the audio. Have students check their answers 
and make any necessary changes. Play the audio 
again for students to listen and read along with their 
corrected exercise.
Speaking: My classroom 
objects
Objective: to use vocabulary to talk about classroom 
objects and colors
5
●■ Refer students to the classroom objects in Exercise 1. 
Ask students to think about what is in their own desks 
orbackpacks and call out any objects that have yet to 
be mentioned. Help students with vocabulary and write 
any new objects on the board.
●■ Explain that students will check the objects they have 
in their desks or backpacks and write one additional 
object on the line.
6
YOUR TURN Explain the exercise. Have a volunteer 
read the example speech balloon aloud to the class. Assign 
partners and have them take turns saying the names and 
colors of the items in their desks or backpacks. Then have 
students tell the class about their partner’s objects and 
their colors.
Optional Survey the class about what they have in their 
desks and backpacks. Write a chart on the board with a list 
of items. Have students call out items that they have and 
keep a tally on the board. See which is the most common 
item and what is the most unusual item.
Workbook
Students complete the exercises on Workbook 
page 2 in class or for homework. See Teacher’s Book 
page T-121 for Workbook answer key.
T-03 Unit 1 Welcome Back!
NOTICE IT
Use a before a word that starts 
with a consonant. Use an before 
a word that starts with a vowel or 
vowel sound. 
a chair an eraser
a ruler an orange ruler
 2. Listen, check, and repeat. 
 3. Look at the picture in Exercise 1. Write the colors of the classroom objects.
 1. a black chair
 2. a bookshelf
 3. a desk
 4. a book
 5. a eraser
 6. a notebook
 7. a dictionary
 8. a board
 9. a backpack
 10. a pencil
 11. an ruler
 4. Listen, check, and repeat. 
Speaking: My classroom objects
 5. Check (✓) the items that are in your desk or your backpack. 
Add another item.
a laptop
a book
an eraser
a notebook
a dictionary
a pencil
a ruler
Other: 
 6. YOUR TURN Work with a partner. Say the items in your desk or backpack and their colors. 
Workbook, p. 2
1.02
1.03
 1. k a backpack 
 2. a board
 3. a book
 4. a bookshelf
 5. a chair
 6. a desk
 7. a dictionary
 8. a notebook
 9. a pencil
10. a ruler
11. an eraser
Vocabulary: Classroom objects and colors
 1. Match the words with the correct items. 
 Reading It’s a New School Year; Computer Club Rules; Picture It!
 Conversation Learning a new language 
 Writing A poster with classroom rules
A yellow and gray book, an orange eraser, . . .
a b
e d
f g h i
jk
c
Unit 1 | 3
brown
gray
red
blue
green
white
yellow
orangepink
purple
a
d
b
j
c
e
f
g
i
h
 
Reading: Notices on a bulletin board 
 1. Look at the pictures. What is the calendar about? 
 2. Read and listen to the notices. Circle the best title.
a. People at Clinton Middle School!
b. This Week at Clinton Middle School!
c. Football Is Now for Boys and Girls!
 3. Read the notices again. Complete the chart with the times and places.
Event Time Place
1. ice cream party after lunch
2. NexGen Inventors’ Club meeting
3. girls’ football team tryouts
4. school website meeting
5. rock band contest
 4. YOUR TURN Work with a partner. Make a list of activities at your school. Then say 
your favorite activities.
Boys and girls soccer, a science club, a dance group, . . .
1.04
It’s a NEW SCHOOL YEAR! 
WEDNESDAYWEDNESDAY
FOOTBALL
isn’t only for boys!
Ms. Barnes is the coach of the new girls’ football team. Tryouts are on Wednesday after school. Meet on the football field.
MONDAY
WELCOME 
BACK
to Clinton 
Middle School!
Meet new friends and see your old 
friends at an ice cream party. It’s in 
the cafeteria after lunch.
WELCOME 
Middle School!
FRIDAYFRIDAY
ROCK OUT!
Are you and your friends in a band? The Rock Contest is for musicians. It’s in the gym at 6:00. Prize: Play after the first girls’ football game!
THURSDAYTHURSDAY
Are you a photographer?
Yes, I am. 
Then take 
pictures for 
the school 
website. The 
first meeting is 
on Thursday at 
4:30 in Room 
12.
TUESDAY
FRIDAYTHURSDAY
FAMOUS 
INVENTORS: 
The first 
NexGen 
Inventors’ Club 
meeting is at 
4:00 in Room 6.
INVENTORS: 
The first 
NexGen 
Inventors’ Club 
meeting is at 
4:00 in Room 6.
Thomas Edison, 
Marie Curie, 
and YOU!
4 | Unit 1
the cafeteria
Room 6
the football field
Room 12
the gym
4:00
after school
4:30
6:00
 
Reading: Notices on a bulletin board 
 1. Look at the pictures. What is the calendar about? 
 2. Read and listen to the notices. Circle the best title.
a. People at Clinton Middle School!
b. This Week at Clinton Middle School!
c. Football Is Now for Boys and Girls!
 3. Read the notices again. Complete the chart with the times and places.
Event Time Place
1. ice cream party after lunch
2. NexGen Inventors’ Club meeting
3. girls’ football team tryouts
4. school website meeting
5. rock band contest
 4. YOUR TURN Work with a partner. Make a list of activities at your school. Then say 
your favorite activities.
Boys and girls soccer, a science club, a dance group, . . .
1.04
It’s a NEW SCHOOL YEAR! 
WEDNESDAYWEDNESDAY
FOOTBALL
isn’t only for boys!
Ms. Barnes is the coach of the new girls’ football team. Tryouts are on Wednesday after school. Meet on the football field.
MONDAY
WELCOME 
BACK
to Clinton 
Middle School!
Meet new friends and see your old 
friends at an ice cream party. It’s in 
the cafeteria after lunch.
WELCOME 
Middle School!
FRIDAYFRIDAY
ROCK OUT!
Are you and your friends in a band? The Rock Contest is for musicians. It’s in the gym at 6:00. Prize: Play after the first girls’ football game!
THURSDAYTHURSDAY
Are you a photographer?
Yes, I am. 
Then take 
pictures for 
the school 
website. The 
first meeting is 
on Thursday at 
4:30 in Room 
12.
TUESDAY
FRIDAYTHURSDAY
FAMOUS 
INVENTORS: 
The first 
NexGen 
Inventors’ Club 
meeting is at 
4:00 in Room 6.
INVENTORS: 
The first 
NexGen 
Inventors’ Club 
meeting is at 
4:00 in Room 6.
Thomas Edison, 
Marie Curie, 
and YOU!
4 | Unit 1
the cafeteria
Room 6
the football field
Room 12
the gym
4:00
after school
4:30
6:00
Reading: Notices on a 
bulletin board
Objective: to read announcements on a middle school 
bulletin board
●■ Have students look at the image and discuss what it 
is. (a bulletin board) Have a volunteer explain what 
a bulletin board is, say if there is one in their school, 
and if so, where it is located. Explain that the kind of 
information on a bulletin board is called a notice and 
that another word for bulletin board is notice board.
●■ Have a volunteer read the title of the page aloud. Ask 
students what kind of information can be found on a 
bulletin board at the beginning of a new school year. 
●■ Draw students’ attention to the pictures and ask them 
to identify any objects or activities that they see.
1
●■ As students look at the pictures, ask a volunteer to say 
how many notices are on the bulletin board (5). Then 
ask students to read the bulletin board notices silently 
to themselves. Then have volunteers say what each 
notice is about.
Answers
It’s about events at a school: ice cream party, 
inventors’ club, girls’ football team, website 
photographer, and band contest
●■ Make sure students understand vocabulary such as 
cafeteria (a restaurant where people choose what they 
want from the food and drinks offered and carry them 
to a table after paying for them), inventor (someone 
who designs or makes something that wasn’t here 
before), and tryouts (a competition for a position on 
a team or a part in a play), field (an area of land with 
grass or crops growing on it), photographer (someone 
who takes pictures of people and things using a 
camera). Explain that NexGen is a shortened form of 
Next Generation, and in this context, it means the next 
group of young people who will be the great inventors 
of the future.
2 1.04 CD1, TraCk 04
●■ Explain to students that they will read, listen, and then 
circle the best title for the bulletin board. Read the title 
choices aloud.
●■ Have students read the bulletin board notices silently 
before playing the audio. Then play the audio and have 
students followalong in their books.
●■ Give students time to choose the best title. Ask a 
volunteer to say the best title and to explain why he or 
she chose that answer.
Background information
In the United States, school clubs are very popular. 
Most schools have several kinds of competitive 
sports clubs for both boys and girls. Students must 
try out for these clubs, and teams compete against 
other schools.
Music clubs such as band and chorus are also 
very popular. Other examples are foreign language 
clubs, art clubs, debate clubs, and model United 
Nations clubs. These clubs are an important part of 
a student’s college applications too, as universities 
like to see that a student is well rounded, not just 
academically gifted.
3
●■ Draw students’ attention to the chart. Read the 
headings and then the first column aloud.
●■ Explain to students that they should read the notices 
again and then complete the chart with the correct 
time and place for each club. Point out that the first 
one was done for them. Have a volunteer point to that 
information on the bulletin board.
●■ Have students complete the chart individually and 
check their answers with a partner. Then check answers 
as a class by having students read each event and saying 
its time and place aloud.
4
YOUR TURN Have students work with a partner to make 
a list of activities that are available at their school and then 
take turns saying the list to each other. Have students share 
their list of activities with the class.
Optional Have students work in pairs or small groups 
to make their own bulletin board for the first day of the 
school year. Alternatively, they can make a bulletin board 
for any group of events that is happening in the school in 
coming weeks. If available, provide students with poster 
board, colored markers, magazines to cut pictures out 
of, etc. 
Optional Have students work in pairs to make a “wish list” 
of after-school activities. Encourage them to be funny and 
creative with their lists. Have pairs share their lists with the 
class and then vote on the most popular activity idea.
Unit 1 Welcome Back! T-04
Workbook, pp. 2–3
Say it RIGHT!
The voice rises in yes/no questions. 
Listen and repeat the questions in 
Exercise 8.
Are you 12 years old?
Ask and answer the questions in 
Exercise 8 with a partner. Make 
sure your voice rises when you ask 
the questions.
1.05
Grammar: Simple present of be and subject pronouns 
 5. Complete the chart.
 6. Complete the sentences with the simple present forms of be.
1. The ruler is gray.
2. Kyle and Leila photographers.
3. You in my class.
4. I a football player.
5. The band new.
6. The meetings on Thursdays.
 7. Make the sentences in Exercise 6 negative. Use contractions.
1. The ruler isn’t yellow.
2. 
3. 
4. 
5. 
6. 
 8. Write yes/no questions with the simple present forms of be. 
1. you / 12 years old Are you 12 years old?
2. you / a teacher 
3. your friends / in a band 
4. your school / big 
Speaking: It’s not true!
 9. YOUR TURN Write three false sentences about you or people 
in your school. 
1. I’m 15 years old.
2. Mrs. King is an English teacher.
3. Tim is in a band.
 10. Work with a partner. Share your sentences. Ask and answer 
questions to correct them.
Check your answers: Grammar reference, p. 106
Use the simple present of be to identify people and give locations and dates. Subject 
pronouns can replace the names of the people or things that the sentences are about. 
Affirmative Negative
I am a photographer.
Laura 12 years old.
Tryouts are on the football field.
I am not a musician.
She is not 13 years old.
They in the gym.
Yes/No questions Short answers
Are you a photographer?
 Laura 12 years old?
Are tryouts on the football field? 
Yes, I . No, I’m not.
Yes, she is. No, she isn’t.
Yes, they . No, they aren’t.
Subject pronoun I you he she it we they
Simple present of be are is is are 
Get it RIGHT!
Use the singular form of be 
for nouns that represent groups 
of people.
The band is good. 
NOT: The band are good.
The team is all girls. 
NOT: The team are all girls.
BE
Find out about Anuj and his 
school. Why is it a special 
day? (Workbook p. 72)
1.1 ANUJ’S FIRST DAY
OK. You aren’t 15 years old. 
Are you 12 years old?
No, I’m not.
Are you 11?
Yes, I am. 
Unit 1 | 5
Kyle and Leila aren't photographers.
You aren't in my class. / You're not in my class.
I'm not a football player.
The band isn't new.
The meetings aren't on Thursdays.
Are you a teacher?
Are your friends in a band?
Is your school big?
'm / am
is
areare
are
is
Is
is are
are
am
am
are not
Grammar: Simple present of 
be and subject pronouns
Objective: to practice simple present of be in affirmative 
and negative statements, yes/no questions and short 
answers, and verb agreement with subject pronouns
5
●■ Ask students to look at the grammar chart. Read the 
explanation at the top of the chart aloud.
●■ List some nouns on one side of the board such as Mary, 
the Miller family, my brother and I, the test, etc. Then list 
the subject pronouns I, you, he, she, it, we, and they on 
the other side. Remind students that a subject pronoun 
replaces a person or thing. Have volunteers come to the 
board and draw a line to match one of the nouns to its 
correct pronoun.
●■ Then write example sentences on the board, leaving 
the verb blank, for example: I a teacher. 
You students. The test easy. 
We happy. Ask a volunteer to explain 
how he or she will know which form of be to put in 
the blank. (by looking at the subject) Have volunteers 
write the missing text in the blanks on the board. Then 
have a volunteer explain how to change an affirmative 
sentence to a negative sentence. (by adding not after 
the verb or using a contraction of the verb and not) 
Ask volunteers to come to the board and rewrite the 
affirmative sentences as negative sentences. Have 
students fill in the Affirmative/Negative part of the 
chart and check answers as a class.
●■ Continue the discussion of the chart with examples of 
yes/no questions and short answers. Have a volunteer 
explain how the form of an affirmative short answer is 
different from a negative short answer.
●■ Have students fill in the second part of the chart 
individually. Check answers as a class.
Grammar support
For further grammar presentation support and practice, 
see Teacher’s Book page T-106. See Student’s Book 
page 106 for the complete grammar chart.
Get it Right!
Draw students’ attention to the information in the box. 
Brainstorm other examples of nouns that represent 
groups of people such as class and club and write 
them on the board. Have volunteers write sentences 
on the board using the nouns.
6
●■ Explain to students that they will fill in the blanks with 
the correct form of be. Ask a volunteer to explain why 
the answer to the first item is is. (It agrees with the 
subject the ruler.) Have students complete the exercise 
individually and compare answers with a partner. Then 
check answers as a class.
7
●■ Explain to students that they will rewrite the affirmative 
sentences to make them negative. Read the example 
answer aloud and point out that the verb agrees with 
the subject. Also point out that the contraction isn’t is 
the same as is not. Review the contraction aren’t as well.
●■ Have students complete the task individually and check 
answers as a class.
8
●■ Tell students that they will use the words provided to 
write yes/no questions. Read the example answer aloud. 
Then have students complete the exercise individually 
and compare answers with a partner. Check answers as 
a class.
Say it Right! CD1, TraCk 05
Draw students’ attention to the information in the box 
and play the audio. Play the audio again for students 
to repeat the examples. Tell students to take turns 
and ask and answer the questions in Exercise 8. 
Circulate and make sure students’ voices rise when 
they ask the questions.
Speaking: It’s not true!
Objective:to talk about what is and isn’t a part of your 
daily routine
9
YOUR TURN Explain to students that they will write 
three false sentences about themselves or people they 
know. Read the example answers aloud and have students 
complete the activity individually.
10
●■ Explain to students that they will take turns and ask 
and answer questions with a partner to correct the false 
sentences from Exercise 9. Have volunteers read the 
speech balloons aloud. Have pairs complete the activity. 
Set a time limit appropriate for your class.
Video
1.1 Anuj’s First Day Nine-year-old Anuj has his 
fi rst day at a new school in Rishikesh, India. We 
follow him through his daily routine at this school 
where he lives and studies, meeting his teachers 
and watching him play with his friends.
Students complete the video worksheet on 
Workbook page 72. See Teacher’s Book 
page T-136 for Video answer key.
Answer
It is Anuj’s first day of school.
Workbook
Students complete the exercises on Workbook 
page 3 in class or for homework. See Teacher’s Book 
page T-121 for Workbook answer key.
1.05
T-05 Unit 1 Welcome Back!
Workbook, pp. 2–3
Say it RIGHT!
The voice rises in yes/no questions. 
Listen and repeat the questions in 
Exercise 8.
Are you 12 years old?
Ask and answer the questions in 
Exercise 8 with a partner. Make 
sure your voice rises when you ask 
the questions.
1.05
Grammar: Simple present of be and subject pronouns 
 5. Complete the chart.
 6. Complete the sentences with the simple present forms of be.
1. The ruler is gray.
2. Kyle and Leila photographers.
3. You in my class.
4. I a football player.
5. The band new.
6. The meetings on Thursdays.
 7. Make the sentences in Exercise 6 negative. Use contractions.
1. The ruler isn’t yellow.
2. 
3. 
4. 
5. 
6. 
 8. Write yes/no questions with the simple present forms of be. 
1. you / 12 years old Are you 12 years old?
2. you / a teacher 
3. your friends / in a band 
4. your school / big 
Speaking: It’s not true!
 9. YOUR TURN Write three false sentences about you or people 
in your school. 
1. I’m 15 years old.
2. Mrs. King is an English teacher.
3. Tim is in a band.
 10. Work with a partner. Share your sentences. Ask and answer 
questions to correct them.
Check your answers: Grammar reference, p. 106
Use the simple present of be to identify people and give locations and dates. Subject 
pronouns can replace the names of the people or things that the sentences are about. 
Affirmative Negative
I am a photographer.
Laura 12 years old.
Tryouts are on the football field.
I am not a musician.
She is not 13 years old.
They in the gym.
Yes/No questions Short answers
Are you a photographer?
 Laura 12 years old?
Are tryouts on the football field? 
Yes, I . No, I’m not.
Yes, she is. No, she isn’t.
Yes, they . No, they aren’t.
Subject pronoun I you he she it we they
Simple present of be are is is are 
Get it RIGHT!
Use the singular form of be 
for nouns that represent groups 
of people.
The band is good. 
NOT: The band are good.
The team is all girls. 
NOT: The team are all girls.
BE
Find out about Anuj and his 
school. Why is it a special 
day? (Workbook p. 72)
1.1 ANUJ’S FIRST DAY
OK. You aren’t 15 years old. 
Are you 12 years old?
No, I’m not.
Are you 11?
Yes, I am. 
Unit 1 | 5
Kyle and Leila aren't photographers.
You aren't in my class. / You're not in my class.
I'm not a football player.
The band isn't new.
The meetings aren't on Thursdays.
Are you a teacher?
Are your friends in a band?
Is your school big?
'm / am
is
areare
are
is
Is
is are
are
am
am
are not
8
2
3 4
5
6
7
9
Listen 
CA REFULLY!
Listening: Important announcements
 1. Look at photo 1. When are announcements at your school? 
 2. Listen to the club announcements. Check (✓) the club activities.
art projects
nature walks 
chess
sports
cooking classes
 3. Listen again. Circle the correct answers.
1. The name of the club is .
a. The Sports Club b. Club Go c. The Food Club
2. The activities are after school.
a. on Mondays and 
Wednesdays
b. on Tuesdays and 
Thursdays
c. every day
3. The sports activities are .
a. in the park b. on the soccer field c. in the cafeteria
4. Diego is .
a. a club member b. the club leader c. a soccer coach
Vocabulary: Instructions
 4. Look at the pictures. Complete the labels with the correct verbs. 
Then listen, check, and repeat.
be
close
come
listen
open
raise
read
sit
stand
turn
 1. to the announcements.
 2. the door.
 3. your book.
 4. to page 15.
 5. the article.
 6. down.
 7. up.
 8. here.
 9. quiet!
 10. your hand.
 5. Work with a partner. Where do you hear the instructions in Exercise 
4? Make lists.
In a . . . library gym cafeteria (your own idea)
Library: be quiet, sit down, listen to . . .
1.06
1.06
1.07
87
9
 1. 
 2. 
 3. 
 4. 
 5. 
 6. 
 7. 
 8. 
 9. 
 10. 
 5. Work with a partner. Where do you hear the instructions in Exercise 
4? Make lists.
In a . . . library
Library: be quiet, sit down, listen to . . .
10
1
6 | Unit 1
Listen
Close
Open
Turn
Read
Sit
Stand
Come
Be
Raise
✓✓
✓
8
2
3 4
5
6
7
9
Listen 
CA REFULLY!
Listening: Important announcements
 1. Look at photo 1. When are announcements at your school? 
 2. Listen to the club announcements. Check (✓) the club activities.
art projects
nature walks 
chess
sports
cooking classes
 3. Listen again. Circle the correct answers.
1. The name of the club is .
a. The Sports Club b. Club Go c. The Food Club
2. The activities are after school.
a. on Mondays and 
Wednesdays
b. on Tuesdays and 
Thursdays
c. every day
3. The sports activities are .
a. in the park b. on the soccer field c. in the cafeteria
4. Diego is .
a. a club member b. the club leader c. a soccer coach
Vocabulary: Instructions
 4. Look at the pictures. Complete the labels with the correct verbs. 
Then listen, check, and repeat.
be
close
come
listen
open
raise
read
sit
stand
turn
 1. to the announcements.
 2. the door.
 3. your book.
 4. to page 15.
 5. the article.
 6. down.
 7. up.
 8. here.
 9. quiet!
 10. your hand.
 5. Work with a partner. Where do you hear the instructions in Exercise 
4? Make lists.
In a . . . library gym cafeteria (your own idea)
Library: be quiet, sit down, listen to . . .
1.06
1.06
1.07
87
9
 1. 
 2. 
 3. 
 4. 
 5. 
 6. 
 7. 
 8. 
 9. 
 10. 
 5. Work with a partner. Where do you hear the instructions in Exercise 
4? Make lists.
In a . . . library
Library: be quiet, sit down, listen to . . .
10
1
6 | Unit 1
Listen
Close
Open
Turn
Read
Sit
Stand
Come
Be
Raise
✓✓
✓
Listening: Important 
announcements
Objective: to listen to information in important 
announcements
1
●■ Direct students’ attention to the pictures on the page. 
Ask them to predict what they will be listening to. Ask 
individual students or have students raise their hands to 
build consensus, etc.
●■ Read the first question aloud and elicit answers.
2 1.06 CD1, TraCk 06
●■ Explain to students that they will listen to the details 
of school announcements. Play the audio and have 
students listen for information about the different 
activities and check the club activities that are 
mentioned.
Ms. Moore: Hello, students! Welcome back to school. 
And welcome to Club Go! OK, everyone, 
please be quiet and sit down. Now, 
please listen carefully to some important 
announcements. I’m Ms. Moore, your club 
leader. Club Go is a sports, exercise, and 
health club. And it’s fun! Are you ready 
for fun? Activities are every day after 
school. Meet on the soccer field at 4:00 
on Mondays and Wednesdays. Sports 
activities are at 4:15. On Tuesdays and 
Thursdays, meet in the park for nature 
walks. Fridays are special! Meet in the 
school cafeteria for cooking classes. 
Learn to cook and eat healthy meals! Are 
you ready for some good food? Now, let’s 
hear from last year’s club member DiegoGuzman. Diego, come here, please.
Diego: Thanks, Ms. Moore. Hi, everyone! Club 
Go is great! Fifty people are in the club 
this year! Fantastic! Ms. Moore is really 
nice, and the activities are a lot of fun. 
My favorite activities are soccer and the 
nature walks. The cooking classes are new 
this year! Enjoy!
Ms. Moore: Thanks, Diego. Now, some rules. Don’t 
worry. They aren’t bad! First, wear 
comfortable clothes. Second, be on time. 
And third, have fun! OK, it’s time to go. 
Don’t run! Stand up and leave carefully, 
please. See you on Monday at Club Go! 
Now, go!
3 1.06 CD1, TraCk 06
●■ Explain to students that they will circle the letter of 
the correct answer as they listen. First have students 
skim the questions to see what information they will 
be listening for. Then play the audio and have students 
complete the task individually. Check answers as a class.
Vocabulary: Instructions
Vocabulary
be
close
come
listen
open
raise
read
sit
stand
turn
4 1.07 CD1, TraCk 07
●■ Draw students’ attention to the images and have 
volunteers identify what the people are doing. Explain 
to students that they will look at each image and then 
complete the label with the correct verb. After students 
complete the task individually, play the audio for 
students to check their answers. Play the audio again 
for students to repeat.
5
●■ Explain the exercise. Read aloud the places and the 
example. As a class, brainstorm other places that have 
instructions. Set a period of time for pairs to make their 
lists and then have them share them with the class.
Workbook
Students complete the exercises on Workbook 
page 4 in class or for homework. See Teacher’s Book 
page T-121 for Workbook answer key.
Unit 1 Welcome Back! T-06
Workbook, pp. 4–5
Listen 
CA REFULLY!
Grammar: Imperatives
 6. Complete the chart.
 7. Match the phrases.
1. Be
2. Please turn
3. Write 
4. Don’t look
5. Don’t listen
6. Ask the teacher
a. for help. 
b. at the answers. 
c. your name on your paper, please.
d. to music on your phone.
e. on time for class, please.
f. to page 6 in your book.
 8. Look at the classroom rules. Write imperative sentences with please.
CLASSROOM RULES
DO DON’T
1. read the rules
2. raise your hand
3. listen carefully
4. run in the classroom
5. talk on the phone
6. sit on your desk
1. Please read the rules.
2. 
3. 
4. 
5. 
6. 
Speaking: Do it! Don’t do it!
 9. YOUR TURN Work with a partner. Give instructions. 
Your partner does the actions. Take turns.
 
Check your answers: Grammar reference, p. 106
Use imperatives to give commands or instructions.
Affirmative Negative
Close the door.
Turn to page 7.
 on the soccer field.
Don’t close the door.
 turn to page 8.
Don’t meet in the gym.
Contraction do not = 
NOTICE IT
Use please to make a command 
softer. It can go at the beginning or 
end of a sentence. Use a comma 
before please when it goes at the 
end of a sentence.
Please listen carefully.
Listen carefully, please.
Please don’t open your books. 
Don’t open your books, please.
Sing a song! Don’t sing.Sit down.
Unit 1 | 7
/ Read the rules, please.
Please raise your hand. / Raise your hand, please.
Please listen carefully. / Listen carefully, please.
Please don't run in the classroom. / Don't run in the classroom, please.
Please don't talk on the phone. / Don't talk on the phone, please.
Please don't sit on your desk. / Don't sit on your desk, please.
Don't
don't
Meet
Grammar: Imperatives
Objective: to practice using imperatives to give 
commands and instructions
6
●■ Ask students to look at the grammar chart. Read the 
explanation at the top of the chart aloud.
●■ Write some imperative sentences on the board such as 
Close the door, Open the window, Turn to page 5, etc. 
Ask a student to stand up. Say one of the imperative 
sentences and guide the student to do what you say. 
Continue with the other sentences. Then write the 
negative forms of the sentences on the board. Ask a 
student to close the door, but stop the student as he or 
she is about to close it by saying, “Don’t close the door.” 
Continue with the other negative sentences.
●■ Have a volunteer explain how the forms of the 
affirmative and negative sentences are different.
●■ Have students fill in the blanks in the chart, 
individually. Check answers as a class.
Grammar support
For further grammar presentation support and practice, 
see Teacher’s Book page T-106. See Student’s Book 
page 106 for the complete grammar chart.
Notice it
Read the information aloud. Direct students’ attention 
to the sentences you wrote on the board. Have 
volunteers come to the board and rewrite each of the 
sentences with please at the beginning or the end of 
the sentence. Make sure students include a comma in 
sentences with please at the end.
7
●■ Tell students they will match the verb to the phrase 
to make complete imperative sentences. Read the 
example aloud.
●■ Have students complete the exercise individually and 
then compare answers with a partner. Check answers as 
a class.
8
●■ Ask student volunteers to look at the classroom rules 
and write imperative sentences with please. Have 
students work individually to complete the activity. 
Check answers as a class.
Speaking: Do it! Don’t do it!
Objective: to practice giving instructions
9
YOUR TURN Explain to students that they will practice 
giving and completing instructions. Read the speech 
balloons aloud. As a class, brainstorm other commands 
and write them on the board for students to refer to during 
the activity. Then have students work in pairs taking turns 
giving and following instructions.
Optional Have a student point to another student in the 
class and give an instruction. The student that completes 
the instruction then points to another student and gives 
a command. Continue until all students have a chance to 
give and follow an instruction or command.
Optional Have a class discussion about how and when to 
give commands and instructions. Explain to students that, 
sometimes, giving a command to someone can sound a 
little bit rude or harsh and it is a good idea to begin or end 
a command with please. Have several volunteers give a 
command to a classmate using please. Then discuss with 
students situations when someone might not use please 
when giving a command. (in an emergency, such as rain 
coming in a window, “Close the window!”)
Workbook
Students complete the exercises on Workbook 
page 5 in class or for homework. See Teacher’s Book 
page T-121 for Workbook answer key.
T-07 Unit 1 Welcome Back!
Workbook, pp. 4–5
Listen 
CA REFULLY!
Grammar: Imperatives
 6. Complete the chart.
 7. Match the phrases.
1. Be
2. Please turn
3. Write 
4. Don’t look
5. Don’t listen
6. Ask the teacher
a. for help. 
b. at the answers. 
c. your name on your paper, please.
d. to music on your phone.
e. on time for class, please.
f. to page 6 in your book.
 8. Look at the classroom rules. Write imperative sentences with please.
CLASSROOM RULES
DO DON’T
1. read the rules
2. raise your hand
3. listen carefully
4. run in the classroom
5. talk on the phone
6. sit on your desk
1. Please read the rules.
2. 
3. 
4. 
5. 
6. 
Speaking: Do it! Don’t do it!
 9. YOUR TURN Work with a partner. Give instructions. 
Your partner does the actions. Take turns.
 
Check your answers: Grammar reference, p. 106
Use imperatives to give commands or instructions.
Affirmative Negative
Close the door.
Turn to page 7.
 on the soccer field.
Don’t close the door.
 turn to page 8.
Don’t meet in the gym.
Contraction do not = 
NOTICE IT
Use please to make a command 
softer. It can go at the beginning or 
end of a sentence. Use a comma 
before please when it goes at the 
end of a sentence.
Please listen carefully.
Listen carefully, please.
Please don’t open your books. 
Don’t open your books, please.
Sing a song! Don’t sing.Sit down.
Unit 1 | 7
/ Read the rules, please.
Please raise your hand. / Raise your hand, please.Please listen carefully. / Listen carefully, please.
Please don't run in the classroom. / Don't run in the classroom, please.
Please don't talk on the phone. / Don't talk on the phone, please.
Please don't sit on your desk. / Don't sit on your desk, please.
Don't
don't
Meet
What does rule 
MEAN?
 
Leah:
Cesar:
Leah:
Cesar:
Leah:
Cesar:
Leah:
Cesar:
Leah:
Cesar:
Leah:
Cesar:
Hi, Cesar.
Hey, Leah. Look at this cool notebook. It’s for new English words. 
Nice.
1 regla in English?
Ruler.
I’m sorry. 2 . How do you 
spell it?
R-U-L-E-R.
3 , please?
Sure, it’s R-U-L-E-R.
Oh, ruler. Thanks. Here’s a new word for me, too . . . rule. 
4 rule ?
Rules are things you can and can’t do . . . you know, like listen to the 
teacher and don’t use your phone in class! 
I see. Thanks!
 4. Practice the conversation with a partner. 
 5. YOUR TURN Repeat the conversation in Exercise 3, but change the words in 
purple. Use your own names, the items below, and the words for them in your first 
language.
a marker a pen a calculator a map
 (your own idea)
USEFUL LANGUAGE: Learning a new language
Can you repeat that I don’t understandHow do you say What does . . . mean
REAL TALK 1.2 HOW DO YOU 
SPELL YOUR NAME?
Conversation: That’s my name!
 1. REAL TALK Watch or listen to the teenagers. Complete their 
names with the correct letters.
1. E- -I- -Y 
2. P-E- - -A 
3. -A- -H-E-L -A-N- 
4. -O- - -T- -E- 
5. E- - -N 
6. - -N-N- 
7. - -E- -E-N
8. -R-E-D-D- - 
 2. YOUR TURN How do you spell your name? Tell your partner.
 3. Listen to Cesar and Leah. Complete the conversation.
1.08
1.09
8 | Unit 1
How do you say
I don't understand
Can you repeat that
What does mean
M
T
R C J E
YNRUC
V A
I
T
B
S
Y
V
IF E
L
R
What does rule 
MEAN?
 
Leah:
Cesar:
Leah:
Cesar:
Leah:
Cesar:
Leah:
Cesar:
Leah:
Cesar:
Leah:
Cesar:
Hi, Cesar.
Hey, Leah. Look at this cool notebook. It’s for new English words. 
Nice.
1 regla in English?
Ruler.
I’m sorry. 2 . How do you 
spell it?
R-U-L-E-R.
3 , please?
Sure, it’s R-U-L-E-R.
Oh, ruler. Thanks. Here’s a new word for me, too . . . rule. 
4 rule ?
Rules are things you can and can’t do . . . you know, like listen to the 
teacher and don’t use your phone in class! 
I see. Thanks!
 4. Practice the conversation with a partner. 
 5. YOUR TURN Repeat the conversation in Exercise 3, but change the words in 
purple. Use your own names, the items below, and the words for them in your first 
language.
a marker a pen a calculator a map
 (your own idea)
USEFUL LANGUAGE: Learning a new language
Can you repeat that I don’t understandHow do you say What does . . . mean
REAL TALK 1.2 HOW DO YOU 
SPELL YOUR NAME?
Conversation: That’s my name!
 1. REAL TALK Watch or listen to the teenagers. Complete their 
names with the correct letters.
1. E- -I- -Y 
2. P-E- - -A 
3. -A- -H-E-L -A-N- 
4. -O- - -T- -E- 
5. E- - -N 
6. - -N-N- 
7. - -E- -E-N
8. -R-E-D-D- - 
 2. YOUR TURN How do you spell your name? Tell your partner.
 3. Listen to Cesar and Leah. Complete the conversation.
1.08
1.09
8 | Unit 1
How do you say
I don't understand
Can you repeat that
What does mean
M
T
R C J E
YNRUC
V A
I
T
B
S
Y
V
IF E
L
R
Conversation: That’s my name!
Objective: to ask questions to get information
Video
1.2 Real Talk: How do you spell your name? 
Six speakers answer the question: How do you 
spell your name?
1 1.08 CD1, TraCk 08
REAL TALK Explain to students that they will watch a 
video (or listen to the audio version) about students saying 
and spelling their names. Then they will complete the 
names with the correct letters.
●■ Play the video or audio and have students complete the 
task individually. Check answers as a class.
Interviewer: How do you spell your name?
Emily: E-M-I-L-Y, that’s Emily.
Interviewer: E-M-I-L-Y. Emily.
Petra: My first name is Petra, P-E-T-R-A.
Interviewer: P-E-T-R-A. Petra.
Rachel: R-A-C-H-E-L, Rachel, J-A-N-E, Jane.
Interviewer: R-A-C-H-E-L J-A-N-E. Rachel Jane.
Courtney: My first name is Courtney, and it is 
C-O-U-R-T-N-E-Y.
Interviewer: C-O-U-R-T-N-E-Y. Courtney.
Evan: My first name is Evan. E-V-A-N.
Interviewer: E-V-A-N. Evan.
Binny: Binny, B-I-double N-Y.
Interviewer: B-I-N-N-Y. Binny.
Steve: So, my first name is Steven, S-T-E-V-E-N.
Interviewer: S-T-E-V-E-N. Steven.
Freddie: Uh, F-R-E-double D-I-E, Freddie.
Interviewer: F-R-E-D-D-I-E. Freddie. How do you spell 
your name?
2
YOUR TURN Explain to students that they will tell 
a partner how to spell their name. Circulate and help 
as needed.
3 1.09 CD1, TraCk 09
●■ Explain to students that they will hear a dialogue 
between two classmates. Draw students’ attention to 
the Useful language box and read the phrases aloud. 
Explain that these phrases are commonly used to 
ask for information and that they will hear them in 
the conversation.
●■ Play the audio and have students complete the 
conversation. Play the audio again, if necessary. Check 
answers as a class.
4
●■ Have students practice the conversation from Exercise 3 
with a partner, taking turns with each part. Challenge 
them to try to say as much as they can from memory, 
rather than just reading their lines. Have students 
act out the conversation, using appropriate facial 
expressions and gestures.
5
YOUR TURN Draw students’ attention to the words in 
purple in the conversation in Exercise 3. Then have them 
look at the pictures and labels. Tell students that they 
will use those labels (a marker, a pen, etc.) to change the 
words in purple in the conversation in Exercise 3 to create 
a new conversation with a partner. Give students time to 
write their own idea to substitute into the conversation. 
Circulate and help as needed.
Workbook
Students complete the exercises on Workbook 
page 6 in class or for homework. See Teacher’s Book 
page T-121 for Workbook answer key.
Unit 1 Welcome Back! T-08
Reading to write: A poster with classroom rules
 6. Look at the title and pictures on the poster. What do you think 
some of the rules are? Read the poster to check.
Focus on CONTENT
A list of rules can include examples of things to do 
and things not to do.
 7. Read each rule below. Write the number of the rule in 
the poster that means the same thing.
1. Don’t be late. 
2. Don’t talk loudly in the lab. 
3. Sit on the chairs. 
4. Turn your phones off. 
5. Don’t leave the computers on. 
Focus on LANGUAGE
Exclamation points
Use an exclamation point to show something is:
- very important: Listen carefully!
- dangerous: Don’t sit on the table! (It might break.)
Don’t use too many exclamation points. 
 8. Find the rules in the poster with exclamation points. Which 
one shows something is very important? Which one shows 
something is dangerous?
 9. Add missing periods or exclamation points to the sentences.
1. Don’t talk in the library It’s very important.
2. Help me with my homework, please
3. Don’t run in the hallway You might fall.
4. The English class is at 10:00
Workbook, pp. 6–7
 8. Find the rules in the poster with exclamation points. Which 
one shows something is very important? Which one shows 
 9. Add missing periods or exclamation points to the sentences.
 8. Find the rules in the poster with exclamation points. Which 
 9. Add missing periods or exclamation points to the sentences.
Writing: Classroom 
rules
 PLAN
Make a chart with ideas for classroom 
rules. Then number your ideas in the 
order of importance.
Do Don’t
 WRITE 
Now write your rules. Use the best 
ideas in your chart. Write at least 
eight rules.
 CHECK
Check your writing. Can you answer 
“yes” to these questions?
• Do you include things to do and 
things not to do? 
• Do you use exclamation points 
correctly?
Computer Club Rules
1 Be on time! Club meetings are at 4:00 on Mondays.
2 Be careful with the laptops. They are new.
3 Please be quiet in the lab. Use headphones.
4 Don’t eat or drink in the computer lab.5 Please take turns.
6 Don’t sit on the desks!
7 Don’t use phones in the lab.
8 Turn off the computers at the end of the day.
Unit 1 | 9
!
.
!
.
1
3
6
7
8
Reading to write: A poster 
with classroom rules
Objective: to read a poster with information about 
classroom rules
6
●■ Have students close their books. Ask them what kind of 
rules they think there would be in a computer club (a 
club where students play computer games, create their 
own computer games, or learn how to use different 
kinds of computer programs). Encourage them to use 
affirmative and negative commands: Don’t sit on the 
desks, Don’t take the laptops out of the classroom, Please 
be quiet, etc.
●■ Have students open their books and read the poster 
title and look at the pictures to see if their predictions 
match the poster. (Possible answer: Yes, two of my 
predictions matched: Be careful with the laptops. / Turn 
off the computers at the end of the day.)
Focus on Content
Read the information aloud. Make sure students 
understand that rules are usually organized in a list 
with all the things that you can do grouped together 
and things you can’t do grouped together.
7
●■ Read the list of rules aloud. Tell students that they will 
read the list of Computer Club Rules from Exercise 
6 again and write the number of the rule from that 
exercise that means the same as each rule in Exercise 7. 
Have students complete the task individually and then 
compare answers with a partner. Check answers as 
a class.
Focus on Language
Review the information in the box with students. 
Explain that it is important not to use exclamation 
points too often because they lose their impact and 
importance. 
To check understanding, ask students to call out short 
sentences that should end in an exclamation point, 
such as Help! Look out! and Fire!
8
●■ Explain the exercise and have students complete it 
individually. Check answers as a class.
Answers
Be on time!; very important
Don’t sit on the desks!; dangerous
9
●■ Tell students that they will complete this exercise by 
adding missing punctuation (periods or exclamation 
points). Have students work individually and then 
compare answers with a partner. Check answers as a 
class.
Optional Have students read each sentence aloud, once 
with an exclamation point and once without so they can 
hear the difference. Encourage them to be dramatic and 
have fun with their reading.
Workbook
Students complete the exercises on Workbook page 7 
before beginning the Plan, Write, and Check activities. 
See Teacher’s Book page T-122 for Workbook 
answer key.
Writing: Classroom rules
Objective: to write a chart of classroom rules
Plan
●■ Review the poster of rules in Exercise 6. Have 
a volunteer read the rules aloud. Then ask 
comprehension questions: Can you talk in the lab? 
Can you sit on the desks? Can you use headphones? 
What other things can’t you do in the lab? (You can’t use 
phones, and you can’t eat or drink.)
●■ Direct students’ attention to the chart and tell them that 
using the chart to organize their rules will help them to 
plan their writing.
●■ Have students model the information in the chart 
to organize their own rules. Remind students to 
number their rules in order of importance. To check 
understanding, ask volunteers to give examples of rules 
they will put in each column. 
Write
●■ Have students use the poster in Exercise 6 as a model 
for their own rules. Remind them to write things to do 
and things not to do. Suggest that they put the rules in 
order of importance. 
Check
●■ Read the questions aloud and have students check their 
own writing individually and then exchange lists with 
a partner. Have partner’s check each other’s lists and 
offer suggestions.
●■ Encourage several students to share their lists with 
the class.
Optional Ask all students to share their lists and as a class 
vote on the most important ones. Have a volunteer make a 
class poster of rules and display it in the classroom.
T-09 Unit 1 Welcome Back!
Reading to write: A poster with classroom rules
 6. Look at the title and pictures on the poster. What do you think 
some of the rules are? Read the poster to check.
Focus on CONTENT
A list of rules can include examples of things to do 
and things not to do.
 7. Read each rule below. Write the number of the rule in 
the poster that means the same thing.
1. Don’t be late. 
2. Don’t talk loudly in the lab. 
3. Sit on the chairs. 
4. Turn your phones off. 
5. Don’t leave the computers on. 
Focus on LANGUAGE
Exclamation points
Use an exclamation point to show something is:
- very important: Listen carefully!
- dangerous: Don’t sit on the table! (It might break.)
Don’t use too many exclamation points. 
 8. Find the rules in the poster with exclamation points. Which 
one shows something is very important? Which one shows 
something is dangerous?
 9. Add missing periods or exclamation points to the sentences.
1. Don’t talk in the library It’s very important.
2. Help me with my homework, please
3. Don’t run in the hallway You might fall.
4. The English class is at 10:00
Workbook, pp. 6–7
 8. Find the rules in the poster with exclamation points. Which 
one shows something is very important? Which one shows 
 9. Add missing periods or exclamation points to the sentences.
 8. Find the rules in the poster with exclamation points. Which 
 9. Add missing periods or exclamation points to the sentences.
Writing: Classroom 
rules
 PLAN
Make a chart with ideas for classroom 
rules. Then number your ideas in the 
order of importance.
Do Don’t
 WRITE 
Now write your rules. Use the best 
ideas in your chart. Write at least 
eight rules.
 CHECK
Check your writing. Can you answer 
“yes” to these questions?
• Do you include things to do and 
things not to do? 
• Do you use exclamation points 
correctly?
Computer Club Rules
1 Be on time! Club meetings are at 4:00 on Mondays.
2 Be careful with the laptops. They are new.
3 Please be quiet in the lab. Use headphones.
4 Don’t eat or drink in the computer lab.
5 Please take turns.
6 Don’t sit on the desks!
7 Don’t use phones in the lab.
8 Turn off the computers at the end of the day.
Unit 1 | 9
!
.
!
.
1
3
6
7
8
BE
Find out about Jin Yang, a 
gymnast. Where is her school? 
(Workbook, p. 73)
1.3 JIN YANG: A GYMNAST
Culture: Student photographers
 1. Look at the title and pictures. What is the article about? 
Check (✓) your guess.
professional photographers in New York City
a photography program in New York City 
teens in New York City
 2. Read and listen to the article. Check your answer in 
Exercise 1.
 3. Read the article again. Circle the correct answers. 
1. The teachers / students at NYC SALT are teens.
2. The students’ photos are about their 
interests and cultures / schools and teachers.
3. The classes are one / five day(s) a week.
4. Students learn how to use cameras / computers in 
the program.
5. Life in Washington Heights is a photography / video 
project.
 4. YOUR TURN Work with a partner. Talk about a club that 
you are in or a club that you know about.
1.10
DID YOU KNOW . . .?
First black and white photo: 1826
First color photo: 1861
First digital camera: 1975
PICTURE 
IT! 
Are you in a club?
Yes, I am. I’m in a music club. It’s on Mondays, 
and it’s in the band room. It’s fun. It . . .
NYC SALT is an after-school photography program in New York 
City. The students are 13 to 19 years old. The teens’ photos are 
about their interests and cultures. The classes are one day a week. 
Here’s a list of things you do at NYC SALT:
■ Learn about your camera.
■ Learn from professional photographers.
■ Use your camera on photo shoots.
■ Show your photos in the SALT gallery.
■ Make videos.
■ Become an artist!
Some teens are part of group projects. For example, Life in 
Washington Heights is a collection of photos about a neighborhood 
in New York City. The photos are on the streets and in the parks 
in Washington Heights. The photos are alsoin the photographers’ 
homes, on subways, and in supermarkets. Some photos are black 
and white, and others are in color. 
Are you a photographer? Is there an 
after-school program in your city?
YES Join today!
 NO Start your own photography club!
10 | Unit 1
✓
BE
Find out about Jin Yang, a 
gymnast. Where is her school? 
(Workbook, p. 73)
1.3 JIN YANG: A GYMNAST
Culture: Student photographers
 1. Look at the title and pictures. What is the article about? 
Check (✓) your guess.
professional photographers in New York City
a photography program in New York City 
teens in New York City
 2. Read and listen to the article. Check your answer in 
Exercise 1.
 3. Read the article again. Circle the correct answers. 
1. The teachers / students at NYC SALT are teens.
2. The students’ photos are about their 
interests and cultures / schools and teachers.
3. The classes are one / five day(s) a week.
4. Students learn how to use cameras / computers in 
the program.
5. Life in Washington Heights is a photography / video 
project.
 4. YOUR TURN Work with a partner. Talk about a club that 
you are in or a club that you know about.
1.10
DID YOU KNOW . . .?
First black and white photo: 1826
First color photo: 1861
First digital camera: 1975
PICTURE 
IT! 
Are you in a club?
Yes, I am. I’m in a music club. It’s on Mondays, 
and it’s in the band room. It’s fun. It . . .
NYC SALT is an after-school photography program in New York 
City. The students are 13 to 19 years old. The teens’ photos are 
about their interests and cultures. The classes are one day a week. 
Here’s a list of things you do at NYC SALT:
■ Learn about your camera.
■ Learn from professional photographers.
■ Use your camera on photo shoots.
■ Show your photos in the SALT gallery.
■ Make videos.
■ Become an artist!
Some teens are part of group projects. For example, Life in 
Washington Heights is a collection of photos about a neighborhood 
in New York City. The photos are on the streets and in the parks 
in Washington Heights. The photos are also in the photographers’ 
homes, on subways, and in supermarkets. Some photos are black 
and white, and others are in color. 
Are you a photographer? Is there an 
after-school program in your city?
YES Join today!
 NO Start your own photography club!
10 | Unit 1
✓
Culture: Student photographers
Objective: to read and then talk about NYC SALT, an 
after-school photography program
1
●■ Have students look at the title and the photos and 
predict what they will read about. Have volunteers 
discuss familiar things from the images. Or have 
students point to and call out vocabulary words from 
the photos, such as camera.
●■ Discuss with the class why they think people like to 
take photos. Ask students if they like to take photos 
themselves and if so, what their favorite subjects are to 
photograph.
●■ Read the topics aloud. Tell students to look at the 
pictures and title again and check what they think the 
article will be about.
2 1.10 CD1, TraCk 10
●■ Explain to students that they will read the text 
and check if their prediction from Exercise 1 is 
correct. Before students begin reading explain any 
unfamiliar words or phrases such as program (a group 
of activities), photo shoot (photographers taking 
photographs), gallery (a room or building that is used 
for showing or selling art), collection (a group of things 
gathered together), and neighborhood (an area of a city 
or town people live in).
●■ Have students read the article and then play the 
audio for students to check their answers to Exercise 
1. Review the answers as a class. To confirm 
understanding, ask several students to read the parts of 
the article that helped them choose the correct topic.
Optional Have students research any photography 
programs or classes in their area and share their findings 
with the class.
DID YOU KNOW . . .?
Read the information in the box aloud. Ask students 
if they know any other facts about photography or the 
history of photography.
You can share the following facts with them:
The inventor of the black-and-white photograph was 
Joseph Nicéphore Niépce of France. He took the first 
photo while looking out of his window in 1826 or 
1827. The picture wasn’t very clear, but you can see 
the roof of his barn, a pear tree, and the horizon.
The first color photo, taken in 1861, is actually three 
photos on top of each other: one with a red filter, one 
with a blue filter, and one with a yellow filter. Together, 
they made a full-color image. The photo was of a 
plaid ribbon.
Today people take photos all the time. Many people 
post them to Facebook. In fact, 250 million photos 
are uploaded to Facebook daily. The total number of 
photos on Facebook is 10,000 times more than the 
total number of photos in the U.S. Library of Congress.
3
●■ Explain to students that they will read the article 
again and circle the correct answers. Suggest that 
they read the sentences first to see what information 
they are looking for. Have students complete the 
task individually and check answers as a class. Ask 
volunteers to point to the place in the text that helped 
them choose the correct answer.
Optional Ask students to write 3–4 comprehension 
questions about the article. Then have students take turns 
asking a partner their questions. Challenge students to 
answer the questions from memory.
4
YOUR TURN Explain the exercise. Have a volunteer 
read the speech balloons aloud. Have pairs of students 
discuss the question and report their partner’s responses to 
the class.
Video
1.3 Jin Yang: A Gymnast We meet Jin Yang, an 
aspiring gymnast in Beijing, China. She shows 
us where she lives at the school, and we see 
her during her intense practice regimes with her 
classmates. Jin Yang’s highlight is an afternoon 
outing at a local park with her father before 
returning to school for more practice.
Students complete the video worksheet on 
Workbook page 73. See Teacher’s Book 
page T-136 for Video answer key.
Answer
Jin Yang’s school is in Beijing, China.
Unit 1 Welcome Back! T-10
UNIT 1 REVIEW
Vocabulary
 1. Write a/an, the color, and the classroom object.
1. 
2. 
3. 
4. 
 2. Put the sentences in the most logical order.
 Close your book.
 Open your book.
1 Sit down in your chair.
 Read the article.
 Turn to page 13.
Grammar
 3. Write sentences with the simple present forms of 
be. Use subject pronouns for names and objects. 
Use contractions.
1. Amy / not 17 / .
 She’s not 17. / She isn’t 17.
2. Paula and Rico / in an English club / .
 
3. the chair / not / green / .
 
4. the rulers / yellow / ?
 
 4. Write the negative form of the imperative 
sentences.
1. Run in the gym. 
 
2. Come here. 
 
3. Please ask questions. 
 
4. Raise your hand. 
 
5. Stand up now. 
 
6. Talk to your classmates.
 
Useful language
 5. Circle the correct answers.
Hiro:
Mika:
Hiro:
Mika:
Hiro:
Mika:
Hiro:
Mika:
Hiro:
Mika:
Hiro:
Mika:
Hello, Mika. 
Morning, Hiro.
 (1) How / What do you say sensei in 
English?
Teacher. 
I don’t (2) mean / understand. 
How do you spell it?
T-E-A-C-H-E-R.
Can you (3) repeat / say that, 
please?
Sure. T-E-A-C-H-E-R.
Oh, teacher. Thanks.
Hey, Hiro. What does dictionary 
(4) say / mean?
 Oh, I know that word. It’s a book with 
words in it.
Yes! Buy a dictionary, please!
PROGRESS CHECK: Now I can . . . 
■ identify classroom objects and colors. ■ ask for help learning English.
■ identify people in my school. ■ write a list of rules.
■ give and follow instructions. ■ talk about a school club.
Unit 1 | 11
5
2
4
3
a black laptop
a purple eraser
an orange notebook
a blue chair
Don't run in the gym.
Don't come here.
Please don't ask questions.
Don't raise your hand.
Don't stand up now.
Don't talk to your classmates.
They're in an English club.
It isn't green. / It's not green.
Are they yellow?
Unit 1 Review
Vocabulary
●■ Explain that Exercises 1 and 2 will review the 
vocabularythat students learned in this unit. Before 
students look at the exercises, allow them time to 
review the vocabulary exercises in the unit. Remind 
students that they have learned articles, colors, 
classroom objects, and classroom commands. Ask 
students to say aloud together the name of this unit, 
Welcome Back! Then ask: How is the vocabulary you 
learned in this lesson important to coming back to school? 
(It addresses items we need to do our school work and 
rules we need to understand to get along in school.) 
Review and explain any vocabulary as necessary.
1
●■ Explain that students will look at the pictures and write 
a/an, the color of the object, and the name of the object. 
Have students complete the exercise individually. 
Check answers as a class.
2
●■ Explain that students will number the commands in the 
order that they usually do them in class. Have students 
complete the exercise individually. Check answers as 
a class.
Grammar
●■ Explain to students that Exercises 3 and 4 will review 
the grammar that students have learned in this unit. 
Before students look at the exercises, allow them time 
to review all of the grammar exercises. Remind them 
that they have learned simple present forms of be in 
affirmative and negative statements, yes/no questions, 
short answers, and subject pronouns. Review and 
explain any grammar as necessary.
3
●■ Explain to students that they will use the words 
provided to write sentences with the simple present of 
the verb be. Remind students that they will substitute 
subject pronouns for any names or objects. To check 
understanding, read the first example aloud. Have 
students complete the exercise individually and check 
answers as a class.
4
●■ Tell students that they will write the negative forms of 
the classroom commands. Have students complete the 
exercise individually and check answers as a class.
Useful language
●■ Explain that Exercise 5 will review the useful language 
that students have learned in this unit, such as: Can you 
repeat that? How do you say? I don’t understand, and 
What does. . . mean? Allow students time to review the 
Useful language exercises in the unit.
5
●■ Explain to students that they will circle the correct 
answers. Have students do the exercise individually and 
check answers as a class. Have a few pairs of students 
read the completed conversation aloud.
Extension Activity
●■ Challenge students to play a Game of “Do As I Say” 
using the vocabulary, grammar, and useful language 
from this unit.
●■ Number your students and then call them in order or 
random order. Ask them to do something, such as, 
Open the door, Hold up a yellow pencil, What would the 
past of be be in this sentence? I __ in the school yesterday. 
What would you say to someone if you didn’t hear what 
they said?
●■ If students do not do as you say correctly, they are “out” 
(sit down). Continue the game until there is one person 
left standing—the winner who did everything you 
said correctly!
Progress Check
●■ Review the Progress Check items with students.
●■ In pairs, students take turns giving examples or 
explanations for each of the Progress Check items.
●■ Students complete the Project Check by checking the 
items they know and leaving blank those they are not 
confident about.
●■ Identify the class’s problem areas and review or reteach 
them as needed. Help individual students as required.
●■ To review Vocabulary, refer students to Student’s 
Book pages 3 and 6 and Workbook pages 2 and 4.
●■ To review Grammar, refer students to Student’s 
Book pages 5, 7, and 106 and Workbook pages 3 
and 5.
●■ To review Useful language, refer students to 
Student’s Book page 8 and Workbook page 6.
T-11 Unit 1 Welcome Back!
UNIT 1 REVIEW
Vocabulary
 1. Write a/an, the color, and the classroom object.
1. 
2. 
3. 
4. 
 2. Put the sentences in the most logical order.
 Close your book.
 Open your book.
1 Sit down in your chair.
 Read the article.
 Turn to page 13.
Grammar
 3. Write sentences with the simple present forms of 
be. Use subject pronouns for names and objects. 
Use contractions.
1. Amy / not 17 / .
 She’s not 17. / She isn’t 17.
2. Paula and Rico / in an English club / .
 
3. the chair / not / green / .
 
4. the rulers / yellow / ?
 
 4. Write the negative form of the imperative 
sentences.
1. Run in the gym. 
 
2. Come here. 
 
3. Please ask questions. 
 
4. Raise your hand. 
 
5. Stand up now. 
 
6. Talk to your classmates.
 
Useful language
 5. Circle the correct answers.
Hiro:
Mika:
Hiro:
Mika:
Hiro:
Mika:
Hiro:
Mika:
Hiro:
Mika:
Hiro:
Mika:
Hello, Mika. 
Morning, Hiro.
 (1) How / What do you say sensei in 
English?
Teacher. 
I don’t (2) mean / understand. 
How do you spell it?
T-E-A-C-H-E-R.
Can you (3) repeat / say that, 
please?
Sure. T-E-A-C-H-E-R.
Oh, teacher. Thanks.
Hey, Hiro. What does dictionary 
(4) say / mean?
 Oh, I know that word. It’s a book with 
words in it.
Yes! Buy a dictionary, please!
PROGRESS CHECK: Now I can . . . 
■ identify classroom objects and colors. ■ ask for help learning English.
■ identify people in my school. ■ write a list of rules.
■ give and follow instructions. ■ talk about a school club.
Unit 1 | 11
5
2
4
3
a black laptop
a purple eraser
an orange notebook
a blue chair
Don't run in the gym.
Don't come here.
Please don't ask questions.
Don't raise your hand.
Don't stand up now.
Don't talk to your classmates.
They're in an English club.
It isn't green. / It's not green.
Are they yellow?