Postcards 2 Student s Book

SECOND EDITION

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Brian Abbs • Chris Barker. Ingrid Freebairn with JJ Wi son and Stella Reilly

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PEA RSO N

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Lonzrnani

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Postca rds 2, Second Edition Authoriz ed adaptation from the United King dom edition, entitled Snapshot. firs t edition, published by Pea rson Edu cation.Lim ited publishing u nder its Longma n imprin t. Cop yright © 1998. American English adap tation, publishe d by Pearson Education, Inc. Copyrig ht © 2008. Copy right © 2008 by Pea rson Ed ucation, Inc. All righ ts rese rved . No part of th is pub lication m ay be rep rod uced, s tored in a retr ieva l syste m, or tra nsm itted in any form or by a ny m eans, electronic, mechanical, photocopyi ng, recordi n g, or otherwise, wit ho ut the prior permiss ion of the p ublish er. Pea rson Educati on, 10 Bank Street, White Plains. N Y 10606 Staff cred its: The pe ople who made up the Postcard s 2, Second Edition team, representing editorial, p rod uction, design , and ma nu factu ring , a re Ae rin Csigay, Dave Dickey, Nancy Flagg man, Ann France, Geraldine Cen iusas, Charles Gr een , Mike Kemper, Dana Klinek, Ed Larnpr ich, Mel issa Leyv a, Liza Pleva, and Stella Reilly. Cover an d text design : An n Fran ce Text com positio n: TSI Grap hics Text font: 1'1 / 14 pal at ine ISBl -13: 978 -0-13-8 15045-7 ISBN-"IO: 0-13-815045-1 1 2 34 5 6 78 91O-QWD - 131 21110 09

Illustration credits Mark Coll ins: p. 2 (top); Francois Escalmel, p. 23; Tim Hagger ty: pp. 18,74,86, 111; Peter Gunthe r: p. 69; Bria n Hug hes : pp. 5,12; Alan Neid er : p.78; Ch ris Reed : pp . 19, 40,54, 101; Bar t Rivers, pp. 50, 81, 121; Robert Roper : p. 65; And rew Shiff: pp. 44, 70, 85; Jim Sta rr: pp. 22, 106; Anna Vc1tfort: p. 28. Text credits

P: 2 Source for Harry Potter's family tre e: wikipedia.org: p. 20 " Becom ing a Fat Nation," adap ted from USA TODAY, February 19, 2002 ; p. 40 Source of ch art: U.S. Bureau of the Cen sus: p. 68 "A Modern -d ay Mozart," ad apted from 60 Mi nutes' "Prod igy 12, Com pared to Mozart," Novemb er 28,2004; P: 76 "A Laught er a Day Keep s the Doctor Away," ad apted from "Community Hero: Dr. Madan Kataria" by Wendy Jewel l, which appeared on www..laughte ryoga.org; p. '103 Ru les of behavio r, ada pted from 'T each ing Man ne rs in a Manne r-less World" by Ellen R. Delisio, wh ich appe ared on ed ucation-world .com.

Photo credits All ang in al photog raphy by Ste ph en Og ilvey; cove r (city) David No ta n/ Getty Images, (bu tton) Da rlin g Kindcrsley: borders (globe) Larry Wil1iam s /Corbis, (clouds) Royal ty-Frec/ Corb is: p. 2 (friends ) Leland Bobb c/ Corbis, (classmates) WizData, Inc./Shutter sto ck. com; p . 9 And res Rod riguez/Shutt erstock.com ; p. 11 (top) And rew Redington / Get ty images, (bottom) Fabrice Coffrini /Cetty Ima ges: p. 14 Shu tters tock.com: p. 15 Shuttersto ck.corn: P: 20 (top) Bananabt ock/ age fotostock, (bottom) Mar k Richard s/Photolidit: p. 26 Pearson Ed ucat ion/ Peter Lak e: p. 30 Bavaria/ Gett y Images; P: 32 (top) David Young-w olf f/Photolid it, (middle left) Da rling

Kinde rsley. (m iddle right) Dor ling Kinderslcy, (bottom left) Cra ig}. Bro wn/Index Stock Imagery; p. 33 (top) Dorling Kindersley, (bo tto m) Dorli ng Kind erslcy: p. 36 (biking) mylife photos/ age fotostock, (hockey) Dennis Macfronald/agc fotos tock, (skateboar d ing) Hemera / age fotostoc k, (s w imming) Joh n Cu m ming/ age fotostock, (ta ble tenn is) Image OJ/ age fotos tock, (bowling) jose Maria Riola / age foto stock, (camp ing) imagelOO/a gc fotos toc k, (ru nn ing) SuperStock/ age fot ostock, (roc k cli mbing) Ca te Frosc/Shut tcrstock.com, (wall climbing) S. Pala zov/ Shutterstock.com; p. 51 Royalt y-Frce/ Corbis,

(lam p) Steve Horrell/ Photo Researchers, Inc.; p. 52 (left)

Kaz Ch iba / Ce tt y Images, (righ t) Th omas Northcut/

Get ty Images; p. 53 Contograp her/ Co rbis; p. 57 (1)

Lon don Feat ures In tern ati on a l, (2) Idols Licensi ng and

Publicity ua, (3) Rex Featur es, (4) Big Pictu res; p. 58 (left)

Bobby Deill/Rea lDeaIPhoto/ Shuttcrs tock.com, (righ t)

Jupiterirnages Corp oration: p. 60 (a) Royalty-Free/ Corbis,

(b) Ch ristophe Lovi ny/Corbis: p. 61 (c) Tom & Dee An n

McCarthy / Corbis, (d) Chri stine Osborne/ Corbis,

(e) National Ga ller y Collection by kind per m ission of

the Trustees of the Nat ion al Callery, Londori/ Cor bis.

(f) Fra ns Lanting /Corhis; p . 66 (left) Ma ry Eva ns Pictur e

Library /Al arny, (right) Victor ia & Albert Museu m,

London/ Art Resource, NY; P: 75 Dyn amic Graph ics

Croup/ Crcat as/ Alam y: p. 76 (left) Dr. Madan Kataria,

(righ t) AP Im ages; p. 79 (top) Vic Bidder / PhotoEd it,

(midd le left) Robert Bren ncr/Photolidit, (m id d le right)

Jam es Leyn sc/ Corb is, (bo ttom rig ht) Jam es Con nelly/

Corbis, (bottom left) Food Pix/Gett y Images; P: 80 (S<10

Pau lo) An gelo Cavall i/age fotos tock, (New York) Sand ra

Baker/Getty Images, (Chicago) Colo r Day Production/

Getty images, (Vancouver) Rob Atkin s/ C otty Images,

(Syd ney) Martin Mi schkuln ig/ Cc tty Images; p. 84

Mediolma ges /SuperStock; p. 88 (top) Ch ristie's Images/

Corbis, (midd le) Chri stoph e Bolsv ieu x/Co rbis. (bottom)

Royalt y-Frce/ Corbis: p. 89 Jack Fields / Corbis: p. 93 (left)

Gregory Pacc/Corbis. (midd le) Evan Agost ini / Getty

Images, (right) Pun it Paran jpe /Reu ters / Corb is, (bo tto m)

Busin ess Wire/Ge tty lmages; p. 94 (top) © 2005 Ma rvel/

Corbis, (bottom) Warner Bros /DC Comics/The Ka bul

Co llection; p. 96 (top) Sebastian D'Souza / Getty Images,

(bottom) She rw in Cras to / Rcuters /Corbis: p. 99 Images;

p. 100 Pearson Educa tion/ Peter Lake; P: 102 (lop to boncm) Gra ce / zefa / Corb is, M ichelle D. Milliman / Shu tterstock.corn, Pear son Ed ucation/Peter La ke. Pearson Educat ion /Peter Lake; p. 107 (top) Ron Watts / Cnrbis, (m idd le) Tom Stewar t/ Co rbis. (bottom) Ga len Rowell/ Corbis: p.11 3 (top ) Banan afltock/ age Iotostoc k. (bottom) Bob Parduc/ Alamy: p. 116 (top) Etien ne George/ Corbis Sygma. (middle) Kaz uyosh i No mach i/Corbls, (bott om) Royalt y-Free/ or bis : p. 117(top) Roya lty-Frcc/ Corbis, (bo ttom) Royalty-Free/Co rbis: p. 'l l8 (left to right) Suz an/ All Actio n, Rex Features, Suzi Gibbons / Red fern s, Rex Features, Dav id Redfern / Redferns, J 1 i ntern ational / Red ferns, Corbis, Peter Aitchison!All Actio n, Rex Featu res; P: 119Corbis: P : 120 Aga & Miko Ma ternc/ Shutterstock.com ; p. 122 (top) licki Pa rdo / Cetty Images. (middle) Getty Images. (bottom) Arabia n Eye/ Get ty Images: p. 123 (top) Kaz Chiba/Getty Images, (botto m) Royalty-Frec / Corbis; p. 124 Kenneth Garret t/ Getty Images; P: 125 (top) Anne- larie Weber !Getty Images, (bottom) Reuter. / Co rbis: P: 126 (top left) Jeff Greenberg/ age fotostock, (top right) Royalry-Free/Corbis, (bottom left) Anders Ryman /Corbis, (bottom right) Macduff Everton /Corbis; p. 127 a rga ret Courtncy-Clarkc/ Corbis: p. 128 (top ) AI-Nakheelldpa /Corbi s, (middle) Dynami Earth Imagin g/Photo Researchers, lnc.: p. 129 (bottom) Stephanie Kuy end aI/ C rbis .

Contents Scope and Sequence Characters

viii

Lets get started. UNIT

1 Meet Alex and his friends.

UNIT

2

Do you haue any piua dough?

Progress check Game 1 Project 1 UN IT

3

#I re there an IJ chips left?

Wide Angle 1 UNIT

4

How often do !IOU go rode climbing?

Progress check UNIT

5

Ellerybodvs waiting tor us.

Game 2 roject 2 UNIT

6 What are !IOU going to wear? 7

You were awesome,Jllex!

UN IT

8

I used to dream of ...

2

Progress check Game 3 Project 3

6

UNIT

14

21

22 23

UNIT

34 41 42

52

We were walking home ...

10

You're the best in the group.

70 77 78

79 80

88 90

Progress check

97

11

98

UNIT

32

9

Wide Angle 3

24

50 51

Pro gress check id e Angle 2 IT

iv

Vou shouldn't be upset.

Game 4 Project 4 UNIT

12

106 107

I'll teach VOU if !IOU want to learn.

108

Progress check Wide Angle 4

115 116

Fun with songs 1-4

118

Focus on culture 1-4

122

Fun with grammar

130

Peer editing checklist

134

Scope and Sequence

Unit

Communication

Grammar

De~cribe

Review of the simple prese nt Possessive.pronouns: mine, yours (sinq.), hers, h is,

let!get started. Meet Rlexandhis

som eo ne's personality

friends.

ours, yours (pl .), theirs Whose?

Pages 6-13

00 you haue any piua

Give -and follow inst ructions

dough?

Coun t an d non co unt nouns Imperatives (Commands)

Pages 14-20 Page~l

Progress check Units 1 and 2 Test -tak ing tip: Be prepared.

Page 22 Page 23

Game 1: Stomp, spin, and spell Project 1: A snapshot of a great snack

lire there any chips left?

Make an offer

THere is I There are wit h some a nd any Quest io ns with How much and How many Expressions of quant ity: a little, a few, a lot of,

not much, not many ' Pages 24-31 Pages 32-33

Wide Angle 1: International treats

How often do you go

Express pre fe re nces: would rather

rock climbing?

Adverbs of f re q ue ncy Ex pressio ns of freq uency How often

Gerunds Pages 34--40 Page 4 1

Progress check Units 3 and 4

Elferybody's waiting

for us.

Test-t aking tip: Stay positive and relaxed .

Talk about wh at's going on now

The present con tinuous The simp le prese nt con traste d w it h th e present cont inuous

Pages 42-49 Page 50 Page 51

Game 2: Sentence charades Project 2: A snapshot of a special interest

What are !IOU going to wear?

'Talk about clo thes omment an d complime nt

to o + adjective; not + ad je ctive + enough Present continuous fo r futu re arrangeme nts Be going to + ver b fo r fut ure plan s, int e nti o ns, and predictio ns

Pages 52-58

IV

Pag e 59

Progress check Units 5 and 6

Pages 60-6 1

Wide Angle 2: What is beauty?

Scope and Sequence

Test -t aking tip: Keep your eyes on you r own paper.

•

Learn to learn

Vocabulary

Personality traits

Reading : Identify peo ple from descriptions Listening: LIsten fo r specific information to complete a chart Speaking: Describe people's personalit ies; Talk about yourself Writing: Write about your ideal person

Expand you r vocabu lary

Linking words in connected speech

~s

Reading: Read for specif ic in format io n Listening: Listen t o dete rmine true and false information Speaking : Give and f ollow instructions Writing: Make a poster on healthful eating tips

Learn w ords that are often used t oget her (collocations)

Using stress and intonation t o expres~ strong feeli ngs

Reading: Read to di scrimi nat e information Listening: Listen t o identify true information Spe~king: Discuss your react ions to errands; Talk about a pl ace described in a reading Writing: Write about a shopping place

Learn colloc at ions with food

Woufdyo u

Reading: Read a bar graph Listening: Listen for specific information Speaking : Talk about w hat you like and don't like doing w hen you don't have school Writing: Write about w hat you like and don't like doing during your f ree time

Learn coll ocat ions in context

The sound 101 in soccer

Reading : Read a blog for specif ic information Listening : Listen to discriminat e information Speaking : Talk about reasons for running late Wr iting: Write about what usually happens at school

Role-play to practice English

Words begi n ning with s + another consonant

Reading: Read for specific informatio n Listening: Listen to discriminat e information Speaking : Talk abo ut th e kind of clot hes you like; Discuss your opinio n Writing : Write a list of fashio n do's and don'ts

Change nouns t o adjectives

The pronu nciat ion of going to

f or various mea ls

Scope and Seque nce

v

Stope and Sequente Title

Communication

Vou wereawesome, Jllex!

Express agreement or disagreement

The simpl e pa st of be The sim ple past of regu lar a nd irreg ula r verbs

J used todream of...

Express opin io n

Conjunctions: and, but. so Used to for pa st ha bits

Pages 62- 69

Pages 70-76 Pag e 77

Progress check Units 7 and 8 Test-taking tip: Wr it e neat ly.

Page 78 Page 79

Game 3: Q & A baseball Project 3: A snapshot of my childhood

We were walking home ...

Talk about the weat he r Talk about past activities

The past continuous The past continuous w it h when and while The simple past and the past continuous

Pag es 80-87 Pa g es 88-89

Wide Angle 3: A traditional st ory

Vou're the best in the group.

Talk about prefere nces

The co mparative and su perlative forms of adjectives Ma king compariso ns wit h as + adjective + as

Pages 90-96

Page 97

Progress check Units 9 and 10 Test-t aking tip: tookout for keyword s.

Vou shouldn't be upset.

Express decisio ns

Will for predict io ns and decis io ns Should/Shou ld n't for a dvice Must/Must no t fo r rules and obligations

Pages 98-105 Page 106 Page 107

Game 4: Say and do the opposite Project 4: A snapshot of a trip

ru teach you if vou

Talk ab out summer plans

want to learn.

May/Might for possi bility First conditional: If clause + w;/Ilmight

Pages 108-114

vi

Page 115

Prog ress check Units 11 and 12 Test-taking ti p: Stay focused on your work.

Pages 116-117

Wide Angle 4: Summer camps

Scope and Sequence

-

Vocabulary

SkU s

Learn to learn

Pronunciation

Positive and negative adjectives

Reading : Read for specif ic information Listening: Listen to discrim inate inf ormat ion Sp eaki ng: Talk about a party; Int erview a classmat e about a reading Writing : Write a summary for a teen magazine

Learn irr egula r past fo rms in groups

Intonat ion in YeslNo and information questions

Basic emotions

Reading : Read for specif ic informat ion Listen ing: Listen to discri minat e in format io n Sp eaki ng : Talk about what makes you happy and sad or angry; Expresspersonal opinions Writing : Write a paragraph about what your classmat e used to do

Personalize what you learn in school

The pro nunciatio n of used to

Adjectives for describing the weather

Reading : Read for specific information Listening: Listen to discriminate information Sp eaking : Talk about stories you like; Discuss similarities and differences Writing: Put sentences in order to write a story

Make pred ict ions

The pro nunciat io n of hi in walk

Adject ives of quality (positive and negative)

Reading : Read for specific information Listening : List en to determine true and fa lse informatio n Speaking: Express personal op inions; Express pref erences Writing: Write a paragraph about the advantages and disadvantages of being very qood -lookinq

Listen carefully to the sound s of English

The pronunciation of lce/ as in mad

Parts of the body

Reading: Read a questionnaire Listenin g : Listen t o discriminate information; List en f or specif ic inf ormat ion Speaking : Give your opinion on manners Wr it ing : Make an etiquette.l ist

Learn f rom your mistakes

The short sound of lui as in should

Summer activities

Reading : Read a website for specific information Listening : List en to a radio show to determine true and false information Speaking : Talk about your summer pla ns Wri ting: Wr ite an e-mail abo ut your summer pl ans

Use t he publisher'S web sit e for additional information and practice

Stress in verb + noun combinations

Scope and Seque nce

vii

Vo

ul ry

1 Personal Information Read the information. Then complete the form wit h yo ur own inf ormat ion.

Last name Hudson

First name

Age

Address

Tel. no.

Kathleen

13

61 Park Avenue

(212) 555-3586

-- E-mai.lld~t~' [email protected]

New York, NY 10303 U.S.A.

2 Relationships

Mr. atld Mrs. Pursley Mr. atld Mrs. Evatls

Mr: a"d Mrs. Potter

The fam ily

ii

A. Read the family words.

.t ' ..

I

"

• grandfather and p;randmother = grandparents • father and mother = parents • son and daughter = children • brother • uncle • sister • cou sin • aunt • onl y ch ild

,,

• 1

,,

,' ." ...

II

B. PAIRS. Writ e some of the

words from Exercise A in

Harry Potter's family tree.

Friends A. Read the words and look at the pictures. B. Write names below

the pictures where approp ri ate.

2

Let's get sta rted.

Marjorie Pursley

VerMO"

Jalltes

Porsley

Potter

Pudley Porsley

Karry Potter Qnly child

3 Classroom commands A . Loo k at the pictures and read the commands.

1. Cover.

9. Vraw.

2.falce turns,

,. ~eseribe .

6. Ihlnk,

7. Circle.

+.Repeat

t 2. Ull derlille.

10. list.

B. PAIRS. Take turns. Student A. act out a command from Exercise A. Student B, guess the command. Act out at least three commands each.

4 Everyday activities A. Read the phrases and look at the pictures .

1. walce up

2. getup

g. take a shower

+. brush my teeth

5. have brealcfast

6. leave the house ~

t. goto school

8. have luneh

9. get hOlMe frollt school

1O. have. dlllller

t 1. do ltly homeworlc

12. go to bed

B. PAIRS. Ask each other questions using some of the phrases in Exercise A.

Let's get started . 3

Grammar

7 Adjectives

5 Nouns

look at the adjectives. Match them with at least two nouns from the box.

A. Write two more examples for each category.

I

Category

Example

game mall

girl man

hair movie

house park

magazine test

1. beautiful: beaut ifu l girl

months

January.

2. big:

days of the week

Sunday,

3. boring:

classroom ob jects

board,

4. easy:

colors

red ,

countries

5. expensive:

Spain,

rooms of a house

kitchen,

places in a town

park,

occupations

teacher.

6. interesting: 7. long :

8. short: 9. tall :

B. What words begin with capital letters in Exercise A7 Give one more example for each.

8 Verbs

India

1. places :

2. things: Apple computer ,

Fill in the past form.

Mr. Sand ler

3. people:

Base form be

6 Pronouns .

"

~ I:~

bring

A. Fill in the missing object pronouns.

I

I

SUbject I

I

You

I. ~

He

, (I

10. young:

I

come dance

Object

me

do eat get up go

She

have/has

it

It

put

We

sing

you

You

take

They

tell

B. Write the subject pronouns from Exercise A in the correct column. First person

Second person

I

4 Let's get started.

walk write

Third person

I Simple past form

9 Prepositions of location

Communication

A. Read the sentences and look at the pictures.

11 Ask and answer questions

Where's the balloon?

It's under the table.

It's behind the computer.

Where are the CDs?

They're in the bag.

They're on the bag.

A.

-A2

Listen to the questions and the answers. A: What's today's date? B: It's February 13th. A: What time is it? B: It's twelve o'clock.

A: What day is it? 8: It's Wednesday.

Where's the balloon?

It's above the table.

It's in front of the TV.

A: What year is it?

B: It's 2010.

B. PAIRS. Take turns. Ask where four classroom objects are. Use prepositions of location in your answers. A: Where are your books? B: They're in my bag. Where's the teacher's bag? A: It's ...

10 This/These; That/Those A. Read the sentences and look at the pictures.

A: When's your birthday? B: It's on November 8th. B. Take turns. Ask and answer the questions in Exercise A. Give true answers.

12 Say goodbye A. Read the expressions below. 1. Good luck. Thanks.

2. Goodbye.

3. Keep in touch.

This is my book.

These are my books.

That's an apple.

Those are apples.

4. Have a great weekend/day/trip. 5. Take care.

B. PAIRS. Point to two things that are near you and two things that are far from you. Ask your classmate what the objects are. Switch roles . FOT

example:

A: What's this'? B: It's a ruler. A: What are those on the teacher's table? B: Those are dictionaries. Your tum.

B. Write the appropriate response below each expression in Exercise A. A response can be used to respond to several expressions in Exercise A. • Sure. • Thanks./Thank you.

• Bye./See you, • You, too .

let's get started. 5

Affi rmat ive statements

I'm 15.

Diane is outgoing.

Lori and Diane are friends.

We're in Green Fire.

Negative statements I'm not in Teen Scene. Diane's not shy. / Diane isn 't shy. They're not sisters. / They aren 't sisters. We're not in Green Fire. / We aren't in Green Fire.

Yes/No questions

Are you in Teen Scene?

Is Diane outgoing?

Are Alex and Joe best friends?

Affirmative answers

Yes, I am .

Yes, she is.

Yes, the y are.

Negative answers

No, I'm not.

No, she's not. / No, she isn 't.

No, they're not./ No, they aren't,

Information questions

Who is she?

Howald are you?

Where are they?

Short answers

My teacher.

Fifteen.

At school.

Long answers She's my teacher. I'm 15. They're at school.

Discovering grammar

3. Paul:

look at the grammar chart. Answer the questions. ~

::: ..

" ," 'I

t ;~:::

II' :lH~: ~~ It "',

1. What are the simple affirmative present forms of the verb be?

,

II I,

I,

.', , ,,

I'I ,I, II, I,

"

II

"

"'.~I

" !

'"

: ',: ld

p'.

• I,

H ::: 1 III

2. What words do Yes/No questions with be

-

(-) -

-

-

-

- --

-

(+) -

-

-

-

(-) -

-

-

(+) -

-

-

(-) -

-

-

-

(- ) -

-

A. Write affirmative (+) and negative (-) statements, describing each person. Use the verb be and the adjectives you have learned.

1. Alex: (+)

Alex i6 popular with girl6.

(_)

He'6 not 6hy.

-

(-)

-

-

-

8 Unit 1

-

-

-

-

-

-

-

-

-

-

-

- --

-

-

-

-

-

-

-

-

-

-

5 Practice PAIRS. Ask and answer Yes/No questions about people in your class. Use the cues and any of your classmates' names.

A:

/5 Ann 6hy?

B:

No. 6he'5 not,/Ye5, 5he ie;.

2. outgoing

-

-

1. shy

2. tori:

-

-

B. GROUPS. Imagine you are one of the characters. Describe yourself to your classmates. They will try to guess which character you are.

Practicing grammar 4 Pradice

-

- -

-

(+) - -- - --

-

6. Diane:

III

(+) -

-

5. Joe:

begin with?

3. What are some examples of question words used in information questions?

-

4. Karen and Diane:

t l. :

:: ,II

(+) -

-

3. talkative 4. competitive 5. serious

6 Practice

8 Communication

Playa game. Go to page 130.

Describe someone's personality

7 Practice A. Write information questions about the self-introductions on pages 6-7. Use the cues.

1. (Who) Paul

Q:

Who's Paul?

2. (What) Teen Scene

A.

AS

List en to the conversation.

A: Who's th at? B: He's my classmate.

A: Wh at's his n ame? B: Ada m.

A: He looks reall y cool. B: He is, but he 's p retty shy. B. PAIRS . Role-play the conversation with a partner.

Q: 3. (How old) Paul Q:

4. (What) Green Fire

C. PAIRS . With a classmate. write your own conversation about a new person at your school. Use Exercise A as your model. Then role-play your conversation.

Q:

5. (Who) the Creen Fire members

GROUPS. Talk about yourself. Tell your classmates the following information about yourself:

Q: 6. (Wh at) Lori's last name Q: 7. (Who) from Los Angeles Q: B. PAIRS. Take turns asking and answering the questions in Exercise A. Don't look at the reading.

• • • •

your name your nickname if you have one your age other interesting information about yourself and your personality

Useful language: • My name's ... • My nickname is . .. • I'm _ _ years old. • I'm friendly/shy/scrious/etc. • r enjoy ...

Unit 1 9

9 Dialogue A6

B.

Cover the dialogue and listen.

Mom: Joe: Mom: Diane: Dad: Diane: Joe: Dad: Diane:

Joe: Mom: Diane:

Mom:

So, how's Teen Scene, kids? What are you up to these days? A lot. We're busy with practice. We have a show in November. That's gre at! What kind is it? It's a musical. It's a mixture of hip hop, pop, and Broadway. Really? Sounds interesting. Whose idea was it? I'd like to say mine, but .. . Yours? Ours, Diane. Not just yours. That's enough, you two. So, how's your new director? Paul? He's OK He's friendly, but I think he's a perfectionist. Yeah, he makes us practice a lot. He's really serious. That's not so bad. It is. He's not exactly easygoing. I bet he keeps you busy.

10 Comprehension A. Answer the questions. 1. When is the Teen Scene show this year? 2. What kind of show is it? 3. What adjectives does Diane use to describe Paul?

A7 Read along as you listen again. Check your answers.

11 Useful expressions A.

~ Listen and repeat. • • • • •

What are you up to these days? That's enough. That's not so bad. I bet . .. Sounds [interesting],

B. Match each expression in Exercise A with an expression below.

1. Seems nice.

Sounds interesting.

2. What's new?

_

3. I'm sure ... 4. Stop it.

S. That's OK.

_ _

_

1 Readi g Read along as you listen to Alex and his friends. A3

Hi. My name's Alex Romero. I'm 15 years old. I'm a member of Teen Scene. a drama and music group. I play t he guitar. I'm easygoing. and I'm not s hy!

Communication

Describe some one' s personality Grammar

Review of the simple present Possess ive pronouns: mine, yours (sinq .), hers, his, ours, yours (pl.), theirs Whose? Vocabulary

Personality tr a it s Hi. I'm J oseph Sanders, but my nickname's J oe. I'm als o 15. Diane, my sister, say s I'm a bookworm because I enj oy read ing. I love books. Alex and I are best friends. but we're opposit es. He's easygoing. but I'm a little serious. Alex is pretty popular wit h girl s.

2 ompreh sion

3 Vocabulary

A. Write the names of the characters.

Personality traits

1. He's the director of Teen Scen e. Paul Cha n

2. Alex is his best friend . 3. She's fro m Los Angeles. 4. She's Joe's sister .

A . Match each personality trait with the correct definition .

1. popu lar _ b _

a. makes a Jot of rules to be follow ed

2. ea sygo ing _ _ 3. q uiet _ _

b. liked by a lot of people

4. studious _ _

d. enjoyable or entertaining

5. smart _ _

e. spends a lot of time studying

6. serious _ _

f. intelligent

7. outgoing _

_

g. very calm; not noisy or loud

8. sh y _ _ 5. He plays the guitar. 6. She's in Green Fire with Di ane and Karen.

B.

A4 Read along as you listen again . Check your answers.

h. very sens ible; usuall y works hard

9. comp etitive _

10. fu n _ _

11. str ict _ _

c. not ea sily upset; usually not wo rried

_

l.

enjoys meeting new people

j. determined to be better than other people k. uncomfortable around other p eo ple

B. PAIRS. Which of the adjectives in Exercise A describe you? Talk with a classm at e.

For ex a m p le: A: I'm pretty eas ygoing, but I'm also shy. What about you ? B: I'm not shy at a ll. I'm very o utgoin g . C. GROUPS. form groups of four. Choose adjectives from Exercise A t hat describe one of your classmates. Describe that person to th e members of your group and have them guess the person's name.

I'm Paul Cha n, t he

direct or' of Teen S cene. I'm 26 . I enj oy working with teenagers. They're fun, but th ey're also c fla llenging.

I'm serious, but I'm not st rict . I'm ju st a perfect ionist l

Expand your vocabulary. When you learn a new adjective, try to learn its opposite, too. This will double your vocabu lary. Match the adj ectives with their oppos ites. Use a dictionary if you need to. 1. studious 2. friendly 3. fun 4. outgoing 5. popular 6. quiet 7. easygoing

a. b. c. d. e. f. g.

shy lazy strict unpopular talkalive unfriendly boring

Focus

GRAMMAR

Review of the simple present: be Affirmative statements

I' m 15.

Diane is outgoing.

Lori and Diane are friends.

We're in Green Fire.

Negative statements I'm not in Teen Scene. Diane's not shy. / Diane isn't shy. They 're not sisters. / They aren't sisters. We're not in Green Fire. / We aren 't in Green Fire.

Yes/No questions

Are you in Teen Scene?

Is Diane outgoing?

Are Alex and Joe best friends?

Affirmative answers

Yes, I am.

Yes, she is.

Yes, they are.

Negative answers

No, I'm not.

No, she's not.lNo, she isn 't.

No, they're not.lNo, they ar!!n't.


Who is she?

Howald are you?

Where are th ey?

Short answers

My teacher.

Fifteen.

At school.

Long answers

She's my teacher,

I'm 15.

They 're at school.

Discovering grammar Look at the questions.

3. Paul:

grammar chart. Answer the

1. What are the simple affirmative present forms of the verb b e? -

-

-

(+) -

-

(-) -

-

begin with? - --

--f

A . Write affirmative (+) and negative (-) statements, describing each person. Use the verb be and the adjectives you have learned.

1. Alex:

(+) Alex i5 pop ular with girl5.

He'5 not 5hy.

2. Lori:

(-) -

8

Unit 1

-

-

-

-

-

-

-

-

-

-

(+) - -(-) -

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

6. Diane:

(+) -

-

(-) -

-

-

-

-

-

-

-

-

-

-

5 Practice PAIRS. Ask and answer Yes/No questions about people in your class. Use the cues and any of your classmates' names . 1. shy

A:

I~ Ann 5hy?

B:

No.

~he '5

2. outgoing

-

-

--

B. GROUPS. Imagine you are one of the characters. Describe yourself to your classmates. They will try to guess which character you are.

4 Practice

(+) - -- --

-

-

5. Joe:

_

Practicing grammar

(_)

-

-

(+) - - -(- ) -

3. What ilr~ some examples of question words used in information questions?

-

4. Karen and Diane:

--f

2. What words do Yes/No questions with be

-

3. talkative 4. competitive S. serious

not.lYe5, 5he ;5.

ay a game. Go to page 130 .

7 Practice A. Write information questions about the self-introductions on pages 6-7. Use the cues.

1. (Who) Paul

Q:

Who's Paul?

2. (What) Teen Scene

Describe someone's personality A.

AS

List e n to the conversation .

A: Who's that? B: He 's m y classmate. A: WhClt' s his name? B: Adam. A: He look s reall y cool. B: He is, but he's pretty shy. B. PAIRS. Role-play the conversation with a partner.

Q:

3. (Howold) Paul Q:

4. (What) Green Fire

C. PAIRS . With a classmate, write your own

conversation about a new person at your school. Use Exercise A as your model. Then role-play your conversation.

Q:

5. (W ho) the Green Fire members

GROUPS . Talk about yourself. Tell your classmates the following information about yourself:

Q:

6. (What) Lori's last name Q: 7. (Who) from Los Angeles

Q:

B. PAIRS. Take turns asking and answering the questions in Exercise A. Don't look at the reading.

• • • •

your name your nickname if you have one your age other interesting information about yourself and your persona lily

Useful language: • My name's .. . • My nickname is . .. • I'm _ _ years old. • I'm friendly/shy/serious/etc . • I enjoy . ..

Unit 1

9

9 Dialogue A6


Mom: Joe: Mom: Diane: Dad: Diane: Joe: Dad:

Diane: Joe: Mom: Diane: Mom:

So, how's Teen Scene, kids? \J\That are you up to these days'? A lot. We're busy with practice. We have a show in November. That's great! "\That kind is it? It's a musical. It' s a mixture of hip hop, pop, and Broadway, Really? Sounds interesting. Whose idea was it? I'd like to say mine, but , . , Yours? Ours, Diane. Not just yours. That's enough, you two. So, how's your new director'? Paul? He's OK He's friendly, but I think he's a perfectionist. Yeah, he makes us practice a lot. He's really serious. That's not so bad. It is. He's not exactly easygoing. I bet he keeps you busy.

10 Comprehension A. Answer the questions.

II :

III ,

,

. I,

'"

B.

1. When is the Teen Scene show this year? 2. What kind of show is it? 3. What adjecti ves does Diane use to describe Paul?

\~ Read along as you listen again. Check your answers.


' AS

• • • • •

Listen and repeat.

What are you up to these days? That's enough, That's not so bad. I bet .. . Sounds [interesting].

B. Match each expression in Exercise A with an expression below. 1. Seems nice. 2. What 's new?

3. I'm SUfe .. . 4. Stop it.

5. That's OK.

SoundB interesting.

GRAMMAR

Focus

Review of the simple present: other verbs Affirmative statement Joe practices every day. Joe an d Diane have busy schedules.

Negative statement He doesn't practice on wee kend s. They don't have much free time.

Yes/No questions

Does Joe practice on weeken ds? Do Joe and Diane have busy sche dules?

Affirma t ive answers Yes, he does. Yes, they do.

Negat ive a nswers No, he doesn't. No, they don't .

Info rmat io n questions When does Joe practice? Where do Joe and Dian e practice ?

Short answers After school. At schoo l.

long answers He practices after school. They practice at school.

Discovering grammar

13

PAIRS. Look at the grammar chart. Complete the rules with do or does.

+ th e base

1. In quest ion s w ith he, she. and it, use

Practice

PAIRS. Ask and answer t w o Yes/No questions about each article in Exercise 12. Fo r ex ample:

form of a verb. 2. In questions wit h /, you , we, and they, use b ase form of a ve rb .

+ t he

Q: 00e5 Michelle Wie play tennier A: No, vhe doe5n't. She play5 qolf.

Practicing grammar

12

14 Practice

Practice

Complete the paragraphs with the simple present. 1. MlcheJle Wie(bd

onlya teenage r

but s he (play )

wo rld-cla ss golf.

Michelle (not/spend) t ime playing go lf. Slw also (love)

all her

PAIRS. Ask and answer two inf ormat ion questions about each article in Exercise 12. For examp le:

Q: Where do Angelina J olie and Brad Pitt live?

_

A: They live In Ca lifo rn ia.

readlng and drawing.

15 Writing 1. Bract Pitt and 1\ngeli no Jolic (be)

_

Hollywood actor s.Th ey (live) in Ca liforn ia.They (do)

_

a lot.of

chnrity work. Angcline (t ravel)

_

eround the wo rld to he lp the poor. Brad (use) _ _ _ __ _ envi ronmcnt,

his fame to help xave the

A . In your notebook, write a magazine article about a person yo u admire .

B. PAIRS. Read your classmat e's parag rap h. Circle any errors. Us Peer ed iting che page 1 3~/t

GRAMMAR

17 Practice

Focus

GROUPS. Form groups of four.

Possessive pronouns Possessive adjectives

Possessive pr onouns

my your her his our your their

mine yours hers his our s your s theirs

Questi on with Whose?

Whose is that?

Whose idea is it ?

Possessive

adjectives

It's my book.

It's your book.

It' s her book.

It' s his book.

It' s our book.

Those are your boo ks.

Those are their books.

Possessive

prono uns

It's mine.

It's yours.

It's hers.

It's his.

It's ours.

Thoseare yours.

Those are theirs.

1. Every person in your group puts three items ina bag. Don't look at the items. 2. hoose th ree items from the bag. Don't tak e yours! 3. Find out to whom each item be longs. Whoever find s the owners of all three items firs t wins.

Short answer

Mine.

Ours .

Long answer

For example:

It's mine.

It's ours.

Discovering grammar Look at the grammar chart. Circle the correct a nsw e rs. 1. A possessive pronoun replaces a possessive adjective and a (pronoun! noun). 2. A noun (always! never) follows a possessive pron ou n.

.::,... "

. . ;:n, ~: :l

"

Ii II

I: j", II

..

"

;i ; " "~

j

II I

Practicing grammar 16 Practice

A: Whose'----'idea w asv it? B: It was his.

..

Rewrite the sentences. Use posse ss ive pr o nou ns.

I tf I

1. Those are their CDs .

....

i,

Tho5e C05 are the;rf;.

A: Whose is it? "---' ........ B: It's ours. '-'

nl

II

'--'

'" '" ..

iii :;

linking words in connected speech A: Whose are these? '--' B: Those are mine.

d ~:

',. ,.

18 Pronunciation A. ~ Listen and repeat.

.~.

i ;~: I II . '., '" ..

A: Daniel, is this yours? B: No, it's not mine. It's his/ hers.

2. This is heJ:...pac k p ilc~ .

I I\~

3. That's our soccer ba ll.

B. PAIRS. Practice the quest ions and answers.

4. That's my com ic book.

1 1 0" "

5. Those are b is sneakers. 6. This is your cell p hone.

19 Listening A10 List e n to the conversation. Put a check (II) below the name of t he perso n who owns each object .

±=

- ----!I. - -

Sh ir ts _-j---_---lI _ --< Snea kers Maga zines _ _ _....L.-_ Basketball

__

12

Unit 1

_

.

__

Th new director

A.

e

Read along as you listen to the conversation. What activity are Diane and Karen atte nding tod ay?

5

J -l

J B. GROUPS. Discuss: Which do you t hink is bet te r, a st rict teacher o r an easygoing one? Explain your answer.

Unit 1

13

1 Y, ca ulary

Communication Give and follow instructions

Foods for various meals A.

A12

Gramma r Count and noncount nouns Imperatives (Commands)

listen and repeat.

Breakfast • • • •

bacon bread butter cereal

• • • •

coffee eggs ham jelly/jam

• juice • maple syrup • milk

:::'1 ",

" , ::. ~

,I

" "

. "

• pancakes • sausages • tea

• sandwid1es

• cake

• ice cream

• seafood: fish, shrim p • soda • soup • vege tab les • water

• chips

• pi e

B. PAIRS. Which of the food items in Exercise A are in the pictures? Take turns identifying them. For example:

: ""

,

'I

.." ..: II

I If

"

..,

A- This is rice . B: These are pancakes. C. PAIRS. What do you usually eat for breakfast? for lunch or

dinner? for snacks?

Vocabulary Foods fo r various meals

Snacks and desserts

lunch and dinner • fruit: apples, pears, bananas, oranges • m eat: chicke n, steak, pork chop • pasta • pizza • rice

• omelet

2 Listening ~ Listen to the report. Then

write True or False. Circle the wrong information in the false

statements.

According to the report, . . . 1. Fifty-one percent of teenagers try to eat something healthful every day. True

2. Eighteen percent of teenagers eat lunch at school. _ 3. Judy skips lunch at school because she has no time for it. _ 4. Carlos always has something for lunch at school. _ 5. Carlos eats a nutritious lunch at school.

Count and noncount nouns Count nouns (can be counted) Singular an apple a tomato a sandwich

Plural

two ) apples a few tomato es several sandwiches many An apple a day is good for you. Apples ar my favorite snack. Apples have a lot of vitamins.

Noncount nouns (cannot be counted) milk juice cereal rice coffee cheese Icecream is my favorite dessert.

Discovering grammar look at the grammar chart. Circle the correct answers.

GROUPS. Talk about your eating

1. Use a or an before singular (count /

habits.

noncount) nouns. 2. Add -s o r -es to (count I noncount) nouns to make them plural. 3. With noncount nouns, use a (singular / plural) verb.

Useful language: • Do you always eat breakfast/lunch/ dinner?

• What's your favorite snack? • Of course.lNot always. • I (don't) always eat . . . • I don't have time to eat .. .

Practicing grammar

3 Practice A. Connect the three parts to make sentences. Write the sentences in your notebook.

rich in vitamins and mineral~~ Ice cream

a lot of sugar.

Cookies

good for you .

I veget ~ Fish

not that good for you.

I have

~2

my favorite food.

__ J

B. PAIR S. Compare your sentences. Correct any errors..

Unit 2

15

4 Dialogue A14

Cover the dialogue and listen .

Joe: Alex: Joe: Alex:

Joe: Alex : Joe: Alex: Joe: Alex:

Joe: Alex:

"

""

:'

....

"' ,

""

' :~ .

"

Ii II

'"

I: "I, II

:," II

"" " " II I

,

III il

Joe: Alex: Joe: Alex:

:~ ~.

' 1\

,-",' ....

'"

". ..." . '"" : ''"" ", '" '" " .,

"I ' II

. ..

Diane: Alex: Diane:

I'm starving , Me, too. I'm in th e mood for pizza. But we don't have any money. No problem. Do you have any pi zza dough? And som e chocolate chips and walnuts? What for? A chocolate chip pizza. Eww. Th at sounds terrible. Just get over here and help me. Tum on the oven, please. Done. Now Jet's prepare the dough. First, flatten the dough and form it into a circle, .. like thi s. OK , Next, sp read som e peanut butter! and add some chocola te chips. And then?

Sprinkle some w aln uts on top.

Are yo u sure ab ou t this?

Relax. Finally, bake the pizza in the

oven.

WHAT in the world are you making?

A chocolate ch ip p izza!

Gross!

"

", '''' m~ "

I

~ 11\ I ,

.... "

Ii

16

Unit 2

5 Comprehension A. Ust the pizza ingredients Alex and Joe use.

B, Read the steps for making chocolate chip

pizza. Put the steps in order, _ _ Then sprink le som e walnuts on top . _ 1_ First, flatten the dough and form it into

a circle. _ _ Finally, bake the pi zza in the oven . _ _ Ne xt, spread some peanut butter, and add som e chocolate ch ips.

e. ~ Read along as you listen again. Check your answers.


~

B. Match each expression in Exercise A with

an expression below.

Listen and repeat.

1. I'm very hungry. I'm starvinq.

• • • • •

I'm starving. Me, too. I'm in the mood for .. . No problem. What for? • And then? • Are you sure about this? • Gross!

2. Are you doing the right thing?

3. I feel the same wa y. 4. Why? 5. Yuck!

6. I feel like having some . .. 7. Don't worry.

8. What's next?

7 Pronunciation Using stress and intonation to express strong feelings A.

§

listen and repeat.

• Are you sure about this? [doubt] • What in the world are you making? ldisbelief] • A chocolate -chip pizza! [excitc:ment] • Whatfor? [doubt] • No problem. [encouraging/reassuring] B. PAIRS. Practice the conversations. Use appropriate stress and intonation. 1. A: But we don't have any money. B: No problem. 2. A: What for? B: I'm making a chocolate chip pizza.

3. A: Are you sure about this? B: Relax. 4. A: What in the world are you making? B: Avocado ice cream!

Unit 2

17

GRAMMAR

Focus

Imperat ives (Commands)

Affirmative

Turn left . (Give directions.)

Sprinkle some walnuts. (Give instructions.)

Stop! (Give orders.)

Please turn on the oven. (Make polite requests.)

Discovering grammar Look at the grammar chart. Circle the correct answers. 1. Use (the base form I the past form) of the verb in imperatives. 2. Use (don't I doesn't) before the base form

Negat ive Don't worry.

in negative imperatives.

Practicing grammar 8 Practice Look at the pictures and the commands. Write each command below the correct picture.

Sprinkle. Turn right. Don't turn it off. Stop complaining.

• Open your mouth. • .Qe&-t erase the -OOaffi-:

....

"',

."

,

• .:

II ' 111 1

..

• • • •

,.:'"

'

I' '::::

...:Hl I

I" " • • 1

I

;i

"" 1

:::i;

f1 \ .,' "

2.

1. Don 't eraf5e the board.

_

3.

11 11 11

·111

I i

'1'• ~ I

• 11'1 ,

I ' ••." 1,

4.

Playa game. Go to page 130.

Unit 2

_

5. _ .

_

6.

_

learn words that are often used together (collocations). Learning some words that go togethe r helps you avoid mistakes . 'Turn on" + "the oven" are examples of words that go together. Write each noun next to the verb it goes with. Some nouns can be used more than once.

Ibread

butter

cake

1. Turn on the

salt

oven

oven

eggiJ

5. Sprinkle some

2. Toast the

6. Fry the

3. Spread the

7. Melt the

4. Bake the

8. Preheat the

on the meat . in a pan.

in a pan.

10 Practice

11 Communication

A. Look at the underlined nouns in the recipe below. Write C above each count noun and

Give and follow instructions

NC above each noncount noun.

B. Complete the procedure for the recipe. Use the verbs in the box. You will use put twice.

Ispread

sprinkle

~ut- I

put

A.

A18

Listen to the instructions.

1. First, draw a big circle. 2. Next, draw a triangle below the circle. Make sure the tip touches the circle. 3. Then draw two straight lines starting from the bottom of the tria ngle. 4. Finally, draw two straight lines from each side of the triangle. B. PAIRS . Student A, read the instructions out loud. Don't look at Student 8's paper. Student B, listen to and follow the instructions.

1 slice of br

ralslns 2 tablespoons peanyt b!,J.tmr brown iYW l / S banana, sliced Some round chocolate candy . such as M&Ms I.

Cut

the slice of bread into the shape of

a circle.

2.

the peanut butter on the bread.

3.

some sugar on the peanut butter.

4.

two banana slices on top to make the eyes and a raisin in the middle for the nose.

5.

the pieces of chocolate at the bottom 01 the sandwich to make the mouth. Eat and enjoy your happy face sandwich!

----------------- -~

C. PAIRS. Switch roles. Student A, listen to Student B's instructions and follow them.

©

D. Compare your drawings. Are your results the same?

Unit 2 19

12 Reading

13 Comprehension

A. Look at the title and the pictures. What do you think the reading is about? Put a check (.....) before the sentence that expresses the main idea.

Discuss and answer these questions.

_ _ 1. Food in the United States is delicious.

B.

_ 2. There are too many people in the United States.

_

_ 3. People in the United States are getting fatter.

e

Read along as you listen.

According to surveys, 61 percent of Americans, or 127 million people, are obese. The U.S. government is worried because too much weight contrib'utes 10 diabetes, heart disease, and other illnesses. Some people blame the food industry and advertisers for the nation's weight problem. They say food makers wont people to eat when they're not hungry and keep eating when they're full . But food manufacturers say it's not their fault that many Americans are overweight. People can choose what they want to eat. They point out that

supermarkets in the United States offer a lot of choices, including low-calorie, fat

free, and sugar.free foods. Advertisers say it's not Iheir fault either. More money

is spent on marketing low-calorie and fat-free foods than any other foods.

No matter who's right, it is true: People in the United States are geffing fatter. They simply eat 100 much. As a result, health departments in the United States are laking action. For example, New York's health department has asked restaurants to use healthful ingredients in foods. Many schools in the United States no longer have soda or candy vending machines, and school cafeterias are offering more healthful menus. Health experts agree thaI being a healthy nation is everybody's responsibility, that the best way to solve ihe problem is through education. Apublic education campaign on food and health would help educate people about whallhey eat, forcing food manufacturers to offer more wholesome and healthful food choices.

::...

...

·· ·

_

'

" "] · :::';

~ .....

.:; c

•

0."

20

Unit 2

1. What health problem do people in the u.s. have? 2. Wh y is the US. government worried about it? 3. Who do some people blame for America's weight problem? 4. Why do advertisers say that America's problem is not their fault? 5. What
14 Wrting GROUPS . Make a poster on healthful eating and maintaining good health habits for teenagers. Include a list of do's and don'ts .

1. Eat at leaet three

healthful meale a day.

2.

_

3.

_

4.

_

5.

_

6.

_

Units 1 and 2

Test-taking t ip:

Be prepared. Bring at least two pens or pencils with good erasers and any other resources that your teacher \.... allows yo u t o have at the t est . Bring a w at ch so that you can pace yourself. ~

I

Grammar

4. A: Are these your sneakers?

A. Write questions for the underlined answers. (3 points each)

B: No, they're not. They're her sneakers. 5. A: Whose project is this? B: It's their project.

1. Matt is 13 years old. (How) How old ;6 Matt? 2. He goes to Kennedy Middle School. (VVhatschool)

Vocabulary __

3. His sister's name is Tracy. (What)

_

4. They live in Arizona. (Where)

_

5. Matt isn't sporty. He likes read ing. (What)

_

6. He plays video games on weekends. (When)

1. _ X_ peanut butter

6. _ _ cheese

2. _ _ apple

7. _ _ avocado

3. _ _ banana

8. _ _ tomato

4. _ _ orange

9. _ _ bread 10. _ _ mango

5. _ _ juice

_

B. Answer the questions using the information in Exercise A. If the answer is no, correct the information. (3 points each)

1. Q: Is Matt 12 yea rs old? A:

D. Write a or an before the count nouns. Write an X before the noncount nouns. (1 point each)

Communication E. Read the instructions. Number them 1-5 to show the correct sequence. (1 point each)

No. he'6 not. He'6 13 year6 old.

2. Q: Does Matt go to high school? A: 3. Q: Is his sister's name Tracy? A:

_

_ _ Then sprinkle the oranges with 1112 tablespoons of cereal.

_

4. Q: Do they live in Texas? A:

_ 1_ First. put 2 tablespoons of yogurt in a glass.

_

_ _ After that, add 2 more tablespoons of yogurt to the glass.

5. Q: Does Matt like sports? A:

_

_ _ Next. put 4 orange slices on the yogurt. _ _ Finally, top with the pineapple.

C. Replace the underlined words with

possessive pronouns. (2 points each)

1. A: Whose book is this? mine

ow lea .•.

B: It's -my book. 2. A: Whose house is that? B: That's our house. 3. A: Is this your pen? B: No, it's not. It's his pen.

o

describe people's personalities. t alk about food and eating habits. give and f ollow instructions.

Unit 2 21

If the st udent does not spell it and act it out correctly, the spellmaster spe lls it and acts it out. The spellmaster then gives the next student a word.

1. Play t his ga me sta nd ing in sma ll groups. 2. One student is the "spell master" an d can keep his or her book open. The other students close their books . 3. The spellmaster says a word from the list and then asks a student to spell it. The student spells the word aloud, but uses actions instead of letters for 5, t, e, and i. If the student spells and "acts" the word correctly, he or she gets a point.

s=

5. The student with the most points at the end of the game wins.

Useful language • You got it! • You didn't quit e get it. • Was that one sto mp or two stom ps?

T= STOMP

SPIN

1=

E=

HOP

CLAP ,

22

Game 1

slttart

juice

butter

cheese

frimds

Olttelet

sattdwiches

easygOlttg

differettt

vegetables

colttpelitive

desserts

teenagers

itl rediettt

ittterestitlg

perfectionist

.

A snapshot

if a great snack

Think of a great snack that you can make. Write inst ructions on ow to make it. Use the recipe below as a guide. T en pretend you're on a cooking show . Explain and demonstrate to your group or class how to make the snack.

1. Write the ingredients you need.

To make a hicago hot dog. you need a hot dog, a hot dog bun, an onion, a t omat o, a hot pepper, and a dill pickle. You also need s ome mustard, relish, and celery salt .

2. Write the steps in the recipe. First. boil t he hot dog for about three minutes, unt il it's nice and fat. Next. chop the onion and slice the tomato. Then slice the hot pepper and pickle. When t he hot dog is ready. put it in the bun. Then add t he other ingredient s in this order: First, put some must ard on t he hot dog. I like to use a lot of mustard . Then put s ome relish on. After t hat . put about a teaspoon of chopped onion on t op. Finally, add a slice of pickle. t hree slices of t omato, t he hot pepper, and sprinkle the whole t hing with celery salt. Mmm, it tastes good!

3. Demonstrate how to make the snack.

Project 1 23

...

.~

Di logue

e

Joe: Alex:

Joe: Alex: Mom: Joe: Mom:

Joe: II ::

: :~~ :

) ." ,

,

• I

. . ;' .. " 'I

~

Mom:

..

:: .. .

:

::u :::: : ; : ~ :. :

tJ •••

Joe:

'10M "

Mom: Joe: Mom: Joe:

Joe, could you go to the supermarket for me? Why me? Ask Diane, Mom. Let's do it, Joe, so we can get some ice cream. Are there any chips left, by the way? No. You ate them all. Then we should get chips, too, and some soda. Oh no, Alex. You can't have any junk food at my house. OK, Mom. I'll go. Is there a shopping list? No, but I'll tell you what we need. We need bread, eggs, milk, juice, cheese . . . Whoa, Mom! Please, slow down.- =. How much bread do you want, and how many eggs? One loaf of wheat bread, two . dOZE>..n eggs, onegallon of milk, ... what else? Juice and cheese. How much ;

.. an dch eese:?

Jluce 1""0 quarts of juice and a pound and a half of cheese. And how much money are you giving me? Here's $100. Cool. Let's go, Alex .

Eq uivale nts 1 po und = abo ut 1/2 kilogram 1 q uart = abo ut 1 liter 1 gallon = about 4 liters

24

Communication

Make an offer


Mom:

Unit 3

.n.

'=l~:.ll " " " n I[l Cl1I t n

Grammar There is/There are with some and any Questions with How much and How many

Expressions of quantity: a little, a few, a lot of, not much, not many

..

-al'

Vocabulary Foods at the supermarket

_

-

o n e sa

·0

.

Use t e ex ressio ns from

Exe rcise A. rite Tr ue or Fa se after each sentence.

Dad: John, could yo u get some ee John:

1. Mom asks Joe to go with her to th e super market.

, John! Slow down! Eth an's at practi ce. Yo u can go with Tim . John: Oh, OK. Why do we need eggs? Dad: I' m making some om elets.

_

John: So, a d ozen eggs. _ Dad: Tha t' it. Wh a t w ould yo u like in yo ur omelet,

3. Morn says Ale x can buy chips and soda.

Why me? Ask Ethan. He ne ver does an ything. He's al way s . . .

Dad:

2. Alex wants to go to the

superm arket.

for me?

_

.

7

4. Joe eats a lot of junk food at

home.

John: Just some cheese. Come on, Tim.

_

5. Joe goes to the supermarket

w ith Alex. B.

4 Pronunciation

_

Would you I w u dj-al

Re ad along as you listen again. Check your answers . 21

A.

23

Listen and repeat.

Would yo u Like some soda?

Wha t wou ld you lik e to ea t?

'-J

Would you like an omelet?


\...J

\...J

B. PAIRS. Practice the conversation.

22: listen and repeat. • • • • •

\...J

What wou ld you like to d o?

A: B: A: B: A:

Whyme? . . . by the way. Whoa! What else? Let's go.

I'm starving. Wha t woul d yo u like to eat ? H ow abo u t a san dwich? OK. Wou ld you like a ham sa ndw ich ? Sure. Thanks .

GROUP. Joe doesn't want to go to the store for his ~~~~.. mom. Talk about the things your mom or dad asks

you to do and what your reactions are.

•

Useful language: • • • • • •

Does your mom or dad ask you to do a lot of errands? Do you always obey your mom or dad? Oh yeah.l Of course. Sometimes.l Always.lNot always. What kinds of things do your parents ask you to do? Go to the store.lT row out the garbage.lBabys it.

Unit 3

25

5 Vocabulary Foods at the supermarket A.

e • • • • • • • • •

Listen and repeat.

beans ~ carrots _ _ cheese _ _ cookie _ _ cucumber _ _ doughnut _ _ lemon _ _ lettuce _ _ melon _ _

• muffin _ _

::: :~ ::: :,

• • • • • • • • •

' ,

:: : II :'

1 ,

:: : :I ~~ !

,

" I :;::: :, I ,

i :~;j! : : ;: ~~ t .::::: :: :

I. •

~I

II

01

; : ~ q :~~ : ~

'I

:: : ::~

•

,I"

~.:,: :

r

B. Match the words in Exercise A with the food items in the picture.

I I

I ' "

~; , ;~ : : ~: ~ ::~: : ~ : :

C. PAIRS. Work together to identify the other food items in the picture.

::

t; : :

llf 'Ii " ,,, '' ,I

,

mushroom _ _ nuts _ _ olive oil _ _ onion _ _ peach _ _ peas _ _ potato _ _ tomato _ _ yogurt _ _

,

.' I : : ~ : ~ : I 11 1111 :, ; ~

, III ~! ' ;

III I

_I

t

·

learn collocations with food Learning expressions that usually go with certain food items is useful. Write the food items that go with the expressions. Use a dictionary if necessary. Some food items can go with more than one expression. eggs beef

26

Unit 3

mil k ice cream

juice onions

cheese r ice

1. a gallon of milk/ ice crea m

5. a quart of

2. a head of

6. a bag of

3. a pound of

7. a pint of

4. a loaf of

8. a dozen

brea d lettuce

D. Write some food items from Exercise A in the word web.

6

Practice

GROUP. Play the shopping game with five classmates. Decide who'I start first. Student' says one food item he or she wants to buy. Each student who follows adds a new food item, repeating all of the items previously mentioned.

For example :

51: I'm going to the supermarket to buy some apples. 82: I'm going to the supermarket to buy some apples and a pound of cheese. 83: I'm going to the supermarket to buy some apples, a pound of cheese, and a melon.

7 Listening 2S Listen to the conversation. Put a check (V') before all the true statements.

According to the conuersaiion, . .. ~ 1. Many teenagers do the food shopping

for their families. _

_ 2. They do this because their parents

hate food shopping. _

_ 3. Most teenagers usc shopping lists

when they shop. _ _ 4. Ryan shops for brand-name products. 5. Nicholas thinks about his dad's health when he does the shopping. 6. Olivia always looks for the best quality when she does the shopping.

Unit 3

27

Affirmative st at ement s There's a sandw ich in the refrigerator. There's some soda, too. There are several sandwiches on the table .

Negative statements There isn 't any cheese. There isn 't any ju ice. There aren't any cookies.

Yes/No questions Is there any milk in the refrigerator? Are there any sandwiches in the refrigerator?

Short answers Yes, there is.lNo, there isn 't. Yes, there are .lNo, there aren't.

Some to make an offer

Yes, please.lNo thanks. { Sure. I'd love some.

Would you like some coffee? Would you like some apples?

10 Practice

Discovering grammar Look at the grammar chart. Circle the correct answers. 1. Use (there is I there are) w ith sing u lar count nouns a nd noncount nouns. 2. Use (some I any) in aff irmative state men ts. 3. Use (some I any) in negat ive st atements .

- ,. 1'

.::. ),

.~

Practicing Grammar 8 Practice

A. Look at the picture. Memorize what's in the box . Then cover the picture.

Complete the sentences with some or any.

.."

1. A: I'm hu ngry. Is there

.. . , j

I~ I:I

food?

any

B: I'm so rry. There isn't. But there's _ _ _ _ m ilk.

Itlil ',11 '

' I

..

.... ,

2. A: The re ar e sandw iches left from the party. Would you like one? B: No, thanks.

_1" "

3. A : Are there

B:

cookies left?

Yes, there are the kitchen.

4. A: Would you like

B: SUfE'. I'll have

cookies in

9 Practice Playa game. Go to page 130.

28

Unit 3

For exa mp le :

A: Are there any app les in the box? B: Yes, there is. Th ere's on e app le.

11 Communication Make an offer A.

snacks? chips.

5. A: Would you like to go to th e movies?

B: No. Tdon't have

B. PAIRS. Take turns . Ask if there are any apples, rice, muffins, butter, cookies, and sugar inthe box .

mon ey.

26

Listen to the conversati on.

A: J'm in the mood for ice cream. Is there any ice cream in the freezer? B: No , sorry. There isn ' t. Would you like some yogu rt? A: No, thanks. B. PA IRS. Student A , ask for something to eat." Student S, say there isn't any and offer something else. St udent A, accept or refuse Student 6's off er.

14 Practice Quest ions wit h How much a nd How many Possible answers Alot. Just a little. { Not much.

Questions How much milk do we need ? How much money do yo u have?

How many to matoes do we need? How many glasses of milk do you drink every day? Expressions of quantity a lot of [to matoes] a few [tomatoes]

A. PAIRS . First , complete the questions with How much or How many. Then ask a classmate the questions. Circle your classmate's answers.

A lot . Just a few. { Not many. water do you drink

1.

a lot of [milk] a little [milk]

each day? a. five glasses ormore b. three tofour glasses c. two glasses

Discovering grammar

look at the grammar chart. Circle the correct answers. 1. Use (How much / How many) for questions using count nouns. 2. Use (How much / How many) for questions using noncount nouns. 3. Use (a few I Cl little) to talk about quantities of count nouns . 4. Use (a few / a (ittle) to talk about quantities of noncount

2.

servings of vegetables do you eateach day? a. two servings ormore b. one serving c. none

in the

(

md

do you eateach day? a. alot b. a little c. none

Practicing Grammar

12 Pradice

4.

1. How much money do you spend on a school day?

text me ssages do you get per day?

3.

hours of sleep do you get each da y?

4.

time do you spend on homework per da y?

5.

ice cr eam can you eat at one time?

13 Practice -re ce

::l

offer efuse

Read the dialogue . Circle the correct answers . A: How much money d o yo u hav e? B: Just (1. afew I a little). But I think it' s en ou gh. We don 't need (2. many I much) money to go camping. A: Yeah, I'm sure we 're OK. I have (3. afew I a little) do llars, too .

What about food? How much food is there?

B: Food's not a problem. We h ave (4. many I a Jot) . A: Good. And water? How many bottles d o we have? B: (5. A lot / A little). We have fjfteen bottles.

kinds offruit do you eateach day? a. three ormore b. one ortwo c. none

Complete the questions with How much and How many. 2.

candy and chocolate

3.

nouns.

5.

soda doyou drink each day? a. three cans ormore b. one totwo cans c. none

B. PAIRS. Compare your results . Ta lk about foods you eat and don't eat. Who has healthier eating habits?

Unit 3

29

15 Reading r:

~ Read along as you listen to the article. As you read and listen. think about this question: What are floating markets?

Floatit19 m(1I'ke.t s Cll' (~ p L~ p l\l at' t o tl t'is t

.r\1

Lt

f lo<~j il'tl

II <':\I, I<",J )

y ou

de:;i i h cl t io h S ih Th(~i1 and. At the r oatihfJ

s hop

11'Iar k e ! s, the ..e

o t h e .· s e llo's ' P ..Od l' l s , j ~lst c o li o t \ e of t h e W OWl el\

ClYC

C\

lot o f s l't\ a ll boats

ovc fl o wi l'1g with fre s h

f.. L-i1f al'1d

v egetabl e s.

.:Jm

9i n e the c o lo rs of f ..e s h f"(.-lit ClVld ve.e et o b le s 0 1'1 h ~mch-ed:; of b o a ts sai li n g

C-'l'

- Cit,

l,s e e a ,,; h 10

you ca n e xcha l'1 g c y' p ...oc! w ;:i with

Jf

ave!" to you . }tOI.-l

C CHl

}:Ol.\

tiel' h lln9 " Y'

o "d she

''\Ial ch

wi ll co m ·'

he.. c o ok

)I OU!'

foo d .-i9 ht o n the boat!

q ~, i d l y a lo ng the ,-iv e.-. The'" imCl gine

T ho i w omcl'1 in the.i.. c olo ..fl,1 t ..a d it iol'1a l d othes

0'" the s e.

b o ots. The e ffe ct is

1'I'\°9 ic o l. The ~oClti"'e Wlcwkets o p en at 6:30 A.M.

e arly in t he- '''lwni ng) b efo ..e the ma ..k ets f~:H ' I'>,e rs p ick f .'u il Clf' c! v c e etClbl c-s

QpeJl)

f.. oWl the i.· fa ... m s . L ate .., the i... wive s s e ll

-

the f"L-iit a n d veg ela bl es o n thei ... b oat s.

Why

do the '-\lomen s ell the i..

rJ..o d llC+ s

o n boa ts) instead o f h, "CguICl" st o "cs ? C e_l1t ..al Tha ilal'l.::! hCls b o die s o f wok .. t h >'o L-ig h o L-it . In s ome places) thc l-c (-we c o "' ....ls i "slcad of st.'eel s . F a ..",e..s tho! ir fot'ms n e ,:lI" the se c{~ l'ialsl

h....v e

and se lli "9 the i>' p ...oduct s we""

OIl

boots is

nt.

16 Comprehension

18 Writing

Answer the questions.

A. PAIRS. Talk about an interesting shopping place you know. Discuss the questions with a classmate .

1. What are floating markets? 2. Who are the sellers in these markets? 3. What do the sellers sell in these markets? 4. What time do the markets open? 5. Why do the women sell from their boats? 6. What can you do at a floating market?

17 Speaking GROUPS. Describe Thailand's floating markets with information from the article.

For example: A: Thailand's floating markets are really

interesting. There are a lot of . . .

B: And there are ...

30

Unit 3

• • • • •

What kind of a place is it? Where is this place? What can you buy there'? Why is it interesting? Why do you like to shop there?

B. In your notebook, write a paragraph about the place you talked about in Exercise A. Use your answers to the questions in Exercise A for ideas . C. PAIRS. Read your classmate's paragraph. Circle any errors. Use the Peer editing checklist on page 134.

PlanningJor the show

A.

e

Read along as you listen to th e conversation . What strategy does Alex suggest for balancing practice and schoolwork?

B. Discuss: Do you think students should have extracurricular activities in school? Why or why not? What kinds of activities do you suggest for your school?

Unit 3 31

very country has its own special treats. Here are four famous foods from around the world that you may want to try.

E

.~ -

: •

· • I

Vegemite is one of the best-loved foods in Australia, but it's not very popular in other countries. It's a dark brown spread that tastes salty-a bit like beef bouillon. Australians usually eat it on bread with butter, or on toast with melted cheese. It has a lot of vitamins and minerals, and most Australian kids grow up eating it. When Australians go abroad, many take ajar of Vegemite. It's hard to find in other countries. Escargots, or snails, are a popular French dish. The snails are usually cooked in liquid, then put back into their shells With butter, garlic, and herbs. Becau se snails eat things that can be poisonous, the snails are first fed lettuce and flour for about two weeks. 'l'hen they are not fed anythrng for several days. Tbis cleans out their stomachs so they are safe to eat. If you like hot, spicy foods, you '11 like Korean kimchi.

There are many different kinds of kimchi, but the most popular kind is made from Chinese cabbage, garlic, onions, and hot peppers. 'fa make kimchi in the traditional wfW, Koreans combine the ingredients in a big jar. Then the jar is put outside during the winter months. This lets the kimchi ferment and gives it a hot, sour taste. Kimchi is served at meals as a side dish, and it's used in many recipes. It has lots of vitamins and minerals. On a hot day in Singapore, try ice kachang, or red.bean ice. It's a big ball of shaved ice with sweet, frUity syrup

and red beans. The beans are sweet, not salty, and taste good with the fruit-flavored ice. It's usually served with milk and jelly. Variations of ice kachang are found all over Asia.

1 Reading

Reading skill : Read ing fluent ly

Don't sto p in t he middle of a sentence if you don't

understa nd a part icular word. Carryon to the end,

paying att ent ion to the content w o rds (nouns, adject ives,

and main verbs).

A. Read the text without stopping. Pay attention to content words.

B. Complete the chart with information from the reading. Name of food

Vegemite

Country of origin What is it? How is it served?

C. Answer these comprehension questions.

1. 2. 3. 4.

Why Why Why Why

is Vegemite healthy? do many Australians take Vegemite abroad? are snails fed lettuce and flour, and then nothing? is a jar of kimchi placed outside in winter?

2 Ustening ~29

Listen to a description of a popular dish. Write True or False.

False

1. It's called "spicy

good" in English. _ _ _ _ 2. It tastes a little sour. _ __ _ 3. It has only two ingredients.

4. It's made with raw fish. 5. Lemon juice makes it safe to eat.

6. It's not popular in Latin America.

3 Speaking GROUPS. Talk about some famous or interesting dishes in your coun t ry . Use the points below as a guide.

• Can you translate the

name into English? • Whatis it?

• How do you make it? • How is it served? • How does it taste?

4 Writing Write a paragraph about an interesting dish in your country.

Wide Angle 1 33

1 (" 30


Alex: Hi, guys. What's up?

Lori: Nothing much. Where are your

Rollerblades"?

Alex: I don't ha ve Rollerblades. I hate

RoUerblading.

Lori: You do ? So why are you here?

Alex: Well, I enjoy watching you guys.

Lori: Sure you do. What sport are you into?

Alex: Rock climbing.

Karen: Seriously? How often do you go rock

climbing?

Alex: Once a week-at the Sports Club.

Diane: That's just w all climbing, Alex.

Alex : At least I' m not a couch potato. By the

way, whe re's Joe?

Diane: Guess.

Alex: At home, of cou rse. Let's call him and

sec if he wants to join us.

Diane: Don't even tr y, Ale x. Joe would rather

read than play sports.

Alex: Brr, It's cold.l think I'd rather watch

TV in this cold weather. See you:


1. Who doesn't have Rollerblades? Why not? 2. What sport does Alex like ?

I

3. Where do es Alex go climbing?

!I I

I

II

4. Where's Joe? 5. What does Alex decide to do in the end?

B. What do you think a "couch potato" is?

I

C.

34

31 Read along as you listen again. Check your answers.

Unit 4

Communication Exp ress p refe rences : Would rather Grammar Adverbs of frequency

Expressio ns of frequency

How often Gerunds Vocabulary Spo rt s and activities

a c e q estions or statements on the left with the responses on the right. A. . • • • • •

32

listen and repeat.

othing much. Sure you do. A t least ... Gu ess. See you.

What' s up? ~ Who's at th~ ~~~~~ ~ ~ ~ I'm not good at skating. Bye! Talk to you la ter. 5. A: Sometimes I see Johnny Depp at the superm ar ket.

1. 2. 3. 4.

A: A: A: A:

B: B: 11: B:

See you. Guess. Nothing much. Sure you do. B; At least you try.

4 Vocabulary i

Sports and activities

I

A. e

I

i

learn collocations in context.

listen and repeat.

1. baseball 2. basketball 3. biking 4. bowling 5. camping 6. figure skating 7. football 8. golf 9. gymnastics 10. hockey

11. rock climbing Rollerblading skateboarding soccer swimming table tennis tennis track and field volleyball wall climbing

12. 13. 14. 15. 16. 17. 18. 19. 20.

B. Number the pictures. Use some of the sports and activities in Exercise A.

Sports and activities go with certain verb s. Learn the following collocations: • play tennis • go biking • do track and field (but run track) Combine play, go, and do with the sports and activities in Exercise 4A.

5 Pronunciation The sound 101 in soccer A.

·· ··•

e • • • • •

~

B.

e

listen and repeat. so~cel'

volleyball hockey golf rock dimbing Listen to the conversations.

1. A: Do you like soccer? B: I love it. Soccer is my favorite. 2. A: Do you watch women's volleyball? B: Not very often. I 'I ,

'"

lli

3. A: Do you go rock climbing? B: No way. It's too scary.

.... ~

C. PAIRS. Practice the conversations.

36

Unit 4

GRAMMAR

Focus

Adverbs offreq ue ncy

100% 'V......- - -

always

_

usually

often

0%

never

somet imes

I always clean my room. She sometimes goes dancing./Somet imes she goes dancing. I'm never home on weekends. Expressions of frequency once a day/week/month/year twice a day/week/month/year three times a day/week/month/year How often How often do you clean your room? How often does she go dancing? How often do they eat out?

all the time every day/week/month/year Long answers I clean my room every day. She goes dancing once a week. They never eat out.

Short answers Everyday. Once a week . Never.

Discovering grammar Look at the grammar chart. Write True or

B. PAIRS. Ask your classmate the questions in Exercise A. Use adverbs and expressions of frequency in your answers.

False.

For example :

1. Expressions of frequency always go at the

A: How often do you go out with your family? B: Once a week. We usually go out on weekends .

beginning of a sentence.

_

2. We cannot use expressions of frequency as short answers .

_

3. How often and How many times a weeki month/year have the same meaning.

7 Practice Find one classmate for each activity in the chart. Ask How often . . . ? For example :

Practicing grammar 6 Practice A. Write questions that begin with How often.

A: I low often do you take a shower? B: Once a day. A: How about you, Sandy? C: Twice a day.

1. you / go out with your: family

----1 miffil l1

Find semsene who . ..

How often do you go out with your family?

2. our teacher / arrive late for class

takes a s~ower twloe a day.

3. you/play video games

goes tothe!Movies oneea week,

4. your best friend / call you

never olean his/ her roo,",

I

goes blkhtll every day.

t-

5. your parents / go to the supermarket

f L

6. you! go to parties

-

listensto It1l1sic all theflttte.

- -

-_. -

~

Unit 4

""

37

GRAMMAR

Focus

~=-#Gerunds after verbs like, love, hate, (don't) mind, prefer I like playing basket ball.

I love dancing.

I hate doing t rack and field .

I don't mind getting up early.

I prefer stay ing home on weekends.

9 Practice A. First, replace the verbs in parentheses with gerunds. Then fill out the questionnaire for yourself.

B. PAIRS. Ask your classmate the questions in the survey. Then add up his or her score and compare your results.

Yes/No questions

Short answers

Do you like exercising ?

Yes, I do./No, I don't. You

Information questions Why do you hate watching soccer? Because it's boring.

Do you like . . .

Discovering grammar Look at the grammar chart. Answer the questions. 1. What do you add to the base form of a verb to change it into a gerund? 2. (an you give two examples of how the base form changes spelling when it is changed into a gerund?

::::.....,.

· ;tl: 1 '

~:: ' 111 1

' '''' ''''<,

' "'''''. ''' '''''' .

... .....!i:t

I

i :::::E~

Practicing grammar

8 Practice 1. Sue likes (go)

to the park.

2. Josh doesn't mind (do) math homework.

his

3. Why do you hate (swim) 4. They prefer (play)

?

soccer.

B. Complete the sentences with activities you like or don't like doing. Use gerunds.

1. I like

on a rainy day.

2. I love

in the summer.

3. I don't mind weekend . 4. I prefer

38

Unit 4

(slInbathe)?

0

0 0

2.

(go) to the beach?

aD

0 0

3.

(be) outside?

0

Do you mind ...

Yes No Yes No

Do you prefer . . .

Yes No

Yes No

0

7. a.

(relax) by the pool?

b.

(lie) on the beach?

DO

DO

(lie) in the un?

0 0

0

(sit) in the shade?

0 0

00

b. 9. a.

b.

on

(have) a quick dip? (swim) long distances? 0

0

00

Scoring 1) Yes 1 No 0 4) Yes 0 No 1 7a) Yes 1 No 0 7b) Yes 1

0

2)Yes 1 No 0 5) Yes 0 No 1 Ba)Yes 1

0

3) Yes 1 No 0 6) Yes 0

1

01

0 0 8b) Yes 0

9a) Yes 1 No 0 9b) Yes 0 ' 0

See page 135 for your Sun Worsh ipper rating.

on the

10 Practice after school.

Yes No

1.

8. a.

A. Complete the sentences with gerunds.

Yes No

Your cl assm ate

Have a competition. Go to page 131.

11 Listening Listen to the conversation. Circle the correct answers . A36

1. Billis

a. a teacher b. a manager

_ c. a s po r ts coa ch

2. Daniel prefers watc h ing , a. skateboarding c. volleyball b. baseball 3. Da niel thinks ba seball is a. exciting c. boring b. fun 4.

_

are becom in g more p opular becau se of adve r tising. c. Wa ter sports a. Team sports b. Action sports

S. Accord ing to th e class, favorite sp ort. a. baseb all c. socce r b . basketball

is their

GROUPS. Talk about the things you like and don't like doing when you don' t have school. Useful lang uage: • What do you like doing when there's no

school?

• Wh at do you hate doing? • I like/love/don't like/hate.. . • I prefer . .. • I don't mind . .. • Me, too./Yeah , I hate doing that, too. • Really?/Seriously?

13 Writing A. Write a paragraph about the things you like and hate doing in your free time. Use the information in Teen Talk for ideas.

In my free t ime, I like . , .

12 Communication Express preferences: Would rather A.

0

Listen to conversation.

In my free time.

J hate

...

A: Wou ld you ra ther w a tch team sports or a ctio n sports? B: Tea m sp orts. 1 like w atching soccer. Wllat abou t you ? A: I'd rather watch ac tion sr-orts. B: Which acti on sp o r t do you like? A: Skateboa rd in g.

B. PAIRS. Now practice the conversation with a classmate. C. PAIRS . Ask your classmate his or her preferences. Use the model in Exercise A . Replace the underlined parts with your preferred activities.

B. PAIRS. Read your classmate's paragraph . Circle any errors. Use the Peer editing checklist on page 134.

Unit 4

39

14 Reading A. GROUPS. List three sports you think are for boys and three you think are for girls.

Sports for boys:

,

_

Sports for girls:

,

_

/"

B. ~ Read along as you listen to the article.

PARTICIPATION IN SOME

POPULAR SPORTS ACTIVITIES

Some people think of certain sports as only for men or only for women. For example, when a girl wants to take up boxing, people say, "You're so pretty. Why do you want to be a boxer? Boxing is for men." And some parents don't like it when their sons show interest in dancing or figure skating. It is generally true that boys tend to do sports that require st rength and size, such as soccer and biking, and that girls go for sports that require flexibility and grace, such as figure skating and gymnastics. But is there a difference in the types of sports boys and girls play? C. look at the graph. Does

the information in the chart support the ideas in the reading?

"Exercise" ' -_ _111!1_

walking L..-_ _

Soccer ...- -..

Biking "'1III!I!IIt.

Basketball ......

Camping "--__

Bowling ,....."" Golf Gymnastics Figure skating

o

20

40

- Women

Men

16 Your tum A. GROUPS. Form all-girl and all-boy groups. Each group: List five sports or activities your group likes. Put them in order, with number 1 being the most popular.


1. What kinds of sports do boys tend to like? 2. What kinds of sports do girls tend to like? 3. Are the activities you listed in Exercise 14A the same as the ones in the graph? B. Look at the graph again. Who does more of each activity?

40

Unit4

60

Percent ollhe population 7years old and over

Boys

Girls

1.

1.

2.

2.

3.

3.

4.

4.

5.

5.

B. Compare your list with another group's list. Is there any difference between the girls' and the boys' lists?

Units 3 and 4 Test-taking tip : Stay positive and relaxed. \. Keep a positive attitude throughout the test and t ry to st ay rela xed. D. Complete the sentences with gerunds.

Grammar

(1 point each)

A. Complete the questions with How much and How many. (2 points each) 1.

money do you ne ed?

How much

2.

books do you buy each school year? juice do you drink

3.

1. I love (go)

5.

chocolate can I eat?

B. Complete the sentences with some and any. (1 point each) !jome

food on the table.

2. There aren't

vegetables.

3. But there's

fruit.

4. Sorry. There isn't

5. Is there

milk left. bread in the kitchen?

6. No, there isn't

are

tennis.

3. I don't mind (watch)

DVDs.

4. He doesn't lik e (study)

_

5. What do yo u prefer (do)

after

school?

cup s of coffee does your dad drink in the morning?

1. There's

biking.

qoina

2. She enjoys (play)

each day?

4.

)

bread, but there

6. I love (dan ce)

with you.

Vocabulary E. Circle the word that doesn't belong in each group. (1 point) 1. a. dou ghnut b. cookie

~buttv

2. a. ju ice

b. cucu mber c. carrot

3. a. lettuce

b. orange

c. mush room

4. a. milk

b. apple

c. yog urt

5. a. baseball

b. biking

c. volleyball

6. a. tennis

b. volleyball c. camping

cookies.

C. Answer the questions with expressions

of frequency. Give true answers for you. (3 points each) 1. Q: How often do you visit your

grandparents?

A: Once a week. 2. Q: How often do you watch TV? A: _ 3. Q: How often does your d ad play spo rts? A: _ 4. Q: How often do you go to the movies? A: _ 5. Q: How often do you walk to school? A: _

Communication F. Complete the conversation with a form of there is or there are. (3 points each) A: I'm hungry.

/6

there

any cheese?

B: No,

. But _ some eggs. You can make an omelet.

A:

0,

thanks.

any frui t?

B: Yes. some ap p les . A: Good. I'll have an ap p le then.

o I can ...

o ta lk about my reaction to do ing errands. make, accept, or refuse an offer. :J express preferences.

U it 4 41

Communication ~


Ta lk about what's go ing on

now

Karen: Diane:

Hi, Diane. Are you waiting for me? Of course I am. You never show up on time! Karen: I'm sorry. Tcouldn't decide what to wear. Diane: For practice? What's wrong with jeans? Karen: Nothing, but I always wear jeans. And guess what? I'm wearing them today! I'm tired of my clothes. Anyhow, what are the others doing? Are they here yet? Diane: Everybody except Lori. She's running late.

Karen: Are Alex and Joe around?

Diane: They're waiting for us in the

auditorium. Alex is practicing, and Joe's hanging out backstage. He's probably.reading. Karen': Joe reads all the time . Let's go. Diane: Hey, wait up! Why do you always walk so fast? Karen: Well, everybody's waiting for us, remember?

2 Comprehe

•

Grammar

The present continuous The simple present contrasted with the present continuous Vocabu lary

Class room activi t ies

n

A. Write T for true, F for false, and NJ if there is no information in the dialogue.

I

F

1. Karen is waiting for Diane.

I

2. Karen is always late.

II

4. Alex is reading.

3. Lori is practicing with Paul. 5. Joe is working on an assignment. 6. Alex likes Diane. B.

~

Read along as you listen again. Check your answers.

UnitS

L....----

___~ 3 Useful exp essions A.

~ Listen • • • • • •

and repeat.

Of course I am. What's wrong with . .. ? I'm tired of . . . She's running late. Is he around? Wait up!

Circle the correct responses.

1. A: Are you sure about that?

B: Of course I am. / OK 2. A: What's wrong with you? B: No . / Nothing. 3. A: Hey, wait up! B: I can't. I'm running late. / I can 't. I'm reading.

4. A: Hey, is Patrick around? B: He 's at practice. / He likes to practice.

PAIRS . Talk about reasons for running late. Useful language: • Are you usually on time? • Most of the time./Not always./I'm always late! • Why are you sometimes late? • I can't decide what to wear, • I get up late. • I need to finish something. • It takes me a long time to get ready. • I spend hours in the bathroom.

Unit 5


II

Negative statements I'm not waiting for him. He's/She's not waiting for him. We'relThey're not waiting for him.

What are the people in the picture doing? Write sentences using the present continuous .

Yes/No questions Are you waiting for me? Is he/she waiting for me?

Short answers Yes, Iam .!No, I'm not. Yes, he/she is.! No, he's/s he's not.! No, he/sh e isn't.

3. Alice/ relax at the park

Information qu est io ns What are you doing?

Long answers I'm/ We're waiting for our fri ends. He's/ She's waiting in front of the theater. They're practicing because they have a show next month .

5. Kevin / take pictures

Affirmative statements I'm waiting for you. He's/ She's waiting for you. We're/They're waiting for you.

Where is he/she waiting? Why are the y practicing?

Discovering grammar

Look at the grammar chart. Circle the correct answers. 1. The present continuous form is (is, am, are / do, does) +' verb + -ing. 2. The present continuous refers to an a ction that is or is not happening (every day / right now),

1. Ji m / play volleyball Jim is playing volleyball.

2. Megan and Ken/play Monopoly

4. Mark and Elena / jog together

5 Practice PAIRS. Student A. cover the picture. Guess what three people in the picture are doing askinq Yes/No questions. Student B, look at the picture and check if Student A is correct.

For example: A: Is Jim playing volleyball with Kevin? B: No, he's not. Try again.

A: Is he playing volleyball with Michael. B: Yes/ he is!

6 Practice Have

,"

~competition.

Go to page 131.

GRAMMAR

Focus

The simple present contrasted with the present continuous Simple present statements I always wear jeans. He/She usually wears jeans. We/They wear jeans every day.

Present continuous statements I'm wearing jeans today. He's/She's wearing je ans right now. We'relThey're wearing jeans today.

I live in New York. He/She studies French.

I'm living in New York this year. He's/ She's studying French this semester.


Answers

What do you usually wear? What are you wearing today?

I usually wear j eans. I'm wearing jeans.

Discovering grammar Look at the grammar chart. Complete the grammar rules with present continuous or simple present. 1. Use the and habits.

to talk about routines

8 Practice A. Look at the picture again on page 44. Write conversations about it using the cues. 1. Jim / play volleyball (on Fridays) 2. Mega nand Ken / jog (play Monopoly/on weekends) 3. Kevin / relax in the park (take pictures / on Saturdays) 4. Mark and Elena / play Monopoly (jog in th e afternoons) 1. A : Where's Jim ? /6 he playing volleyball with Michael?

B: Yes. he is. He usually plays volleyball with

2. Use the to talk about actions that an" happening right now or for temporary situations.

Practicing grammar

Michael on Fridays.

2. A:

_

B:

_

3. A:

_

B:

_

4. A:

_

B:

_

7 Practice Complete the sentences with the simple present or the present continuous forms of the verbs in parentheses. 1. I usually (ride) ride I (walk) 'm walkinq 2. We (take) (have)

3. My teacher (sit) (not/usually/walk)

4. Michael (not/pay)

Be (never/pay) 5. My friends (wait) (meet)

my bike to school, but right now to school. a test right now. We often a test on Fridays. at her desk. She around during exams. attention to our teacher today. attention. for me at the mall. We there every Friday n ight.

B. PAIRS . Choose two co nve rsat io ns and role-play them.

Unit 5 45

9 Vocabulary Classroom activities .r42

A. .

Look at the picture as you listen and repeat.

paying attention sleeping in class taking notes discussing something S. writing on the board 6. erasing the board

1. 2. 3. 4.

7. daydreaming in class 8. getting into trouble 9. arguing 10. doing research on the Internet 11. explaining something 12. spelling a word

B. Write the correct number next to each activity in the picture.

.'.:::::- , ,.:

46

Unit 5

10 Pronundati Words beginning with s + another consonant A.

43

listen and repeat.

• sleep • Stacy • school

• student • spell

B. PAIRS. Take turns saying the sentences.

1. 2. 3. 4. 5.

Nicholas is sleeping in class. Stacy is writing on the board. Kayla and Zach are in school. Abby is a good student. Nicole is spelling a word.

Role-play to ractice English. In class, take the opportunity to do role-plays. Role-playing gives you the opportunity to practice pronunciation, intonation, and new vocabulary.

PAIRS. Go to Exercise 12. Make sure you participate in the role-play.

12 Communication

11 Writing

Talk about what's going on now

A. PAIRS. What do you and your classmates do in English class? List the things you do. Use some of the vocabulary in Exercise 9.

A. ~ Liste~ to the conversation.

B. Now write what usually happens in your English class. Use the simple present and the present continuous whenever appropriate.

We do different things in English claeJs. At the beginning of the lesson, we often listen to a dialogue.

A: B: A: B: A:

Hello? Hi, Nikki . What's up? Nothing much. What are you doing? Reading. B: What are you read ing? A: The new Harry Potter book. A: Do you always read in your free time? B: Usually. A: What else do you do? B: I sometimes watch DVDs or play video games.

B. Role-play the conversation, replacing the underlined parts.

C. PAIRS. Read your classmate's paragraph. Correct any errors .

Use the Peer editing checklist on page 134.

Unit 5 47

13

Reading

A . GROUPS. Discuss this question: What are the good things about school? Make a list with the members of your group. B.

~ Read along as you listen.

What do !Most people reetteettber about their school days? P1ayitIQ with classi1tates during lunch breaks and recess, eanng cafeteria food. orgoing tofhe principal'sofiiu, perhaps. ~ut 850,000 teenagers in the United States don't experietloo these things, because they are hOlMeschooled. They don't go toa regular school. their parems teach fhelM. their education takes place at hOlMe am itt the COi1tIMUttlty. What Is it like to be hOlMeschooled? Read ~yliU1's blog about his hOlHeschooling experience.

14 Comprehension Answer these questions. 1. How many teenagers in the United States are horneschooled? 2. 'Who teaches homeschooled children? 3. How does Dylan feel about his education? 4. What activities does Dylan do as part of his home schooling?

15 Listening

e'

Listen to the question and-answer session on home schooling. Cross out the phrase that is not correct. 1. Jasmine

_

a. ~dem

MONDAY, JULY 10th

I'm Dylan and I'm 14 years old. This is my third year of being horneschooled by my mom, a former professor. A lot of people ask me how I feel about it. They ask, "Do you mi ss being in school with other kids?" Well, my daily life is different from the daily lives of millions of children who go to regular schools, but I'm enjoying my time with my mom . I'm learning things at my own pace. We can go fast or slow, depending on the subject. These days, I'm reading books that most kids only read when they get to college. I'm studying French, German, art, and the histories of the world -things I'm very interested in. A lot of kids think I never get to interact with other kids, but that's not true. I get together with the other homeschooled kids during our weekly sports games and at social events . I don't just study at home. My mom takes me to all kinds of field trips-e-tc museums, theaters, libraries, and lots of other cool places. We even go hiking and explore the woods when I'm studying biology. And college? I'm not worried about it. I know I'm preparing myself well for it .

48

Unit 5

b. is a college student c. was homeschooled 2. Homeschooled kids can meet other people through

a. field trips b. birthday parties c. sports activities 3. Homeschooling is _ a. easy b. not for everybody c. a big decision 4. Michael likes his regular school because he _ a. has different teachers b. likes his cla ssmates c. likes recess

The problem with Alex

A.

-e;; Read along as you listen to the conversation. What is Diane's problem with Alex? Oh. Lori's t here?

11---....------------.. . ------__

Well. I usually help

.l1li my mom wit h dinner ..._ _•

B. Discuss: Do you think Diane shoul d be mad at Lori ? Should she be mad at Alex? Explain your answer.

~: r:~~~~:~~~~~t

Unit 5 49

To act out each word, the player can use hand gest ures or body movement s, and th e special gestures illustrated below. But the player cannot speak and cannot po int to objects in the room.

Divide the class into A teams and B teams. There should be bet wee n t hree and five players in each team. 2. Your teacher will give the A teams and the B teams some slips of paper. On each slip there is a sent ence. (Teacher: See Teacher's Edition.) 3. One player from each A team picks a slip of paper from the B team's pile. The player has ten seconds to think about the sentence. Then the player acts out the sentence for his or her team .

5. If the playe r's team guesses the sentence within 30 seconds, the team gets a point. 6. A play er from each 8 team then chooses a slip of paper from the A team's pile . The game continues as each player on each team acts out a sentence. 7. The team with the most points at the end of the game wins.

I Useful language

....

• It 's your turn . • Our tea m get s a po int ! • It 's our t urn because you spoke/point ed at something . L

there are (three)

words in this sentence.

First word .. .

Wrong!

Kee guessing!

Second word .. . Right! 50

Game 2 ...-- -.....--- - -

- _.-

~

A snapshD ofa sp ial interest Wr ite a speech about somet hing you fi nd interesting and enjoy spending ti me on: a craft or hobby, a collection , a pet, a sport , or a fr ee-time activity. Then present your speech to your classmates.

I'm really into lizard s. They're fascinat ing

animals and they' re very fr·iendly. I know because

I have a pet iguana named Iggy. He's great. I feed

him and play with him every day.

of

2. Give more information about it. Iguanas are diffi cult animals to t ake care of.

but that als o makes the m inte resting pets. I feed

Iggy every morning. He gets a special diet of fruit

and vegetables. And I make sure his heat lamp is -----~:::==~~~~!!!!!!!!!~~~ . t urned on. Most of t he day he sits on a rock and warms himself. At least once a day I ta ke him out of his terrarium and let him walk around t he house. And once a week I give him a bat h. He loves to swim in th e bathtub!

3. Share your interest with your classmates. Bring

things related to your interest to show the class.

•

..

I

Project 2

51

1 Vo b lary

Communication Talk about clothes Comment and compliment

Clothes and accessories

b

A.

• • • •

Listen and repeat.

belt boots bracelet dress

• • • •

earring(s) jacket necklace pants/jeans

• ring • shoes/ sneakers • skirt

• • • •

socks tights top 'l-shir t

B. Label the clothes and accessories with words from Exercise A .

Grammar too + adjective/not + adjective + enough Present continuous for future arrangements Be going to + verb for future plans, intentions, and predictions Vocabulary Clot hes and accessories

2 Practice Have a competition. Go to page 131.

3. 1.

12.

\ 11.

_

10.

6.

52

Unit 6

3 Reading A. GROUPS. Discuss: Does anyone influence you in your fashion style? Explain your answer.

B. ~ Read along as you listen.

merican teenagers have a big influence on th e fashion ind ust ry. Many of them have a part-time job or get money from their pare nts. so teens buy a lot of clothes. Without teen agers, many clothing companies wouldn't exist. Celebrities who are p opular with teens have the biggest infl uence on fashion t rends. Think of performers such as Britney Spears, sports personalities such as Anna Kournikova, and rap/hip-hop artis ts such as Jay-t. Low-rise j eans with a very short to p (a "belly shirt") are popular, thanks to Britney Spears and Anna Kournikova. The gangsta look-big, baggy pants; over-sized f-shirts or sweatshirts; and baseball caps-is popular, because of rappers. Punk fashion, which became a trend again in 1996, features combat boots, old Converses shoes, tight leather pants, ripped J-shlrts, and spiked jewelry.

A

u.s.

Bono-chic (boho fo r bohemian and chic meaning fashionable) is mainly f rom the mid 2000s. A boho-chic outfit may include long flowing skirts , wide b elt s, sheep skin boots or cowboy boot s, baggy sweaters, and hobo bags. Sienna Miller and the Olsen twins, Mary Kate and Ashley, p op ularized the boho-chic trend. There'are also celebrities who create their own look-Gwen Stefani, for exam ple, mixes fashion fro m past decades with modern styles. Anothe r trend is the preppy look, which is a classic, neat look: collared. bu tto n-down shirts and loafers. Then, of course, t here are trendy accessor ies, such as the Livestrong band.a yellow wr ist band developed by cycl ist and cancer survivor Lance Armst rong. So that's the first decade of the century. What's going to happen in the second decade?For sure, trend spotters from clothing companies are watching Hollywood and the MTV crowd to find out.

4 Comprehension Answer the questions.

Change nouns to adjectives.

1. Why do American teenagers have a big

Many nouns can be made into adjectives by

adding endings, or suffixes .

influence on the U.S. fashion industry? 2. Who are the major influences on fashion? 3. What fashion trends are these celebrities

responsible for? a. Britney Spears b. Sienna Miller 4. What's a Livestrong band?

For example: beauty-beautiful

PAIRS. Add these suffixes to the nouns to change them into adjectives.

I-y

-ish

-ous

-able

-ful

1. style

4. taste

2. trend

5. dress

3. fashion

6. glamor

-less

I

GROUPS. Talk about the kinds of clo t hes you like. Useful language: • What kinds of clothes do you like to wear? • I'm the jeans-ano-t-sntrt type. I'm the opposite. I love dressing up. • I'd rather be comfortable. • I prefer shorts and T-shirts.

Unit 6

53

B. PAIRS. Imagine you are celebrities. Student A. ask Student B's opinion about clothes you are trying on for an event. Student B. respond to Student A.

Too + adjective This sweater is too short. It doesn't fit me. These shoes are too tig ht. I can't wear them.

Not + adjective + enough This jacket isn't warm enough. I need a different one. These pants aren't big enough. They're not very comfortable.

For example:

A: [en, what do you think of this blue dress? B: Uh. It's not fashionable enough. A: What about this black one? B: Black looks great on you, Angie. You look very glamorous.

A- Thanks.

Discovering grammar

look in the grammar chart. Circle the correct answers. t. Too comes (before / after) the adjective. 2. Enough comes (before I after) the

adjective.

tight low

Practicing grammar 5 Practice Complete the sentences. Use too or enough and the cues.

1. These shoes are (Hot comfortable)

_ _ _ _ _ _ for hiking.

2. I don't like rock climbing. It's (scary) 3. This tea needs more sugar. It's (not sweet)

4. My mom doesn't like sports cars. She thinks they're (fast) _ 5. The pizza (not hot) back in the oven.

. Put it

6 Communication Comment and compliment A.

~ Listen to the conversation. A: What do you think of this skirt? B: Actually, it looks too big. A: Really? Well, what about these pants? B: They're great! You look good in them! A: Thanks!

54

Un it 6

long

high

7 Dialogue

8

~S1

A. Read the false statements. Cross out the false information and correct it. purple 1. Karen suggests a ..top and jeans to Di ane.


Diane: Karen:

OK. How do Tlook? Be honest. Hmm .. . you look too dressed u p. How ab out th.is purple top and these jeans? Diane: 111at top is too tight, and those jeans aren't d ressy en oug h. What are you going to w ear? Karen: My red skir t, a black Lop, and black boots. Diane: Wow! You're going to look great! But what about me? Karen: Definitely wear the jeans. Alex is going to notice you for sure. Diane: I wish! Alex doesn 't even know I exi st. He's going to notice Lori, not me . Karen: Sounds like you're jealous! Diane: Get out of here! I am not! Karen: Yeah, right. Diane: Anyw ay, w hat time are we leaving? Karen: Oh, Lori' s coming by at seven.

Comprehension

2. Diane says the top is too big. 3. Diane is going to wear a red skirt. 4. Karen w ishe s Alex would notice her. 5. Karen thinks Lor i is jealous of Diane. B.

r .~

.

Read along as you listen again. Check your answers.

9 Useful expressions A. ~ l ist e n and repeat.

• • • • •

How do I look? 1 w ish! Definitelv Sounds 1ike . . . Get out of here! .I

B. Complete the conversations with expressions from Exercise A.

you 're busy.

L A: B: I am. I'lt call you la ter.

2. A: Ooh. You're jealous!

B: 3. A:

_

B: You look awesome!

4. A: Are you going to the Black Eyed Peas concert?

B: _ __ _ _ __ _ _ _ Tcan't w ait!

5. A: Wow! You look like Jennifer Amston!

B:

Unit 6

55

GRAMMAR

Focus

Present contmuous for future arrangements Affirmative statements He's leaving early tomorrow. We're practicing this weekend.

Negative statements He's not coming to the part y tonig ht . We're not doing anyt hing on Friday.

Yes/No quest ions Are you coming over later?

Short answers Yes, I am./ No, I'm not.

Informat ion questions When are t hey leaving?

Answers They' re leaving tomorrow morning.

Discovering grammar

11 Practice

Look at the grammar chart. Circle the

correct answers.

1. In thi s sente nce, "We're studying at home

t o ni g ht," t he present continu ou s expresses (p resent I fu t ure) mea n ing. 2. In this sentence, " W e' re studying at home ri g ht now," t he pr esent continuous expresses (present I f uture) meaning.

A. look at the list of activities below. Put a check (v) before activities you are doing this weekend . Put an (X) before those you are not doing.

- -study _ -

-

90..to a marie:__

, _ _ phone a clseemato _

Practicing grammar

- - clean my-coonJ_

10 Practice

_ _.;; 5t ay ovecst: my..friend'6 hOU68

Complete each conversation with the present continuous.

1. A : (Marta/come) /s Marta coming to the party?

B: Yes, (she/bring)

visit my...grandparents -

_ have a par.ty _

the CDs.

2. A: What tim e (you/leave ) tom orrow ? B: (I/take)

_

[your own idea]

the five o'clock

tra in. 3. A: (jon/drive) toni gh t?

us to practice

B: No, he can't. (he/do)

his

h omew or k.

4. A: (you/do) this weekend?

anything special

B: Well, (f/not go out)

on

Fr iday evening, bu t (my cousins/come) - play )

56

Unit 6

over on Saturday and (wei volleyball.

B. PAIRS. Ask and answer questions abo what you're doing th is weekend . Ils e i from Exercise A.

For example: A: Are yo u studying this weekend?

B: No, I'm not. I'm visiting my

grandparents on Saturday.

A: What abo u t Sunday?

---

GRAMMAR

Focus

Be gomg to + verb fo r future plans,

intentions, and predictions Statements

I'm )

He's/She's (not) going to watch TV tonight.

You're

We're/They're

Practicing grammar 12 Practice Complete the conversations with be going to and the verbs in parentheses. 1. A: Is Jason coming to your

party on Saturday? B: I don't know. I (call)

Yes/No questions

Short answers Yes, Iam .l No, I'm not. Are you ) 15 he/ she going to watch TVtonight? Yes. he/she is.l No, he's/ she's not. Are they Yes, they are.l No, they're not. Information q uestions Who's going to watch TVton ight? What Is she/ he going to do to night? When are they going to watch TV?

Answers

l a m.

He's/She's going to watch TV.

Tonight.

Discovering grammar Look at the grammar chart. Circle the correct answers. 1. Be going to is followed by the (past I base) form of a verb . 2. Use be going to + verb to talk about (plans I promises).

him in a minute. 2. A: (you/have)

a party for your birthday this year? R: Yeah. I (have) it in a club. A: What (you/wear) - - - - - - - - _? B: Just jeans and a nice top. The party (not/be)

form al.

13 Practice PAIRS. Look at the pictures. Ask and answer what each person is going to do. Choose phrases from the box. make a phone call

play music

wash his car

take a bath

as

For example:

A: What's Angelina Jolie going to do? B: She's. .. . What about Cameron Dia z? What's she going to do?

Unit 6

57

14 Pronunc·ation

17 Writing

The pro nunciat ion of goingto /gana/

GROUPS. Write some fashio n do's and don'ts fo r teena gers like you. Includ e the advice you heard in Exercise 15.

54 Listen

A.

and repeat.

1. I'm go ing to see you tonight. 2. She 's go ing to ca ll you at 5:00. 3. He's going to arrive at 7:00. 4. They're going to play volleyball. B. PAIRS. Take turns saying each sentence

out loud.

1. Wear styles you 're going to be co mfo rta ble in. 2 . Don't wear clothes that are too fashionable or too trendy.

3.

15 Listening Listen to the talk show. Circle the letter of the phrase that correctly completes each

statement. 55

1. Olivia says the girls in her new school

2.

3.

4.

5.

6.

a. are not fashionable c. hate fashion b. are into fashion Lauren ad vises Olivia not to wear anything

that's _

c. too short a. too comfortable b. too trendy Noah tells Oliv ia to _ a. be confident c. be nic e b. look pretty Lauren says a person can't be confident if the

clothes are _

a. too trendy c. not comfortable b. too expensive Ella advises Olivia to _ a. follow fashion trends c. look young b. be herself When choosing clothes, Anna advises

teenagers to cons ider their _

c. friends a. parents b. personal style

16 Speaking GROUPS. Discuss this question.

Do you agree with the ad vice th at th e teens and

the editor of Teen Magazine give? Exp lain your

answer.

58

Unit 6

4.

5 .

6. 7.

8.

r

Units 5 and 6

Test-taking tip :

Keep you r eyes on your own pape r.

You do n't wa nt to appear to be cheating and cause unnecessary trouble for yourself.

Grammar

Vocabulary

A. Complete the conversations with either the simple present or the present continuous. (3 points each)

C. Put a check (v) next to proper behavior in the classroom and an X next to the ones

1. A: What (you/do) are you doing ? B: I (check)

that are not proper. (2 points each) ~

my messages.

1. paying attention to the teacher 2. daydreaming during class

A: But why (you/use) _ my computer? You always (use)

3. checking your messages on your cell phone

_ _ __ _ _ my things without permission. B: I'm sorry. But Mom (use)

4. arguing with your classmates 5. taking notes during a lesson

_ _ _ _ _ _ the other one. Just five more minutes. 2. A: Can I borrow one of your Harry Potter books-the final book?

B: I'm sorry, but I (read) it.

_

A: You (not/read)

it right

now. You only (read) on weekends. B: You're wrong. I (just/rest)

_

_ _ _ __ _ for five minutes. A: All right. But can I borrow it later? B: Sure. B. Complete the conversation with the present continuous form to express future meaning. (2 points each)

A: Can I come to your house tonight? B: No, sorry. My cousins from Canada (visit) _ _ _ _ _ _ us. A: When (they/come) B: They (arrive) tonight. A: (you/take) anywhere? B: Of course. We (take) all over town.

6. sending instant messages during class 7. helping to erase the board

Communication D. Complete the conversation. Use too and enough in your responses. (3 points each)

A: What do you think of these jeans? B: (low and tight) A: What about this pair? B: Urn. No, (notfashionable)

A: You're difficult. How about these? Are they, (fashionable)

- - -- - - - - - - _ ? B: Yes! They look great.

Now t can ••.

?

ta lk about reasons f o r running late.

at 7:00

o exp lain what's going on now.

o compliment and respond to a

them

compliment.

them

Unit 6

59

1 Reading

Reading skill : Using pictures Look at the p hot os and illustrations in an art icle or st or y before you read, as you read, and af t er you read . A. PAIRS. Look at the title and pictures before you read. Talk to a partner about what you see in the pictures.

B. As you read, look at the pictures that illustrate information. C. After you read, use pictures to help you remember. Write the letters of pictures that illustrate the following. 1. _ d_ Ancient Egypt

6. _ _ neck rings

2. _ _ thin women

7. _ _ tattoos

3. _ _ plump women

8. _ _ Maori culture

4. _

_ Renai ssance Europe

5. _ _ Padaung culture

9. _ _ long hair on men 10. _ _ piercings

2 Listening ~,

Listen to a fashion expert. On the chart. check (.....) what she says is stylish and attractive for men and women today.

Hairstyle

Men Women

Makeup

short o none medium length u a little o long o a lot ~ short o none 0 medium length U a little long CJ a lot

Tattoos

Piercings

'none

o none D one ortwo o a lot

o one or two

a a lot

o none U one ortwo

:J a lot

o none o one or two o a lot

3 Speaking GROUPS . Talk about what makes men and women stylish and attractive. Comment on hairstyle. makeup, tattoos, and piercings.

A: Do you think long hair is attractive on a man? B: Well, T think short hair on a man is attractive. C: Interesting. I think long hair is attractive.

4 Writing Write two paragraphs about what you think makes men and women attract ive and stylish .

60

W"de Ang le 2

Images ofbeauty and style are all around us: in movies, on television, in magazines, and on the Internet. However, what's attractive changes over time and varies from culture to culture. What is the ideal bod y shape? In ancient Egypt, beautiful women were thin and had small waists. In Renaissance Europe (1300-1 500), people thought plump women were very beautiful. And in many traditional Pacific Island cultures, men find extremely heavy women very attractive. In Sixteenth-century England, the ideal woman had snow-white skin, red cheeks, and red lips. To make themselves attractive, women wore very white makeu p and painted thei r lips and cheeks bright red. In the nineteenth century, makeup wen t out of fashion. Queen Victoria said it was "impolite" to wear makeup. By the 1940s, makeup was back in fashion -but snow-white skin was out. Suntans were glamorous. Some cultures have very special ideas of beauty. For the Padaung of Burma, a very long neck is beautiful on a woman. Girls from the age of five or six wear metal rings arou nd their necks. As thei r necks grow, more rings are added. In the traditional Maori culture of New Zealand, tattoos made a man attractive. Men tattooed their faces and much of their bodies . The tattoos were "body art" and gave information about the man's family and position in society. Long, healthy hair on a man also made him handsome. In western countries toda y, some people think tattoos and body piercin gs are attractive. While some men and women get small tattoos , others get tattoos all over their bodies. Piercing is al a stylish, and not just on the ears. Some people have piercings on thei r eyebrows, nose , lips, or tongues . What do you think makes a person attracti e:

1 Dialogue

3 Useful expressions

~

A.

.


Lori: Alex:

gular 5

e

You were awesome, Alex! Thanks! Your dance number was great, too. Diane: Congratulations, Alex! You were incredible! You sounded amazing on the guitar! Alex: Thanks. So, who taught you those dance moves? Diane: Nobody. Actually, most of our moves were pretty simple. Alex: I always knew you guys were talented. Paul: There you are. Way to go, kids! That was a terrific show. Diane: Did you really think so, Paul? We're glad you liked our performance. Paul: I really did. Urn, Alex, can I see you backstage? Just for a couple of minutes . Alex: Sure. Guys, can you wait for me here, please? Diane: No problem. Take your time.

84

• • • • •

listen and repeat.

Congratulations! Way to go! There you are. Just for a couple of minutes. Take your time.

B. Which expression from Exercise A would be appropriate to say for each of these situations? 1. Your friend just won a spelling

competition.

Congratulations!

2. You're telling someone you only need a

little of their time. 3. Your friend passed a really difficult test. 4. You're going somewhere with a friend, but you're not in a hurry. 5. You're looking for someone and you finally find hi m or her.

2 Comprehension A. Complete the statements with words from the dialogue.

1. Lori said Alex was

3. She also said Alex was on the guitar.

B.

Positive and negative adjectives

awesome

2. Diane said Alex was

-"

_

A. 85 listen and repeat.

_

4. Alex said the girls were

_

5. Paul said the show was

_

Read along as you listen again. Check your answers. '83

4 Vocabulary

Positive awesome amazing incredible fantastic terrific wonderful

Negative awful terrible horrible dreadful disgusting lousy

B. PAI RS. Give your opinions of some famous people or movies using some of the adjectives above. Find out your partner's opinions.

For example:

A: I think James Bond movies are fantastic. What do you think? B: Oh, I think they're dreadful!

Unit 7 63

GRAMMAR

Focus

The simple past of be

Affirmative statements I was You were He/She was at the party last night. You were We were They were

(WQS,

were)

Negative statements wasn't

You weren't

He/She wasn't

I

You We They

Yes/No Questions

home last night.

weren't weren't weren't

Short answers Yes, Iwas./No, I wasn't.

Yes, he/she was./ No, he/ she wasn't.

:::eh~~~h e 1 at the party last night ? Were you

Were they

Yes, we were./ No, we weren't.

Yes, th ey were.lNo, they weren't.


Who was at the party last night?

Where was the party?

Answers

I was ./We were. Atthe school auditorium.

Discovering grammar


Look at the grammar chart. Complete the rules with was or were.

1. The simple past forms of be are and _ 2. With I, He, She, and It, use

_

in

simple past statements. 3. With You, We, and They, use _ _ .,.- _ in simple past statements.

Complete the conversation with the past form of be.

Lori:

How

the party last Saturday?

was (l)

Alex: (2)

Lori:

you there all night? (3)

Alex:

so mu ch fun.

Oh, yeah. It (4)

Lori:

Who else

there? (5)

Alex: Paul, of course. His sister _ .,.--_ _ with him. (6)

Lori: Really? What about the other Teen Scene members? there?

they all (7)

Alex: (9)

(10)

6 Pradice

8 Communication

A. Write questions with the past tense of be. Use the cues .

Express agreement or disagreement

1. (you / at a party rec ently) Were you at a party recently? 2. (W hen lit)

_

3. (Where/it)

_

4. (What kind of party / it) 5. (Who /attheparty)

6. (How / it) B. PAIRS. Ask your partner the questions in

Exercise A. Switch roles .

A.

B7

listen to the conversation.

A: Were you at Mike's party last night? B: Yes, I was. A: How was it? B: It was awesome. 1 loved it. C: N ot me. I thought it was awful. The food \ '\'a 5 really bad . B: You're right about that. But the music was great. C: That 's true. It was fantastic. B. GROUPS. Practice the conversation. Then role-play, replacing the underlined parts with your own ideas.

For ex amp l e:

A: Were you at a party recently ? B: Yes, I "vas.

7 Pronunciation orm

jay?

?py

Intonation in Yes/No and information questions A. ~ listen and repeat. Yes/No questions ---..A

We re you at a party recently? --...If Was he there? --.J

Was it fun?

Information questions ~

When was the party? ~

What kind of party was it? ~

How was the party? B. PAIRS. Alternate reading the examples above. Student A, read the Yes/No questions. Student B, read the information questions.

GROUPS. Talk about a party you were at recently. Talk about the food, the people at the party, and the activities. Use the questions in Exercise 6 for ideas. Useful language: • • • •

II .

I was at a birthday party [last Saturday] . Really? How was it? It was awesome/amazing/incredible/boring. There were . . . The food/music/dancing was ...

Unit 7

65

The simple past of reg ula r and irregular verbs Affirmative statements I studied mu sic in school. He/ She taught mus ic years ago. Yes/ No q ue st io ns

Neg ative statements

I didn't study acting.

He/ She didn't teach acting.

Did yo u study music? Did he/she teach mus ic last year?

Short answers

Yes, I did .lNo, I d idn't.

Yes,he/she did.l No, he /she didn't.

Information q ue st io ns Where did you study music? Whe re did they teach last yea r?

Answ ers

I studied at Juilliard.

In Korea.

Some irregular ve rbs begi n ~ began choo se ~ chose have ~ had make ~ made speak ~ spoke think-s thought

bring ~ brought com e ~ came let ~ let

put ~ put teach ~ taught write ~ wrote

Note: See page 136 for a list of more irregular verbs.

Discovering grammar Look at the grammar chart. Complete the rules with regular, irrequier, or both regular and irregular, 1. With

verbs in the simple past, the spelli n9 changes.

2. To form the simple past of

verbs, add -ed or-d.

3, In negative statements with

verbs, use didn't and the base form .

verbs, use did and the base form.

4. In questions with

Practicing grammar 9 Practice Co mple te the biography with the past forms of the verbs in parentheses. Wolfgang Amadeus Mozart (I. be) was born onJanuary 27, 1756, in Salzburg, Austria. Mozart (2. be) a musical prodigy. He (3. be) exceptionally tal ented in music. I-Ie (4. begin) playing th e piano when he (5. be) . only t hree years old. Soon after, he could play the piano like a professional. At t he age of four, Mozart (6. learn) to play the harpsichord and violi n. At five , he (7. write) his his first public performance at th e age of six for t he own music. Mozart (8. giv e) Empress of Austria. Recognizing his child's talent, Mozart's father (9 . take) his on on concert tou rs throughout Europe. for the rich and for royalty. As a teenager, he (n. write) _ Mozart (ro . play) and completed his fir t opera. He U2. continue) to write great music as an adult, but famous. Mozart U4.getmarried) u3. not/become) when he (15. be) 26 years old. He (16. not/make) much money from his compositions, so he (17. teach) to support his family. Sadly, his wife u8. become} sick from not eating properly. Soon, Mozart also (19. got) , Mozart UI. give) one .of his sick. Before he (ao. die) st udent instructions on how to complete his last work the Requiem Mass. Mozart (22. die)

66

Unit 7

on December 5, 1791, in

ienna, Austria.

10 Practice

learn to learn .

,~"

, , __ --,

.r

•• ~.f·

A. Read Mozart's biography again, Use the cues to write questions about Mozart.

1. (Where I he born) Where waf> he born?

2. (have I a special talent as a child)

Learn irregular past forms in groups You can learn irregular past forms faster if you memorize them in groups. Write the past forms of these verbs. You may use a dictionary. In your notebook, group them according to how they form the simple past.

Did he have a f>pecial talent ee a

bend

choose

child?

take

feel

know

sleep

leave

spend

break

grow

build

keep

ride

meet

send

write

3. (How old I he when he began playing the piano)

4. (What I he learn at the age of four)

5. (What I he write at the age of ftve)

6. (What I he do when he was six) 7. (Where I his father take him)

12 Listening

8. (Who I he play for)

8 8 list en to the interview. Then circle the correct answers.

9. (When I he get married)

10. (he make I a lot of money) 11. (Why I his wife become sick) 12. (When I he die)

1. Rob is going to study (at (I IInive rsity / at home). 2. Rob says it's (exciting I difficult) being gifted . 3. Rob's school friends thought he was (smart I weird). 4. Rob failed an exa m because he (didn't know the answers / didn't want to be different), s. Rob's parents make sure he (has a balanced schedule / studies many hours) .

13 Your turn B. PAIRS. Student A. role-playa reporter in t erv iew ing an expert on Mozart. Ask the questions in Exercise A. Student B, you're an expert on Mozart. Answer the reporter's questions. F01'

example:

Q: Where was he born'? A: He was born in Salzburg, Austria.

GROUPS. Discuss the following:

1. What so rt of problems do you think Rob had at school? 2. What do you think his friends thought of him? What about his teacher s? 3. Would you like to be gifted? Why or why not?


Unit 7

67

14 Reading A. Think of a famous person or someone you know who has exceptional talent. What special talent does he or she have? B.

89 ,' Read along as you listen to the story about a young musical prodigy.

A M ODEf'..N-DAY M OZA..f'..1 The Juilliard School is an intern ationally famous performing arts school in New York City. There is a student at Juilliard who, accordi ng to music experts, is the greatest talen t to come along in 200 years. This st udent rece n tly wrote five com plet e symphonies, and he is only 12 years old! His name is Jay Greenberg. Jay wrote a musical piece called The Storm in jus t a few hours for the New Haven Symphony in Connect icut, U.S.A. A well-respected Ameri can composer, Sam Zyman, compares Jay to gr eat pro digies like Mozart . Jay can comp ose a pia no so nata in twenty-five minutes, and it's a great piece of classic al mus ic! In an interview, Jay said that he doesn't know where the music comes fro m . The music comes fully written, playi ng

like an orche stra in his head. These days , while kids are downloading music off the Internet , Jay downloads music from his head. Using a computer program, he composes so fast that he often crashes his computer. Jay's father, Robert, who became blind at 36, is a linguist . His mother is a painter from Israel. Neith er of his paren ts is a professional musician , but as a child J ay heard mu sic in his head all the time. He started comp osing when h e was in elementa ry scho ol. His teachers didn't know what to do wit h him . At age 10, he began his studies at Juilliard. When Jay was 11 , he began studying with third-year college stude nts . Jay continues to hear music in his head. When music enters his head, he writes it down . Beethoven cha nged his compositions many times. Jay never has to . He says, "It just comes out right th e first time."

15 Comprehension

16 Speaking


PAIRS. Take three minutes to reread Jay's story. Then ask and answer questions about Jay. Try not to look back at the reading.

1. What kind of school is [uilliard? 2. What is Jay Greenberg's exceptional ability?

3. Which great composer is Jay compared to'? 4. What's special about Jay's composing talent?

For example: A: Where is Jay studying? B: At Juilliard, in New York. A: Whflt did he write for the New Haven Symphony? B: I think it's called The Storm.

17 Writing In your notebook, write a summary for a teen rnaqazine about Jay and his exceptional talent.

68 Unit 7

The good news

A.

810

Read along as you listen. What's Paul's good news?

B. GROUPS. Discuss: Why does Alex say, "You just made my day"? Give examples of other situat ions when someone or something makes your day.

Uni t 7

69

1 Vocabulary Basic emotiIons A.

-: 811

l"isten and repeat.

Comrnunicati E la n

xpress op inion

Grammar Conjunctions' a Used to f . tid, but, so or past habits

Vocabulary Basic ernotiIons

70

Unit 8

B. Complete the sentences with the adjectives from Exercise A. Then match them to the pictures on page 70. tired _ 5 _ He's because he spent all a ftern oon cutting the grass.

I Useful I

language: • What makes you happy/sad/angry?

I'm happy/sad when .. .

• I get angry when . . . • Seriously? • You're kidding! • No way!

_ _ She's because her mom gave her some candy.

· II

_ _ He's because he's speaking in front of a lot of people. _ _ She's because her friends suddenly arrived. _ _ She's broke the window.

GROUPS. Talk about what makes you happy and what makes you sad or angry.

because her son

2 Your turn

_ _ He's because his mom is shouting at h im . _ _ He's . . . IS wmnmg.

because his team

_ _ He's flew away.

because his bird

A.

Choose three adjectives from Exercise 1A. Write them in the chart. Then Iist three things that make you feel each emotion.

I Things that make me

Adjective

feel each emotion summer vacation, a new CD, soccer game5

happy

_ _ He's because he's watching a horror film. _ _ She's because her friend is talking to someone else.

~

v,.

~

....

::

_ _ She's found her diary.

because her mom

_ _ She's baby's sick.

.because her 8. PAIRS. Compare your charts.

C. PAIRS. Talk to a classmate about how you feel today.

For example:

A: What makes you happy? B: Well, summer vacation is one thing. A: Me, too!

Personalize what you learn in school

3 Listening

It is eas ier to learn and memorize vocabulary when you relate it to your own life.

812 What makes people happy? Listen to the interview. Circle the people's answers .

A. Choose one emotion from page 70 that you can relate to your own experience.

It

5ad For example: _ _--'-'--'--__ 8. PAIRS. Who or what do you remember when

I

I

I

you think of the emotion? Talk about the situation.

l,

b

cmY p,irlfriellD

my Job

.1

mv husband

my students

my son my family

\

my new house

For example:

A: I was very sad when my dog died. OR

My dog died, and I was very sad.

8: I was . ..

,l

/J

U

,,""

'-"/ .1

I "

y

car

mv lIideo games UnitS

71

I

~

Dialogue (S"13 Cove r the dialogue an d listen . Alex: Joe: Alex: Joe: Al ex: Joe: Alex: Joe: Al ex: Joe: Lori: Alex: Lori: Alex: Joe:

I!

I

72

You know, Joe, I used to dream of being an actor. Keep dream ing, Alex. I' m serious. I di d n' t lise to care about my s tudies. I just w anted to be an actor. An d yOll don' t want to do that anymore? N ot anymore. I' m going to be a professional musicia n . Wait a minute. Did you get into [uilliard? I wish, bu t that's never going to happen. I'm not that good! Never say neuer. Hey, it's not too late to apply. I know, but Paul's recommending me to Star Performers, so I'm keeping my fingers crossed. Star Perform ers! That's awesome! There's Lori. Hey, Lori . Paul's recommending Alex to Star Performers . O h ? When did Paul talk to you, Alex? Just now. J just talked to Paul, too, but he didn't mention it. Excuse me . I have to go . Wai t. Lori. are you coming to the party? \Vha t's wrong with he r?

Unit 8

5 Comprehension A. Wr ite True o r False for each st at e me n.

True 1. Alex wants to be a professional mus icia n . _ __ _ 2. He go t acce p ted at [u illia rd . _ _ _ _ 3. Joe is happy for Alex . _ _ _ _ 4. Alex told Lori the good news.

_ _ _ _ 5. Lori learned the news from Pau I. _ _ __ 6. Lo ri is excited abou t Alex 's news.

B.

Re a d al o ng as you liste n aga in. Check you r answers. 814



A. ~ Listen and repeat.

• • • • • •

Keep dreaming. Not anymore. I wish. Never say never . I'm keeping my .fingers crossed . Just now.

B. Write the appropriate response. Use the expressions in Exercise A.

1. A: Do you still enjoy watching cartoons? B: Not anymore. 2. A: D id you get an A in math ?

1. Teen Scene had is very happy.

<-1

good show,

3. A: I'll never be an actor!

B: 4. A: Wh en did you see Jennifer Aniston?

B: 5. A: I dream of bein g famous someday.

B: 6. A: I hope you get into [uilliard,

B:

Focus

Conjunctions:

and, but, so Alex is excited, and Joe is happy, too.

Alex and Joe are happy, but Lori feels bad .

Lori fe lt sick, so she went home.

Discovering grammar Look at the grammar chart. Complete the rules with and, but, or so . 1. Use

to show contrast.

2. Use

to express a result .

3. Use

to add information .

Paul

so

2. Ale x told Joe his news excited.

Joe was

3. Lori talked to Paul he didn't mention the news about Ale x. he is 4. Paul thinks Alex is talented recommending him to Star Performers. 5. Lori is also talented recommend her.

B:

GRAMMAR

Fill in the blanks with and, but, or so. Then insert a comma (,) where it's needed.

Paul didn't

8 Practice Combine the sentences with and, but, or so. Write the new sentences in your notebook.

1. 1opened the door. I saw a puppy. I opened the door. and I saw a pupPY. 2. Do something good. Don't tell anyone about it. 3. Laugh. The world will laugh w ith yo u . 4. I'd like to join Teen Scene. I can't because I'm only thirteen. 5. The news makes me sad. I don't read newspapers.

9 Communication Express opinion A.

816

Listen to the conversation .

A: Do you think Alex is a good musician? B: I think he' s a terr Wc singer, and he's great on the guitar. A: You really think so? Honestly, J don't think he 's that great, but he's very popular. B. PAIRS. Choose an entertainer to talk about. Express your opinions about the person's abilities .

Unit 8

73

GRAMMAR

Focus Used to

Affirmative statements

Negative statements

I

I

You He/She You We They

You He/She

used to be an actor. used to work in Hollywood.

You We They

didn't use to be famous. didn't use to like acting.

YeslNo Questions

Did you use to be an actor?

Did he use to wor in Hollywood?

Did they use to work in Hollywood?

Sho rt an swers

Yes, Idid.l No, Ididn't.

Yes, he did .l No, he didn't.

Yes, they did.l No, they didn't .


What did he use to be?

Where did they use to work?

Long answers

He used to be an actor.

They used to work in Hollywood.

Discovering grammar look at the grammar chart. Circle the correct answers. 1. Use the (past I base) form of a verb with used to. 2. Use used to to talk about past situations that are (stiff true / no longer true).

Practicing grammar 10 Practice look at the pictures of Alexis. Write sentences comparing the past and the present. When Alexis was three years old, ...

Now ...

short and chubby

tall and thin

Fo}' example : She ueed to be !5hort and chubby. but now ehe'e tall and thin .

1. afraid of the dark / not afraid anymore 2. re ally shy / very outgoing 3. like going to bed early /like to stay up late 4. love playing in the rain / hate it when it rains

74

Unit 8

13 Pronunciation

1 Practice AI RS . Use the sentences from Exercise 10 to rit e questions. Interview your classmate. ake notes.

The pronunciation of used to A. 817 Listen and repeat.

• used to

Fo r example : Did you use to be chubby?

1.

_

2.

_

3.

_

4.

_

12 Writing

• didn't use to • did you use to

1 used to feel nervous speaking in front of the class. I didn't use to be afraid of flying. What did you use to do when you were nervous?

B. ~ Listen to the conversation. Then practice it.

A: What did you use to be nervous about? B: J used to be nervous about going to the principal's office.

A: Me, too. But I'm not anymore. B: Really? Why not? A: Because the principal's my mom!

A. Write a short paragraph about the classmate you talked to in Exercise 11. Don't write your classmate's name.

When this person was a young child, he/she used to .. .

B. Read the paragraph to the class. Ask your classmates to guess who the person is.

For example: B: A: C: A:

Is it Caitlin? No. Is it Emily? Yes, it is.

14 Practice Have a competition! Go to page 132.

Unit 8

75

15 Reading A. What do you think the expression "Laugh and the world laughs with you" means? Do you agree? B.

~ Read along as you listen.

All over the world, groups of people meet early each morning for one reason: to laugh. But what makes them so happy? There are no funny stories or comedians- everyone just laughs . At first, the laughter is forced. But after a few minutes, the laughter becomes real and fun . Are these people crazy? That 's exactly the reaction Dr. Madan Kataria got when he asked some people at a park in Mumbai, India, where he lives, to start a laughter club with him . Four of those people somehow agreed, and they laughed with Dr. Kataria in one corner of the park. The small group of five quickly grew to fifty. Before long, the Laughter Club spread all over the world. Why a laughter club? When Dr.Kataria was younger, he used to enjoy reading the section "Laughter, the Best Medicine" in the magazine Reader's Digest. During his research as a doctor, he learned the many health benefits of laughter, so he thought,"lf laughter is so good, why not start a laughter club?" What are the benefits of laughter? Various studies show that laughter has a positive effect


1. Who started the Laughter Club? 2 . What do members of the club do every day? 3. 'Why did the doctor start the club? 4. What are the benefits of laughter? 5. What two groups of people laugh a lot? 6. What kinds of people find it hard to laugh? Why?

76

Unit 8

on the body. It helps remove the negative effects of stress, and it is an important element for maintaining good health. Some doctors use laughter therapy to help their patients feel better. Children can laugh up to 300 times a day, but as they become adults, most of the laughter stops. Dr. Kataria also observed that people from the countryside laugh easily and often. He himself used to laugh a lot when he was a kid, but he no longer laughs as much as an adult.This is true for most people as they get older:They laugh less. Why is this so? And what kinds of people find it hardest to laugh? It seems that educated and successful people like doctors, scientists, journalists, and CEOs of companies find it very hard to laugh. It must be because they are too busy and have to o much responsibility to laugh at little things. Does this mean that successand wealth do not guarantee happiness? What do you think?

17 Speaking GROUPS. Discuss: What kind of people seem to laugh a lot? What kind of people seem to

laugh only rarely?

A: Children laugh a lot. For example, my baby brother laughs all the time. B: My baby sister laughs a lot, too. But

prin cip als rarely laugh.

A: Yea h. Mrs. Darren always looks serious.

Units 7 and 8 Test-takinq tip:

Writ e neat ly.

If your teacher cannot read your handwritin g, he or she m ight mar k yo ur answers w ro ng.

D. Combine the sentences using and, but, or so. Write the new sentences in your notebook. (2 points each)

Grammar A. Complete the paragraph with the simple past form. (1 point each)

Yesterday (1. be)

wa5

1. Our house is small . It's nice. Our hOU5e i5 small, but it's nice.

the first day

of school. I (2. walk) to school with my friends. As we walked, we

(3. tell)

2. Alex likes Lori . He always call s her, 3. I like you. You don't like me. 4. It was very cloudy. I took my umbrella with me. 5. Mom likes jazz. Dad do esn 't like jazz. 6. Alex is a guitarist. His sister is a pianist.

stories. We fun walking together.

(4. have)

We (5. not/notice)

the time.

_ Before we knew it, we (6. be) already at school. In the classroom, I (7. introduce)

Vocabulary

myself. I (8. say) E. Write P for positive, N for negative.

_ _ _ _ hi to my teacher.

(1 point each)

B. Write Yes/No and information questions using the simple past. Use the cues. (3 points each sentence)

1. Yesterday was Dad's birthday. (Yes/No) Was vesterday Dad'5 birthday? (When)

2. We planned a surprise party for him.

_ _

_awful

_ fantastic

_ upset

_ bored

_ horrible

_ hap p y

(What)

expressions from the box. (1 point each) Never say never. Keep dreaming.

3. Mom baked a birthday cake for Dad. (Yes/No) _

_

C. Write affirmative (+), negative (-), and interrogative (7) sentences using used to. (3 points each)

Th at's true.

A: I think Alex will become famou s someday. B: _ A: Really. I'm serious. B: No way. He'll never be famous. A:

Rowling

1. (+) be poor

_ incredible

F. Complete the conversation with

(Yes/No)

J. K.

_ awesome

Communication

When was Dad's birthday?

(Who)

n. angry

She u5ed to be poor.

2. (+) live in a small apartment

_

3. (-) live in a mansion

_

4. (?) work as a teacher

_

_

B: Well, there are many talented teenagers who are better than he is. A: _

ow I can .••

o express ag reement or disagreement. o exp ress my op inio ns. talk about past habits.

Unit 8

77

t . Create a baseball diamond in the classroom.

Useful language

Choose a place in the fro nt fo r home plat e, then places for first, second, and third bases around the room.

• • • • •

2. Next, form two teams. The first team comes to the front. Each player takes his or her turn at "bat." 3. The "pitcher" (your teacher) asks the "batter" a review question. If the batter answers correctly, he or she goes to first base and other players already on the field move one base. For each player who reaches home plate, the team scores a "run." If the batter does not answer correctly, the team scores an "out."

Could you repeat the question? That was gr eat! Congratulat ions ! Oh w ell, go od t ry. That was a hard What 's the score? Hurry up! We're running out of time!

0

e

4. Keep track of "outs" and "runs." After three outs or five minutes, whichever comes first, the second team comes to bat.

-

Review Questions u.,tt 5 What do you do irl your free "tiWle? What are you dol.,g right t1OW1 What is [natHel dOMg right rlow1 What are you wearhtg today? U.,lt6

What are you dolrllJ this

weeketwt1

Whim are you leavfrl9 school

today?

What are you goittg to do afur

sChool1oday1

Where are you goittg to eat

dlrlrleY 1orl/ght1

Game 3

Uritt 7 How was your weekettd? What did you do last w Where were you ~1 rrd:1i'". three o'clock? What did you eat for [ yesterday? Urltt s What you were you.,!! did you use to go fD b

0.,

Whet! you were you.,!!

you use fU be afraid

What you were YOUrI!!

shows did you use 10

Woo, you were youn!!

did you use to hate?

A snapshot of my childhood

Make an illustrated autobiographical sketch of your life as it was when you were six years old . Use the list of topics and the project below as a guide. Then share your sketch with your classmates. 1. Choose four topics to write about.

r

. MUSIC TV shows Toys and games Books and magazines Pets Foods

Collections Things you loved Things you hated Your family Your neighb orhood Favorite places Dreams

2. Find pictures to illustrate your sketch. My Neighborhood When I was s ix, I lived in Seattle, Washington. It used to rain a lot , but it was a nice cit y. There was a creek near my house. My friends and r used to hang out t here and play.

My Favorite foys and Games I had a big collection of Pokemon cards when I was young. I used to t rade the m wit h my f riends. That WfJS fu n. We al so used to play with Sp ider-Man and Power Rangers action f igures. And r used to play Nint endo a lot. I was really into . Mario Brot hers a nd Pokemon ga mes.

t

My Favorite Foods

My mom makes really hea lthy meals with

lot s of vegetables. But when I was six, J

didn 't use t o like vegetables much. (I hated

green peas !) But [ used t o love mac aroni

and cheese, pizza, and hot dogs.

My Dream When I was six, I used to want to be a socce r sta r. I wanted to be rich and famous and have lots of fa ns. Hey, I'm not rich or famous, but I'm on the soccer team th is year. And my parents are big fans!

ods

•

roject 3

79

Vocabula

Communication

Adjectives for describing the weather

Talk about the weather

Talk about past activ ities

-r


1. It's sunny. 2. It's cloudy. 3. It's foggy.

4. It's windy. 5. It's cold. 6. It's hot.

------

7. It's warm. 8. It's raining. 9. It's snowing.

Grammar

The past continuous The past continuous with when and while Vocabulary

Adje ct ives for describing the weather

B. PAIRS. loo k at t he pict ur e s o n page 80. Ask each ot he r w hat the w eat he r is like in t he different places .

FO'r example: A: What's the w eather like in Rio? B: It' s warm and s unny. C.

(§;J listen t o t he co nve rsat io n. A: Wh a t's the wea ther like th ere tod ay? B: It's snowing . A: Rea lly? It' s warm and sunn y here. What was it like ye ster day? B: It was snow ing

yesterday, too.

The pa st continuous Affirm at ive st ate me nts It was snowing at this time yesterday. We were playing in the snow.

Ne g at ive statements It wasn't snowing at this time yesterday. We weren't playing in the snow.

Yes/ No questions Was it snowing at this t ime yesterday? Were you playing in the snow?

Answers Yes, it was.l No, it wasn't.

Information questions What was happening at this time yeste rday? What were you doing ?

Answers It was snowing.

Yes, we were./ No, we weren't.

We were playing in the sno w.

Discovering grammar

Look at the g ra mma r chart. Circle the correct answers. 1. To form the pa st cont inu o us, use (is or are I was or were) + verb-ing.

2. Use th e past continuous to describe (something that was in progress I an event that happened).

Practicing grammar 2 Practice A. Complet e the sentences with the past continuous form. Late last nigh t, r (1. sleep) wa66 /eeping when The ard a. noise

ou tside. I looked out a nd [ saw a ma n. He (2. runs aw ay from a ne ig hbor's house. He (3. wear)

'l-shirt and 'w h ite sneakers. It (4 . mill ) w ear )

a jacke t. H e (6. car ry )

_ a wh ite

, bu t he

(5. not

a small bag.

B. PAIRS. St ude nt A, you're a poli ce off ice r. St ude nt B, yo u're t he person w ho saw the man running away. St ude nt A, interview Student B abo ut w hat he or she saw. Use the cues. 1. Q: What / you/ do last nigh t? 2. Q : What / the man / d o? 3. Q : he / wear / a white I -shirt? 4. Q : Wha t kind of shoes ! he / wear? 5. Q: he / car ry / a big bag?

3 Practice Play a game. Go t o page 132.

Unit 9

81

4 Dialogue

II

II

No, we didn' We were wal home from a pa rty when f ound him.

5

Comprehension

A. Answer th e questio ns.

1. What wa s Diane pointing at w hen she said, "Look!"?

2. Who vo lu nteers to ca ll 911? 3. What's on its way? 4. Wh at do es the 911 perso n tell Joe not to do? 5. Why di d they decide to cover the man w ith Joe's jacket? B.

82

823

Read alo ng as you listen again. Check your answers.

Unit 9

7 Pronunciation The pronunciation of t~ 1 in walk

ake predi ions To better understand a listening or a reading text, try to guess what will happen next.


• • • •

Before you listen to Joe's conversation with the police officer, try to predict the questions the officer will ask.

• call • fall

6 Listening

eand listen to the conversation between Joe a police officer. Circle the fetter of the

B.

1. The four friends just came from _ _. a. a Broadway show c. a meeting b. a party

za lki na :n we I.

826 , listen to the sentences. Circle the words with the !J/sound.

1. W au h four tickets to the show. 2. Did you talk to Paul? 3. I thought you were at the mall. 4. Let's go over to that crosswalk. s. Can you throw that ball to me?

phrase that completes each sentence.

ln't .

walk talk saw cross

2. While they were walking home, Diane heard _ _. a. music b. laughter c. a man's cry

8 Communication

3. The man was lying _ _ . a. on the street c. in an ambulance b. in the park

A.

4. The kids covered the man with Joe's jacket because a. it started to snow b. it started to rain Lc..;

c. it was windy

5. The police officer wanted to call _ _ . b. Joe's school c. 911 a. Joe's parents

Talk about past activities 827


A: What was th e man wearing w hen yo u saw hi m? B: He w as wearing business clothes. A: Wh a t were you d oing at the time ? B: We we re wal king home. B. PAIRS. Role-play the conversation. Replace

the underlined parts with other activities .

83

10 Practice ~~i:!!'!7

PAIRS . Student A, you're a journalist.

St ud e nt 8, you're a member of the audience.

Student A, ask Student B about the Vo/adore-s

Student B, answer Student A's questions.

The past continuous with when and while

They were walking home when they heard a cry. When they heard a cry, they were walking home.

For example: Q: What were you doing when you noticed a

They heard a cry while they were walking home. While they were walking home, they heard a cry.

large group of people? A: I was walking with my friend in Chapultepec Park.

Discovering grammar

I

rl

1. Q: What/you/do/when/you/nolice/ the large group of people? . 2. Q: What/the people/ do? 3. Q: What/the four men/do/when / you I see / them? 4. Q: the musician at the top of the pole/playa guitar? 5. Q: What/the four men/start to dol while/the music/play?

Look at the grammar chart. Circle the correct answers. 1. "She was playing" is (simple past I past con tinuo us). 2. "It started" is the (simple past I past

I

I

continuous) .

3. In sentences like the ones in the chart, a. the (simple past I past continuous) often comes after when clauses . b. the (simple past I past continuous) often comes after while clauses.

Practicing grammar 9 Practice Complete the sentences with the simple past or the past continuous. It (1. be)

was

a sunny day in Mexico

City. My friend and I (2. walk)

in

Chapultepec Park when we (3. notice)

_

a large group of people. They (4. look)

_

up . Four men (5. hang) upside down from a 75-foot pole while a musician at the top of the pole (6. play)

1 I

the music (7. play)

I' I

a flute. While

, the four men

(8. start)

to turn around and around the pole. We didn't know it at the time, but we

(9. watch)

I

Mexico's famous flying

dancers, or Voladares. It (10. be) spectacular sight!

I 84

Unit 9

a

s.

11 Practice

12 Writing

Complete the sentences with the simple past or the past continuous.

A. Rewrite the sentences in Exercise '11. putting them in the correct order to make a story.

1. Once upon a time, there (be) a beautiful young woman.

_

2. The man's name (be)

_

Narcissus. 3. Echo (fall)

in love with Narcissus right away, but Narcissus her.

(not/notice)

4. Narcissus (admire) his reflection in the water when Echo

(see)

him.

S. While Echo (look)

(continue) reflection in the water.

at him, he to admire his

6, Her name (be)

Echo.

7. One day, while Echo (walk) the woods, she (see) man by the river. 8. In the end, Narcissus (die) because he (not/eat)

In

a young

B. GROUPS. Compare your story with another group's story. Are the stories the same?

_

or drink.

GROUPS . Talk about the stories you like to read. for example. fairy tales. scary stories, love stories, and other types of stories. Useful language: • Do you like fairy tales? • Of course. Everyone loves fairy tales . • One of my favorite fairy tales is . .. • No. I'm too old for fairy tales. • Don't be silly. Fairy tales aren't just for kids . • I prefer scary stories. • Me, too . • I don't. J like love stories. • Yuck. I hate . ..

Unit 9

85

13 Reading

14 Comprehension

A. GROUPS. Discuss: What is a fairy? What does a good fairy usua lly do in a fairy tale?


B.

e

Read along as you listen.

The Three ·Wishes

>==

•

• • =<

ONCE upon a time, there lived a poor man with a pretty wife. One winter night, while they were sitting by the fire, they were talking about their rich neighbors. Their neighbors were happy because they could buy anything they wanted. The wife said, "l wish there were a good fairy right now to give us whatever we wanted." The husband said he was thinking the very same thing. At that instant, a very beautiful woman appeared in the room. She said, "I am a fairy. I promise to give you anything you ask for. But think carefully. You have only three wi shes." Then she disappeared. The wife told her husband, "Personally, I'd ask to be beautiful and rich." But the husband said, "Being beautiful and rich is useless if you get sick and you die. Let's ask for good health and a long life. " "But," said the wife, "what's the purpose of a long life if you're very poor? We would be miserable for a long time!" "All right," the husband said. "Let's think about this some more." While he was talking, his wife put more firewood on the fire because it was a very cold night. She said to her husband, "This is such a nice fire. I wish we had sausages to cook on this fire for supper." Before she could finish her sentence, down came a long link of sausages from the chimney . The husband angrily shouted, "Now we only have two wishes left! I wish those sausages would stick to your nose!" And then it happened . The sausages got stuck to the wife's nose. The wife screamed because she couldn't take the sausages off her nose. There was only one wish left. The man and his wife argued about the third wish-to ask for riches or for the sausages to disappear? While they were arguing, the woman ran toward the window. She wanted to jump out of the window because she couldn't live with the sausages that were hanging from her nose. The man loved his wife so much and couldn't live w ithout her, so he said, "Stop, my clear wife. All right. You make the last wish." The wife wished for the sausages to drop off, and the sausages fell to the floor. Both husband and wife were very happy. They reali zed that they didn't need riches or a long life . They were happy the way they were because they loved each other.

86

Unit 9

1. Why did the man and hi wife think thei r neighbor were happy? 2. Why did the wife wish for good fairy? 3. What did the fairy promi to do? 4. What did the wife want fa herself? 5. What about the husband? 6. What did the wife accidentally wish for? 7. What did the husband accidentally wish for? 8. What was the third an d 1 wish?

15 Speaking A. GROUPS. Make all-boy a all-girl groups. Each grou list several things you'd Ii to ask a good fairy.

For example : Girls: I'd ask to be president of my

country. Boys: I'd ask for intelligence.

t

_ _

I'd ask to 1 be .. .

B. Compare your results. Are there similarities in what boys want and what gir 5 want? What are they? What are the differences:"

Back at home A. ~~ Read along as you listen. Underline the informat ion that explains wh at was wrong w it h the man.

~~~-L~'!lI" At the police station? Did . you do anything wrong?

~--t Of course not, Mom. While we were walking home after t he party, we heard a man cry for help.

r'

< -

,

OK, but while yo u were having an adven t ure, we were worried!

He wa s tal king t o his wif e on his cell phone before he f aint ed. She got there while we were ta lking t o t he police.

B. Discuss this question : Were Joe and Diane wrong in not calling th eir parents? Why or why not?

Unit 9

87

1 Reading

Reading skill : Visua lizing As yo u read, let the words in the story fo rm pict ures in your min d. A. Read the story. As you read, th ink about the ima ge s the st o ry is describing. B. PAIRS. Take a few minutes to visual ize four sce nes from t he story. De scribe the scenes to your partner.

2 Listening ~ There are many stories a ll o ve r the w o rld t ha t a re similar to "Taro and t he Palace at t he Bott o m of the Sea ." List e n to a storyteller tell the American story "Rip Van Winkle." As you listen, numbe r t he parts of the sto ry in the cor rect o rder. His house was em p ty and most of his friends were de ad. He met a g ro up of people playi ng a bowlin g ga me .

He d ran k some liquor. He said, "I am you r father !" He fell asleep. He helped an old man carry a keg . He woke up and wen t back home. Rip Van Winkle went for a walk in the mounta ins. A woman said Rip di sappeared twen ty years ago .

3 Speaking GROUPS. Discuss these questions. 1. How are "Taro an d the Palace at the Bottom of the Sea" and "Rip Van Win kle" sim ila r? 2. How are th e stories different?

4 Wrting GROUPS. Work together as a grou p to make up a very short, simple fai ry tale similar to the Tar o a nd Ri p Va n Winkle st o ries . Set it in the modern day with a teenage r as the ma in character.

88

Wide Angle 3

Communication Talk about preferences Grammar The comparative and superlative forms of adjectives Making comparisons w ith

as ... as/not as .. . as Vocabulary Adjectives of quality (positive and negative)

3 Useful expressions A. ~ Listen and repeat.

• Should I be? • No, it's not you. • I can't answer for [him].

• It's not your fault,

• I know that. • Maybe I will .

B. Write the appropriate responses. Use some of the expressions from Exercise A.

1.

YOIl

don't look good. Why don't yOLt stay home and get

some rest?

Ma ybe I will .

2. We have an exam today.

-,-__

3. Is he mad at me?

_

4. Aren't you happy about the news?

_

5. Did I do som eth ing to hurt you?

_

6. I'm sorry about that.

_

4 Pronunciation The pronunciation of /{J!/ as in mad A.

b • • •

•

Listen and repeat.

mad chance can't glad

• matter • talent • happen

•

happy

PAIRS. Practice the conversation. Make sure you pronounce the words with the 1<£1 sound correctly.

A: Are you mad at me?

B: A: B: A:

No, but I'm mad at Sandra. Why? What happened? I can't talk about it. Can we change the topic? OK.

Listen carefully to the sounds of English. To improve your pronunciation, choose certain sounds in English that are difficult for you. Focus on these difficult sounds and practice them often. Listen carefully to the sound lrel in each word in Exercise 4A. PAIRS. Practice saying the words with a classmate.

Unit 10

.......... -

~.


The comparative and superlat ive forms of adjectives Adjective short big funny famous interesting

Comparative shorter than bigger than fun nier more famous than more interesting than

Irregular adj ect ives better than good bad worse than far farther than

A. First. fill in the blanks with either the comparative or superlative form of the verbs in parentheses.

Superlative the short est the biggest the funniest the most famous the most interesti ng

1. W hich is (cold) a. _50 C b. -18 0 F

the best the worst the farthest

2. Wh ich is (hot) a. 100° C b. 100° F

Joe is shorter than Paul. Alex is the shortest among the th ree men. He is the best guitarist in the group.

3. Which a. the b. t he c. the

Discovering grammar Look at the grammar chart. Then answer the exercises.

colder

_

is (o ld ) ? Eiffel Tow er Great Pyrami d of Giza Empire State Building

4. W hich is (h eavy )

?

a. a kilo of pot atoes b. a kilo of cotton c. neither

A. Complete the rules. Short, one-syllable adjectives (for

5. W hich cont inent is (small) a. Asia b. Austra lia c. Antarct ica

example, short and fast)

1. To form the comparative, add _ _ __ to the adjective.

2. To form the superlative, add

_

6. Which is (f ar) a. 100 yards b. 100 met ers c. 100 feet

to the adjective. Long adjectives (for example. interesting)

3. To make the comparative, use the word _ _ _ _ before the adjective.

4. To make the superlative, use the words _ _ _ _ and

before the

adjective.

B. Circle the correct answers. 1. Use the (comparative / superlative) to compare two people, two places, or 2.

two things. use the (comparative / superlative) to compare one person, place, or thing with others in a group.

92

Unit 10

0 •

• • • • • • •

• • •

_

•

B. Now test yourself! Circle the correct answers.

?

• -racnce e pictures and the information. Then complete the sentences with the comparative

at ive form.

actor (U.S.A.)

Birthdate: June 4, 1975

Height: 5'8"

Weight: 120 Ibs.

Ai.s!,A.w(}\'('t(}\ R(}\l (As!,A.) Bollywood actor and modelllndio) Birthdate: November 11, 1972 Height: 5'7" Weight: 122lbs.

ationalmodel lUK) .....lIlIiII1e: ay 22, 1970 . 5'9" : 122\bs. - Rai is (young) ,younger than Naom i Campbell, but she is (old) i Campbell is (old)

of the three, and Angelina [olie is (young)

tina [olie is (tall) is (short)

Angelina [olie.

Ash, but she is (short)

_

Naom i.

of the three.

. is (heaV1/)

An gelina Tolie.

dice _ a co mpet it io n ! Go to page 133.

9 Your turn PAIRS. Take turns asking questions about your

favorite celebrities.

munication

,For exampLe:

ut preferences

A: Who do you prefer, Coldplay or U2? B: Coldplay.

li st e n to the conversation.

· Who do you prefer, Alex or~?

I like ~ better. [think he 's smarter than

Alex. And he 's taller. · Oh, I prefer Alex. fhy? · Well, he' s better- loo ki n ~ and more alented . too.

A: Really? Why?

B: Because the y're more talen ted than U2.

I' I

S. Role-play the conversation. Change

unde rline d parts with Lori and Diane

yo ur own opinions about them.

Unit 10

93

11 Practice Rewrite the pairs of sentences using as . . . as and not as .. . as.

Making comparisons with as . .. as I not as •.. as

1. Spider-Man is exciting. Superman is also exciting.

Alex is fifteen. Joe is also fifteen. Alex is as old as Joe.

Spider-Man is as exciting as

Nicole Kidman is 5'10". Naomi Campb ell is 5'9". Naomi Campbell is not as tall as Nicole Kidman.

Superman. 2. Jessica Simpson is beautiful.

Angelina jolie is more beautiful.

Discovering grammar look at the grammar chart. Circle the correct answers.

3. English is easy. Spanish is easy, too.

1. Use as . .. as to express the (5imilaritics / differences) between two items.

4. The Harry Potter movies are interesting. The Harry Potter books are more interesting.

2 . Use not Cl5 ... as to express the (similarities / differences) between

two items .

Practicing grammar 12 Vocabulary

10 Practice Complete the sentences with as . . . as and not as . . . as. Use the information in Exercise 6 on page 93 for your answers. 1. Ash is (not tall) not as tall as Naomi. 2. Naomi Campbell is (heavy) Ash.

_

3. Angelina [olie is (not heavy) Naomi and Ash . 4. Naomi Campbell is (not young)

_

Hollywood Bollywood.

94

Unit 10

in she is in

r

A.

836

Listen and repeat.

• famous

• good-looking

• attractive

• talented

• beautiful

• successful

• gorgeous

• fashionable

• handsome

• incredible

B. Write an adjective before each noun. Use a or an and the adjectives in Exercise A.

_ _ _ _ _ _ Angelina [olie. 5. Ash Rai (not famous)

Adjectives of quality

1.

a hand60me

man

2.

woman

3.

building

4.

song

5.

jacket

6.

singer

7.

shoes

13 Practice

15 Writing

GROUPS. Use the adjectives in Exercise 12 to talk about famous actors, musicians, or sports people.

A. PAIRS. List some advantages and some disadvantages of being very beautiful or good.looking.

For example:

Advantages

A: J think Johnny Depp is the most handsome movie star today. Johnny Depp! No way! Jude Law is better looking than Johnny Depp.

I

Disadvantages

You could become rich

snd i emoue.

GROUPS. Think of some famous people. Give your opinions about them. Who do you think are beautiful or good-looking? Who are good actors or good singers? Useful language: • Do you think is beautifull good-Iooki ng? ? • What do you think of • You really think so? • I don't think so. • I think is more beautiful/ better-looking than _ • I disagree. • I think is the most beautiful/the most handsome ever. • No way!

B. Write a paragraph about your ideas in Exercise A.

14 Listening 837 Listen to the conversation. Write True or

False for each statement.

According to the conversation .. .

I

1. Sasha is the most beautiful woman in the world. _ _ _ _ 2. People usually agree on what or who they think is beautiful.

C. PAIRS. Read your classmate's paragraph.

Circle any errors. Use the Peer editing checklist on page 134 to help you with your comments.

_ _ _ _ 3. The most beautiful woman in the world is from India. _ _ _ _ 4. Ash Rai thinks physical beauty is important. _ _ _ _ 5. She also thinks that beauty is temporary. _ _ _ 6. Ash is a famous Hollywood actor. _ _ _ _ 7. Robert de Niro wants to hire her.

Unit 10

95

16 Reading 838.

Read along as you listen. Underline the sentence that explains what BoJlywood is.

who is the most popular' movie actor in the wo rld ?

What is a 501l9wo od movie lik.e ? To begin with ,

Tom C ruise? Guess aga in. It 's A mita b h .5ach chan.

it· is three to tour how-s long. A nd it follows a

A mit ab h who? What about the most beautiful

f o rmula: It has to h~ve top Ind ian movie sta rs like

woman in the world? If .'Jour answer is Nico le

A mita6h and Ash , lots o f singing i'lnd dancing

Kidman or Angelina .Jolie, tr.!::J again . It's

Aishwar~a Rai, A sh for short. If Am itabh

is more famous than Tom Cruise, and Ash RB i is more .5achchan

(mo re th an one hundred dar'1C(~r-sl.) , spe ctacu la r

colors, a nd in betwee n all th e singing and d anc ing is th e stor.'J of a po o r bo~ who meets a beau ti ful , r ich girl. A nd , of

beautiful than Nico le Kidman

course, t he re's a lwa qs a

or an.'J HolI.'Jwood movie

happ.tJ ending. Bu t wa it!

star, wh.'J haven't we heard

There are two thing s missing

of them ? Its because the.sJ

-

th ere's no k issing and there 's no blood ,

are Edl,ywood stars .

even if there's a

loto f actio n . In o ther

5 01l.'Jwood is the nickname for

words, a 501l,ywood movie is whCltcan be

Ind ia's Blm ind ust r.'J ' o r the equ ivalent

called "whol eso me." The he ro a nd the

of the United States' HoU:Jwood.

heroine d on 't ki ss; in f.~ct, the,y never

5ut 501l.'Jwood is much bigger

to uch eac h other, except in a fan ta sy

than Holl!:Jwoo d. Consider these

song se9uence, where the.sJ ho ld

numbers: E.ver.'J da~ 14 million

hands. In other wo rds , in Hollywood ,

Ind ians watch a movie. And

t he,y Q,lll it a musical.

that's onl.!::J in Indi a! E.ach ~ear

In India , it'sjust

5oll.'Jwood makes more than 9 0 0

a movie ,

Blms.HolI,:lwood makes less than

halt ot that.


According to the reading, ... 1. Who is the most popular actor in the world? 2. Who is the most beautiful woman in the world? 3. Why are their names not as well known as Tom Cruise and Nicole Kidman? 4. What is Bollywood? 5. What are the elements in a Bollywood movie? 6. Why is a Bollywood movie considered "wholesome"?

96

Unit 10

18 Speaking GROUPS. Discuss these questions: 1. What are the best and worst things abou t

Bollywood movies? 2. What are the best and worst things abou t

Hollywood movies?

Units 9 and 10 est-taking t ip: Look o ut fo r key w o rds. cook fo r import ant w ords in directions such as comp lete, circle, choose, underline, either, and or.

- - - - - ---- - - - - - - - - - - - - - ------- - - - -----/ 3. She p lays the guitar better he does. _ .......mar

Complete the conversation with either the simple past or the past continuous forms of the verbs in parentheses. (2 points each) A: Wh ere (1. you/ be)

B: J (2. study) at th e library. A: Reall y? What time (3. you/be)

_ __ _ _ _ therc?

B: I g uess around 8:00. _

yo u there. B: I (5. use) one of th e

compu ters. What (6. yO ll/do)

_

_

to so me CD s in

B: Oh, 1 see . We (8. be) different parts of the library.

when

cloudy cold fun ny beautiful

No, It's not you.

A: I'm sorry you're up set. it

3. Were you working las t night the lights went ou t?

6.

c.

foggy windy d. hot c. warm d. chubby c. thin d. attractive c. ugly d.

E. Complete the conversation with expressions from the box. (3 points each)

B:

the

2. They were walking to class started to rain.

_

she was working on th e

computer, Sue arrived.

5. I went to the mall was watching TV.

1. b. 2. a. sllnny b. 3. a. short b. 4. a. far b.

A: Did I do som eth in g to upset you ?

phone rang.

4.

D. Circle the word that doesn't belong in each group. (1 point)

No, it's not you. Sh ould I be? Maybe I will. It's not your fault. I can't answer for him.

in

B. Complet e the sentences with when or while. (2 points each) 1. 1 wa s taking a shower

Vocabulary

Communication

_ 7

A: I (7. listen) th e music sect ion .

6. Alex is the more ta lented in Teen Scene.

a.9

A: Me, too! But I (4. not see)

_

5. Ms. Kim is more nice than Mr. Mane.

last

were you

night?

_ _

4. My sis ter is the o lder in our fa m ily.

my brother

B:

_

A: Are you mad at Mike then? B: _ A: I don't know. Docs he know how y o u feel? B: _

A: You should talk to him a bou t it. B: _

I w as ea ting dinner, I heard a stra nge noise outsi de.

C. Find the mistakes. Then correct the sentences. (2 points each)

the 1. Dogs are friendliest pet.

'"

2. Soccer is interesting as basketba ll.

ow I can ...

Cl narrate a past event .

o talk about the w eat her. o ta lk about preferences. Unit 10 97

n . .""'-

1 Dlalo u

e /


You're late, Lori.

Sorry, Paul.

It's OK. Here's the script for our spring

musical. You should audition for the

lead part. You'll be perfect for it.

Lori: Thanks. I'll read it tonight. Is that all?

Paul: I think so . What's the matter? Your eyes

look red. Are you all right?

Lori: I'm just tired. Uh, actually, there's

something else. Why did you

recommend only Alex to Star

Performers?

Paul: Is tha t why you're upset? You shouldn't

be. I'm going to recommend you to

Talented Teens.

Lori: In los Angeles? You're kidding.

Paul: Nope.

Lori: You mean . .. ? Oh no . Thave to go talk

to Alex. I'm son y, I have to go.

Paul: That's OK. And, Lori .. . You mu st be

on time for your audition. Lori: I will. 1 promise.

Paul: Lori: Paul:

98

Unit 11

'.:l".""

~

" WHIT"'"

Communication

Express de cisions Grammar

Will for predictions and decisions Should/Shouldn't for advice Must/Must not for rules and obligations Vocabulary Parts of the body

2 Comprehension A. Answer the questions. 1. Why is Paul annoyed with Lori? 2. What does Paul give to Lori? 3. What is Pau I going to do for Lori?

4. Why do es Lori leave hurriedly? 5. What does Pau I tell Lori about the audition? B. 840, Read along as you listen again. Check your answers.


,~

A.

841

Listen and repeat.

• Actually, . .. • Are you all right? • You're kidding.

• Is that all? • What's the matter? • T think so.

B. Match each expression with the appropriate response.

.A: ». _

a. Nothing.

Is that all?

_ 2. Are you all

b . You're

right? _

kidding.

_ 3. You got the

c. Actually, no . I'm upset about something.

highest grade in English. _ _ 4. What's the matter?

d. I think so.

4 Vocabulary Parts of the body A.

~ Listen and repeat. ankle ~

hand _ _

shoulder _ _

arm _ _

head _ _

stomach _ _

back _ _

hip _ _

thumb _ _

ear _ _

knee _ _

toe _ _

eIbow _ _

leg _ _

waist _ _

eye _ _

mouth _ _

wrist _ _

face _

neck _ _

_

finger _ _

nose _ _

foot (pI feet) _ _ B. Match the numbers and the parts of the body. C. Write the words from Exercise A under

these headings.

Head eye

Body

Arm

Leg

Abby:

Will for predict ions and decisions I

I,

Dad:

Affirmative statements She'll be perfect for the role. I' ll read the script tonight. We' ll talk to him.

Negative statements He won't like it.

Yes/No questions Will you be OK? Will they be he re?

Short answers Yes, I will./ No. I won't. Yes, th ey will./ No, they won't.

Contractions f'II -t I will you 'll -t you will it'll ~ it will we'll -t we will

We won't stay long. I won't be with you.

they'll

~

he'll

~

he will

she'll won't

~

she will will not

~

they will

Complete the conversation with will or'll and

the verbs in parentheses.

Dave:

Dad, can I go to Central Park with

Sandra?

Central Park? Is your ankle OK now?

You shouldn't do too much walking.

Don't worry, Dad. I (1. be) '/I be

fine .

Oh, all right, but not just you and

Sandra.

I (2. go)

with them, Dad.

Dad: Good, but how (3. you/get) there?

100

Unit 11

And how (6. you/get )

back?

We (7. take) the bus ba ck . Can yOIl pick us up at the bus station? Fine. I (8. tell)

your mom.

Oh, what time (9. you/be) home? I'm not sure, but we (10. call)

_

_ _ _ _ you when we're on the bus.


A: \l\fhat's the matter? Are you all right? B: Not really. I ~aid something rude to my mom..: I feel awful. A: What will you do? B: I'll talk to her and apologize.

B. PAIRS. Talk about any of the situations below . Use the conversation in Exercise A as a model. • You were in a bad mood, and you were rude to someone. • You forgot your friend's or family member 's birthday.


Dad:

the

A. ~ Listen to the conversation.

1. Use wilf + the (-ing form I base form) of a verb to talk about the future. 2. The simple future form of will is (the same I not the same) for all subjects. 3. The contraction of will not is (wifln't I won't).

Abby:

Abby:

Street, then we (5. take) subway to 59th Street.

Express decisions

look at the grammar chart. Circle the correct answers.

Dad:

Dad:

the bus to 42nd

7 Communication

Discovering grammar

Abby:

Dave:

We (4. take)

_

10 Practice Complete the rules below. Use

must and must not with the

Should/Shouldn't for advice Affirmative statements He/She } You should get some rest.

Negative statements He/She } You shouldn't worry so much.

~:~y

~:~y

} should talk to Paul.

} shouldn't talk to me.

Must/Must not for rules and obligations

He/She You They

1

must be on time for school.

He/She You They

verbs in the box. have leave

pass show

take wear

1. All students m U6t take one foreign language class.

1

_ 2. All students a uniform on school days.

must not be lat e.

3. Students _ the classroom without the teacher's permission.

Discovering grammar Look at the grammar chart. Circle the correct answers.

_ 4. Students written permission from pa rents to leave the school during school hours. _ 5. A student the oral exam to get an English certi ficate.

1. Use (should / must) to give advice. 2. Use (should I must) to state rules or express obligations. 3. Use should and musfwith (the base form I the -ing form).

Practicing grammar

6. You ill to enter.

8 Practice

a valid

PAIRS. Student A, say any of the situations below. Student B, give Student A advice. Use the advice from the box. study tonight put-9R-a-8aRd

Aid~

apologize to them tell your parents

see a doctor practice

1. A: I cut my finger. B: You should put on a Band-Aid. 2. My neck and back hurt all the time. 3. I have a final exam tomorrow. 4. I lost my parents' car keys. 5. I was rude to my parents. 6. My team has a game this weekend.

9 Pradlce What shouldn't the people in the pictures do?

1. ride a bike without a helmet: She s houldn't ride a bike wit hout a helmet.

2. eat so much ice cream:

_

3. watch so much TV:

_

4. sleep so much:

_

Unit 11

101

11 Reading A. GROUPS. Form all-boy and all-girl groups. On a piece of paper, list five rules of proper behavior.

For example:

Say "thank you" when someone hands me something.

_

B. Read and answer the questionnaire.

Do ~ood manners matter anymore?

Read th e rules for prop er behaVior. Write A, 0, or S next to each one.

= agree 0 = old-fashioned but 01< S = sillyl

IA

• never put your feet on th e seats.

• offer you r seat to old peop le.

• never throw litter on the floor. • always listen to music with headphones.

.

; \1 ~(' h00 I. \ 'on sIIon Id •.•

., ' ...··....-1·;'11 . ..,.

. .,' ·.:'i';\j;m§ffi::m . '\ . . "

• never chew gu m in t he classroom. • stand up when your t eacher enters the classroom, • stand up wh en you answer your teacher's questions. • call your teachers Mr., Ms" or Mrs. and the last narne. _ _

• help a gir l carry heavy things . • hold the door open for a girl. • offer your seat to a girl on a crowded bus or t rain. • always tell a girl that she looks nice.

. I"s , ~ on (j If

~

IIon II( ..

•

:. ".'-.,···:tii:::!h1!li .,.t:'.,'.\:\::;~>

I

• always offer to pay your share when you go out. • never be the first to call a boy. • never invite a boy out. • never go out with a boy alone.

C. Boys and girls. compare your answers. Do you agree on the proper etiquette? Which ones do you disagree on?

102

Unit 11

12 Speaking

14 Listening

PAIRS. Each girl should pair up with a boy. Talk about the rules of behavior you discussed in Exercise 11A. Choose two and give your opinions about them.

A. 847 Liste n to the first part of the interview. Then circle the co rrect answers. 1. Dr. Ban ker is _ _ . a. an editor

2. BeCool, Be Nice is _ _ book. a. an etiquette b. a teen language c. a comic

For example:

Girl:

Boy:

What do you think: A boy should help a girl ca rry heavy things. Well, I awcc. But maybe girls should offer to help boys, too!

3. BeCool, Be Nice is for _ _. a. parents b. teenagers

A. ~ Listen and repeat. • • • • • •

B.

5. Dr. Banker says today's _ _ are tomorrow's role models. a. parents b. teenagers c. politicians B.

"

Listen to the second part of the interview. Complete t ese rules of behavior. B48.

According to Dr. BCl n kef, teachers like these types of behCl v ior in their students:

should put could took would book

845 listen to the sentences. Underline the words with the short Ill/ sound.

1. You should ~ yo ur swollen foot in warm water. 2. We could push this up and pull that down. 3. Would you li ke to look at my new book? C. '846' listen to the sentences

and repeat them. Check your answers.

c. teach ers

4. Dr. Banker says we often forget to say "Good morning" and _ _ . a. "See you later." b. "You're cool/ c. "Thank you."

13 Pronunciation The short sound luI as in should

c .€aut~

b. a lawyer

1.SCt)'~---

2. A~fOy help lHvev ------ ~.

.(I

3 . Show~

Ct¥tdt

~ett"L01'\I towCU"'£i, ~E%' Ct¥tdt othe-J.. y,

If . SCt)'~ youl re _ CL¥tdt~u:

5. 'B~~CLt'\d; --- of eaclv CJthe¥' or- diffey~

Unit 11

103

GROUPS. Discuss: Do you think teenagers, and people in general , are not as well mannered as they should be? Explain your answers. Give examples. Useful language: • I agree. Many people are .. .IMany people forget ... • I don't agree. We .. . • I don't think that's true.!1 don't think so. • For example, most people . . .!most people don't . . . • People should . . .zsnoutcn't ...

Learn from your mistakes. When you make a mistake, stop and think how you can learn from that mistake .

PAIRS. Look back to the activities you did in this unit: pronunciation, grammar activities , writ ing. etc. Choose one area where you made mistakes , and identify your difficulties.

• For example, if there are spelling mistakes, write the words out three times correctly. • Or if you made mistakes with grammar, check the examples and the rules in the grammar charts and correct your sentences. (You could also ask your teacher to give you another practice exercise for homework.)

- - - - - - --./

15 Writing A. CLASS , Discuss rules of etiquette for your class t o practice. Choose a classmate to write the ideas on the board. B. GROUPS. Cho ose five rules from the list on t he board that you think are important. Write them on a piece of paper. Use should, shouldn't, will, or must. Decorate your "etiquette list."

Spelling

Grammar

etiquette

"/I be fine .

etiquette

We'll go with you .

etiquette

. •

..... it

~ . • *

1.

2._------ 3._------

I

)

4. _ - - - - - - - - -

I

S.

104

Unit 11

Joe's advice

A.

84 9

Read along as you listen. What advice does Joe give Lori? Is t his confidentia 17 Should I leave?

B. Discuss these questions: Is Diane a good friend? In your opinion, what makes a good friend?

Unit 11

105

• Look at t he pictures of t he girl and learn t he new words.

2. Divide into two teams. A person from one team stands and challenges a person from the other team, who also stands. The challenger rubs, points at. touches, or pats a part of his body, but says he is doing something different. The person from the other team must do and say the opposite. For example, if the challenger rubs his stomach and says "I am patting my head," the other player pats her head and says "I am rubbing my stomach."

• The challenger gets t hree tries to get the other player to make a mista ke. If the play makes a mistake, the challenger's team ge one point. If not, the other team gets on e point. 4. Teams switch roles and challengers after each play. Your teacher will keep score on the board.

Useful language • I chall enge (name)!

• Let 's try another one. • A-ha! My team gets a point ! • That was good. Your team gets a poi nt.

RU8

TOUCH 106

Game 4

e-:_..

_

A snapshot oja trip

ayer lets

Write an e- mail about a trip you took: a day trip, a weekend trip, or a vacation. Then send or give your e-mail to a classmate. Comment on your classmate's trip.

e

n

o

Hey! What's up?

f)

I went to Kings Canyon last weekend wit h my grand parents. It's about fo ur hours f rom L.A. We drove the re on Saturday morning, and we stayed until S unday evening.

•

Kings Canyon is really amazing. It's one of th e oldest nat ional parks in America . It's not as f amous as Yellowstone or Yosemit e, but it 's j ust as nice and it's not as crowded. There are a lot of beauti ful mountains, valleys, lakes, and rivers.

o

The fi r st day we drove around th e park. We saw a forest of giant redwood t rees. They're a lot bigger t han I t hought . We also saw Mount Whitney, one of t he t allest mount ains in the Uni"ted States. It was huge. In t he late afternoon, we parked, h ~ke d up a mountain, and set up our t ent. It was fun cooking, eating, and sleeping outdoors. We woke up early on Sunday morning and made breakfa st. .After breakfast. a group of deer walked by our tent . 1'111 at-t aching t he pict ure I t ook! A t about 10: 3 0, we packed up our t ent and hiked back to t he car. We took a scenic rout e and stopped a lot along t he way t o take short hikes and see t he views. We fi nally started t o head back horne around 6 :0 0 . It was a great weekend. You should go t o Kings Canyon somet ime!

e

Hope to hea r f rom yo u soon.

Chrb

. . 6. Exchaiige e-mail -with a classmate. 7. Comment

on•you r·ciassmate;strip. -

L_

.

~_~._~.

_

•.• __

':

.,_

Project 4

107

1 Dialogue '8 50 Cover the dialogue and listen.

Lori: Alex:

Lori: Alex: Joe: Alex: Diane: Lori : Alex:

Lori:

Alex: Lori:

Alex, you do have Rollerbladesl They're my cousin's . I though t I sh ou ld gi ve Rollerblad ing a try. If I like it, I might buy my own pa ir. I'll teach you if you wan t to learn. OK. Thanks. So, what's up with Sta r Performers? Any nev..,.:;? Well . . . I got accepted. I'm in! Congratulations! We knew you co uld do it! I' m rea lly happy fo r yOll, Alex. Sorry abou t how I acted ea rlier. Don' t worry a bou t it, Lo ri. I'm ha ppy for you, too. Pa u l told me about Talented Teens. I kn ow. I can 't believe it. I mi ght not ge t past the au d itio n stage. But if I d on't gi ve it a try, I' ll never know ! Well, good luck, Lo ri. Th an ks. You, too.

.

Unit 12

Communication Talk about summer pia _ Grammar May/Might for pos sib' First conditiona l : If cia will or may/might Vocabulary Summer act ivities

2 Comprehension


A. Answer the questions.

A. 852 List en and repeat.

1. Why is Lori surprised when she sees Alex?

2. What does Alex wan t to tr y? 3. Why does Diane congra tul ate Alex? 4. Does Ale x accept Lori's apology? Expla in you r answer.

lans ilit y 3use

~

B. 851 Read along as you listen again. Check your answers.

1. What 's up wit h Star Performers? Nothinq much . 2. Any news? 3. I'm in! 4. I can 't belie ve it. 5. Sorry about how I acted. 6. Give it a tr y!

B. Write these responses below the appropriate expressions in Exercise A .

d. Maybe I will. a. Nothing much. e. Cong ratulations! b. Neith er can I. c. Actually, there is. f. Don't worry about it.

Unit 12

GRAMMAR

5 Pradice

Focus

Rewrite the sentences. Use

may/might

May o r might for po ssibility

Affirmative statements Imay /might get an audition.

Negative state ments I may not/might not get past the audition stage. It may /might not snow. We may /might not be home tonight.

It may /might rain tomorrow. We may /might go to the movies tonight.

1. Perhaps we'll see each other later. We might see each other lat er.

2. There's a 50- 50 cha nce that it will snow tomorrow.

Discovering grammar Look at the grammar chart. Circle the correct answers. 1. May and might (have / don't have) the same meaning. 2. May and might are followed by the (past / base) form of a main verb .

4. There's a chance I'll get an A in English.

Practicing grammar 4 Pradice Complete the conversations with may/might + the verbs in pa re ntheses.

1. A: What are you going to do thi s weekend?

B: I'm not sure. I (stay)

3. I don't think I'll be able to go out thi s evening.

might stay

home.

2. A: Are you going to be in tomorrow?

B: I don't know. I (be)

5. It's possible we're going to travel to the United States this summer.

in around 7:00.

6. We'll think about coming to your party on Frid ay.

3. A: What's the weather going to be like tomorrow?

B: I'm not really sure. It (be)

warm and sunny.

4. A: What are you going to do tonight?

B: I don't know. We (hang out) Boulevard Cafe.

at the

Summer activities

5. A: Are they coming over tonight?

B: They (stop by)

6 Vocabulary

for an hour, but I'm not sure.

A. 85 3 List en and repeat . 1. _ f _ babysit

2. _ _ hang out with friends 3. _ _ go on vacation 4. _ _ go to the beach 5. _ _ have a picnic 6. _ _ stay home 7. _

_ take a music class/

tak e a dan ce class 8. _ _ volunteer

I"

I

I

110

Unit 12

B. Match the activities in Exercise A to the pictures.

7 Pronunciation

8 Communication

Stress in verb + noun combinations

Talk about summer plans

A. 854 Listen and repeat. Notice the strong word in each phrase.

A .

,

• take classes • stay home

B.

e

• go on vacation • ha ve a picnic

listen. Circle the strong words.

1. I'll just stay home. 2. She'll take dancing.

3. H e'll babysit his sister.

4. We'll have fun tomorrow. 5. They'll 1>0 to the beach. C.

:€ v


A: What are you going to do this summer? B: I'm not sure. J might visit my

grandparents. What about you?

A: I have a new guita r, so I may take guita r

classes. B: That sounds like fun! B. PAIRS. Role-play the conversation. A sk and answer questions about your summ er plans. Replace the underlined parts w it h your own plans.

e- Listen again and check your answers. /

Unit 12

111


First conditional: If clause + will or may/might

Complete the sentences with either the simple present or will/won't + the verbs in pa re ntheses.

Affirmative statements If clause Result clause If you want to learn, I'll teach you. (sure) If the weather's nice, we'll go to the beach. If I like it, I may /might buy my own Rollerblades.

1. If she (e-mail)

pictures, I (forward)

Look!

You can reverse the if clause and the result

clause.

Result clause If clause

I'll go to the beach if the weather's nice.

Discovering grammar Look at the grammar chart . Write True or False.

3. If he (win)

to my the spelling bee,

he (have)

a party afterw ard s.

4. If I (not see)

you tomorrow,

I (call)

you.

5. If you (not hurry) (not catch)

, you

the bus.

10 Practice Complete the sentences with may/might or may not/might not + one of the phrases in the box. enjoy skiing eateh the bus be at school today get a table be able to lend you some want to take an English class this summer

1. Use the first conditional to express an activity that will happen under certain True

2. Use will in the if clause.

my cousin from

New York if you (come) house tonight.

I may/might go to t he beach.

Negative statements

If I don't try, I won't know. (sure)

If it rains this weekend, we won 't go to the beach.

If it rains this weekend, we may not/might not go

to the beach. (not sure)

conditions .

them.

2. You (meet)

(not sure)

If the weather's nice,

me the

_

3. Use will or may/might in the result clause.

1. If we leave now, we

might catch the bus.

2. If you don't have money, 1

_

3. If we don't make a reservation, we

_

4. If you don't like cold weather, you

_

4. Use will for unsure statements. 5. Use mayor might for sure statements. 6. Use a comma between the clauses when the if clause comes first.

_

S. If you want to improve your English, you 6. If she's sick, she

11 Practice Have a competition. Go to page 133.

112 Unit 12

13 Comprehension

'ore you read, think about this question: u plan your summer vacation, or do

- g o w it h t he flow" (just wait and see t happens)? ( . I ('

- Read along as you listen. \

:oc

l"

"~'


1. What does Worried Mom 's son want to do this summer? 2. Why is Worried Mom worried? 3. What do es Worried Mom's son say when she ma kes plan s for summer? 4. What problem do es Frustrated Dad have with his daughter every summer? 5. What are the advantages of talking with other parents about summer activities?

All of us parents face the same issues every summer. Our children don't realize that "just hanging out" is fun only for a short time. My fourteen-year-old plans to just "hang out" this summer. I work full-time, so I can't supervise my son during the day. If he has nothing to do for the entire summer, I worry that he'll get into trouble. If I leave him alone, he'll do nothing but watch TV, listen to music all day, or hang out with his friends. My son has several interests. He loves sports and music. But if I talk to him about making plans for the summer, he'll tell me to leave him alone. What should I do? Worried Mom

Worried Mom, i.f your son has a close friend , you might suggest to the friend 's parents that your children do an activity together. This strategy always works with my children. Try it.

...

Summer's almost here-time for the yearly argument with my daughter. The issue: What should she do during the long summer vacation? My daughter likes to "go with the flow," her exact words. If I make plans for her, she'll say I'm a control freak. But if I wait for her to make the decisions, she might end up facing a long, useless summer, and she'll get terribly bored. Help! Frustrated Dad

Frustrated Dad, you might want to try talking to other parents . That might give you ideas for summer activities. Your daughter might decide to do some of those activities with her friends . Plus, if she realizes that her friends won't be at home during the vacation. she will want to plan things with you. Good luck!

Unit 12

113

14 Listening A.

~ Listen

to the radio show. Write True or False after each statement.

1. Summertime is stressful for Irene and her husband. _ __ 2. Irene's son is busy during the summer break. _ _ _ 3. The radio host advises Irene to plan fun morning act ivities for her son. _ _ _ 4. Sherri's daughter is always on the Internet. _ _ _ 5. Shcrri finds it difficult to talk to her daughter. _ _ _ 6. The radio host says that Sherri's daughter should not have a cell phone. _ __ 7. The radio host says it's OK to listen to an iPod when you're with people. True

_ _

_ _ _

_

B.

860

15 Writing Write an e-mail to a friend about your plans for the summer. Use may/might, going to, and will.

• What "we you going to do? Where might you go? • W11at activities are you going to do? What activities might you do? • What about the weather? What if it rains? • What are some of your friends doing this summer? To: Subject:

~======::.:=======~

Hi. Summer's almost here. I can't wait. Dad says we might go to ...

listen again. Check (v) the pieces of

advice you hear.

D Plan different things to do in the morning. D Invite your son to go biking or jogging. o Have an instant picnic. o Set the alarm clock to wake up your son. D Tell your children not to use the house, phone too much. [j Be firm and consistent with your rules. o Leave your teenagers alone. D Keep your teenagers active and busy.

GROUPS . Talk about your plans for the summer. Useful language: • What are you going to do in the summer? • It depends. • I'm not sure. • I might just hang out. • Nothing much. • If the weather is ,I might . . . • That sounds like fun .

114

Unit 12

Use the publisher's website for additional information and practice. Did you know that your book 's publisher has a website that includes additional activities and games? If you're looking for additional activities, you'll find them at www.longman .com/postcards.

Units 11 and 12 est-taking tip: Stay focused o n yo ur w o rk. Don' t worry if ot hers fi nish be f ore you d o. Keep w o rk ing until yo u're f inished.

- - - - - - - ---- - - - - - -- - -- - -- - ----,) D. Complet e the sentences with t he simple present or will/won't + verb.

mar

-

Complete the sentences with should or

(2 points each answer)

shouldn't. (1 point each)

1. Ifit(be)

1. You

look both ways before you cross the street. 6hould

2. You

(not/buy)

our project

in time if we (/lot/start)

_

now.

4. I go out without asking my parents' permission .

take your things without

upset?

3. We (not/finish)

3. We greet our teacher when we enter the classroom.

6. She telling you.

out with Tom;

(you/be)

full.

read the directions before

it.

won't buy

2. If I (go)

speak when your mouth is

5. You answering.

expensive, I

£;

Vocabulary l.

E. Circle the part of the body that doesn't

B. Rewrite the rules using must or must not. (2 points each)

mwst 1. Students are required to wear black sh oes to school.

2. Students can 't go out during school hours. 3. Students are required to ask permission to go to the bathroom during class. 4. You are required to subm it book reports on time.

B: Yup. But I (not!be) befor 5:30. A: OK. I (call) 2. A: Wha t time Q/oll/comc) house tomorrow? B: 9:30. A: Promise you (not/be)

back

shoulders

2. wrist

teeth

elbow

hand

3. shoulders

ankle

chest

stomach

4. thumb

knee

ankle

toe

5. eyes

mouth

nose

finger

6. hand

finger

thumb nose

I ~; 5: ... .

F. Complete the conversation . Use may/might. (3 points each line)

A: What are you going to do during the

term break?

B: I'm not s ure. _

How about you?

A: If ,

C. Complete the conversations with will, '11, or won't and the verbs in parentheses. (2 points each answer) you be

S

1. waist

Communication

5. You can't be late for school.

1. A: Will (you!be)

r

belong in each group. (2 points each)

home tonight? home

B: You're so lucky.

you around 6:00. to my

late.

Now I can ...

o

talk ab o ut decisio ns: g ive my opin ion on mann ers. talk about summer pla ns.

Unit 12

115

1 Reading

Reading skill : Work ing w it h a learn ing part ner After reading a t ext, w ork wi t h a learn ing partner to ask and answer com prehension quest io ns. A. Read the article. Then write four comprehension questions.

1.

2. 3.

4. B. PAIRS. Take turns asking and answering your questions with a learn ing partner.

2 Listening Listen to a radio advertisement. Complete the chart.

Ages: _ _ to _ _

Program s: _ _ to _ _ weeks

Lessons: guitar, bass, I and vocals

• Form your own rock band • Write an original _ • Per form Iive in a _ • Make your own CD and _ • Design a poster, T-shirt, and

3 Speaking GROUPS. Discuss these questions.

1. Which one of these ramps would you most like to attend? Why? 2. Which of these camps are you not interested in? Why?

3. Are there summer camps in your country? 1£ yes, what kinds? 4. You own a summer camp. What kind of program do you offer?

4 Writing You own a summer camp. Write about your program.

116 Wide Angle 4

•

I

A list of ourfavorite songs

A. GROUPS . On a piece of paper, make two columns with the heads Favorite English songs and Favorite locaf songs.

E. Homework: Listen to as many of the songs on the class list as you can. Which songs do you like best? Why?

B. GROUPS. Talk about your favorite songs. Choose two or three songs for each column. List their titles and the names of the singers. Use the Useful language in your discussion.

F. CLASS. Share your reactions to t he songs with your classmates.

C. GROUPS. Present your list to the class .

Writ e the song titles and the singers' names on the board . D. CLASS . Look at the titles on the board. Vote on your top three favorit e songs in each category. Copy the ti t les of t he top songs into your notebook.

118 Fun with songs 1

Useful language: • What's your f avor it e English song? • That's mine, t oo ! • I do n't know t hat on e. Can yo u sing a few li nes? • W ho sings it? • It's not t hat popular, right? • What about local songs? • Yeah, that's a really cool song.

A booklet of favorite songs

Materials: • Paper for each grou p 's booklet • Markers or colored pencils • Lyr ics to favorite songs • Pictures to illustrate the booklet

A. GROUPS. Look at the list of songs you made in Fun with songs 1. Each group member should choose one favorite song . from the list. B. Homework: Each group member should look for:

• the lyrics to the song • biographical information about the singer or group • pictures to illustrate the song and booklet C. GROUPS. Put your booklet together. Use

the Useful language in your discussion. Discuss:

• how to organize the songs and

biographies

• the title for the collection • the decorations for the pages and cover of the booklet D. GROUPS. Present your song book to th e class. If time allows, play one song

from the collection and share some information about the singer or group. Ask your classmates for their comments and questions. E. CLASS. Vote on the following:

• The best presentation • The most creative song collection • Your favorite song collection

Useful language: • Do we have t he lyrics to all the songs? • How should we orga nize the songs? • How about (by genre/alphabetically!

by singer's name)?

• Should we include t he singe r's biograp hy before or after each song? • What about the ti t le for the coll ectio n? • That 's a really cool title! • Let's talk about the cover.

Fun w ith songs 2

119

n it

I

Rewriting afavorite song

Materials: • Recording and lyri cs of one or tw o verses of a song • A thesau r us and/or a d icti onary A. GROUPS. Your teacher will give you a copy of one or two verses from a song. Read the lyrics as the teacher plays the song. Then discuss what the song is about. Use a dictionary if helpful.

B. GROUPS. Your teacher will tell you to replace either (1) all the verbs, or (2) all the adjectives in the verse(s). Underline the words to be replaced.

C. GROUPS. Work together to find new words t o replace the underlined words . Choose words that will change the meaning or t one of the song. Use a dictionary or a thesau rus if helpful. Use the Useful language in your discussion.

D. GROUPS. Review your work to make sure your repla cements make sense. Practice your new song. E. GROUPS. Perform your song for the class. Ask your classmates for their comments. F. CLASS. Vote on the following:

• The most creative version • The fu nni est versi on • The best performance

Useful language:

You. rtehi iD know. awesome

YOu.'rt ju.s-i ~riH1e~

• What can w e replace t his word with? • No, t hat 's a noun . We have to use an

adjective/ a ver b.

• Let 's choose a word with th e sa me numbe of syllables. • That word really changes t he meaning! • I think it makes the song sound funny! • Does it still make sense? • I think this works.

A comic strip of afavorite song

z

Materials: • Record ing and lyrics of a song • Pa per or poster board for each group • Markers or colored pencils A. CLASS. Your teacher will hand out the lyrics to a short song that tells a story. Read the lyrics as you listen to the song.

D. GROUPS. Show your com ic strip to the class. Role-play your comic strip by reading the lines in the speech bubbles. Ask your classmates for their comments and questions.

E. CLASS. Vote on the following: • The most creative comic strip • The funniest comic strip • Your favorite comic strip

B. GROUPS. Discuss the song and the story it tells. Use a dictionary if helpful. Talk about how to illustrate the song in a comic strip. Use the Useful language as you discuss. Answer these questions:

• What's the song about? • Who are the characters? • What's happening in the story? • What pictures and li.nes can you use to illustrate your com ic strip? C. GROUPS. Draw your comic strip. Write lines in speech bubbles for each frame.

Useful language: • Let 's read t he w hole song again firs t . • Do you want to work on the whole song or give each person a f ew lin es? • What kind of pictures can w e dra w ? • For the first two lines. let's draw a ... • Next, we can show ... • Final ly, the last frame can show .. . • That's so funny/awesomelcool.

Fun with songs 4

121

Fo(us on (ul ure I

1

"Marco Polo" from the United States

You play this game in a swimming pool. One player closes his or her eyes and counts to ten . The other players swim to different parts of the pool. With eyes closed, the player tries to find the others. He or she calls out "Marco," and the others say "Polo." The game ends when the player catches someone. Then it's that person's tum to find the others in the next game.

2 "Take

from the End" from Japan

You play this game in pairs or groups. One person says a word that does not end with the "n" sound, for example, "baseball." The next person says a word that begins with the last sound in that word, for example, "love." Then the next person says a word beginning with the last sound in that word, for example, "very." If someone says a word ending with an "n" sound, or if they can't think of a word, they lose.

3

"The Hunter" from Saudi Arabia One person is "the hunter." The hunter closes his or her eyes while the other players mn and hide. Then the hunter starts looking for them. When the hunter finds someone, the person starts running and the hunter has to catch him or her. The game ends when the hunter catches everyone.

4 "Caught

You!" from China

A group of people sits in a circle. One person sits outside the circle, eye s closed, with his or her back to the group. The group quietly passes a small ball from person to person. The person outside the circle says "Stop!" The person holding the ball stands lip and sings a song or tells a story.

122

Focus on culture 1

1 Comprehension A. Complete each statement with the name of the correct game.

l. You play

in water.

2. You need a ball for 3. You answer a call in

4.

is a word game.

5. In

, people run.

6. Tn tells a story.

, someone sings or

B. GROUPS. Play "Take from the End" or " Caught You!" If you lose or have the ball, you can either:

• sing a song in English OR

• say four funny sentences about yourself (for example, "I like to eat shoes.")

2 Comparing cultures PAIRS. Discuss these questions.

1. Do you play any games similar to these in your country? 2. What other games do people play in your country? 3. Describe a fun game people play in your country: • • • •

How many people play? What are the rules? What do people do? How does someone win or lose?

3 Your tum Write a paragraph about a game people play in your country.

Focus on culture 1

123

Fo(us on (ulture Z

AWORLD OF SPORTS Do you like fast sports? Here are three sports from around the world with speeds of over 60miles per hour. Sepak takraw is aMalaysian game that people play allover Southeast Asia. It's similar to volleyball, but players can't touch the ball with their hands or arms. Instead, they must use their feet, legs, and lower body tohitthe ball and keep it from touching the ground.There are three players on each team and they get three chances totrytosend the ball over the net, which is 5feet high. To do this, players often do a360-degree turn in the air. The opposing team tries toblock the ball with their legs and feet. The game is fast, fun, and exciting-in fact, the rattan ball can reach speeds ofover 60 miles per hour!

In the frozen Arctic North, reindeer racing is asport ofskill and speed. We think ofreindeer as the cute animals that pull Santa's sled. In fact, they are very strong animals that can survive extremely low temperatures and can reach running speeds of60 miles per hour. In Siberia, the reindeer pull asled in which the driver sits. In Finland, the reindeer driver is on skis and holds on to the reins with both hands. Speeding behind the reindeer over frozen ground or ice is very excitinq, Sandboarding is especially popular in South America, Australia, and theUnitedStates-but youcan do it wherever there are sand dunes. Like snowboards, sandboardsare waxed and thereare straps on the board for boots (or bare feet). Sandboarders usually walk up or ride a dunebuggy tothe top ofadune, then hop on their boards for the awesome ride down. You can rea chspeeds of60 miles per hour and when you jump up into the air, you feel like you're flying. Unlike snowboarding, you (an sandboard all year round. Sand doesn't melt! 5feet = 1.5 meters 60 miles = 97 kilometers

124 Focus on culture 2

1 Comprehension A. Write short answers to the questions. L Where do people play scpak takraw? all Over Southea@t A@;a

2. How do takraw players h it the ball?

3. Wha t do takraw players often do to send the ball over the net?

4. How fast can reindeer run? 5. Look at the photo of reindeer racing. Is th is in Siberia or Finland? 6. How do sandboarders st ay on the bo ard ?

7. What is an advantage of sandboarding?

B. PAIRS. Take turns pointing to the following in the pictures:

1. a net 2. reins 3. a sand dune 4. a rattan ba II

s. straps 6. a 360-degree turn 7. frozen ground

.i

2 Comparing cultures PAIRS. Discuss these questions.

1. Which of these sports would you like to

watch or do? Why? 2. Do people play or do any of these sports in your country? 3. What are some interesti ng or unusual sports in you r country? 4. Choose one interesting or unusual sport. • What equipment do you need? • Where do you do or play it? • How do you do or play it? • What is exciting about it?

..•

3 Your tum Write a paragraph about an interesting or unusual sport in your country.

Focus on culture 2

125

Fotus on tulture J

Traditio al Style

Traditional clothing can be very stylisk In fact, if you look at today's high fashion, you'll see ma ny ideas borrowed from traclitional styles. Here are some beau liful traditional items of clothing from around the wor ld .

12 ~~~~

- - ---'

1 Comprehension

S. Men and women in this tropical country

usually wear a to keep them cool and comfortable. It's a piece of cotton doth that comes in beautiful prints or solid colors. People usually tie the cloth around their waist, sometimes with a sash, and wear it with a shirt or blouse.

A. Look at the pictures. Read the descriptions and fill in the names of the clothing items. kilt' - -_ 1. Men in this country wear a _ ----'-= on special occasions. It's a short wool

skirt, usually plaid. You wear it with a wide black belt. Men say it's warm and comfortable. 2. Women wear a on special occasions in this country. This headdress is made of cloth and can be round or pointed. It sits on top of the head, and is decorated with embroidered designs. Beads often hang down to cover the woman's hair and forehead. 3. Men and women in this country sometimes wea r a on special occasions. It's a beautiful multi-colored piece of cloth. You wear it over the shoulder. Women also tie it under their arms to make a dress. 4. In the summer, men and women in this country sometimes wear a _ to festivals. It's a light cotton robe with a sash. Women's robes are usually in colorful prints, while men's robes are usually blue and white.

B. PAIRS. Take turns pointing to the following in the pictures: 1. skirt 2. beads

4. robe S. shirt

3. sash C. Write the name of each clothing item next

to the country where you think people wear it.

_ __ _ Scotland

_ __ _ Russia

- -- - Japan _ __ _ Indonesia

_ _ _ _ Ghana

2 Comparing cultures PAIRS . Discuss these questions. 1. Which of these traditional clothing items would you like to wear? Why? 2. Which of the items would you not like to

wear? Why not? 3. What are some traditional clothing items in YOllr country? Describe them: • • • •

Who wears them? When and where d o p eople wear them? What are they made of? What colors or patterns do they corne in?

3 Your turn A. Write a description of a traditional clothing item from your country. B. GROUPS. Take turns describing the clothing item you wrote about. See if others in the group can guess what it is.

Focus on culture 3

127

Fo£us on (ulture q ofDu Dubai is one of the seven emlr at • In the United Arab Emirates, a small country between Saudi Arabia and Oman. It'. one of the most popular tourist destinations in the Middle East. Dubai is on the Persian Gulf, and It's fomous for its beaches. The most beautiful beach In Dubal is Jumeirah Beach, with Its white sand and clear blue water. There are a lot of IlLXury hotels around the beach, Including the BurJ AI Arab, one of the largest hotels In the world. It's on a man-made Island, and tt looks like the sail of a boat. It's one of the best hotels in the world, and It's also one of the most expensive . It costs over $1,000 a night to stay in the least expensive room, whJle the most expensive room is $28,000 a night. Nearby are the Palm Islands. These are the three largest artificial Iskmds In the world. The biggest of the three is the Palm Dlero-it's 8.4 miles long and 5.1 miles wide. Each island is in the shape of a pcllm tree. They were made from sand and rock from the Persian Gulf. The islands have beach-front hotels, villas, malls, and water parks. The most exciting water park In Dubcl Is the Wild Wadi Water Park . It features thirty rides and attractions, Including a huge wave pool with an artificial beach. The most eXCiting ride Is the Jumeirah Scelrah, one of the tallest and fastest speed slides In the world. You drop an incredible 89 feet and reach a speed of SO miles per hour! One of the newest and largest shopping malls in Dubai is the Mall of the Emirates. There are over 400 shops and restaurants and o fourteen-screen movie theater. Best of all, the mall features the Middle Ecsfs first indoor ski r-esort-Skl Dubal. It's a 2S-story ski resort with chair lifts ond five ski runs. When you enter Ski DubQI, be sure to put on a coat. Although it may be over 100 degrees Fahrenheit outside, it's always at least 30 degrees in Ski Dubai. 8.4 miles = 14 km 5.1 miles", 8.5 km 89 feet = '27 m 50 miles = 80 km 100·F = 40· C 30·F = -1'C

128

Focus o n culture 4

1 Comprehension A. PAIRS . Identify which attraction each p hot o shows. Discuss what features of the attraction you can see in the photo. B. What superlatives are used to describe

Dubai 's attractions? Complete the chart. Dubai one of the mOfJt popular tourifJt deetinettone in the Middle EafJt

[umcirah Beach

_

Burj Al Arab

_

The Palm Tslands

_

Wild Wadi Water Park

_

[umeirah Sceirah

_

The Mall of the Emirates

_

2 Comparing cultures GROUPS. Discuss these questions.

1. Which of the attractions in Dubai wou ld you most like to visi t? Why? 2. W hat a re the five bes t places to visit an d th ings to do in your count ry? Wh y? 3. What are the five best places to visit and thin gs to do in yo ur town? Why?

3 Your turn GROUPS. With your group, decide whether t o write about your town or your country. Choo se which attractions to write about. Each group member should write a paragraph about one of the five best places to visit or things to do.

Fun with culture 4

129

Fun witla ,Fananaar

Uni 1,

PractiG , page

For th e teacher: You w ill need any obje ct tha t you can spin, such as a pen . Have stud ents sit in a circle. Before playin g t he game, expla in the mechanics of t he game : You, t he teacher, will begin by spinning the pen. W hen it st ops spin ni ng, t he student the' pen is pointing to w ill answ er yo ur questio n; Afte r that studentanswers, he .or she w ill spin t he pen . W hen t he pen stops spinning, the stud ent t he pen is pointing to will answer S1 's quest ion, and so on .

For example: T: OK. Let'sstart! [Teacher spins pen, which points to 51.] Are you ready? 51: Yes, I am. [51 spins pen, which pqints to 52.1 51: My name's Luis. What 's your-mime? 52: My name's Clara. [52'spins pen, which points to 53. ] 52: I'm 13. Are you 13? . 53: Yes, I am. [53.spins pen, wHich points to 54.J 53: I'm ver y competitive. Are you very comp eti tive? 54: No. I'm not. [54 spins pen, which points to 55.1

Unit 2,9 Practice, page 18 For the t eacher: This game can be played either as a team compet it ion or as a Whole -class activity. To make the activity more fun and challenging, give the commands as f ast as you can. Assign two to three students to help you monitor the activity. Say out loud a command for students to follow. Those who don 't follow the com mand are out of the game. Use the suggest ed commands below or use your own.

Stand up. Don't sit dow n. Sit do wn. Stand up. Raise both hands. Put down your right hand. Raise you r righ t hand. 8. Don't put down your hands. 9. Put down both h ands. 10. Turn to th e classmate on your left. 11. Smi le at your classmate. 12. Turn around and face the boa rd. 1. 2. 3. 4. 5. 6. 7.

130

Fun with grammar

ice, For the teacher: Tell students they are going to play a gam e called Ten Quest ion s. This can be do ne in groups of f ive or six, or wi t h th e ent ire class. Expl ain th e mechanics of the game: Students think of a well -known place in their town or cit y. It mu st be a place ot her student s know. Students make a list of all the things t hat they can fi nd there (pe ople, animals, object s, et c.). Student 1 says on e sentence beginning with There is or There are that describ es his or her place. The other st udent s take tu rns askin g questio ns t o get more information. Once stu dent s have asked ten questions or guess the place, anot her student describes his o r her place. Students continue unt il all places have been guessed or revealed .

For example: 51: There are a lot of people in this place. 5 2 : Are there any cars in that place? 51: No, there aren't. 53: Is there much n oise? 51: N o, there isn't. 84: Are there a ny trees there? 51: Yes, there are a lot of trees. 85: Is it Cen tral Park? 81: Yes, it is.

, 10 Pra ice, page 38

Unit 6, 2 Practice, page 52

or the t eacher: 1. Act out an act ivit y for the class, for examp le, pl aying basketba ll. Ask t he class, " W hat do I li ke doing?" Elicit the answer "You like playing basket ball." 2. Divid e t he class into two teams. Ask f or 3-4 volunteers f rom each team to act out activities. For example, choose a student from Team A and whisper an act ivit y t o him or her, for example, eating ice cream. That student acts out t he activity, and the opposing t eam get s t he first chance to guess. If the opposing tea m is unable to guess, they pass, and the student's team gets t he chance to steal the point. 3. Once .all acti vities have been acted out , add up each team's points . The team that guessed t he most activities wins.

For t he tea cher : 1. Divi de the class into two t eams. Give List A to Team A; List B t o Team B. Tell students to try to memo rize t he -ing form of the verbs. Tell t hem to pay attent io n to spelli ng . After three min ut es, t ake t he list s aw ay. 2. On t he board, make t wo list s of the base fo rm of some

of the verbs. Each list should have the same verbs but

arranged in a different order.

3. Have a stud ent from each team go to t he board and choose any verb t o w rite in it s -ing form. 4. Each student should write on ly one verb, but he or she may also correct t he previous student's answer. The first team t o giv e all the correct answers wins.

Lisl A 1. wait

2. argue 3. jog 4. it 5. practice 6. have 7. hang 8. erase 9. pay 10. xpla in 11. r un 12. listen

Li st B

waitin g arguing jogging sitting practicing having hanging erasing paying explain ing running listen ing

'------

1. explain have pay

2. 3. 4. 5.

erase

wait 6. arg ue 7. listen

8. 9. 10. 11. 12.

run hang sit practice jog

.......

explain ing having paying erasing waiting argu ing listening running hanging sittin g practicing jogging

For the teacher: 1. Have students draw a chart with three colu mns, one labeled Cor rect, t he other Partly Incorr ect, and the third labeled Inco rrect. 2. Play some music. While t he music is playing, have students walk around ' the room, obser ving their classmates' clot hing, footwear, and accessories. This activity should be done quickly; the music should play fo r less than one minute per round. As soon as the music stops, tell stud ents to pair up with another student. Student s should stand back to back with their charts. Tell stud ent s t o take turn s making statemen ts about the other's appearance.

For example : A: You're wearing b lue

jeans. B: No, I'm not. I'm wearing blue pa nts, no t jeans. If th e student is 100 percent cor rect, he or she gets 2 points. Part ial responses are 1 point . Start t he music agai n. The student s wa lk aro und the roo m again. When the music stops, tell stude nt s to pair off with a different partner. Continue for four or five rounds.

~- -

Fun with grammar

131

it. srananaar

n 7,

ract c ,

9

7

For the teach er: Cut up slips of paper and write a different word or short phrase on each. Give one to each stu dent. Tell st udent s they wi ll use their w ord or phrase in a simple past sent ence. Explain t hat they each w ill contribute a sentence to a "chai n story." On a sheet of paper, w rit e a sentence in the simple past. (If the class has been divided int o grou ps, write the same sent ence on separate sheets of paper, one for each group.) Pass t he piece of paper with the sentence on it to St udent A. Student A writes his or her sentence on the sheet , fo lds the paper, so th at only his or her sentence can be seen, not the original sentence, and passes it on to the next student . The process continues until all students have contributed a sentence. Call on a student or a representative from each group to read the entire story. Vote on the best st ories by category: the funniest, the most ridiculous, the scarie st, etc.

Unit 8,

..··~ .....ice,

ge75

For the teac her: Think of five places and five people yo ur students know. On separate sheet s of paper, write a description of what eacf of these places and people used to be and w hat they are now. You may displ ay pictures of these places and peo ple on t he board. Option : You may also ask student s t o work in groups and assign them a place or person. Each group writes a descripti on of their place or person . Tell them not t o writ e the name of the place or perso n they are describing.

For example: This person used to be very fam ous as an action star. He didn't use to be bald. He used to be married to Demi Moore. He is still a movie star, bu t he is no t as famous as before. He has th ree daughters. Fold the pieces of paper with the descriptions and put them in a box . Divide the class into t w o t eams. Have a representative from each tea m draw a description from the box and read it out loud. The representative's group has the first chance to guess. If the team guesses inco rrectly, t he other team gets the chance to steal the point .

132

Fun with grammar

adice, page 81 For the teacher: Make paper money or use Monopoly money. Write ten past continuous sentences on the board -some with mistakes . Divide the class into small groups. Give each group $1,500-$2,000. Explain that in an auction, people compete to buy an ite m by offering an amount of money. The highest bidder gets the item . In this gam e, yo u will auction off each senten ce on t he board, and each group should make a bi d for it . If someone in the gro up' is sure t hat a sentence is grammatically corr ect or not , t he group should make a good bid. If t he group is not sure, it should not bid or should bid low. Start the bidding at $100. Students can only increase the bids in increments of $50 . After a sentence is sold, ask th e group that bought it if it is correct. If it is incorrect , th ey have fifteen seconds t o corre ct it. Continue until all the sent ences are correct ed. Have the groups total t heir points. 1 point for every $100 left over 2 points for every correct sentence 5 points for every incorrect sentence students correct - 3 points for every incorrect sentence students can 't correct

Uni 1 , 7 ...

r2,."It

93

For the teacher: Prepare sets of cards with different pairs of nouns on each card. You should have roughly one card fo r each st udent. Each pair should be from the same cat ego ry, for example, soccer/baseball, g uitar/p iano , apples/oranges, New York/Londo n, train/plane, sofa/armchair, Tom Cruise/Geo rge Cloo ney.

Divide t he class int o Tea ms A and B. Ask the t ea ms to stand in two lines. Give the first student from each team one card from each set. Expl ain the game : The two student s fro m Team A and Tea m B read o ut loud t he pa ir of nouns on t he ir card to th e rest of their team. The next pair of stude nts in line t hen rush to the board, and each st ude nt w rites one com parat ive sentence using t he pair s of nouns on their team's card . Students may write, for example, Soccer is more p op ular th an baseball . If st ude nts need more support, elicit some familiar adjecti ves and write the m o n t he board. For exam ple, boring, int erest ing, pop ular, healthful, etc. Don't correct the sent ences at t his sta ge. The two stude nts who just wrote sentences now t ake a card , an d t he sa me process is repeated unt il everybody has had a chance to write a sentence. Give student s a fe w minutes to check their se ntences for mistakes and th e n go ove r the sen t ences wit h t he wh ole class. Award a point fo r each correct sentence. (Some teachers may prefer to award 2 point s for each sente nce-1 point for a correct comparative, 2 po int s if the sentence is complet e ly correct in all other respects.) The group with the most points wins.

nll,6

1 0

Fo r t he te ache r: Cut pieces of cardboard or paper t he size of playing cards, enough for all t he students in yo ur class. Draw a symbol on-each card to illustrate various topics, for example, 't revei.ter: airplane), relationships (a heart and a broken heart). and so on . Explain what the symbols mean and the predictions t hey might prom pt . For example, the card fo r travel might elicit "You w ill catch a pla ne tomorrow'to another country. !You will travel to many countries this year. /You will become an airline pilot." Make a pile of all the cards. Tell student s th ey will all be fortun e tellers as well as clients. Call on a student to draw a card from the pile, choose a fort une teller, and give that fortune .te ller the card the student picked . Thefortune t elle r will then read t hat student's fortune out loud . For example, if a student picks-a ca rd with the drawing of ten children, the fo rt une teller will say. "You'll have a big family. You'll have ten children!" Do the activity until everybody has had a cha nce to be both a fo rt une teller and client. You can divide t he class into groups so that more people-can do the activity at t he same time.

Uni 12, 11 Pradice, page 112 For the teacher: Prepare several tic-tac-toe sheets with parts of conditional sentences. For example:

Condnlonalfle-fac-foe If it rallts,

We lItight QO

If he doe.srs't

st\owboanllWtl

praetiee,

If our teacher

fheywilliose thegattte

You !MaV decide to leave early

says yes.

If you don't call lite,

If Idon't PlUS the test

"

"

"

i-

She wors't be happy

Have the students form groups of three or four. Distribute a tic-tac-toe sheet to each group. Each group should get the same sheet for each round of the game. Explain to the students that they should complete each conditional sentence directly in the grid. Have the groups exchange sheets and check each other's sentences. Check that the sentences are grammatically correct. Students mark an X for each sentence that is grammatically correct and makes sense and an 0 for each incorrect sentence. The group that has the most correct sentences wins.

Fun w ith grammar

133

Peer eclitio. c:laec:klist o Is the first letter of each sentence capitalized? Are proper nouns capitalized? ~ i - a student. ---+- She is a student.

Our direct:or's name He lives in€

Ie

w yo~

---+-

---+-

Our di rector's name Is Paul.

He lives in New York.

o Is there a period (.) or exclamation mark 0 ---+She"s awesome 0 ---+-

I like Michele Wie

(I) at the end of each sentence?

I like Michele Wie, She's awesomel

o Is there a question mark (?) at the end of each question? What is your name

0

---+-

What's your name?

o Is the vocabulary correct? Nicole Kidman is

ve@

---+-

t'-licole Kidman is very tal l.

o Is the spelling correct? That's a

beautifu l€k l e~

---+-

That's a beauriful necklace .

o Do sentences and questions have the correct word order? C:&Ua~a student?

·---+-

Are you a student?

o Are the verbs and their tenses correct? tenne.

---+-

t am nne.

HeSrock climbing. ---+§

you g ut yesterday?

He llkee rock clinlbing.

---+-

Did you go out yesterday?

o Are sequence words such as first, next, or after that used if needed? ~oa 5t the bread. Spre ad t he buttej

---+-

First, toast the bread, Next. spread the butter.

o Are the paragraphs clear and easy-to-understand? I like school. I meet my friends there. ---+ I don 't sornet.lmee like school. I get up early. We have a lot of fun .

134

Peer editing checklist

I like school because I meet my f riends there. We have a lot of fun . But sometimes, I don 't like school because I have to get up early .

ord list

Unit 7

:

cr

I

jj

~ #

(

surprised, 70 tnll, 74 th in, 74 tired , 70 upset , 70 w orried, 70

amazing, 63 awesome, 63 awful,63 compose, 68 composer, 68 di sgusting. 63 dow nload , 68 fantastic , 63 ho rrible, 63 incredibl e, 63 lousy, 63 professional, 66 symphony, 68 talent, 67 terrible, 63 ter rific, 63 wonderful, 63

cloud y, 80 cold ,80 fair y tale. 85 fog gy, 80 hot, 80 ra in ing, 80 sno w ing, 80 sunny, 80 warrn.Bt) w indy, 80

Unit 8

Unit 10

angry, 70 bored,70 chubby, :14 embarrassed, 70 excited, "/0 happy,70 nervous, '/0 sad, 70 scared,70 short, 74

a ttractive, 94 beau tifu l, 94 best, 90 best loo king, 95 better, 90 bett er looki ng, 93 fa mou s, 94 fa r, 92 farth er, 92 farthes t, 92

fashion able , 94 fast, 90 good- loo king, 94 gorgeous, 94 handsom e, 94 heavy, 93 successful.v-l

Unit 9

t
Unit 11 an kle,99 apologize, 100 drm . 99 aud ition , 98 back, 99 co nsiderat ion. ea r, 99 elbow. 99 etiq ue tte. 102 eye, 99 face, 99 (eet , 99 fin ge r, 99 (oot,99 hand. 99 head . 99 hip, 99 knee, 99 leg, 99 manne rs, 102

Unit 12

1m

Irregular verbs

l

~

-• ~

Base form

Simple past

Base form

Simple past

become break cost cut do draw d riv e ea t fall

m eet read ride

met read I rEd; rod e ra n

hurt keep know lea ve

becam e brok e cost cut did drew drove ate fell felt found fit forgot got gave gre w hea rd / hu d / held hu rt kept knew left

Jose

lost

feci fin d fit forget ge t give gro w hear

hold

136

Word list

mouth, 99 musica l, 98 neck, 99 nose. 99 pol ite. 104 recommen d . 98 rude, roo sho ulder, ')9 upset, 98

nUl

say see se nd sh ake s ing sit s leep spend stan d sw im teach tell thin k th row unde rstand Wilke up wear w in w rite

said saw sen t shook sa ng sat s lep t "p ent

stood swa m tau gh t told th ou gh t th re w understood w o ke lip w o re wo n w ro te

babysit, 110 go o n vaca tion, ltO go to th e beach, 11 0 ha ng ou t w ith friends, 11 0 ha ve a p icnic. TlO issue, 11 3 sta y ho me. no s tress fu l. 114 su m mer. 111 take a (mus ic o r dance cla ss, 11 () volunteer. 110 w o rried , 11 3

ord list

let's get started. a unt , 2 best friend, 2 boyfri en d , 2 brother, 2 brush teeth , 3 ch ild ren, 2 circle, 3 classmates, 2 co usin, 7 cover (e). 3 daughter, 2. describe, 3 discuss, 3 do hom ework, 3 draw, 3 ea t or have breakfast / lun ch / dinner, 3 father, 2 friend , 2 get ho me from scho ol, 3 get up, 3 girlfr iend. Z go to bed , 3 go to school, 3 grand father, 2 grandmothe r, 2 gra ndparen ts, 2 gu ess, 3 imag ine, 3 leave the house, 3 list, 3 mother, 2 neighbor, 2 onl y chil d, 2 paren ts, 2 pet, 2 rep eat, 3 sis ter, 2 son , 2 take a shower, 3 uncle. 2 und erl ine, 3 wa ke up , 3

Unit 1 competi tiv e, 7 easygoin g, 7 friend ly, 7 fun, 7 nicknam e, 6 ou tgoing, 7 perfection is t, 7 po p u la r, 7 quiet, 7 serious, 7

shy, 7 smart. 7 s trict. 7 studious, 7

Unit 2 bacon, 14 bananas, 14 breadr l-l breakfast, 14 bu tter, 14 ca ke, 14 carrots, 14 cereal .l-t chees e, 14 chicken, 14 chips, 14 coffee, 14 cookies, 14 d essert, 14 eg gs, ] 4 fish, 14

fruit, 14 ha m, 14 ice crea m, 14 jam, '14 juice, 14 lunch, 14 maple syrup, 14 mea t. 14

milk, 14 nu ts, 14 om elet, 14 p ancak es, 14 p asta, 14 peanut butter, 16 pea rs, J4 pie,1 4 pizza, 14 pork chop, 14 rice, 14 sa nd w iches, 14

sausages. 14 seafood , l4 sh rim p, 14 snacks, 14 sod a, 14 so up, 14 tea, 14 tom atoes, 14 vegetab les, 14 water. 14

Unit 3 beans, 26 beef, 26

ca rrots. 26 cheese, 26

cucum ber, 26 doughnu t, 26

floating market. 30 lemon, 26 lettuce, 26 loaf, 24 melon, 26 muffin, 26 mush room, 26

nuts, 26 olive oil. 26 onion, 26 oranges, 26 peach,26 peas, 26 pota to. 26 sell ,30 tom ato, 26 yogu rt, 26

Unit 4 action spo rts, 39 bilseball, 36 bas ke tball. Be biking, 36 bowling,36 camping, 36 couch potato, 34 fig ure skating, 36 football, 36 golf, 36 gym nastics, 36 ho ckey, 36 Rollerbl ading. 36 skateboa rdi ng. 36 soccer, 36 sun bather, 38 s wimming, 36 table tenn is, 36 tenn is, 36 trac k and field , 36 vo lleyball,36

Unit 5

a rg uing, 46 da y d reaming. 46

d iscussing a prob lem, 46 d oing research on the In tern et, 46 erasing the boa rd , 46 expla in in g something, 46 gett ing into tro uble, 46 hikin g, 48

homeschoo ling. 48 payin g atten tion, 46 sleep ing in class, 46 spelling a word, 46 taki ng notes, 46 w ritin g on the board , 46

Unit 6 accesso ries, 53 belt. 52 baggy, 53

baseball cap , 53 boots, 52 b racelet, 52 co mfor table, 53 d ress, 52 dressy, 53 earrings, 52 jacket, 52 jean s, 52 necklace, 52 pants. 52 shoes, 52 sk ir t, 52 sneakers. 52 socks, 52 sweater, 52 top, 52 Tvshirt. 52

Your Sun Worsh ipper Rating &-9 You are a true un orshipp r. You love being at the se and lyin In the sun, but you should try t be more a rive . -~ -6

You like the sun" but you don 't just sit or lie down on the beach. You like bt..'ing active.

0-3 You hate-the sun . You also hate going to the beach, especially when there are too many people. You don 't mind doing a bit of exercise, but you are definite ly not a sun worshipper.

Word list

135

EIIWS

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