EVOLVE 3 Teacher's Book [PDF]

Citation preview

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TEACHER’S EDITION Genevieve Kocienda, Wayne Rimmer, Lynne Robertson, and Katy Simpson



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with teacher development by Amanda French, Craig Thaine, and Alex Tilbury



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University Printing House, Cambridge CB2 8BS, United Kingdom 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, #06–04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781108405270



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© Cambridge University Press 2020



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One Liberty Plaza, 20th Floor, New York, NY 10006, USA



First published 2019 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Printed in ‘country’ by ‘printer’ A catalogue record for this publication is available from the British Library



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It is normally necessary for written permission for copying to be obtained in advance from a publisher. The worksheets, role play cards, tests, and tapescripts at the back of this book are designed to be copied and distributed in class. The normal requirements are waived here and it is not necessary to write to Cambridge University Press for permission for an individual teacher to make copies for use within his or her own classroom. Only those pages that carry the wording ‘© Cambridge University Press’ may be copied.



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ISBN 978-1-108-40527-0 Student’s Book ISBN 978-1-108-40507-2 Student’s Book A ISBN 978-1-108-40920-9 Student’s Book B ISBN 978-1-108-40528-7 Student’s Book with Practice Extra ISBN 978-1-108-40508-9 Student’s Book with Practice Extra A ISBN 978-1-108-40921-6 Student’s Book with Practice Extra B ISBN 978-1-108-40900-1 Workbook with Audio ISBN 978-1-108-40872-1 Workbook with Audio A ISBN 978-1-108-41193-6 Workbook with Audio B ISBN 978-1-108-40517-1 Teacher’s Edition with Test Generator ISBN 978-1-108-41066-3 Presentation Plus ISBN 978-1-108-41203-2 Class Audio CDs ISBN 978-1-108-40793-9 Video Resource Book with DVD ISBN 978-1-108-41447-0 Full Contact with DVD ISBN 978-1-108-41154-7 Full Contact A with DVD ISBN 978-1-108-41415-9 Full Contact B with DVD



Additional resources for this publication at www.cambridge.org/evolve



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Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.



Author The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgments on reprinting and in the next update to the digital edition, as applicable.  Photographs Key: BG = Background, BC = Below Center, BL = Below Left, BR = Below Right, C = Center, CL = Center Left, CR = Center Right, TC = Top Center, TL = Top Left, TR = Top Right. The following photographs are sourced from Getty Images.



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Student’s Book: p. xvi: Peter Muller/Cultura; p. xvi, p. 27 (lab), p. 82 (TR): Hill Street Studios/Blend Images; p. 1: ViewApart/iStock/Getty Images Plus; p. 2 (man), p. 82 (list): Steve Debenport/E+; p. 2 (BL): DGLimages/iStock/Getty Images Plus; p. 2 (BC): Jose Luis Pelaez Inc/Blend Images; p. 2 (BR), p. 82 (TC): JGI/Jamie Grill/Blend Images; p. 3, p. 122: monkeybusinessimages/iStock/Getty Images Plus; p. 4: Thomas Barwick/Taxi; p. 5: Kevin Hagen/Getty Images News; p. 6: Alistair Berg/DigitalVision; p. 7: Eugenio Marongiu/Cultura; p. 8: Reimphoto/iStock Editorial/Getty Images Plus; p. 9: Soren Hald/Cultura; pp. 10, 20, 30, 42, 52, 62, 74, 84, 94, 106, 116, 126: Tom Merton/Caiaimage; p. 10 (Jack Ma): FABRICE COFFRINI/AFP; p. 10 (Carmen Aristegui): BERNARDO MONTOYA/AFP; p. 10 (Indira Gandhi): Laurent MAOUS/Gamma-Rapho; p. 10 (Nelson Mandela): PIERRE VERDY/AFP; p. 10 (Serena Williams): Gabriel Rossi/LatinContent; p. 11: Johnrob/E+; p. 12, p. 35: Maskot; p. 13: Ashley Gill/OJO Images; p. 14: Betsie Van Der Meer/Taxi; p. 15, p. 126 (TR): vgajic/E+; p. 16 (TR), p. 47: Westend61; p. 16 (BR): Dave and Les Jacobs/Blend Images; p. 17: Image Source; p. 18, p. 76 (Min-hee): Inti St Clair/Blend Images;p. 19 (light): Chris Collins/Corbis; p. 19 (signs): fotog; p. 20: MarioGuti; p. 21: Bruce Yuanyue Bi/Lonely Planet Images; p. 22: Chan Srithaweeporn/Moment Open; p. 23: John McCabe/Moment; p. 24: Chris Hondros/Getty Images News; p. 25: Rudi Von Briel/Photolibrary; p. 26: PhotoAlto/Ale Ventura; p. 27 (reception): moodboard/ Cultura; p. 27 (restroom): EntropyWorkshop/iStock/Getty Images Plus; p. 27 (cafeteria): Michael Gottschalk/Photothek; p. 27 (meeting): alvarez/E+; p. 27 (library): Alberto Guglielmi/Blend Images; p. 28 (BG): Chris Cheadle/All Canada Photos; p. 28 (TR), p. 68: Robert Daly/Caiaimage; p. 29: drbimages/iStock/Getty Images Plus; p. 30 (TL): Iksung Nah/LOOP IMAGES/Corbis Documentary; p. 30 (TR): AFP; p. 32: pixelfit/ E+; p. 33: PeopleImages/E+; p. 34: Ljupco/iStock/Getty Images Plus; p. 36: Michael Bollino/Moment; p. 37: R9_RoNaLdO/E+; p. 38: andresr/iStock/Getty Images Plus; p. 39: kali9/E+; p. 40: monkeybusinessimages/iStock Getty Images Plus; p. 42, p. 72, p. 84 (hiking), p. 90 (TR), p. 102 (woman): Hero Images; p. 44 (diver): MaFelipe/iStock/ Getty Images Plus; p. 45: Snap Decision/Photographer’s Choice RF; p. 46: alffoto/ iStock Editorial/Getty Images Plus; p. 48: Carlo A/Moment; p. 49: David Madison/ Moment Mobile; p. 50 (painting): Friedrich Schmidt/Photographer’s Choice; p. 50 (woman): valentinrussanov/E+; p. 51: Doug Armand/Photographer’s Choice; p. 52: ilbusca/E+; p. 53: xavierarnau/E+; p. 54 (BG): Chavalit Likitratcharoen/EyeEm; p. 54 (TR): Kevork Djansezian/Getty Images News; p. 55: Clover No.7 Photography/Moment; p. 56: Daria Botieva/EyeEm; p. 58: DarthArt/iStock Editorial/Getty Images Plus; p. 59: tovfla/iStock/Getty Images Plus; p. 60: sarawuth702/iStock/Getty Images Plus; p. 61: CliqueImages/Photodisc; p. 62: Holly Hildreth/Moment; p. 64: ImagesBazaar; p. 65, p. 88: PeopleImages/DigitalVision; p. 66: Fuse/Corbis; p. 67: John Shearer/TAS18/Getty Images Entertainment; p. 69: fredmantel/iStock/Getty Images Plus; p. 70: Caiaimage/ Sam Edwards; p. 71: lisegagne/E+; p. 73: ajr_images/iStock/Getty Images Plus; p. 74 (TL): JohnGollop/E+; p. 74 (TR): Coprid/iStock/Getty Images Plus; p. 74 (CL): DrPAS/ iStock/Getty Images Plus; p. 74 (CR): PetlinDmitry/iStock/Getty Images Plus; p. 75: Elizabethsalleebauer/RooM; p. 76 (Vanessa): Yuri_Arcurs/iStock/Getty Images Plus; p. 76 (Rodney): xavierarnau/iStock/Getty Images Plus; p. 77: MOHAMMED ABED/AFP; p. 78: lovro77/E+; p. 79: eclipse_images/E+; p. 80: fstop123/iStock/Getty Images Plus; p. 81: Tempura/E+; p. 82 (TL): Rawpixel/iStock/Getty Images Plus; p. 83: Sidekick/E+; p. 84 (reading): Jupiterimages/Creatas/Getty Images Plus; p. 84 (gym): LUNAMARINA/ iStock/Getty Images Plus; p. 84 (kitchen): antonio arcos aka fotonstudio photography/ Moment; p. 84 (picnic), p. 118: Mint Images; p. 84 (planning): skynesher/E+; p. 85: Simon Ritzmann/The Image Bank; p. 86: TommasoT/E+; p. 87: Andrew Smith/EyeEm;



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Angie Melissa González Chaverra, Colombia; Andres Ramírez, Mexico; Celeste María Erazo Flores, Honduras; Brenda Lizeth Tabora Melgar, Honduras; Andrea Vásquez Mota, Mexico.



p. 89: Joos Mind/Stone; p. 90 (TL): miljko/E+; p. 90 (BR): hxdyl/iStock/Getty Images Plus; p. 91: Thomas Barwick/DigitalVision; p. 94: kupicoo/E+; p. 96: Paul; p. 97: White Packert/The Image Bank; p. 98: Alexander Spatari/Moment; p. 99 (cotton): SM Rafiq Photography./Moment; p. 99 (glass): Buena Vista Images/DigitalVision; p. 99 (plastic): Thanatham Piriyakarnjanakul/EyeEm; p. 99 (wood): Yevgen Romanenko/Moment; p. 100: Wavebreakmedia/iStock/Getty Images Plus; p. 101: AleksandarGeorgiev/ E+; p. 102 (TL): John_Kasawa/iStock/Getty Images Plus; p. 102 (TC): AnikaSalsera/ iStock/Getty Images Plus; p. 102 (TR): fcafotodigital/E+; p. 103: Mark de Leeuw; p. 104 (TL): fcafotodigital/iStock/Getty Images Plus; p. 104 (TR): Siphotography/iStock/ Getty Images Plus; p. 105: Richard Newstead/Moment; p. 107: Henn Photography/ Cultura; p. 108: Brad Barket/Getty Images Entertainment; p. 109: Klaus Vedfelt/ DigitalVision; p. 110: Douglas Sacha/Moment; p. 111: Christoph Jorda/Corbis; p. 112: altrendo images/Juice Images; p. 113 (CR): Philippe TURPIN/Photononstop; p. 114: Markus Gann/EyeEm; p. 115 (TR): Irin Na-Ui/EyeEm; p. 115 (TL): Emiliano Granado; p. 116 (Indra Nooyi): Monica Schipper/Getty Images Entertainment; p. 116 (LinManuel): Dia Dipasupil/Getty Images Entertainment; p. 116 (Angela Merkel): Xander Heinl/Photothek; p. 116 (Neil): Ilya S. Savenok/Getty Images Entertainment; 116 (Misty): Vincent Sandoval/Getty Images Entertainment; p. 117: sturti/E+; p. 119: sawaddee3002/iStock/Getty Images Plus; p. 120: JodiJacobson/E+; p. 121: Trevor Williams/Taxi Japan; p. 123: Adie Bush/Cultura; p. 124 (TL): Nick David/Taxi; p. 124 (TR): PJB/Photodisc; p. 125: Brand X Pictures/DigitalVision; p. 126 (TL): Ascent Xmedia/Stone; p. 126 (CL): Paul Bradbury/OJO Images; p. 126 (CR): Peter Cade/The Image Bank; p. 128: Thomas Northcut/DigitalVision; p. 158: Neustockimages/E+; p. 160: Jon Feingersh/Blend Images. Teacher’s Book: p. T-x: Steve Debenport/E+; p. T-xxviii: JohnnyGreig/E+; p. T-xxiv: Westend61; p. T-xxiii: Tom Merton/Caiaimage; p. T-221: John Greim/Photolibrary; p. T-249 (TL): Gpointstudio/Image Source; p. T-249 (BL): Fuse/Corbis; p. T-249 (TR): Hero Images; p. T-249 (BR): Annabelle Breakey/ DigitalVision; p. T-251 (TL): sturti/E+; p. T-251 (TC): RichLegg/Vetta; p. T-251 (TR): Caiaimage/Robert Daly; p. T-251 (CL): simonkr/E+; p. T-251 (C): Mark Stevenson/UIG; p. T-251 (CR): Fuse/Corbis; p. T-256 (TL): Jeremy Thurston/Moment; p. T-256 (BL): Caiaimage/Sam Edwards; p. T-256 (TR): Blend Images/John Lund; p. T-256 (BR): Oliver Furrer/Photographer’s Choice.



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To our student contributors, who have given us their ideas and their time, and who appear throughout this book:



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ACKNOWLEDGMENTS



Below photographs are sourced from other libraries:



Illustrations Student’s Book: Gergely Forizs (Beehive illustration) p. 72; Ana Djordjevic (Astound US) p. 106. Front cover photography by Orbon Alija/E+. Audio production by CityVox, New York.



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Student’s Book: p. 43: © Cecilia Wessels; p. 44 (ring): © Bell Media Inc.



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Who we are So much stuff Smart moves (Units 1–3) Think first And then … Impact (Units 4–6) Entertain us Getting there Make it work (Units 7–9) Why we buy Pushing yourself Life’s little lessons (Units 10–12)



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Teacher’s notes Unit 1 Unit 2 Unit 3 Review 1 Unit 4 Unit 5 Unit 6 Review 2 Unit 7 Unit 8 Unit 9 Review 3 Unit 10 Unit 11 Unit 12 Review 4



T-vi T-xi T-xii T-xvi T-xxii T-xxiv T-xxviii



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Introduction Introduction Course components Student’s Book contents Unit structure and tour Safe speaking environments Teacher development introduction Pronunciation support



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CONTENTS



T-1 T-11 T-21 T-31 T-33 T-43 T-53 T-63 T-65 T-75 T-85 T-95 T-97 T-107 T-117 T-127



E SA L R T-129 129 T-141 141



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Grammar and vocabulary practice Grammar practice teacher tips Grammar practice with answer key Vocabulary practice teacher tips Vocabulary practice with answer key



T-153 153 154 155 156 157 T-161 T-173



Photocopiable activities Contents Teacher’s notes – Grammar Photocopiable activities – Grammar Teacher’s notes – Vocabulary Photocopiable activities – Vocabulary Teacher’s notes – Speaking Photocopiable activities – Speaking Workbook answer key Workbook audio scripts



T-176 T-177 T-185 T-209 T-217 T-241 T-245 T-257 T-269



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Other Student’s Book pages Progress check teacher tips Progress check Units 1–3 Progress check Units 4–6 Progress check Units 7–9 Progress check Units 10–12 Student A / Student B communicative activities Language summaries Student’s Book audio scripts



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SPEAKING MATTERS



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is a six-level American English course for adults and young adults, taking students from beginner to advanced levels (CEFR A1 to C1).



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Drawing on insights from language teaching experts and real students, is a general English course that gets students speaking with confidence. This student-centered course covers all skills and focuses on the most effective and efficient ways to make progress in English.



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Confidence in teaching. Joy in learning.



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WITH EVOLVE Better Learning is our simple approach where insights we’ve gained from research have helped shape content that drives results. Language evolves, and so does the way we learn. This course takes a flexible, studentcentered approach to English language teaching.



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Meet our student contributors Our student contributors describe themselves in three words.



BRENDA TABORA MELGAR Honest, easygoing, funny Centro Universitario Tecnológico, Honduras



ANGIE MELISSA GONZÁLEZ CHAVERRA



Intelligent, creative, passionate Centro Colombo Americano, Colombia



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Friendly, happy, funny Instituto Tecnológico de Morelia, México



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ANDRES RAMÍREZ



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Videos and ideas from real students feature throughout the Student’s Book.



ANDREA VÁSQUEZ MOTA



CELESTE MARÍA ERAZO FLORES Happy, special, friendly Unitec (Universidad Tecnológica Centroamericana), Honduras



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Creative, fun, nice The Institute, Boca del Rio, México



Student-generated content



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EVOLVE is the first course of its kind to feature real student-generated content. We spoke to over 2,000 students from all over the world about the topics they would like to discuss in English and in what situations they would like to be able to speak more confidently.



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The ideas are included throughout the Student’s Book, and the students appear in short videos responding to discussion questions. INSIGHT



CONTENT



RESULT



Research shows that achievable speaking role models can be a powerful motivator.



Bite-sized videos feature students talking about topics in the Student’s Book.



Students are motivated to speak and share their ideas.



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You spoke. We listened.



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Students told us that speaking is the most important skill for them to master, while teachers told us that finding speaking activities which engage their students and work in the classroom can be challenging. That's why EVOLVE has a whole lesson dedicated to speaking: Lesson 5, Time to speak.



1.5



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Time to speak lessons create a buzz in the classroom where speaking can really thrive, evolve, and take off, resulting in more confident speakers of English.



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RESEARCH In pairs, talk about leaders you know and that you admire. They could be leaders of a country, a company, or a sports team, for example. You can go online to learn more about current leaders. What qualities make these leaders great?



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DECIDE In groups, talk about the leaders that you know or learned about, and the qualities you think are important. Imagine that you are going to choose someone to be your class president. Decide who you would choose to lead your class and why.



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RESULT



DISCUSS Look at the pictures of the leaders on this page. What do you know about these people? In what way are they leaders?



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Time to Speak is a unique lesson dedicated to developing speaking skills and is based on immersive tasks which involve information sharing and decision making.



LESSON OBJECTIVE ■



decide what makes a good leader



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FIND IT



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Speaking ability is how students most commonly measure their own progress, but it is also the area where they feel most insecure. To be able to fully exploit speaking opportunities in the classroom, students need a safe speaking environment where they can feel confident, supported, and able to experiment with language.



TIME TO SPEAK What makes a leader?



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INSIGHT



CONTENT



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Time to speak



Jack Ma



Carmen Aristegui



Nelson Mandela



Serena Williams



PRESENT As a group, present your choice for class president to the class. Explain why you chose this person and why you think he or she is best for the job.



AGREE As a class, take a vote on who you want to choose for your class’s president. What quality of this leader was the most important to you?



To check your progress, go to page 153.



USEFUL PHRASES DISCUSS Do you know who this is? Which one is he/she? I think this is … He/She is the …



DECIDE Who did you learn about? This person is a good leader because he/she is … Who is the best one? So, do we all agree?



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Experience Better Learning with EVOLVE: a course that helps both teachers and students on every step of the language learning journey. Speaking matters. Find out more about creating safe speaking environments in the classroom.



PRESENT We decided that … should be our president, because … We chose him/her because …



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Designed for success



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TIME TO SPEAK



LESSON OBJECTIVE ■



What makes a leader?



• Introduce the task Aim: Introduce the concept of leadership.



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DISCUSS Do the task Aim: Ss look at pictures and discuss what they know about these leaders.



• Direct Ss to look at the photos of famous leaders. • Ask volunteers to identify each one and say anything that they know about them. B FIND IT



RESEARCH Aim: Ss identify and share information about a leader they admire and explain why that person is a great leader.



• Read the instructions aloud. •



In pairs Ss talk about leaders they know and decide what qualities make these leaders great. PAIR WORK



• OPTIONAL ACTIVITY If possible, let Ss use their phones to find more information about current leaders and share what they learn with their partner. C



DECIDE Aim: Ss talk about the qualities of a good leader. They decide on a class president.



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Encourage Ss to write down their reasons for choosing that person and practice how they will present this to the class. GROUP WORK



Aim: Groups present and explain their choice for a class president. PRESENT



• Read the instructions aloud.



• Feedback for speaking activities* Monitor and make a note of the strong points of each group, such as good use of unit vocabulary, interesting questions, and natural-sounding interactions. You can use your notes to give feedback at the end of the lesson.



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AGREE Aim: Ss vote on a class president and discuss their reasons.



• Discuss what quality of this leader was the most important. *These tips can help you to create a safe speaking environment. They can also be used with other speaking activities. For more information, see page xviii.



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• Preparation for speaking* Give Ss time to think silently about what they are going to say.



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a cake; it was so easy



PROGRESS CHECK



to follow the steps." Salvador Coyotecatl Sánchez, Teacher, Mexico



• Direct students to page 153 to check their progress. • Go to page T-153 for Progress check activity suggestions.



TEACHER DEVELOPMENT REFLECTION



Either answer these questions yourself in a reflection journal or discuss them together with your peers. 1 For Teacher Development Activity 1, how effective was the demonstration? Would you do anything differently next time?



• An illustrated indicator shows the recommended portion of class time for each activity in the lesson.



2 While you monitored the “Checklist” discussion in Teacher Development Activity 2, what questions did students ask you about the email task?



3 Why is Do you understand? an ineffective way to check if students understood your instructions?



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INDIVIDUALLY Remind Ss of the words they wrote down during the introduction to the lesson. If possible, let Ss use a dictionary or their phones to look up more words, as needed.



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Time on each stage



• Have a vote on the class president and write the results on the board.



• Read the instructions aloud. •



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decide what makes a good leader



notes, it was like baking



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• Direct Ss’ attention to the Useful phrases section at the bottom of the page. Remind them that they can use these as they do the lesson.



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• On the board, write Leader. Ask What words describe leaders? Give Ss one minute to write as many words as they can. Tell them to save their lists to use later in the lesson.



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"With the teacher’s



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The teacher’s notes offer a step-by-step guide to all elements of the lesson, including classroom and time management.



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Time to speak teacher’s notes



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A safe speaking environment is one that helps to relieve the anxiety that many students feel about speaking. It’s an environment where producing the language is not an end in itself, but more a “tool” in which they can practice speaking English while achieving a collaborative goal. EVOLVE’s Time to speak lessons offer teachers the opportunity to create a safe speaking environment, and the teacher’s notes provide the support to help them do this.



4 When students demonstrate a task, teachers could ask them to stand up at their desks, remain seated, or come to the front. What would work best in your classroom?



• The notes provide tips on:



5 Would you use any of these methods to check your instructions? Why or why not?



– giving students preparation time before they speak



• Asking for examples: e.g., Let’s do the first question together. • Asking a student to repeat the instructions in front of the class. • Asking pairs to repeat the instructions to each other. • Using response cards: Each student shows a question card or a check card to show whether they understood your instructions.



– monitoring – how and when to give feedback – giving positive feedback



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– error correction



"Students who are usually shy now speak naturally because they have more time to develop their speaking." María Azucena Rivera, Teacher, Mexico T-ix



There are three development themes integrated into each EVOLVE level. • Teaching and developing speaking skills • Support in the classroom and learner management



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• Language acquisition



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The integrated development program in EVOLVE offers practice activities that teachers can integrate into their EVOLVE lessons, opportunities for reflection on the activities, and follow-up reading material and videos to consolidate the theory behind the activities.



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Integrated teacher development



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Each theme is divided into manageable strategies that are explored individually in separate units. The structure of the program in each unit is as follows: • Each strategy is introduced at the beginning of the unit, with a reading text or video suggested as an extra development resource. • There are two suggested activities based on practicing the strategy within the teacher’s notes for each unit.



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• A reflection box at the end of the unit offers questions to think about individually or to discuss with other colleagues.



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For more information, see page T-xxiv in this book.



Cambridge Dictionary



Make your words meaningful Free, high-quality, corpus-informed dictionaries and language learning resources are available online at dictionary.cambridge.org. The dictionary definitions are written especially for learners of English, the site is optimized for smartphones, and you can also join our Cambridge Dictionary communities on Facebook, Twitter, Instagram and YouTube. The only dictionary site you need to recommend to your learners!



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WORKBOOK



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For students



STUDENT'S BOOK



with Audio



Leslie Anne Hendra, Mark Ibbotson, and Kathryn O’Dell



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• Corpus-informed grammar and language features



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• Focus on speaking in Time to speak



Workbook



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3



Student’s Book



Mari Vargo



• Comprehensive practice and consolidation of new language in every unit



• Downloadable Workbook audio



B1 CEFR



• Language presented in context



Also available:



• Relevant functional and real-world strategies



B1 CEFR CEFR



Workbook with Audio, A and B versions



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• Optional videos of real students as language models accessible via QR code



Practice Extra



• Optional phone activities in each unit



• Bite-sized homework activities for study at home or on the go



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Also available: Student’s Book, A and B versions



• Mobile-friendly and also accessible on tablets and desktops



with Practice Extra with Practice Extra, A and B versions



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• Allows teachers to easily track students’ performance



TEACHER'S EDITION with Test Generator



Genevieve Kocienda, Wayne Rimmer, and Lynne Robertson



Teacher’s Edition with Test Generator



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For teachers



B1



CEFR



Supports teachers in facilitating student-centered lessons



with teacher development by Amanda French, Craig Thaine, and Alex Tilbury



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• Includes homework ideas, mixed-ability activities, extra activities, and grammar and vocabulary support



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• Integrates a Teacher Development Program into the teacher’s notes • Offers photocopiable worksheets, answer keys, audio scripts, and much more



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• Offers ready-made tests as well as question bank for the creation of custom tests Presentation Plus • Contains the Student’s Book and Workbook for whiteboard presentation, with integrated mark-up tools, answer keys, audio, and video



Video Resource Book • Videos complement, consolidate, and extend language and themes in the Student’s Book. • Videos include a drama series and short documentaries.



VIDEO RESOURCE BOOK with DVD



Rhiannon Ball and Noah



Schwartzberg



3 B1



CEFR



• Worksheets exploit the videos in class. • Teacher development opportunities and teacher tips for using video in the classroom Class Audio CDs



PRE SEN TAT ION PLUS



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• Contain all Student’s Book audio tracks



CLASS AUDIO



3



Disc 1



© Cambridge University Press 2019 ISBN: 978-1-108-41203-2 Made in the EU



Duration 45’36”



• Quick access to the full class audio program, video program, and games T-xi



Grammar



Vocabulary



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Talk about people’s personalities Ask and answer questions about people ■ Make introductions and get to know people ■ Write an email to get to know someone ■ Ask questions to test a leader’s personality



■



■



Describing personality Giving personal information



■



■



Talk about things you’ve had for a while Talk about things you own Switch from one topic to another Write an ad for something you want Discuss items to take when you move



■



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Describing possessions Tech features



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Ask and answer questions about your city Talk about how to get from one place to another Ask for and give directions in a building Write a personal statement for a job application Give a presentation about a secret spot in your city



■ Articles



■ ■ ■ ■ ■ ■



■



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■



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Present perfect with ever, never, for, and since ■ Present perfect with already and yet



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Modals for advice



■ ■



City features Public transportation



Stressing new information



Saying /t/ at the start of words ■ Listening for /w/ sounds



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Saying consonant clusters at the start of a word



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Information questions Indirect questions



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Unit 1 Who we are Unit 2 So much stuff



■



■



Pronunciation



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Learning objectives ■



Unit 3 Smart moves



E



CONTENTS



Review 1 (Review of Units 1–3)



■



be going to and will for predictions ■ will for sudden decisions; present continuous for future plans



■



Describing opinions and reactions ■ Making decisions and plans



Saying /p/ at the start of a word ■ Listening for linked sounds – final /n/



■



■



■



Losing and finding things ■ Needing and giving help



■



■



■



Talk about lost and found things Talk about needing and giving help ■ Talk about surprising situations ■ Write a short story ■ Tell and compare stories ■



SA M



Unit 5 And then …



PL



Unit 4 Think first



■



E



Describe opinions and reactions Make plans for a trip ■ Offer and respond to reassurance ■ Write an email describing plans for an event ■ Choose activities for different groups of people



■



■



Talk about urban problems Talk about problems and solutions ■ Express concern and relief in different situations ■ Write a post giving your point of view ■ Decide if a “green” plan will work



Unit 6 Impact



■



Review 2 (Review of Units 4–6)



T-xii



■



Simple past Past continuous and simple past



■ Quantifiers ■



Present and future real conditionals



■



Urban problems Adverbs of manner



■



Showing surprise



Unstressed vowels at the end of a word ■ Listening for weak words



■



Introduce new topics; change the subject; stay on track Real-world strategy ■ Use short questions to show interest



An online advertisement ■ An ad requesting something you want ■ one and ones



■



Beating the traffic ■ A podcast about drone deliveries



Storytelling ■ An article about how to tell a good story



Talk about questions you ask new people ■ Ask and answer questions about famous people ■ Introduce yourself and ask questions ■ Describe someone’s personality Time to speak ■ Decide what makes a good leader



Talk about the “history” of personal objects ■ Talk about how long you’ve had items ■ Talk about personal interests ■ Talk about someone’s reasons for collecting Time to speak ■ Discuss things to take in a move



A volunteer application ■ A personal statement for an application ■ Checking punctuation, spelling, and grammar



■



An email with an event schedule ■ An email describing plans for an event ■ Linking words to show order



■



A true story ■ A story ■ Expressions for storytelling



■



Online comment reacting to a podcast ■ Comment about a podcast ■ Using questions to make points



■



FO



PL



Express concern; express relief Real-world strategy ■ Use though to give a contrasting idea



SA M



■



■



NO



Give surprising news; react with surprise Real-world strategy ■ Repeat words to express surprise



Business and pleasure ■ Colleagues discuss plans for a fun event for students



E



■



A message introducing yourself ■ An email to a relative in another country ■ Paragraphs



Maybe you can help ■ An ad for volunteer jobs



Ask for directions; give directions Real-world strategy ■ Repeat details to show you understand



Offer reassurance; respond to reassurance Real-world strategy ■ Use at least to point out the good side of a situation



We’re family! ■ An email to a cousin in a different country



It’s useless, right? ■ A podcast interview with a collector



■



■



Speaking



E



Make introductions; say how you know someone; end a conversation Real-world strategy ■ Meet someone you’ve heard about



Writing



SA L



■



Reading



R



Listening



T



Functional language



Ask and answer city questions Talk about routes to places in your city ■ Give directions to places at school or work ■ Talk about a volunteer job Time to speak ■ Discuss “secret spots” in your city ■



Talk about your plans for the week and weekend ■ Make plans for a weekend trip ■ Talk about difficult situations ■ Choose the best group activity Time to speak ■ Plan a “microadventure” Talk about things you have lost or found ■ Describe a time you helped someone ■ Talk about surprising personal news ■ Say what makes a story good Time to speak ■ Share “amazing but true” stories Discuss the impact of urban problems ■ Talk about city problems and solutions ■ Talk about worrisome situations ■ Evaluate someone’s ideas Time to speak ■ Discuss making cities “green”



T-xiii



■



Discuss your changing tastes in music Talk about TV shows and movies Refuse invitations and respond to refusals Write a movie review Talk about changing tastes



■



Talk about what you’ve been doing Talk about progress Catch up with people’s news Write a post about managing your time Decide on better ways to use your time



■



■



Unit 8 Getting there



■ ■ ■ ■ ■



Unit 9 Make it work



■



Talk about college subjects Discuss rules for working and studying at home ■ Express confidence and lack of confidence ■ Write the main part of a résumé ■ Decide how to use your skills ■



TV shows and movies



Present perfect continuous ■ Present perfect vs. present perfect continuous



■



Describing experiences Describing progress



■



■



■



Say what things are made of Talk about where things come from ■ Question or approve of someone’s choices ■ Write feedback about company products ■ Design a commercial



■



■



Talk about how to succeed Talk about imaginary situations ■ Give opinions and ask for agreement ■ Write a personal story ■ Talk about a person you admire



■



PL



■



E



Unit 10 Why we buy Unit 11 Pushing yourself



■



Talk about accidents Talk about extreme experiences ■ Describe and ask about feelings ■ Write an anecdote about a life lesson ■ Plan a fun learning experience ■



SA M



Unit 12 Life’s little lessons



Modals of necessity Modals of prohibition and permission



NO



Review 3 (Review of Units 7–9) ■



■ Saying /m/ in I’m



■



■



SA L



■



■ Music



vowel sounds Listening for weak forms of didn’t



College subjects



■



Grouping words



Describing materials Production and distribution



■ Saying /u/, /aʊ/, and



■ Employment



Simple present passive Simple past passive



■



■



Phrasal verbs Present and future unreal conditionals



■ Succeeding ■



Opportunities and risks



■ Saying /ʃ/ and /ʤ/



■



Indefinite pronouns Reported speech



■



Describing accidents Describing extremes



■ Saying -ed at the end of



■



■



■



■



■



Review 4 (Review of Units 10–12) Grammar charts and practice, pages 129–140  Vocabulary exercises, pages 141–152



T-xiv



■ Saying /ɑː/ and /æ/ ■



R



■



used to Comparisons with (not) as … as



Pronunciation



FO



■



■



Vocabulary



E



Grammar



T



Unit 7 Entertain us



Learning objectives



■



/ʊ/ vowel sounds Listening for contrastive stress



sounds



■



a word Listening for ‘ll



Functional language



Listening



Reading



Writing



Speaking



■



Refuse invitations; respond to a refusal Real-world strategy ■ Soften comments



Animation for all ages



■



Not just for kids An online article about animated movies and TV shows



A review of an animated movie ■ A movie review ■ Organizing ideas



■



■



A time-saving tip ■ A podcast interview about time management



A post about a podcast ■ A post about time management ■ Time expressions



■



A job search An online job ad and a résumé for the job



■



Express confidence; express lack of confidence Real-world strategy ■ Focus on reasons



NO



Question someone’s choices; approve someone’s choices Real-world strategy ■ Change your mind



Not just customers – fans ■ A podcast about customers as fans



Ask for agreement; agree Real-world strategy ■ Soften an opinion



Describe your feelings; ask about or guess others’ feelings Real-world strategy ■ End a story



SA M



■



PL



■



Lessons learned? ■ An expert presentation about life lessons



E



SA L



A résumé ■ Experiences and activities for a résumé ■ How to write a résumé



■



Online customer feedback about products ■ Feedback about products ■ However and although to contrast ideas



■



A story about a challenging new activity ■ A story about pushing yourself ■ Comparing facts



■



A story about learning a lesson ■ An anecdote about a life lesson ■ Using different expressions with similar meanings



■



T



■



E



■



Talk about what you’ve been doing recently ■ Explain what you’ve been spending time on ■ Talk to a friend you haven’t seen for a while ■ Talk about someone’s new habits Time to speak ■ Prioritize tasks to improve balance



R



FO



Say how long it’s been; ask about someone’s news; answer Real-world strategy ■ Use that would be to comment on something



Talk about how musical tastes have changed ■ Compare favorite movies / TV shows ■ Invite someone to an event and refuse an invitation ■ Talk about humor in animated movies Time to speak ■ Discuss changing tastes in entertainment



Outside the comfort zone ■ An online article about benefits of leaving your comfort zone



Talk about subjects in school that prepare you for the future ■ Present rules for working or studying at home ■ Discuss plans for doing challenging activities ■ Identify what job an ad is for Time to speak ■ Describe skills for an ideal job



Describe how materials affect the environment ■ Share where things you own were produced ■ Talk about things you want to buy ■ Talk about companies you like Time to speak ■ Discuss reasons why people buy things Talk about a failure and its effects Discuss what you might risk for money ■ Express opinions about topics with two sides ■ Talk about pushing yourself Time to speak ■ Discuss what makes people successful ■



Talk about a small, amusing accident Describe an extreme experience ■ Talk about emotions associated with an experience ■ Talk about learning from mistakes Time to speak ■ Talk about activities to learn new skills ■



T-xv



Unit opening page Each unit opening page activates prior knowledge and vocabulary and immediately gets students speaking.



R



Lessons 1 and 2



SA L



E



EVOLVE unit structure



FO



These lessons present and practice the unit vocabulary and grammar in context, helping students discover language rules for themselves. Students then have the opportunity to use this language in well-scaffolded, personalized speaking tasks.



T



Lesson 3



NO



This lesson is built around a functional language dialogue that models and contextualizes useful fixed expressions for managing a particular situation. This is a real-world strategy to help students handle unexpected conversational turns.



E



Lesson 4



PL



This is a combined skills lesson based on an engaging reading or listening text. Each lesson asks students to think critically and ends with a practical writing task.



SA M



Lesson 5



Time to speak is an entire lesson dedicated to developing speaking skills. Students work on collaborative, immersive tasks that involve information sharing and decision making.



T-xvi



Unit objectives • show communicative learning objectives • focus on the real-life applications of the language



E



UNIT OPENING PAGE UNIT OBJECTIVES



talk about urban problems talk about problems and solutions express concern and relief in different situations write a post giving your point of view decide if a “green” plan will work



■ ■ ■ ■ ■



IMPACT



SA L



6



Start speaking questions • engage students in the unit topic • provide speaking practice • recycle language from previous lessons



START SPEAKING A



What’s happening in the picture? How do you feel about projects like this?



B



Talk about different ways this project is having an effect on the city and its people. Do you think this impact is mostly positive or negative?



C



What change is having an impact on your city at the moment? Is it positive or negative? For ideas, watch Brenda’s video.



LESSON OBJECTIVE



talk about urban problems



C



PAIR WORK Which urban problems does your city or town have? For ideas, watch Angie’s video.



3



GRAMMAR: Quantifiers



T



■



1



LANGUAGE IN CONTEXT



A



Look at the pictures. How do you think life is different in these two places?



B



Read the blog. What is interesting about Dan’s situation? Who is he writing his blog for?



C



FO



MOVING TO A MEGACITY



A



Read the blog again. What things in Los Angeles does Dan like? What doesn’t he like?



NO



I’m Dan. I just moved from Barrow, Alaska, to Los Angeles, California for college. I’m a small-town boy writing about big-city life for students like me!



L.A. Update!



I’ve been in my new city for two weeks now. Living in Los Angeles has been a really big change. Here are some things I never had to worry about in Alaska: Pollution: There’s so much traffic, and it makes the air so dirty. Plus, there’s smoke in the air from factories. And since I arrived, there’s been almost no wind, so the air is never really clean. Concrete: Sometimes I see a few trees and a little grass here and there, but almost all of the land between buildings is concrete. Sometimes there is graffiti on the buildings, too, which I don’t like. Noise: I expected a lot of noise during the day, but I’m really surprised how much noise there is at night. In Alaska, there’s almost none. Here, I wake up several times a night. Crowds: L.A. is a megacity (more than 10 million people). Because it’s so crowded, there’s very little space. But I love living close to so many people. There’s stuff happening all the time. Heat: It’s a lot hotter here than in Alaska. I actually like that – but I need to buy some cooler clothes!



VOCABULARY: Urban problems



A



 1.49  Listen and repeat the words. Find and underline nine of these words in the blog post in exercise 1C. Then use all of the words to complete the paragraphs below.



E



2



air smoke



concrete space



graffiti traffic



land traffic jam



noise trash



pollution



Cities are full of cars, so there’s often 1 on the roads. This often leads to a 2  , which means delays. The cars cause 3 , along with the 4 from factories, and dirty 5 is bad for our health. You can also hear the 6 of the traffic all over the city. 7 has high-rise buildings and 8 Cities can be ugly, too. Most of the sidewalks on it. And when people share the same 9  , they produce tons of garbage. Some people leave their 10 on the street. There’s 11 on some buildings, and even if it looks nice, business owners usually don’t like it.



PL



Vocabulary • is presented in context and through definitions



6.1



What is happening in Brenda’s city?



53



LESSON 1 Language in context • contextualizes the language within a reading or listening text



B



R



Striking images • get students talking



B C



Circle the correct answers. Use the sentences in the grammar box to help you. 1 With quantifiers like a few, several, and so many, use count nouns / non-count nouns. 2 With quantifiers like a little, very little, and so much, use count nouns / non-count nouns. 3 Some quantifiers, like a lot of / a few, can be used with both count and non-count nouns.



Quantifiers Almost all of the land is concrete. There’s so much traffic. I love living close to so many people. I expected a lot of noise. I wake up several times a night.



I see a little grass here and there. I see a few trees. There’s very little space. There’s been almost no wind. In Alaska, there’s almost none.



Now go to page 134. Look at the grammar chart and do the grammar exercise for 6.1. Circle the correct answers. Sometimes both are possible. Then check (✓) the ones that are true for you and share your answers with a partner. 1 I had several good meals / food on my last vacation. ACCURACY CHECK 2 I saw almost no cars / traffic on my way home yesterday. Remember, there is no plural form of non-count nouns. Some quantifiers cannot be used with them.



D



PAIR WORK Complete these sentences so they’re true for your city. Check your accuracy. Then share them with a partner. Do you agree? 1 There are several … 3 There are very few … 2 There’s so much … 4 There’s / There are almost no …



4



SPEAKING



A



Look at the urban problems in exercise 2A. Which ones do you think will have an effect for a long time? You can go online to learn more. Make notes.



B



PAIR WORK Do you agree about the problems that will last into the future? What effects will these problems cause? How many can you list?



The traffic report gave us several informations. ✗ The traffic report gave us a lot of information. ✓



Graffiti is a problem, but it’s not going to hurt anybody. Yeah. I worry more about pollution. That will make the air hard to breathe for a long time.



Now go to page 146. Do the vocabulary exercises for 6.1.



54



SA M



Pair and group work activities • provide frequent opportunities to speak • encourage students to practice new language



What problem does Angie talk about?



3 My home has several large windows / glass. 4 I’ve already finished almost all of my exercises / work for the week. 5 I’m really busy these days – I have so little days / time off.



FIND IT



Real Student videos • provide students with achievable speaking models • motivate students



Accuracy check



55



Grammar reference and practice • is an essential part of the lesson • contains more detailed grammar charts • provides meaningful controlled grammar practice



Accuracy checks • are Corpus informed • help students avoid common errors • encourage learner autonomy by giving students the opportunity to self-edit



INSIGHT



CONTENT



RESULT



Some common errors can become fossilized if not addressed early on in the learning process.



Accuracy check highlights common learner errors (based on unique research into the Cambridge Learner Corpus) and can be used for self-editing.



Students avoid common errors in their written and spoken English.



T-xvii



LESSON 2 Grammar • is taught inductively • is clearly presented using examples from the reading or listening text



INTELLIGENT SOLUTIONS



1



LANGUAGE IN CONTEXT



A



Look at the picture. Do you think the paintings make the area look better or worse? Why?



B



Read and listen to the radio show. What three problems do the people talk about?



C



 1.50  Read and listen again. What are the solutions to the problems?



LESSON OBJECTIVE ■



talk about problems and solutions



B C



A



 1.51  Listen and repeat the words. Which words are positive? negative? neutral? Then find and underline five of the words in the conversation in exercise 1B.



calmly politely



clearly quietly



completely safely



correctly



NO



beautifully loudly



PAIR WORK Ask and answer the questions. 1 Do you play music loudly or quietly? 2 How should people explain things to children?



D



PAIR WORK



Share your answers from exercise 3C. Were any of your answers similar?



SPEAKING



A



Read the three city problems and solutions. Add a problem you want to solve and an idea for a solution to the chart.



B



3 Who do you know that drives safely? Dangerously? 4 When is it important to do something correctly?



Problem noise pollution traffic



PL



SA M



People have to use bikes or electric cars. People have to drive with two or more people in a car.



I don’t think a rule with times to be quiet will work. If people work in the morning or come home late, it’s hard to be quiet.



E



Vocabulary practice • is an essential part of the lesson • provides meaningful controlled practice



Solution People have to be quiet before 8:00 a.m. and after 10:00 p.m.



PAIR WORK Do you think the solutions in exercise 4A will work? Why or why not? Does your partner agree?



Now go to page 146. Do the vocabulary exercises for 6.2.



56



 .  .  .



4



T



VOCABULARY: Adverbs of manner



Now go to page 134. Look at the grammar chart and do the grammar exercise for 6.2. Complete the sentences with your opinion. Use the simple present or the future with will. Present Situations: 1 If people throw trash in the street, The order can change.  . There is no comma when the if clause is second. 2 When people talk loudly, They will understand if  . you explain your feelings 3 I speak politely when clearly.  . Future Situations: 4 If a store clerk speaks angrily, 5 I won’t listen to you if 6 If I don’t do the exercise correctly,



We use think twice to mean think about something again, more carefully.



2



Future real conditionals If you explain your feelings clearly, they will understand. If you make a special area for graffiti, people won’t paint on other buildings.



FO



INSIDER ENGLISH



GROUP WORK Do you think the community members’ solutions from the radio show in exercise 1C will work? Why or why not?



angrily dangerously



E



Present real conditionals If there is a lot of garbage in the street, people often leave more trash there. When you speak angrily to noisy neighbors, they just keep making noise.



Today we’re talking trash, along with other community problems. These problems can take a lot of time and money to fix, but sometimes solutions are easier than you think. We asked community members for their ideas. Margot Garbage is a big problem. And if there is a lot of garbage in the street, people often leave more trash there. They see garbage and think it’s OK to add a little more. But if you keep the area clean, people will think twice before throwing trash on the street. Josh Graffiti makes local business owners angry. But if you make a special area for graffiti, people won’t paint on other buildings. Many graffiti artists paint beautifully and can really improve an area. Frida Noise at night is a common problem. When you speak angrily to noisy neighbors, they just keep making noise. But if you talk to them calmly and politely, they’ll probably listen. And if you explain your feelings clearly, they will understand. Host So, some interesting ideas. They may not work in every community, but some of them just might in yours!



C



Circle the correct answers. Use the sentences in the grammar box to help you. 1 For present real conditionals, use the simple present / simple past for the condition and the result. 2 For future real conditionals, use the simple present / will for the condition and the simple present / will for the result.



 1.50 



Host



B



GRAMMAR: Present and future real conditionals



A



Present and future real conditionals



1.50 Audio script



D



3



R



6.2



Notice features • contain important language information



SA L



Audio scripts • appear on the page so students can focus on language • can be covered in the first listening to provide extra listening practice



I disagree. People don’t have to be quiet all the time. If they think of others, they’ll speak quietly early in the morning and late at night. 57



Extended speaking practice • appears at the end of every language lesson • provides students with engaging ways to use new language



Insider English • is Corpus informed • shows how words are used in real-life contexts



Insider English



T-xviii



INSIGHT



CONTENT



RESULT



Even in a short exchange, idiomatic language can inhibit understanding.



Insider English focuses on the informal language and colloquial expressions frequently found in everyday situations.



Students are confident in the real world.



LESSON 3



LESSON OBJECTIVE



BREAKDOWN



express concern and relief in different situations



2



REAL-WORLD STRATEGY



A



 1.54  Listen to a conversation between Ruby and her friend Marina. What did Marina do this morning? Was she successful?



B



 1.54  Read the information in the box about using though to give a contrasting idea. Then listen again. What is Marina’s contrasting idea? What did she say before that?



R



■



SA L



6.3



Real-world strategy • provides students with strategies to manage communication successfully



E



Functional language conversations • present phrases for everyday situations • support students who need to travel to communicate with English speakers in their own country



FO



USING THOUGH TO GIVE A CONTRASTING IDEA We can use though when we say something that contrasts an idea that was already said. It goes at the end of a sentence, after a comma. Was everyone OK? Yes. No one was hurt. It was a dangerous situation, though. C



1



FUNCTIONAL LANGUAGE



A



 1.52  Look at the picture. What can cause a traffic jam? Then read and listen. Who helped the people on the bus? 1.52 Audio script



Complete the chart with the expressions in bold from the conversation.



Expressing concern Are you 1 I was 2 Is/Was 3 Is anything wrong? C



Was everyone OK? Yes. No one was hurt. I’m glad to hear that. Yeah, and the bus driver was great. She helped everyone stay calm until the police came. Then we all walked out of the tunnel, and they put us on another bus. A What a relief! I’m glad it’s over. And I’m glad I wasn’t in the traffic jam behind your bus!



 ?  !  ?



NO



B



A B A B



Expressing relief I’m so 4 I’m glad 5 What 6 That’s such a relief.



 .



58



A



 1.56  Listen. Focus on the sound of the letter y at the end of the words in bold. 1 really I was really worried. 2 worry I was starting to worry.



B



 1.57  Listen. Focus on the words in bold. Does the speaker say the final vowel sound clearly? Write Y (Yes) or N (No). 1 Please walk calmly to the front of the train. 3 Did you enter the password correctly? Please fill out the form clearly. 4 Did everyone arrive safely? 2



C



Practice the conversation with a partner. Does your partner say the final vowel sounds clearly? A Where have you been? I was starting to worry. B There was a huge accident. The road was completely blocked. A Well I’m just glad you got home safely.



4



SPEAKING



A



PAIR WORK Choose one of the situations below. Student A: Ask about the situation and express concern and relief. Student B: Answer questions and explain everything is OK. Include a contrasting idea. There was a flood in your neighborhood. ■ You had a very important exam today. ■ There was a problem at your soccer game. ■ Your pet disappeared a few days ago. ■



I heard there was a flood in your neighborhood. Is everyone OK? Yes, we’re all OK, thanks. It was pretty scary, though. B



Work with another pair and listen to each other’s conversations. What situation did they choose? What was the contrasting idea? GROUP WORK



59



Speaking • provides controlled and freer practice of functional language



E



PL



SA M



Student A: Go to page 158. Student B: Go to page 160. Follow the instructions.



PRONUNCIATION: Saying unstressed vowels at the end of a word



 !



Functional language charts • highlight and categorize key phrases for students to practice



PAIR WORK



3



 .



Put the conversation in the correct order from 1 to 4. Then listen and check. Where are you? You’re late. Is anything wrong? That’s such a relief. I was really starting to worry. No. Everything’s fine. I just had to buy a few things at the market. Hi, Mom. It’s Kerry.



 1.53 



D



T



A I’m really happy you made it home. Are you all right? B Yeah, I’m fine. A I’m so relieved. B I can’t believe my bus broke down in the middle of the longest tunnel in the city! A I know. I saw it on the local news before you texted me. At first, they said the bus was on fire. I was really worried! Then they said there was no fire, just a lot of smoke. B It’s true there was a lot of smoke.



 1.55  Listen to another conversation and complete the contrasting idea. Then practice with a partner. A Did you go to the street festival last night? I heard there were some problems. B Yeah. It was really crowded, and some people fell down. Two people were hurt and had to go to the hospital. I was 1  , 2  . A I’m so relieved! I was really worried.



Pair work practice • gives students extra productive practice of new language



Productive pronunciation activities • focus on areas that commonly prevent effective communication • help scaffold the final speaking activity



Pronunciation INSIGHT



CONTENT



RESULT



Research shows that only certain aspects of pronunciation actually affect comprehensibility and inhibit communication.



EVOLVE focuses on the aspects of pronunciation that most affect communication.



Students understand more when listening and can be clearly understood when they speak.



T-xix



LESSON 4



9.4



LESSON OBJECTIVE



A JOB SEARCH



■



write the main part of a résumé



READING



A



Look at the two texts. What is each one from? Choose from the words in the box. You can use a dictionary or your phone to help with words you don’t know.



WRITING



A



Read the rest of Jacob Bradley’s résumé. What are the four main sections? What jobs has he had? Which one does he still have?



Teacher’s Assistant, Fairmount High School, Denver, CO • Help plan and teach business and English classes to students in grades 10–12 • Organize classroom projects and day trips for the students Barista, Carlo’s Coffee, Denver, CO • Prepared hot and cold drinks for customers • Cleaned machines, work areas, and customer seating areas



RECOGNIZE TEXT TYPES



a cover letter a job application



a guidebook a passport application



a job ad a résumé



EDUCATION



uest.com



• Local Jobs



Search Jobs



Events



Résumé Help



Join



Log In



• • •



Description:



We’re looking for someone reliable and intelligent to join our growing team. The perfect applicant is ready for a new challenge. This is an excellent opportunity if you’re interested in a “people profession.” Salary is based on experience.



• •



You will help us design our programs and increase our business. You must be able to deal with difficult customers calmly. Working hours are usually from 9:00 a.m. to 5:00 p.m., but you also have to work two evenings a week.



Qualifications:



B



You need to have a two-year or four-year degree in education, business, or similar. You should have at least two years of work experience. You need strong communication skills and basic computer skills, and you must write well. You need to work well in a group and by yourself.



Jacob Bradley 298 Willow Street, Denver, Colorado 80123 303-555-2910 [email protected] I have a degree in education with one year of experience as a teacher’s assistant at a high school. I’m bilingual (English and Spanish). My biggest accomplishment so far is starting an after-school technology program for teens. I’m also a soccer coach, and I play on a basketball team. I learn new things quickly and get along well with people of all ages.



EXPERIENCE  READ FOR DETAILS 



C



Look at the first text again. What do you think the job is? You can think of several possibilities. THINK CRITICALLY



PL



E



Register check • gives extra information about how to communicate in different situations



SA M



WRITE IT



C



Write the main part of a résumé. Begin with EXPERIENCE and end with ACTIVITIES. You can include real information or make it up. Follow the rules in exercise 2B and use parallel structures under each heading.



D



PAIR WORK Exchange résumés with a partner. Ask your partner about one item from each of their resume sections: Experience, Education, Skills, and Activities. Do you have anything surprising in common?



6.4



Write it • gives students productive written practice of the unit language



BEATING THE TRAFFIC



NO



92



Register check



T-xx



Write it • gives students productive written practice of the unit language



In résumé writing, people often use parallel structures in bulleted lists. Simple present verbs Simple past verbs Nouns to describe positions/people – Help plan and teach … – Prepared hot and cold drinks … – Coach, Soccer for Kids … – Organize classroom projects … – Cleaned machines … – Member, Hoops Community …



T



Read both texts. Answer the questions. 1 What kind of person does the employer want to hire? 2 If the person is hired, when will he or she have to work? 3 Compare Jacob’s profile with the qualifications needed. Do you think he should apply for the job?



B



Glossary • encourages students to improve dictionary skills



WRITING SKILLS Read about how to write a résumé. Then look at Jacob’s résumé in exercise 2A and check (✓) the things he has done. What has he not done? Use present verbs to describe a current job and past verbs to describe past jobs. Include dates for your past jobs, and put the most recent one first. Use bullet points and incomplete sentences (with no subject). List your degrees or certificates. Include dates, and put the most recent ones first. List skills that are useful for jobs. They can be skills you learned or personal skills. List activities and interests that show you are active, creative, or good with people.



REGISTER CHECK



PROFESSIONAL PROFILE



PAIR WORK



Coach, Soccer for Kids (neighborhood program) Member, Hoops Community Basketball



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GLOSSARY



applicant (n) a person who applies for a job qualifications (n) skills or experiences that prepare you to do a job or activity



Fluent in English and Spanish; beginner-level Japanese Experienced in MS Office, Adobe Photoshop, web design Excellent time-management and communication skills



ACTIVITIES



Responsibilities:



APPLY NOW



Bachelor of Arts in Education, University of Colorado Boulder



SKILLS



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Career



Writing skills • focus on subskills that students need to write their texts



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EXPERIENCE



1 FIND IT



Model writing texts • provide a model for students to analyze



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Authentic reading texts • appear in six units of the book



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Think critically • encourages students to discuss and engage with the topic



Authentic listening texts • appear in six units of the book • have scripts in the back of the Teacher’s Edition Receptive pronunciation activities • focus on pronunciation features that commonly cause difficulty for learners



93 OBJECTIVE LESSON



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write a post giving your point of view



1



LISTENING



A



Look at the picture of the drone delivering a package. What types of things do you think a drone can – and can’t – deliver?



B



 1.58  LISTEN FOR GIST Listen to Doug’s podcast. What is his interview with Elsa about? a how quickly drones can deliver packages b how drones can reduce traffic problems c how drones can cause problems for cities



C



 1.58  LISTEN FOR SPECIFIC INFORMATION



Listen again. How does Elsa think drones will fix these



problems: traffic, pollution, and noise?



2



PRONUNCIATION: Listening for weak words



A



 1.59  Listen to the extracts from the podcast below. Circle the words that aren’t fully pronounced. 1 Traffic! It can cause a lot of problems … 2 And who better to discuss the topic … 3 But they’re a lot quieter than trucks.



B



 1.60  Listen. Write the missing words. 1 Won’t there be accidents? I thought. 2 Drones are more useful 3 And drones usually use batteries, so they cause almost no pollution compared delivery trucks.



C



Complete the statement. The words than, of, and to are often stressed / reduced in fluent speech.



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INSIGHT



CONTENT



RESULT



Teachers report that their students often struggle to master the differences between written and spoken English.



Register check draws on research into the Cambridge English Corpus and highlights potential problem areas for learners.



Students transition confidently between written and spoken English and recognize different levels of formality as well as when to use them appropriately.



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LESSON 5 Task-based lessons • allow students to recycle the unit language • allow teachers to assess students’ progress in speaking



6.5



TIME TO SPEAK If everyone plants something …



LESSON OBJECTIVE



decide if a “green” plan will work



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A



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Whole class speaking lessons • provide an opportunity for extensive speaking practice • is student-focused, with the teacher as facilitator • recycles the unit language



DISCUSS Look at the picture. What is unusual about the roofs of these city buildings? Do you think this is a good idea? Why or why not?



B FIND IT



RESEARCH Why is it good to have a lot of trees and plants in a city? In small groups, think of different benefits. Look at the ideas below to help you. You can go online for more ideas. heat



noise



pollution



shade



the air



visual impact



wildlife



ROLE PLAY Imagine you’re city planners, and you’re thinking about putting plants on every



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Smartphone activities • give ideas for how to use phones in the classroom • are optional



building in your city. In small groups, discuss the problems you’ll have if you do this, and possible solutions to those problems.



Scaffolding activities • allow students to build up to speaking • encourage a safe speaking environment



If the city buys all the plants, it’ll be too expensive. So community members will have to buy them. But if they have to pay, they won’t do it.



If they want, they can buy smaller plants. That won’t be too expensive.



D



PRESENT Explain your group’s ideas to the class.



E



DECIDE Think about the benefits you researched in part B and the problems and solutions everyone presented in part D. As a class, decide whether your city should put plants on all rooftops.



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To check your progress, go to page 154.



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USEFUL PHRASES



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Useful phrases • provide language for different stages of the lesson • help students communicate their ideas fluently



DISCUSS It looks amazing. It looks strange. It looks real. It’s a great idea. I’m not sure about it.



RESEARCH That’s true, but … Well, it also … So, you’re saying … But then …



ROLE PLAY If we … , we’ll have to … People will/ won’t … I (don’t) think … will …



DECIDE I (don’t) think it will work. I (don’t) think we can … We’ll need to … It will be too …



Progress checks • appear in the back of the book • help students evaluate their progress from the unit and prove what they have learned • can be used in class or for homework



T-xxi



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SAFE SPEAKING ENVIRONMENTS



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Speaking in another language is often stressful. Students may struggle to find things to say and ways of saying them. Students are also performing, in a sense, and may worry about how other people (their colleagues and their teacher) may judge them. Language learners are often reluctant to speak as anxiety and stress levels build up. For this reason, it is important that there is a “safe speaking environment” in the classroom, where students feel motivated and confident enough to experiment with language. A safe speaking environment requires a positive classroom atmosphere with a trusting and supportive relationship between the teacher and the students, and among the students themselves. To foster this, teachers can: • model good listening skills, including appropriate body language, gestures, and confirming expressions (e.g., Right, Uh-huh). • teach the language that students will need to manage communication successfully. Lesson 3 of each unit of EVOLVE contains a short section entitled “Real-world strategy,” which focuses on this kind of language. • respond mostly to what students have said (e.g., That was an interesting idea) and less to the accuracy of the utterance. • ask students, at the end of a pair or group work activity, to tell their peers one or more things that they did well. • praise students for their performance. This is most effective when the praise is specific, rather than general. In a safe speaking environment, the teacher’s main role becomes that of a “facilitator” and “manager” (rather than an “explainer” or “instructor”). In this role, the teacher will often be moving around the classroom in order to: • make sure that everybody knows what they should be doing. • provide help and encouragement to groups and individuals. • check that everybody is on task. • monitor the language that the students are producing. Every lesson in EVOLVE includes multiple opportunities for speaking in pairs and small groups. In lessons 1–4 of each unit, these are often oral practice of the grammar and vocabulary that the students have been studying, but there are also personal reactions to the texts and topics, short role plays, and other tasks. Lesson 5 of each unit (“Time to speak”) is an extended speaking lesson where students tell stories, share information, talk about and reach collective plans and decisions, solve problems, engage in debates, and take on challenges. Students’ main focus will be on the communicative goals of the task, while still having the opportunity to practice that unit’s target grammar and vocabulary.



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Preparing students for communicative tasks



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In lesson 5, you will see that there are sections titled “Research,” “Prepare,” or similar. It is important that plenty of time is allocated to these sections so that students can prepare what they are going to say. This time will reduce the potential for cognitive overload and stress, which is caused by trying to find things to say and ways to say them. It will also help students to produce more fluent and more complex language. The preparation and research sections are not only preparation for speaking: they are often opportunities for speaking in themselves. In addition to the activities in the Research and Prepare sections, you may wish to do one or more of the following: • give students time to think silently about the task they are going to perform. • give students time to take notes about what they are going to say. • allow students to brainstorm ideas with another student. • give students time to research (e.g., online) the topic they are going to talk about. • encourage students to rehearse mentally what they are going to say. • give students time to review relevant vocabulary notes or look up useful vocabulary in a dictionary. • extend the list of phrases that are provided at the bottom of each lesson 5. These techniques may also be used before other pair and group work activities in the book (e.g., the first page of each unit).



T-xxii



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Giving feedback on speaking tasks



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Until students feel confident in speaking tasks, it is probably best to leave error correction until the end of the activity. While the students are speaking, take notes on anything you want to focus on in a later correction slot. Here are some ideas for building a safe speaking environment in the context of correction: • decide, in advance of the activity, that for some groups you will focus on the content and for others you will focus on examples of accurate or appropriate language use. • draw attention to examples of accurate and appropriate language (e.g., avoiding a very common mistake). • write (anonymized) examples of things you have heard on the board, but mix up examples of errors and good language use. The students’ first task is to identify the examples of good language use. • invite all students to suggest corrections or improvements to the language that is being focused on. One way of doing this is by putting students into groups to talk about the improvements or changes before conducting feedback with the whole class.



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Maximizing the amount of speaking



For students to gain full benefit from pair and group work activities, they must speak a lot and push themselves to use the full extent of their language resources. This does not always take place when students do a speaking task, so it is sometimes a good idea to repeat the activity. The second time around, students are usually more fluent and more accurate. In order to maintain motivation, however, students will need a reason to repeat something they have just done. It is often possible for students to work with a different partner the second time, but here are some other ways of managing task repetition:



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Different roles In some tasks, one member of a pair may be more of a listener than a speaker. When the task is repeated, the roles are reversed. In some tasks, individual students may be allocated specific roles, such as note-taker, language monitor, chair, or timekeeper. When the task is repeated, the allocation of these roles is changed. Time limits Students repeat the task with a different partner, but are given less time for the repetition. No notes When students have made notes in preparation for a task, they may be asked to repeat it without referring to their notes. Additional planning time Give students extra planning time before they repeat the task with a new partner. Record and repeat Students record their speaking with audio or video. After spending time analyzing their language and perhaps transcribing some sections of it, they repeat the task. Many factors, some outside the control of the teacher, can impact the development and maintenance of a safe speaking environment. There is not one single correct way of promoting such an environment, or of building positive relationships in a classroom. However, these suggestions should help you to realize these goals. They are intended to be options for you to experiment with and modify to suit your own classes.



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Philip Kerr



T-xxiii



IN-PRACTICE



To be impactful, a program needs to help teachers set objectives in effecting this change and track their progress against those objectives.



Teacher development programs are more successful when they focus on practice rather than on theory alone.



NEEDS-BASED



REFLECTIVE



An effective program should address the daily challenges faced by teachers and learners.



For teachers to make positive changes in teaching practice, it is essential for them to reflect on their current practices and any new strategies they learn.



PEER-COLLABORATIVE



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Peer collaboration is one of the greatest motivating factors for teachers in their development. Teachers are more likely to succeed in their development when they share their ideas and experiences with their peers.



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EVALUATED



In order for teachers to make a real impact, it is essential for them to track and measure progress in their own and their students’ performance.



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In order for a program to be effective, it needs to be continuous. In the same way that students need time and frequent practice to use new language confidently, teachers need time to apply new strategies confidently in the classroom.



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IMPACTFUL



SUSTAINED



T-xxiv



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It is widely agreed that the main goal of teacher development is to effect positive change in teaching practice and, as a result, to enhance students’ learning. Cambridge University Press has analyzed research on teacher development worldwide in order to determine the key factors that make a teacher development program successful. We have identified seven principles that lie at the heart of effective teacher development programs. The Cambridge Teacher Development approach states that successful development programs should be:



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EFFECTIVE TEACHER DEVELOPMENT



How does EVOLVE Teacher Development meet INSPIRE principles?



B1 SYLLABUS



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If possible, make this reflection stage a collaborative activity by sharing your answers to reflection questions with your peers at the end of every unit.



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Our program has a strong focus on practice. Each unit offers two practice opportunities to develop an aspect of your teaching skills. Our sustained approach means that you will build on your skills throughout the course.



These questions help you develop greater awareness of what you do in the classroom and why you do it. This, in turn, enables you to make positive changes to your teaching.



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The program takes a needs-based approach by integrating activities within the teacher’s notes, fitting development strategies into everyday teaching. Elements of the program also offer extra support to those wishing to gain Cambridge qualifications, such as TKT or ICELT. You can choose to focus on one, two, or all three strategies in each level, depending on your needs and interests.



Reflection questions at the end of each unit help you track and evaluate your progress.



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EVOLVE Teacher Development is impactful. It sets out clear objectives for every unit, as well as for the level as a whole.



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TEACHER DEVELOPMENT IN EVOLVE



Strategy 2: Teaching grammar



Strategy 3: Developing learners’ range in spoken language



Unit 1: Checking understanding of instructions* • Using students to demonstrate tasks • Using a checklist



Unit 2: Focusing on meaning and use* • Recognizing grammatical contrasts • discussing contrasting sentences



Unit 3: Language substitution • Singular/plural substitution • Substituting word forms



Unit 4: Checking understanding of vocabulary* • finding out what students already know • Using personalized contexts



Unit 5: Noticing grammar in texts • Finding and categorizing examples of grammar in a text • Drawing timelines to match sentences



Unit 6: Providing models • The teacher’s model • A model with a strong student



Unit 7: Checking understanding of grammar* • Getting students to ask checking questions • Encouraging self and peer correction



Unit 8: Focusing on form* • Ordering words to make sentences • Eliciting forms and labeling the parts



Unit 9: Creating dialogues • Dialogue ordering • Dialogue building



Unit 10: Checking understanding of texts* • Involving more students in the checking stage • Helping students access a topic



Unit 11: Personalizing practice • completing sentence stems • introducing the “read – look up – say” technique



Unit 12: Giving feedback* • Different ways of giving feedback • Feedback on different kinds of language



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Strategy 1: Classroom management – Checking understanding



*These items are linked to Cambridge English Teacher qualifications objectives.



T-xxv



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HOW TO FOLLOW THE TEACHER DEVELOPMENT PROGRAM



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• Read the syllabus on page T-xxv and think about which of the three themes you feel would benefit you the most. You might want to follow one, two, or all three of the themes.



• Before teaching a new unit, read the Teacher Development introduction. If you have time, you can also read the suggested text to learn more about the unit’s development focus. • Try out the activities in class.



• It’s a good idea to keep a Teacher Development journal to keep track of your progress.



8



TEACHER DEVELOPMENT INTRODUCTION Strategy 2: Teaching grammar – Focusing on form Form is an essential counterpart to meaning. Students need to know not only what grammar structures mean but also how they’re made up. In this unit, we explore techniques that aim to actively involve students in manipulating, analyzing, and describing grammatical forms. Order and notice (Activity 1): Ss put words in order to make well-formed sentences. Then the teacher guides Ss to notice significant features of form. You will have the opportunity to try this in Lesson 8.1. Elicit and label (Activity 2): The teacher works with Ss to make negative and question forms from a positive sentence and to label the parts of the structures. You can try this in Lesson 8.2.



UNIT OBJECTIVES Read the unit objectives aloud. Ss listen and read along. Ask Ss to say any vocabulary they think they will use in the unit. Write their answers on the board. Ask them to write the words in their notebooks. Tell them that at the end of the unit they can check if they used the words.



START SPEAKING A Ss look at the picture. Read the instructions aloud. Volunteers say all of the things the people are doing. Write their responses on the board for Ss’ reference. • As a class, brainstorm other daily/weekly activities that Ss do. Write them on the board for Ss’ reference.



B Read the instructions and bullet points aloud. Model the task by saying answers that are true for you. • In pairs, Ss discuss the topics.



• Ss share their ideas with the class.



NO



INTRODUCE THE THEME OF THE UNIT On the board, write time management. Ask volunteers what they think it means (the way you organize your schedule and how you use your time). Ask Are you good at time management? Is your schedule the same every day? Do you use a calendar or journal to help you remember all the things you have to do? Tell Ss that in this unit they will think about how people use their time.



C Read the instructions aloud. Allow Ss time to think about their answers.



• In pairs, Ss discuss the question.



• Ss share their answers with a partner.



• OPTIONAL ACTIVITY Ss use their phones to access the video, and then discuss if they would do the same things as Andres. REAL STUDENT



Hi. I’m Andres. With two extra hours, I would spend them at home. I’m always busy at school, and sometimes I don’t have time for me. I think going to the movies or playing video games is never too much.



EXTRA ACTIVITY



Conduct a class survey. On the board, write a threecolumn chart with the bullet points from exercise B as the headings. First ask Ss to predict in which column MOST Ss will put each activity. Point to each of the activities that you wrote on the board during exercise A. Ask Ss which column they would put each in and write their responses on the board. Tally their responses for each column. Discuss whether Ss’ predictions were correct.



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• Ss share their partner’s answers with the class.



T-75



T-xxvi



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To find out about common learner problems with the present perfect, including problems with form, see chapter 16 of Martin Parrott’s Grammar for English Language Teachers (Second Edition), pp. 242–245. Please go to www.cambridge.org/evolve to download this material.



The introduction appears at the beginning of every unit. Here you can read a brief description of the Teacher Development focus and learn about the two Teacher Development activities in the unit. You can also find out about optional extra reading on the unit’s teacher development focus here.



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GETTING THERE



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• You can also use your journal to make note of any Teacher Development activities you particularly enjoyed, as many of the activities can be adapted to use in different contexts. If possible, share your experiences and ideas with other teachers, either in person or in an online forum.



The extra reading texts, such as the one referred to in the introduction above, can be found at www.cambridge.org/evolve. We suggest additional reading texts to supplement your development throughout the program. These reading texts aim to give you a deeper understanding of the theory behind the unit’s Teacher Development focus. You don’t need to read the texts in order to complete the Teacher Development activities, but you might find it useful to do so.



your own.



•



D



C



Time on each stage



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talk about a person you admire



B



E



WHOLE CLASS Suggest that Ss take notes during each presentation to help them make their decision in the next step.



Two Teacher Development activities appear • If necessary, to minimize anxiety while giving in a every presentation, you can have Ss sit in a circle give unit. They can be alternative instructions for and Student’s their presentation seated. Book activities, or extrawhile activities that can be used • Feedback for speaking activities* Give positive during the lesson. feedback when produce accurate These activities offer Ss a practical way to and make positive appropriate language. changes in the classroom. AGREE Aim: The whole class decides on who should be on the cover of the magazine.



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• Write each person’s name on the board.



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• Tell Ss that they will choose one of the people to be on the cover, but they can’t vote for the person that they presented. • Go around the class and ask each S to vote for one person and explain the reasons for their choice.



• Tally the votes. *These tips can help you to create a safe speaking environment. They can also be used with other speaking activities. For more information, see page xxii.



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SPEAKING GROUP WORK



NO



4



Ss discuss their ideas in groups. A Read the instructions aloud. C DISCUSS Aim: Ss discuss how the people they chose • Give Ss time to think and write notes about a time could help them. that they failed at something. Emphasize that Ss don’t • Read havethe to instructions use an eventaloud. that is true for them; they can talk WORK Ss discuss eachsomething person canup. help • GROUP about someone they knowhow or make On Reflection questions atsothe end ofanswers each unit. them. Make sure they give reasons for their the board, write Oh,appear that’s not bad. Explain that this is Theyand help you to keep track ofuse your progress. You can take notes thattothey in their presentations a good response use can when someone tells you about in thebecause lesson. a failure it lets them thatorthe failure only writelater the answers to these in a know journal share them seems very bad to the speaker, not the listener. with your colleagues. D DECIDE Aim: Groups decide on who to put on the • Alternatively, assign this for homework and ask Ss to magazine’s cover. bring their notes to class to do exercise 4B. • GROUP WORK Groups discuss which of the people GROUP WORK Three volunteers the sample B they have discussed should go onread the cover of the conversation aloud.they also discuss how the photo magazine. Suggest person’s success (e.g., what they •might Put Ssillustrate in small the groups to discuss. should be doing, what they should be wearing, etc.). to • A S from each group reports their group’s discussion • Encourage the class. Ss to practice what they will say about the person they chose. Make sure they know that both of them EXTRA will have to present part of their information. ACTIVITY/HOMEWORK •



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eas.



FIND IT



• Introduce the task Aim: Introduce the concept of ACTIVITY 1 admiration. stemssomeone doesn’t only mean that you • ExplainSentence that to admire like them personally, but also you respect the kind This activity helps Ss tothat personalize language andof person encourages they are. In fact, we can admire people that we have meaningful conversations. never met. Give an example of a person you admire and • Use exercise 3D but offer more sentence stems explain why youphrasal admireverbs them. using from the lesson, e.g.: • Direct Ss to the Useful phrases sectionatat…the bottom of the • At the moment, I’m working I’d like to give page. Remind them that they can use these at the relevant up … stages of the lesson. • I can’t figure out … I think it would be interesting …task Aim: Ss discuss famous people Doup the A DISCUSSto set Ss choose three or four stems and use them and •their success. write sentences.aloud. They should choose (or • Readtothe instructions create) stems that are relevant to their own WORK In pairs, Ss share what they know about • PAIR life experiences. the people. • Nominate a S to read aloud one of their sentences • Ss share theirfollow-up partner’squestions. answers with class. and ask Thenthe give a sentence of your own and invite the class to ask you B RESEARCH Aim: Ss make a list and find out more questions about it. Emphasize how each sentence information about the successful people from different can be used as a starting point for an interesting categories. conversation. • Read the instructions and the questions aloud. • Ss converse in small groups. Set a minimum time • OPTIONAL Allow Ss time to use theirgroup phones limit forACTIVITY the conversations. Find out which to research more information about the challenges each can keep going the longest! person faced and how they succeeded. They can also take notes on any other biographical information to use later in their presentations.



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it up.



Success stories



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tion ly to



with iend, your



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TEACHER DEVELOPMENT



e phrasal e phrasal ers to use set up a Ask What Where is n set and ) Review bject of fer to at is the er) What plain that y an object ction.



ar are on



TIME TO SPEAK



LESSON OBJECTIVE



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11.5



A



F



• Preparation for speaking* Give Ss time to make notes Ss research people who failed at something at first about what they are going to say. They can do the task but then had success. Suggest that they go online twice: once with notes and once without. and search the term “famous failures.” Ss share their



E



findingsAim: in the next class. To ensure that Sstodon’t all PRESENT Groups present their person the class. research the same person, you can assign a specific “famous failure” to each S, e.g., J. K. Rowling, Steve Jobs, Bill Gates, Albert Einstein, Abraham Lincoln, Steven Spielberg, Walt Disney, Michael Jordan.



PROGRESS CHECK • Direct Ss to page 156 to check their progress. • Go to page T-153 for Progress check activity suggestions.



TEACHER DEVELOPMENT REFLECTION Either answer these questions yourself in a reflection journal or discuss them together with your peers. 1 How many stems did you offer students in Teacher Development Activity 1? How easy did students find it to personalize these? Did all students write the same number of sentences, or were there differences? If there were differences, why was this? 2 The activity also aims to encourage conversation by demonstrating, giving a minimum time limit, and introducing a competitive element. Were these methods effective? Why or why not? What else could you do to encourage students to develop conversations from sentences? 3 Teacher Development Activity 2 introduced students to the “read, look up, and say” technique. Did you find it easy to demonstrate this technique? Were all the students happy to use it? Why or why not? 4 If students asked you, what would you say are the benefits of this technique, rather than simply reading sentences aloud from the page?



T-116



T-xxvii



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PRONUNCIATION SUPPORT Overview of Pronunciation sections



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Most students learn English today to communicate with speakers of many different first languages. They often don’t need, or want, to sound like native speakers; their objective is to speak clearly and be understood, and to understand other speakers of English. EVOLVE reflects these objectives by separating pronunciation activities into productive sections (pronunciation for speaking) and receptive sections (pronunciation for listening).



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Productive pronunciation (saying sounds) Productive sections focus on the pronunciation features that are most important in clear communication: vowel length, individual consonant sounds, consonant clusters, and word stress. The productive pronunciation exercises throughout the series encourage students to listen, to notice, to compare to their own speaking, then to practice.



Use your students’ first language



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Receptive pronunciation (listening for sounds) Receptive pronunciation sections focus on features that are usually less clear to listeners. These primarily focus on connected speech – phrases or sentences – and include features like linking sounds, weak forms, and deleted sounds. It is important to prepare learners to hear connected speech but less important that students adopt this style of speaking.



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The pronunciation sections focus on features that are likely to be most useful for your students. However, just as learners have individual grammar, vocabulary, or skills needs, so too will they have individual pronunciation requirements. You are best placed to know your students’ needs because you speak their language, and you can help students reproduce English sounds by thinking about similar sounds in your own language. For example, the English /r/ exists in some Portuguese accents at the end of words like valor. Work with your students to identify ways like this to make your first language a useful resource.



You are a pronunciation role model



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When you speak the same first language as your students, you can be a role model for their speaking and help them find their English voice. That is also why we use other role models in the form of real student speakers from around the world throughout the series.



T-xxviii



Tips for teaching pronunciation



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To help students with their pronunciation in the productive sections: Repeat (drill) the word or phrase. These drills provide important practice and give students confidence. • Model the word or phrase. • Ask students to repeat the word or phrase as a group. • Students repeat the word or phrase with a partner. • Individual students say the word or phrase to the class. Use role models. Consider using clear speakers in the class as models, and model words yourself. This can be very motivating, and it reinforces the message that all accents are valid. Find alternatives for phonemic symbols. We use phonemic symbols throughout the series for ease of reference, but you can use words as examples of sounds when you teach individual sounds. For example, to work on the /eɪ/ vowel sound, write play on the board and ask students for words with the same vowel sound. Use a dictionary and draw symbols. Use a dictionary to check which syllable is stressed in a word. The stress is usually marked by ˈ before the stressed syllable, e.g., /səkˈses fəl/. On the board, however, it is clearer to write the word with a dot above the stressed syllable, e.g., successful. Encourage students to use stress dots when recording new words in their vocabulary notebooks. Use gestures. You and your students can clap the rhythm of a word together. For example, successful = quiet clap, loud clap, quiet clap. You could also show this rhythm by holding up three fingers and using a clenched fist on the other hand to “bounce” from finger to finger, bouncing higher on the middle finger to show that this is stressed. Demonstrate sounds. Pronunciation work in the classroom can be physical (and fun!), particularly when showing how sounds are articulated in the mouth. For example: • Show students how to round their lips to make /w/. • Show students how your top teeth touch your bottom lip to make /v/. • Tell students to touch their throats to feel the vibration of voiced sounds, e.g., /d/ should vibrate because it is voiced, whereas /t/ should not vibrate because it is unvoiced. Give timely feedback. It is important to give your students feedback on their pronunciation. However, we recommend waiting until after the initial notice stage because students might adapt their pronunciation on their own. Use neutral language when giving feedback. It’s important not to compare your students’ pronunciation to mother-tongue English speakers. Avoid language such as good, bad, mistake, natural, and perfect when you comment on your students’ pronunciation. Instead, use more neutral terms such as clear and unclear.



Consonant sounds sounds made by the tongue, teeth, or lips, e.g., the /tʃ/ in watch Consonant clusters a group of consonant sounds with no vowel sounds, e.g., /str/ at the beginning of street Deleted sounds the syllables we don’t pronounce Linking sounds the way two or more words flow together and sound like one word Voiced sounds the sounds that are produced with a vibration, e.g., /v/ Word stress the syllables we say a bit longer and louder than the other syllables in a word Weak forms the syllables we don’t stress in a word



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GLOSSARY



T-xxix



TEACHER DEVELOPMENT INTRODUCTION



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WHO WE ARE



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Strategy 1: Classroom management – Checking understanding of instructions



In this unit, we’re going to focus on checking understanding of instructions. Teachers are sometimes surprised when students don’t do tasks in the way they are supposed to – even though the teacher thinks the instructions were clear. By checking instructions, teachers can hopefully avoid this situation. One way to check instructions is by using students to demonstrate tasks. Another way is by using a checklist. Both approaches ensure that all members of the class understand the instructions for a task.



1



Using students to demonstrate tasks (Activity 1): Set up and demonstrate a controlled oral practice task, focusing on information questions. Try this in Lesson 1.1.



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Using a checklist (Activity 2): Set up and check instructions for a writing task. Try this in Lesson 1.4.



INTRODUCE THE THEME OF THE UNIT



START SPEAKING



A Ss look at the picture. • In pairs, Ss discuss the questions. • Ss share their partner’s answers with the class.



NO



T



On the board, write personality. Explain that your personality is the kind of person you are, not what you look like. As a class, brainstorm words that can be used to talk about personality. Write Ss’ answers on the board. Tell Ss to write the words in their notebooks to use throughout the unit. Ask What one word describes your personality?



FO



To find out more, read ”Giving Instructions“ from Classroom Management Techniques by Jim Scrivener, pp. 128–133. Please go to www.cambridge.org/evolve to download this material.



UNIT OBJECTIVES Read the unit objectives aloud. Tell Ss to listen and read along. Ask Ss to say any vocabulary words they think they will use in the unit. Write their answers on the board. Ask them to write the words in their notebooks. Tell them that at the end of the unit they can check if they used the words.



describe personality are:



E



VOCABULARY SUPPORT   Some common words to



friendly: kind and pleasant



B Review the adjectives on the board. • In pairs, Ss discuss the questions. • Ss share their answers with the class. Ask them to explain their answers. C Read the questions aloud. Allow Ss time to think about their answers. • Ss share their answers with a partner. • OPTIONAL ACTIVITY  Ss use their phones to access the video and then discuss if they have the same ideas as Andres. REAL STUDENT



quiet: doesn't talk a lot



Hi! I’m Andres. I’m probably asking them what they like to do on Fridays. I tell them that what I really love to do with my friends – it’s going to the cinema.



PL



outgoing: likes to meet and talk to people honest: truthful



funny: makes you smile or laugh



SA M



moody: often not friendly or happy



T-1



EXTRA ACTIVITY Ask Ss to share their most recent experience of meeting new people and talking about themselves. Ask What is the most important thing that people should know about you?



WHO WE ARE



UNIT OBJECTIVES



■ ■ ■



SA L



■



E



talk about people’s personalities ask and answer questions about people make introductions and get to know people write an email to get to know someone ask questions to test a leader’s personality



■



PL



E



NO



T



FO



R



1



START SPEAKING



Where are these people? What are they doing?



SA M



A B



What do you think the people are like? Guess as much as you can about them.



C



Imagine you’re in this place talking to these people. What are you asking them? What are you telling them about yourself? For ideas, watch Andres’s video.



What does Andres say about himself?



1



1.1



LESSON OBJECTIVE



LANGUAGE IN CONTEXT



A



PAIR WORK



talk about people’s personalities



E



■



SA L



1



WHAT’S YOUR PERSONALITY?



Do you meet new people often? Where do you meet them? Who have you met lately?



Read the article. How does Kenneth say you can learn about someone?



B



What kind of person are you?



The answer is in your questions.



FO



R



How do you get to know someone new? You can ask a lot of questions: What’s your name? Whose class are you in? Which neighborhood do you live in? Where did you go to school? What kind of work do you do? But the answers don’t tell you about someone’s personality. I think it’s best to listen to the questions that people ask you. A sociable person, for example, will ask you a lot of questions. Quiet people don’t ask you much. The same is true about selfish people – they show little interest in other people. Or imagine you’re telling someone about a problem you have. A generous person might ask, “How can I help?” But if you ask someone for help first, and they agree, are you sure they’re really helpful? Or are they just afraid to say “no”?



T



So, the next time you meet someone, ask less, and listen more. The questions people ask show more about their personalities than their answers do.



Kenneth Spears



PAIR WORK



Read the article again. Do you agree with Kenneth? Why or why not?



NO



C



2



VOCABULARY: Describing personality



A



Listen and repeat the words. Which words describe the people in the pictures? More than one answer is possible.  1.03 



PL



SA M



1



B



C



D



2



cheerful nervous



easygoing reliable



E



brave intelligent



GROUP WORK



generous selfish



helpful serious



2



honest sociable 3



Which three words in exercise 2A describe you best? Tell your group.



Now go to page 141. Do the vocabulary exercises for 1.1.



PAIR WORK Use the words in exercise 2A to talk about people you know. For ideas, watch Angie’s video.



Do you know anyone like the person Angie describes?



LANGUAGE IN CONTEXT



2



• Introduce the task  Have a brief class discussion about first impressions. Explain that a first impression is the opinion you have about a person after meeting them for the first time. Ask Are you good at knowing someone’s personality after meeting them for the first time?



A



R



• Ask Ss if any of the words are the same as the ones they thought of in the introduction on page 1 or in Introduce the task.



• Write their ideas on the board for Ss to refer to later in the lesson.



FO



• Check answers with the class. Ask Ss to explain what in the picture gave them the answer.



Possible answers Picture 1: helpful, reliable Picture 2: cheerful, easygoing, sociable Picture 3: nervous, serious



• Ss uncover the article and read it silently to themselves. • Go over any unfamiliar vocabulary.



MIXED ABILITY



T



• Check understanding. Ask What is an example of a question a sociable/selfish/generous/helpful person might ask?



NO



• Review  Ask Ss if anyone guessed the correct answer. Briefly discuss the topic of the article. Ask What kinds of questions do you ask someone when you meet them for the first time?



Answer



He says you can learn about people by listening to the questions they ask you.



EXTRA ACTIVITY



PL



E



Ss write three to five comprehension questions about the article, exchange them with a partner, and answer them. C PAIR WORK   Ss discuss the question in pairs.



SA M



• Ss share their partner’s ideas with the class. See if the class agrees with Kenneth.



 1.03   Do the task  Read the words in the box aloud. Ss repeat.



• Ss do the task individually.



• Ss share their partner’s ideas with the class.



• Ask volunteers for their guesses.



VOCABULARY: Describing personality • Introduce the task  Put Ss in pairs. Ask them to cover the box with the vocabulary words and then look at the pictures. Ask them to work together to think of adjectives that describe the people in the pictures.



A PAIR WORK   Ss discuss the questions in pairs.



B Do the task  Tell Ss to cover the article except for the title. Read the question aloud.



talk about people’s personalities



SA L



1



LESSON OBJECTIVE ■



E



1.1



WHAT’S YOUR PERSONALITY?



Pair a weaker S with a stronger one. Ask pairs to write examples for each adjective using the construction (e.g., A brave person is someone who … ). Pairs share their examples with the class.



B GROUP WORK   Ss do the task in small groups. • Ss share their answers with the class. C Direct Ss to page 141 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141. D PAIR WORK   Ss do the task in pairs. • OPTIONAL ACTIVITY  Ss use their phones to access the video, and then discuss if they know anyone like the person Angie describes. REAL STUDENT



I consider myself as a really easygoing person because I do like to socialize and meet new people. On the other hand, my sister is more serious than me. She is not really good at socializing, and she gets nervous every time she’s in front of a public.



T-2



GRAMMAR: Information questions



C Direct Ss to page 129 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129.



E



• Introduce the task  On the board, write information. Ask What question words do you already know? Write Ss’ answers on the board. Say We use information questions to learn new things about the people we meet. Most questions are about where we live, school, or what we do for a job.



D Check understanding of the task. Ask Which question word will they use for the first question? What tense will the question be in? (the past tense) • Ss write the questions.



A Do the task  Ss read the information in the grammar box silently to themselves.



• Check answers as a class. Volunteers write their questions on the board.



• Ss do the task individually.



Answers



Answers



1  What did you have/eat for breakfast? 2 What languages do you speak? (if it’s a general question) or Which languages do you speak? (if you have a specific group of languages in mind) 3  Where are your keys? 4  How did you get here? 5  When (or What time) do you usually get up?



R



1  what 2  which 3 who something belongs to 4 the way to do something



B Read the instructions aloud. • Ss complete the sentences individually.



Answers 1  When ​2  How ​3  Where ​4  Who ​5  Why ​6  Whose



• Put Ss in pairs to ask and answer the questions.



Using students to demonstrate tasks



E PAIR WORK   Ss take turns asking and answering the questions in exercise 3D using their own information. • Ss share their partner’s answers with the class.



NO



Alternative instructions for exercise 3B



This is an example of a pair work activity that needs a clear demonstration. By involving a pair/pairs of students, the rest of the class will feel confident about what they have to do. • Ss complete the information questions, using How/What, etc. • Ss compare completed questions.



E



• During feedback, write questions on the board. • Demonstrate the speaking stage with a pair of “strong” Ss. [A and B]



PL



T: A, ask B the first question. When … ?



A:[When do you usually meet your friends? At night or on the weekends?] B: [On the weekends.]



T: B, can you give a bit more information? B: [Usually on Saturday.]



SA M



Ss write three to five more information questions and ask and answer them with a partner.



T



TEACHER DEVELOPMENT ACTIVITY 1



FO



EXTRA ACTIVITY



• Check answers as a class.



T: B, ask A the second question. How … ? B: [How do you greet new people?] … A:[Well, sometimes I smile. Sometimes we shake hands.] T: Good. Any other ideas? A/B: [We bow / We press our hands together.] • Pairs take turns asking/answering questions 1–6.



T-3



SA L



3



4



SPEAKING • GROUP WORK   Put Ss in small groups to discuss the questions.



• Circulate and monitor. • A S from each group reports their group’s discussion to the class.



EXTRA ACTIVITY Tell pairs they will role play. Tell them that they will be at a party and will meet someone for the first time. Ss pretend that they are selfish, sociable, intelligent, or honest. Give them time to write questions to ask the other person that will show their personality. Encourage Ss to be imaginative or funny if they like. Ss then take turns asking and answering their questions. Their partner guesses the personality trait being acted out. Ask volunteers to do their role play for the class. • Workbook Unit 1.1 • Worksheets: Grammar 1.1; Vocabulary 1.1



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 Use what / which to ask a general question. 2 Use what / which to ask about a specific group of people or things. 3 Use whose to ask who someone is / who something belongs to. 4 Use how to ask about the way to do something / when to do something.



Information questions Whose class are you in? Which neighborhood do you live in? What are you doing these days?



Where did you go to school? How can I help?



How



When



Where



Who



Whose



R



Look at the words in the box. Complete the information questions with the correct words. Then ask and answer the questions with a partner. Why



FO



B



E



GRAMMAR: Information questions



SA L



3



Write information questions for the answers below. 1 2 3 4 5 PAIR WORK



? ? ? ? ?



I had eggs for breakfast. I speak English and Spanish. My keys are in my pocket. I got here by bus. I usually get up at 6:30.



Ask and answer the questions in exercise 3D with your own information.



PL



E



NO



D



Now go to page 129. Look at the grammar chart and do the grammar exercise for 1.1.



E



C



T



do you usually meet your friends? At night or on the weekends? 1 do you greet new people? With a smile? 2 do you go with your friends to have fun? 3  ’s the most sociable person you know? 4 are you learning English? For work? 5 computer do you use? 6 Do you ever use someone else’s computer?



SPEAKING



GROUP WORK What questions do you ask when you meet people for the first time? What do you think your questions say about you?



SA M



4



I usually ask people, “What do you do for fun?” Sometimes we like the same things! What do you think that question says about you?



I think it shows people that I am interested in them. 3



1.2



LESSON OBJECTIVE



TRUE FRIENDS?



LANGUAGE IN CONTEXT



A



Look at the picture. Do you think the people are good friends? Why or why not? Then read and listen to Jared interview Amber for his podcast. Why does Amber ask questions about his friend Scott?



B



Read and listen again. What questions does Amber ask Scott? Can you answer these questions about your good friends?



E



 1.04 



FO



R



 1.04 



1.04 Audio script



ask and answer questions about people



SA L



1



■



Jared



Amber Good. Now I’d like to know what sports or hobbies he’s into. Jared He’s into soccer, and he likes to paint. Hey, I’m answering harder questions. Does that mean Scott and I are true friends? Amber Well, no. You could know these things about anyone through social media. Jared True. So, what question can I answer that shows Scott is a true friend? Amber Try this one. Do you know if he likes broccoli? Jared I’ll tell you after the break … and after I text Scott!



NO



T



Today, I’m talking with Amber Crane, a friendship expert. So, Amber, you have some questions that show if someone is a true friend. Tell me more. Amber OK. I’m going to show you by example. Give me the name of one of your friends. Jared Um, Scott. Amber Let’s see how well you know Scott. Is he single or married? Jared He’s married. Amber OK. Can you tell me where he was born and raised? Jared Yes. He was born in Chicago, but he was raised in Oswego.



 1.05 



Complete the paragraph with the verbs in the box. Use the simple past. Then listen and check.



PL



A



VOCABULARY: Giving personal information



E



2



be born celebrate



be into live alone



be married live with my family



be raised retire



be single



SA M



was born I1 in Detroit, but I 2 in the country. I3 – my parents, brother, and sister – on a farm. My brother and I 4 sports, especially baseball. After high school, I moved back to Detroit. I5 in a small apartment – I didn’t have any roommates. And I 6 – 7 I didn’t have a girlfriend at that time. But I have a wife now. Alicia and I five years ago, and we 8 our anniversary last Wednesday. My parents took us out to dinner. They 9 a year ago, so they have a lot of free time.



B



C



Now go to page 141. Do the vocabulary exercises for 1.2.



PAIR WORK



Tell your partner about your life. Use expressions from exercise 2A.



I was born and raised in Pisco, but now I live with my family in Lima.



4



1



LANGUAGE IN CONTEXT • Introduce the task  On the board, write Which famous person would you like to interview? What do you want to ask them? Set a time limit of one minute and tell Ss to write down as many questions as they can think of.



B Direct Ss to page 141 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141. C PAIR WORK   Read the instructions aloud.



• Ss compare lists with a partner.



• Ss share their partner’s information with the class.



 1.04   Ask Ss to look at the picture. Read the first two questions aloud and elicit answers. Then read the remaining instructions aloud.



EXTRA ACTIVITY



• Play the audio. Ss check answers in pairs.



Answer Amber asks Jared questions to find out if Scott is a true friend of his.  1.04   Read the instructions aloud.



• Play the audio. Ss check answers in pairs. • Check answers as a class.



T



Answers



Have a brief class discussion about asking personal questions. Ask Are there any questions that you should not ask a friend? Ss think of five good questions to ask one of their friends. Ss ask and answer their questions in pairs.



FO



• Check answers as a class.



B



• Ss do the task in pairs.



R



A



ask and answer questions about people



E



TRUE FRIENDS?



SA L



1.2



LESSON OBJECTIVE ■



2



NO



Is he single or married? Can you tell me where he was born and raised? Now I’d like to know what sports or hobbies he’s into. Do you know if he likes broccoli?



VOCABULARY: Giving personal information



PL



E



• Introduce the task  Ask volunteers to read the vocabulary in the box. Ask Ss to say any of the verbs they already know. Tell them to say if they included any of the verbs in their questions from the activity in the introduction to Lesson 1.2. Ask volunteers to give a short definition or example of each verb, if possible.  1.05   Do the task  Ss complete the paragraph individually.



• Check answers as a class.



Answers



2  was raised ​3  lived with my family  ​4  were into ​5  lived alone ​6  was single  7 were married ​8 celebrated ​9 retired



SA M



A



VOCABULARY SUPPORT   The verb combinations here are very common, so Ss should try to memorize them.



T-4



GRAMMAR: Indirect questions



4



SPEAKING



A Read the instructions aloud. A volunteer asks a question about Justin Trudeau, based on the photo. • Ss do the task individually. B FIND IT



GROUP WORK Read the instructions aloud. Volunteers read the sample conversation aloud.



• Ss do the task in small groups.



• OPTIONAL ACTIVITY Ss use their phones to find the answers to their questions.



A Ss read the information in the grammar box and the Notice box.



HOMEWORK IDEAS



• Ss do the task individually.



Ss research information about a famous person and bring it to the next class. Put Ss in pairs. S1 tells a partner the name of the person he or she researched. S2 then asks S1 indirect questions about that person. Then Ss switch roles.



• Check answers as a class. 3 period



B Read the instructions aloud. If necessary, check understanding of the task by doing the first questions as a class. • Ss do the task individually. Circulate and monitor. • Read the information in the Accuracy check aloud. Ss check their indirect questions.



Answers



C



where you were raised when your teacher wants to retire if your friends are into sports when your parents celebrate their anniversary if your brothers and sisters were born in this city



PAIR WORK



NO



1 2 3 4 5



Ss do the task in pairs.



• Ss share their partner’s answers with the class.



SA M



PL



E



D Direct Ss to page 129 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129.



T-5



• Workbook Unit 1.2 • Worksheets: Grammar 1.2; Vocabulary 1.2; Speaking 1



T



• Check answers as a class. Volunteers write their indirect questions on the board.



FO



2 if



R



Answers 1 statement word order



E



• Introduce the task On the board, write indirect. Explain that indirect means to not do something directly or in a straight line. On the board, write How old are you? Can you tell me how old you are? Read them aloud. Ask Which question sounds more polite? Explain that many times we use indirect questions when we want to sound more polite or gentle, and that this is common when asking questions that are about personal information.



SA L



3



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 In indirect questions, use question word order / statement word order. 2 Use what / if in an indirect yes/no question. 3 For indirect questions within statements, put a period / question mark at the end.



Indirect questions



You can also use these words to form indirect questions: Do you have any idea … ? I want to find out … I wonder …



Can you tell me where he was born and raised? Do you know if he likes broccoli? I’d like to know what sports or hobbies he’s into. Change the direct questions into indirect questions. Start with the phrases shown. Then check your accuracy. 1 Where were you raised? ➔ Can you tell me  ? 2 When does your teacher want to retire? ➔ Do you have any idea  ? 3 Are your friends into sports? ➔ I wonder  . 4 When do your parents celebrate their anniversary? ➔  Do you know  ? 5 Were your brothers and sisters born in this city? ➔ I’d like to know  .



ACCURACY CHECK



R



B



E



GRAMMAR: Indirect questions



SA L



3



FO



In yes/no indirect questions, do not use do or does in the second part of the question.



D



T



Ask and answer the indirect questions you wrote in exercise 3B.



Now go to page 129. Look at the grammar chart and do the grammar exercise for 1.2.



SPEAKING



A



Write three questions to ask a classmate about an actor, a singer, or a world leader. Use the verbs in exercise 2A or your own ideas. Where was Justin Trudeau born?



B



Ask and answer your questions from exercise 4A. Use indirect questions. You can go online to find any answers you didn’t know.



E



4



PL



GROUP WORK



Do you know where Justin Trudeau was born?



SA M



FIND IT



PAIR WORK



NO



C



Do you know where does she work? ✗ Do you know where she works? ✓



No, I don’t.



I think he was born in Ottawa, Canada.



5



1



FUNCTIONAL LANGUAGE



A



When you meet someone for the first time, which of these things do you talk about?



Read and listen. Nina goes to a party at her coworker Jodi’s home. Who does she talk to? What topics in exercise 1A do they talk about?  1.06 



FO



B



where you live where you’re from your job



R



people you both know your classes your interests



make introductions and get to know people



SA L



NICE TALKING TO YOU



E



1.3



LESSON OBJECTIVE ■



1.06 Audio script



A few minutes later B Well, I should let you go. It was really nice to meet you, Nina. A Thanks. It was nice talking to you. B Oh! Hold on a sec. There’s Rafe. This is Rafe, my husband. And this is Nina, Jodi’s coworker. Hello C Hi, Nina. Nice to meet you. So, you work with Jodi … What’s she like at work?



C



NO



T



A Hello. I’m Nina. B Nice to meet you. I’m Mia, Jodi’s sister. How do you know Jodi? A I work with her. Actually, my desk is next to hers. B Wow, I’d love to know what she’s like at work! Is she really serious? A No. She’s really easygoing, actually. So, what kind of work do you do, Mia? B I’m in sales. Do you know the company R&R Johnson? I work for them.



Complete the chart with the expressions in bold from the conversations. 1



Saying how you know someone Jodi? How 5 6 her. I I’m her sister/friend/coworker.



E



Introductions



Nina.



PL



I’m Mia, Jodi’s



 .



2



This is Rafe, This is Nina, Jodi’s 3



SA M



4



D



6



 .



 .



Ending a conversation I should 7 Sorry, I have to go now. It was really nice to 8  . 9 It was nice to you.



 .



Circle the correct response to each sentence. INSIDER ENGLISH 1 How do you know Yolanda? a I’m her brother. b This is my sister. We say Hold on a sec (sec = second) when we want someone to wait 2 This is Rosa, my sister. And this is Cal, my coworker. for a moment. a It was nice talking to you. b Nice to meet you. 3 I should let you go. a Sorry, I have to go now. b OK. It was really nice to meet you.



FUNCTIONAL LANGUAGE



C Ss look at the headings in the chart. Check Ss’ understanding.



• Introduce the task  Ask Do you like meeting new people? Where do you usually meet new people? Do you like to talk about yourself to a new person?



• Ss complete the task individually.



• Tell Ss to look at the lists of words and phrases they made during the introduction. Ask them to share any words from their lists that are not included in the conversation. Write these words and phrases on the board for other Ss to write in their notebooks.



• Tell Ss to write down any words or phrases that they already know that are used to introduce themselves to someone new. Tell them to save their lists to use later in the lesson.



• Check answers as a class.



R



• Explain that in this lesson Ss will learn ways to make introductions and ask questions to get to know people.



Answers



1 ​I’m ​2  sister ​3  my husband ​4  coworker ​ 5  do you know ​6  work with ​7  let you go ​ 8 meet you ​9 talking



FO



A Read the question aloud. Ask a volunteer to read the topics in the box aloud.



• Ss look at the picture and discuss the question in pairs. • Ss share their partner’s ideas with the class.



D Ss do the task individually.



• Draw Ss’ attention to the topics in the box again. Ask Which questions can you ask when you meet someone new at a party? At a work gathering? Do you ask different questions at different kinds of events or in different situations?



NO



T



• As a class, brainstorm any other topics that they talk about the first time they meet someone. Encourage them to say what kind of event or situation would be appropriate for that question. Suggest that Ss write any new ideas in their notebooks to use later in the lesson. B



make introductions and get to know people



SA L



1



NICE TALKING TO YOU



E



1.3



LESSON OBJECTIVE ■



 1.06   Read the instructions aloud.



• Play the audio. Ss read along.



• Check answers as a class.



Answers



1 a ​2 b ​3 b



EXTRA ACTIVITY Review the conversation in exercise 1B. Discuss with Ss the words that can be substituted. In pairs, Ss work together to make a new conversation and practice it. Encourage them to use words and phrases from the conversation and from their own lists in their notebooks.



• Direct Ss’ attention to the Insider English box and read the information aloud. Ask if there is an equivalent saying in Ss’ native languages.



E



• Play the audio again, if necessary. Suggest that Ss write down their answers. • Check answers as a class.



PL



• Pairs practice the conversation several times. • Pairs act out the conversation for the class.



Answers



SA M



Nina talks to Mia (Jodi’s sister) and Rafe (Mia’s husband). Nina and Mia talk about their jobs and about someone they both know: Jodi. Nina and Rafe talk about someone they both know: Jodi.



MIXED ABILITY



Tell stronger Ss to cover the conversations and answer the questions by just listening to the conversation, not reading it. Play the audio twice, if necessary.



T-6



D PAIR WORK   Put Ss in pairs and assign who will be A and who will be B.



REAL-WORLD STRATEGY



A



E



• Introduce the task  Tell Ss that they will learn what to say when they meet a person for the first time that they have heard about before.



• Give Ss time to read the instructions and situations and to think of what they can say to each other.



• Play the audio.



• Check understanding of the task. Ask Student A, where are you from? (Los Angeles) Student B, what is your job? (a teacher at Central High School)



• Check the answer as a class.



• Ss do the task in pairs.



 1.07   Audio script p. T-173  Read the question aloud.



Answer



3



Ji-soo is Jodi’s friend. Nathan is Jodi’s brother.



B



 1.07   Audio script p. T-173  Ss read the information in the Real-world strategy box silently to themselves. Have two volunteers act out the sample conversation for the class.



SA L



2



PRONUNCIATION: Stressing new information



• Introduce the task  Explain that many times, in speech, we stress a word or words that are important. These words often contain new information. Explain that when we stress a word we say it differently than other words: more loudly or more clearly. Give some examples: This is my best friend, Alexander. She isn't my mother – she's my sister!



R



• Tell Ss to write their answers as they listen to the conversation.



Answers



• Play the audio. Ss listen and notice that the words in bold are stressed.



 1.08   Audio script p. T-173  Read the instructions



aloud.



• Play the audio. Ss listen and check their answers.



• Check answers as a class. Then play the audio for Ss to compare these with what the speakers say.



• In pairs, Ss practice the conversation.



T



NO



Answers A  I’ve heard good things about you. B  Oh, that’s nice.



EXTRA ACTIVITY



PL



E



Ss work in groups of three. Have them role play in which one of them is a very famous person. Ss think of a famous person and what one of them probably knows about that person. They then have a conversation introducing one another. Encourage them to be creative and funny. Model an example conversation by writing this conversation on the board and/or reading it aloud with two volunteers: A:  Hi, I’m Claire Danes.



B:  Hi, Claire. I’m Mary. I love your movies! A:  Thanks! So, how do you know Sam? C: Ha! Claire used to babysit me when I was a baby. A: Yes! Sam was a terrible baby! He cried all the time!



SA M



 1.10   PAIR WORK   Read the instructions aloud.



B



• Ss do the task individually.



• Ss do the task individually.



T-7



 1.09   Read the instructions aloud.



A



Ji-soo says, “I’ve heard a lot about you.” Nathan says, “Good things, I hope!”



C



FO



• Play the audio and check answers as a class.



4



Answers A Hi, I’m Robert, Jessica’s brother. B Hi, Robert. I’m Amaya. A So how do you know Jessica? B Oh, we work together. She’s my boss. A Oh really? Is she a good boss? B Uh, I don’t know yet. I just started.



SPEAKING



A PAIR WORK   Read the instructions aloud. Model the task with a volunteer. • Ss do the task in pairs. • Pairs act out their conversations for the class. B GROUP WORK   Read the questions aloud and have Ss do the task in groups of two pairs. • Groups act out their conversation for the class. • Workbook Unit 1.3



REAL-WORLD STRATEGY



A



Listen to another conversation at Jodi’s party. How are Ji-soo and Nathan related to Jodi?



Read the information in the box about meeting someone you’ve heard about. Then listen to the conversation again. Which sentences from the box do Ji-soo and Nathan use?  1.07 



SA L



B



 1.07 



E



2



C



PAIR WORK



FO



D



Complete another conversation with sentences from the box. Listen and check. Hi. I’m Jessica, Nathan’s sister. Hello, Jessica. I’m Leo. I work with Nathan. Nice to meet you, Leo.  .  .



 1.08 



A B A B



Hello



R



MEETING SOMEONE YOU’VE HEARD ABOUT When you meet someone you’ve heard about before, you can say, “I’ve heard a lot about you,” or “I’ve heard good things about you.” The responses can be, “Good things, I hope!” or “Oh, that’s nice.” It’s great to meet you, Mia. I’ve heard good things about you. Oh, that’s nice. So, how do you know Jodi?



Student A: Go to page 157. Student B: Go to page 159. Follow the instructions.



PRONUNCIATION: Stressing new information



A



Listen to the conversations. Notice that words containing new information are stressed. 1 A Hello. I’m Nina. B I’m Mia, Jodi’s sister. 2 A This is Rafe, my husband. B Nice to meet you.



B



Underline the new information in the conversation below. Then listen. Do the speakers stress the words you underlined? Practice the conversation with a partner. A Hi, I’m Robert, Jessica’s brother. B Hi, Robert. I’m Amaya. A So how do you know Jessica? B Oh, we work together. She’s my boss. A Oh really? Is she a good boss? B Uh, I don’t know yet. I just started.



4



SPEAKING



T



3



PAIR WORK



PL



E



 1.10 



NO



 1.09 



A



Imagine you are meeting for the first time. Introduce yourselves. Then ask questions to get to know each other. You can ask about the topics in exercise 1A and your own ideas. PAIR WORK



SA M



Hello. I’m Nick Martin. Nice to meet you, Nick. I’m Alexandra Clark.



Nice you meet you, too. So, Alexandra, do you live here, in San Francisco?



B



Get together with another pair. One person in each pair: Introduce yourself and your partner. Everyone: Ask the other pair questions to get to know them. GROUP WORK



7



WE’RE FAMILY!



E



write an email to get to know someone



SA L



1.4



LESSON OBJECTIVE ■



1



READING



A



Read Andrew’s email to a cousin in Norway that he has never met. Which of these subjects does he mention? READ FOR GIST



a farm



family members



his car



his college



movies



sports



Reply



Forward



R



To: Elin Hansen From: Andrew Bennett Subject: Your American cousin



FO



Hi Elin,



I’m writing because I want to get in touch with the Norwegian side of the family. My Aunt Joan got your email address from your mom. Aunt Joan says you’re one of my cousins, and you’re about my age – 23. I just finished my degree in economics at North Dakota State University in Fargo. Fargo is the biggest city in North Dakota, and I live there with my parents.



T



I’d like to know about you and what you’re interested in. Are you a student, or do you work? What kind of music do you like? Aunt Joan says you live in Oslo. Can you tell me what it’s like? And is it true that everyone in Norway is really into winter sports? Sorry for all the questions, but this is an unusual situation – we’re strangers, but we’re also family.



NO



Our side of the family moved to North Dakota from Norway a long time ago. They had a farm in the Red River Valley in North Dakota, and the old house is still there (see attached photo). Hope to hear from you soon. Andrew



Read again. Answer the questions. 1 How did Andrew hear about Elin? 2 What information does Andrew give about himself? 3 What information does he give about his family?



 READ FOR DETAILS 



C



PL



E



B



PAIR WORK THINK CRITICALLY Which of these adjectives describe Andrew? Explain your ideas.



SA M



brave nervous



8



cheerful selfish



helpful sociable



1



READING • Introduce the task  On the board, write Family Location. Ask Ss if all of their family lives close, or if they have family members who live far away – maybe in another country. If so, ask where they live and write their answers on the board. Ask what they know about those other family members and if they are in contact with them. Do they know what their lives are like?



C PAIR WORK    THINK CRITICALLY   Read the adjectives aloud.



• Ss discuss the questions in pairs.



• Ask pairs to share their answers with the class.



R



If Ss don’t already know of any family members living far away, have them ask their parents, grandparents, or other family members for ideas of to whom they can write an email.



FO



to contact someone – by phone, text, email, or letter. It’s usually used when talking about someone you haven’t seen for a long time or have never met. A side of the family refers to the relatives of either a mother (on one side) or a father (on the other side).



• Check understanding of the adjectives. Ask volunteers to give a definition or to give an example of behavior for each adjective.



HOMEWORK IDEAS



• Explain that Ss will read an email from one person to a family member they have never met. They will learn how to write an email response to the relative. VOCABULARY SUPPORT   To get in touch means



write an email to get to know someone



E



WE’RE FAMILY!



SA L



1.4



LESSON OBJECTIVE ■



T



A  READ FOR GIST   Read the instructions and the subjects aloud.



NO



• Set a time limit of 20–30 seconds so that Ss read through the email quickly and only look for the subjects that Andrew mentions. • Ss read the email individually.



• Answer any questions about unfamiliar vocabulary. • Check answers as a class.



• On the board, write emoji and draw a few emojis. Ask Ss if they use emojis in their emails or texts. Which ones?



Answers



E



He mentions family members, his college, sports, and a farm.



B  READ FOR DETAILS   Read the questions aloud.



PL



• Ss read the email again to find the answers to the questions. • Ss compare answers with a partner. • Check answers with the class.



Answers



SA M



1  Andrew’s Aunt Joan told him about Elin. 2 He’s 23. He just finished his degree in economics at North Dakota State University. He lives in Fargo with his parents. 3 His parents live in Fargo. His side of the family moved from Norway to North Dakota a long time ago. They had a farm in the Red River Valley in North Dakota, and the old house is still there.



T-8



WRITING



TEACHER DEVELOPMENT ACTIVITY 2



• Introduce the task Ask Do you use email to communicate with friends and family? If you don’t like email, what are the reasons? If so, do you answer emails quickly?



SA L



Using a checklist Alternative instructions for exercise 2C



A Ask What do you know about Norway? What do you want to learn about Norway? Ss share their answers and ideas.



• Ss read the email silently to themselves.



• Ask Ss to read the instructions in exercise 2C.



• Answer any questions about unfamiliar vocabulary.



• Put them in groups of three or four.



• Check understanding. Ask Is Elin happy to get Andrew’s email? How do you know?



• Give copies of the checklist to each group, or show it on the board.



• Ss discuss the question in pairs. Then pairs work together to find the answers to each of Andrew’s questions.



• Ask Ss to discuss questions and make notes. Set a time limit.



FO



• Monitor and provide help if necessary. CHECKLIST (for writing task)



Answer Yes, she does. She talks about herself (age, graduation, work), her interests, music, her city (Oslo), and winter sports.



Who recently emailed you? Where does he/she live? What information could you give about yourself in your email? What could you say about your hometown? What questions could you ask in your email? How could you start your email? How could you end your email?



T



EXTRA ACTIVITY



R



• Read the instructions aloud. Ask Ss what they remember from Andrew’s email: What topics does Andrew want to know about? Challenge Ss to first try to answer without looking back at Andrew’s email.



After giving instructions for writing tasks, teachers often ask checking questions like So who are you writing to? How many words do you need to write? Those questions are very useful, but the strategy below is more learnercentered. It can work especially well in mixed-ability classes in which some students may need support from classmates.



• Ss share their answers with the class.



NO



Have pairs role play a conversation between Andrew and Elin. Tell them to take notes on Andrew’s questions and Elin’s answers and then act out a conversation as if they were talking to each other instead of writing emails. Have pairs role play their conversations for the class. B



WRITING SKILLS Read the instructions aloud. A



volunteer reads the text about paragraphs.



E



• Ss do the task individually. • Check answers as a class.



Answers b 4



c 1



d 2



e 3



PL



a 5



WRITE IT



SA M



C Read the information in the Register check aloud. Ask When might you write a formal email? (when writing to a boss or coworker, or someone you don’t know well; when making a formal request to a business or local government) • Read the instructions aloud. • Give Ss time to think of who they will write to and to take notes on ideas to include in their emails.



T-9



E



2



D



PAIR WORK



Ss read their partner’s email.



• Ss tell the class anything new that they learned from their partner’s email.



MIXED ABILITY Display Ss’ writing around the classroom. Ss get up and walk around the class to read their classmates’ emails. For larger classes, you may want to set a time limit. Alternatively, Ss can exchange their emails and read their classmates’ writing in small groups, and then break into pairs to discuss. • Workbook Unit 1.4



WRITING



A



Read Elin’s email to Andrew. Does she answer all his questions?



E



2



Hi Andrew,



Forward



SA L



Reply



To: Andrew Bennett From: Elin Hansen Subject: Re: Your American cousin



Thanks for your email. It’s great to hear from you!



2



You asked about me. Well, I’m 24, I graduated this spring, and I’m working in an architect’s office now. In my free time, I get together with friends, go shopping, go hiking, and chat with family and friends online. Oh, and I like all kinds of music.



3



Oslo is the capital of Norway and is its biggest city. It’s a nice place to live because people are friendly and sociable. It’s full of great museums and restaurants, and people walk and ride bikes a lot around the city. I don’t know if everyone in Norway is into winter sports, but it’s true that a lot of us enjoy snowboarding, hockey, and skiing (see attached photo of me).



4



I’d love to hear about Fargo. I wonder what people do for fun there. Can you tell me more about your family? Do you have any brothers or sisters? What do you do in your free time? Also, do you know who lives in the old house in the Red River Valley now?



5



This is so interesting! Let’s stay in touch.



Read about paragraphs. Then match the paragraphs of Elin’s email (1–5) to the topics she writes about (a–e). A paragraph is a group of sentences. All of the sentences in a paragraph are about the same topic. Each paragraph is about a different topic. We often use opening and closing sentences in an email. These often have their own paragraphs and can be one or two lines. a closing sentences questions about Andrew b opening sentences c REGISTER CHECK information about Elin d WRITING SKILLS



e



E



NO



B



T



Elin



FO



R



1



information about Elin’s country



PL



WRITE IT



Imagine you recently heard from a relative in another country. Choose the country. Write an email to the relative. Give information about yourself and ask questions about his/her life and country. Use paragraphs.



SA M



C



D



PAIR WORK



We use different opening and closing sentences in informal and formal emails. For example: Informal Formal It’s great to hear from you. It was a pleasure to hear from you. Let’s stay in touch. I look forward to hearing from you again.



Read your partner’s email. Did you learn anything new about your partner?



9



RESEARCH In pairs, talk about leaders you know and that you admire. They could be leaders of a country, a company, or a sports team, for example. You can go online to learn more about current leaders. What qualities make these leaders great?



FIND IT



C



DECIDE In groups, talk about the



Carmen Aristegui



Nelson Mandela



Serena Williams



PRESENT As a group, present your



NO



D



Jack Ma



T



leaders that you know or learned about, and the qualities you think are important. Imagine that you are going to choose someone to be your class president. Decide who you would choose to lead your class and why.



SA L



B



R



DISCUSS Look at the pictures of the leaders on this page. What do you know about these people? In what way are they leaders?



decide what makes a good leader



FO



A



LESSON OBJECTIVE ■



E



1.5



TIME TO SPEAK What makes a leader?



choice for class president to the class. Explain why you chose this person and why you think he or she is best for the job.



E



AGREE As a class, take a vote on who



PL



E



you want to choose for your class’s president. What quality of this leader was the most important to you?



SA M



To check your progress, go to page 153.



USEFUL PHRASES DISCUSS Do you know who this is? Which one is he/she? I think this is … He/She is the …



10



DECIDE Who did you learn about? This person is a good leader because he/she is … Who is the best one? So, do we all agree?



PRESENT We decided that … should be our president, because … We chose him/her because …



LESSON OBJECTIVE ■



What makes a leader?



• Introduce the task Aim: Introduce the concept of leadership.



E



• On the board, write Leader. Ask What words describe leaders? Give Ss one minute to write as many words as they can. Tell them to save their lists to use later in the lesson. • Direct Ss’ attention to the Useful phrases section at the bottom of the page. Remind them that they can use these as they do the lesson. DISCUSS Do the task Aim: Ss look at pictures and discuss what they know about these leaders.



RESEARCH Aim: Ss identify and share information about a leader they admire and explain why that person is a great leader.



• Read the instructions aloud.



• Discuss what quality of this leader was the most important. *These tips can help you to create a safe speaking environment. They can also be used with other speaking activities. For more information, see page xviii.



PROGRESS CHECK



• Direct students to page 153 to check their progress.



PAIR WORK In pairs Ss talk about leaders they know and decide what qualities make these leaders great.



T



•



TEACHER DEVELOPMENT REFLECTION



Either answer these questions yourself in a reflection journal or discuss them together with your peers. 1 For Teacher Development Activity 1, how effective was the demonstration? Would you do anything differently next time?



DECIDE Aim: Ss talk about the qualities of a good leader. They decide on a class president.



2 While you monitored the “Checklist” discussion in Teacher Development Activity 2, what questions did students ask you about the email task?



• Read the instructions aloud.



•



Remind Ss of the words they wrote down during the introduction to the lesson. If possible, let Ss use a dictionary or their phones to look up more words, as needed. INDIVIDUALLY



GROUP WORK Encourage Ss to write down their reasons for choosing that person and practice how they will present this to the class.



E



•



PL



• Preparation for speaking* Give Ss time to think silently about what they are going to say. PRESENT Aim: Groups present and explain their choice for a class president.



• Read the instructions aloud. • Feedback for speaking activities* Monitor and make a note of the strong points of each group, such as good use of unit vocabulary, interesting questions, and natural-sounding interactions. You can use your notes to give feedback at the end of the lesson.



SA M



D



• Go to page T-153 for Progress check activity suggestions.



• OPTIONAL ACTIVITY If possible, let Ss use their phones to find more information about current leaders and share what they learn with their partner.



NO



C



AGREE Aim: Ss vote on a class president and discuss their reasons.



FO



B FIND IT



Time on each stage



• Have a vote on the class president and write the results on the board.



• Direct Ss to look at the photos of famous leaders. • Ask volunteers to identify each one and say anything that they know about them.



C D



R



A



decide what makes a good leader



B



E



TIME TO SPEAK



A



SA L



1.5



E



3 Why is Do you understand? an ineffective way to check if students understood your instructions? 4 When students demonstrate a task, teachers could ask them to stand up at their desks, remain seated, or come to the front. What would work best in your classroom? 5 Would you use any of these methods to check your instructions? Why or why not? • Asking for examples: e.g., Let’s do the first question together. • Asking a student to repeat the instructions in front of the class. • Asking pairs to repeat the instructions to each other. • Using response cards: Each student shows a question card or a check card to show whether they understood your instructions.



T-10



TEACHER DEVELOPMENT INTRODUCTION



E



SO MUCH STUFF



Strategy 2: Teaching grammar – Focusing on meaning and use



SA L



It’s important that students know the meaning of the grammar they study and how it’s used. Until students have a clear understanding of meaning, they’re unlikely to benefit from work on form or pronunciation. In this unit, we look at ways of helping students understand grammatical meaning by focusing on contrasting pairs of expressions and sentences.



2



Left or right? (Activity 1): Ss respond physically to show that they can recognize and/or understand grammatical contrasts. You will have the opportunity to try this in Lesson 2.1.



What’s the difference? (Activity 2): Ss discuss possible differences in meaning between contrasting sentences. You can try this in Lesson 2.2.



INTRODUCE THE THEME OF THE UNIT



C Read the question aloud. Allow Ss time to think about their answers. • Ss share their answers with a partner. • OPTIONAL ACTIVITY  Ss use their phones to access the video, and then discuss if they keep the same things as Andres. REAL STUDENT



T



On the board, write stuff. Explain that stuff (as a noun) is a general term used to describe a group of things, often a big group. Further explain that it is most often used to talk about the collection of things that people have but don’t really need. Ask Do you have a lot of stuff? Do you know anyone who has too much stuff? If someone has too much stuff, what is a good way to get rid of it?



FO



R



For more advice and ideas on teaching grammatical meaning, read the Grammar section of Penny Ur, 100 Teaching Tips, pp. 31–36. Please go to www.cambridge.org/evolve to download this material.



START SPEAKING A Ss look at the picture.



NO



UNIT OBJECTIVES Read the unit objectives aloud. Ss listen and read along. Ask Ss to say any vocabulary words they think they will use in the unit. Write their answers on the board. Ask them to write the words in their notebooks. Tell them that at the end of the unit they can check if they used the words.



E



• In pairs, Ss discuss the questions.



• Ss share their partner’s answers with the class.



PL



B Read the question aloud. Ask In what other places in a home do people keep stuff? • In pairs, Ss discuss the question.



SA M



• Ss share their answers with the class.



T-11



Hi. I’m Andres. I always have a drawer with lots of candies, chocolates, or fruit, in case I get hungry at midnight. It’s good to have something extra.



EXTRA ACTIVITY Ask Ss to share with the class three things that they don’t really need to live but that they would never get rid of.



SO MUCH STUFF



UNIT OBJECTIVES



■ ■ ■



SA L



■



E



talk about things you’ve had for a while talk about things you own switch from one topic to another write an ad for something you want discuss special items to take when you move



■



PL



E



NO



T



FO



R



2



START SPEAKING



What do you see in the drawer? What else do you think is inside it?



SA M



A B



Why do a lot of homes have a place where people keep lots of different kinds of things?



C



What do you keep in your “junk drawer”? For ideas, watch Andres’s video.



Do you and Andres keep the same things in your drawers?



11



2.1



LESSON OBJECTIVE



MY GARAGE



talk about things you’ve had for a while



SA L



E



■



1



LANGUAGE IN CONTEXT



A



Look at the picture. What are the people doing? Why do you think they’re doing it?



B



Read Ethan’s social media post about what’s in his garage. Check (✓) the things he mentions. bikes a bookcase clothes comic books dishes souvenirs toys computer games 5



Wall



Friends



2



9



R



Profile



Like



Comment



NO



T



FO



It’s time for a big cleanup! Have you ever felt that way? We’ve lived here since 2013, but a lot of our stuff is still in the garage. Our car has been outside for two years! So we’ve finally decided to do something with all of the stuff. But I’ve never sold anything in my life, so I’m not sure which things people will want to buy and which things are useless. For example, we have two old bikes. We haven’t ridden them for years. I have some boxes of comic books. I’ve had them since I was 12, but they’re in good condition. I also found a box of outdated computer games. A friend gave them to me, but I’ve never actually played them. There’s also a brand new bookcase in the garage. It’s plain, but it’s OK. And I’ve collected a lot of travel souvenirs over the years: pictures, plates, hats … They’re all in a big box. I have no idea if anyone else would think they’re special. So, if you have any ideas about what I can sell – great! And if you want to buy something – even better! Share



35



35



GLOSSARY collect (v) find and keep a particular kind of thing



Read the social media post again. Which items do you think Ethan can sell? Why?



2



VOCABULARY: Describing possessions



A



 1.11  Find and underline the expressions (1–6) in Ethan’s blog post in exercise 1B. Match the expressions (1–6) with their opposites (a–f). Then listen and check. 1 brand new a useful b used 2 in good condition c common 3 plain d modern 4 outdated e damaged 5 special f fancy 6 useless



SA M



PL



E



C



B



C



D



12



Take turns asking and answering the questions. 1 When do you think it’s important to buy something brand new? Why? 2 Do you have items at home that are damaged, outdated, or useless? Why do you keep them? 3 Can you think of any stores that sell used things? What do they sell? Are the items usually in good condition? PAIR WORK



Now go to page 142. Do the vocabulary exercises for 2.1.



Use the expressions in exercise 2A to describe things you own. Say why they’re important or not important to you. PAIR WORK



LANGUAGE IN CONTEXT



talk about things you’ve had for a while



SA L



1



MY GARAGE



E



2.1



LESSON OBJECTIVE ■



C Give Ss time to think of their answers.



• Ss compare their answers with a partner.



• Introduce the task  Have a brief class discussion about possessions. Ask What are some reasons that certain possessions – things that people own – are important to people? Do you have a possession that you never see because it’s in a box or a closet, but you can’t get rid of it?



• Several volunteers share their partner’s answers with the class. Invite other Ss to say if they agree or not and why. • Refer Ss to their ideas from exercise 1A that you wrote on the board and determine if any of them were correct.



VOCABULARY SUPPORT   Some useful words and



phrases for this lesson are:



garage/yard sale: an event where a person puts some of their possessions in their garage, or their front yard, and sells them to the public A Ss discuss the questions in pairs. • Ss share their partner’s ideas with the class.



• Introduce the task  Tell Ss to close their books. Ask them what words they can remember that Ethan used to describe his possessions. Tell them to write their answers in their notebooks.



FO



stuff (verb): to put many things into one space in an unorganized way



A



T



• Write their ideas on the board for Ss to refer to later in the lesson.



NO



B Do the task  Read the words in the checklist aloud.



• Ss read the social media post silently to themselves. • Go over any other unfamiliar vocabulary.



E



• Check understanding. Ask How long has Ethan lived in that house? (since 2013) Why does Ethan want to get rid of his stuff? (There is too much stuff in the garage, and he can’t get his car in there.) Does Ethan know what people want to buy? (no) Is all of Ethan’s stuff old? (no) What has Ethan never used? (computer games) What has Ethan collected? (travel souvenirs) • Ss do the task individually.



PL



• Check answers as a class.



Answer



He mentions a bookcase, bikes, comic books, computer games, and travel souvenirs.



SA M



• Review  Tell Ss to close their books. Call out one of the words from the box and have a volunteer say if Ethan mentioned it, and if so, what he says about the item. Continue with the rest of the words.



EXTRA ACTIVITY



Tell Ss to write three to five comprehension questions about the social media post and exchange them with a partner to answer.



VOCABULARY: Describing possessions



R



2



get rid of: to give or sell a possession to someone else, or throw it away



 1.11   Do the task  Read the instructions aloud. Make sure Ss understand that they will first find and underline the words in the exercise 1B post, and then do the matching. Read the words in the columns aloud. Ss repeat.



• Ss do the tasks individually. • Ask Ss how many of the words they were able to remember and write down from Introduce the task. • Check answers as a class.



Answers 1 b ​2 e ​ 3 f ​4 d ​5 c ​6 a



MIXED ABILITY Pair a weaker S with a stronger one and have them write examples for each expression (e.g., Something in good condition works well and looks almost new). Pairs share their examples with the class. B PAIR WORK   Read the questions aloud. Go over any new vocabulary. • Ss discuss the questions in pairs. Set a time limit for each question of two to three minutes. • Ss share their partner’s answers with the class. • Ask Have you ever sold any stuff you did not want anymore? How did you sell it? C Direct Ss to page 142 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141. D PAIR WORK   Ss do the task in pairs.



T-12



GRAMMAR: Present perfect with ever, never, for, and since



B Direct Ss to page 130 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129.



E



3



• Introduce the task  Review the present perfect. On the board, write present perfect and the sentence I have been a teacher for ten years. Ask Is this sentence about the past, the present, or both? (both) Explain that the present perfect is used to talk about things that are linked in the past and the present. Point to the sentence again and ask How many verbs are there? What are they? (two; have and been) Which one is in the present tense? (have) What is the present of been? (be) Remind Ss that been is the past participle of be. You may want to review the past participle of several common verbs and refer Ss to the irregular verbs chart at the back of the book to confirm that Ss understand the difference between the past tense and past participle forms of verbs.



SA L



• Ss do the task individually.



• While Ss are completing the sentences, write the sentences with blanks on the board. When Ss are finished, invite volunteers to come to the board to complete one of the sentences. D GROUP WORK   Ss share their answers with their group. • Ask Ss to tell the class which of their classmates’ answers surprised them.



R



• Review  Ss choose three of the sentences and write them with new information. Circulate and check Ss’ sentences for grammatical accuracy.



FO



A Do the task  Give Ss time to read the information in the grammar box silently to themselves.



C Model the task by completing one or two of the sentences with your own information.



4



• Ss do the task individually. • Check answers as a class.



A Read the instructions aloud. A volunteer reads the words in the box.



Answer 1  since ​2  for



NO



Left or right?



• Give Ss time to think about five things they’ve owned for a long time. Ask them to write some brief notes about each one’s history.



This activity can be used to check and consolidate students’ ability to distinguish between different grammatical forms. Here the focus is on the difference between for + periods of time and since + points of time. • Have each S write, in big letters, FOR on one piece of paper and SINCE on another.



E



• Read aloud different time expressions for periods and points of time. For example: 2010  a few weeks  a long time  ages I was 15  New Year’s Day



PL



ten days  the party  three years we were at university  years  yesterday • After each expression, Ss quickly decide whether it goes with for or since. They hold up the FOR paper in their left hand or the SINCE paper in their right hand to show their choice.



SA M



• Put Ss in pairs to compare lists and add to theirs.



T



TEACHER DEVELOPMENT ACTIVITY 1



T-13



SPEAKING



B PAIR WORK   Read the instructions aloud. Two volunteers read the example conversation aloud. • Brainstorm other possible questions Ss can ask each other (e.g., Did you get it for a special occasion? Where do you keep it? Is it in good condition?). • Put Ss in pairs to discuss. • Ask Ss to describe one thing their partner has had for a long time.



EXTRA ACTIVITY Do a “show and tell.” Ask Ss to bring a special possession, or a picture of one, to class. They present the item or picture and tell the history of it to the whole class. Encourage Ss to ask questions after each presentation. • Workbook Unit 2.1 • Worksheets: Grammar 2.1; Vocabulary 2.1



GRAMMAR: Present perfect with ever, never, for, and since



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 Use the present perfect with for / since and a point of time in the past. It shows when an action or event started. 2 Use the present perfect with for / since and a period of time. It shows the length of time of an action or event.



SA L



Present perfect with for and since



Have you ever felt that way? I’ve never played computer games.



Our car has been outside for two years. We haven’t ridden these bikes for years. I’ve had my comic books since I was 12.



Now go to page 130. Look at the grammar chart and do the grammar exercise for 2.1. Complete the sentences with your own information. 1 I’ve lived for  .  . 2 I’ve never owned since  . 3 I’ve had for  . 4 I haven’t seen since  . 5 I’ve known  . 6 I’ve never had a brand new since  , and it’s still in good condition. 7 I’ve had my for  . 8 I haven’t seen



T



FO



C



Present perfect with ever and never



R



B



E



3



Share your sentences from exercise 3C. Which answers surprised you?



GROUP WORK



4



SPEAKING



A



Think of five things you own that you’ve had for a long time. Use the ideas below or your own ideas to make a list. books clothes things you collect



furniture



Talk about the things on your list. How long have you had them? How did you get them? What’s important to you about them? PAIR WORK



PL



B



a pet jewelry



E



a car home



NO



D



SA M



We have a black-and-white cat named Mr. Penny. He’s been a part of our family since I was 13. How old is he?



We’ve had him for about five years, but I think he’s seven years old.



13



2.2



LESSON OBJECTIVE



SO MANY FEATURES



LANGUAGE IN CONTEXT



A



Look at the picture. What do you think the people are talking about? Then read and listen to the conversation. Who knows more about her phone, Jen or Maya?



E



 1.12 



Do you like my new phone? I bought the same model you have. Oh, wow! You’re going to love it. It has so many cool features. I haven’t tried many of them yet. I’ve already downloaded a lot of apps, though. I have so many now. It’s hard to find one when I need it. I can help with that. Have you already made folders? No, I haven’t. How does that work? You create folders on the home screen, and then you can put your apps in them. Look, I have a folder for music apps, one for weather apps …



Jen



A FIND IT



Maya Jen Maya



E



 1.13  Listen and repeat the words. Which words are nouns and which are verbs? You can use a dictionary or your phone to help you. Then find and underline seven of these words in the conversation in exercise 1A.



SA M



device storage



folder sync



home screen try



model work



Now go to page 142. Do the vocabulary exercises for 2.2.



B



Do you agree with these statements? Discuss with your partner. It’s not fair that phones with a lot of storage are more expensive. Phone service doesn’t work very well in our city. No one needs more than one tech device. Just a phone is enough. It’s important to sync your phone with your computer frequently.



PAIR WORK



1 2 3 4



14



Jen



VOCABULARY: Tech features



delete set up



C



That’s pretty cool. Can you help me set them up? Sure. But first, I have to ask, have you tried the camera yet? With the “funny faces” feature? Yes, I have. I love it! In fact, let me try it on you … Hey! Look … you look great with elephant ears! Yeah, right! Now let me show you this feature … delete!



Read and listen again. Are the statements true (T) or false (F)? 3 Jen has a new phone. Maya needs help with her phone. Jen doesn’t have any apps on her phone. Maya took a picture of Jen. 4



 1.12 



PL



2



NO



Jen Maya



1 2



Maya



T



Maya



B



Jen



FO



Maya



R



1.12 Audio script



Jen



talk about things you own



SA L



1



■



1



SO MANY FEATURES



LANGUAGE IN CONTEXT



E



HOMEWORK IDEAS



• Introduce the task Ask Do you know a lot about your phone? Do you know how to use everything it can do? What do you like about your phone? What don’t you like about your phone?



Ss use the internet to look up any of the new vocabulary words that they don’t know and to find examples of the words being used in English language articles or blogs. Ss share their findings in the next class.



• Individually, Ss make a list of all the things they do with their phones. • Ss compare lists with a partner.



B Direct Ss to page 142 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141.



1.12 Read the instructions aloud.



• Play the audio. Ss check answers in pairs. • Check answers as a class.



• Ss share their partner’s answers with the class.



1.12 Read the instructions aloud. Volunteers read



the sentences aloud. • Play the audio.



• Have a class vote on each statement to see how many Ss agree.



T



• Ss do the task individually. • Ss check answers in pairs.



Read the instructions aloud.



• Pairs read the statements and discuss their answers.



Maya knows more about her phone.



B



PAIR WORK



FO



C



Answer



R



A



talk about things you own



SA L



2.2



LESSON OBJECTIVE ■



Answers



NO



• Check answers as a class. Ask Ss to read where in the conversation they found each answer. 1 True 2 False. Jen has a lot of apps on her phone. 3 False. Maya doesn’t need help with her phone. / Jen needs help with her phone. 4 False. Jen took a picture of Maya.



A



1.13 Introduce the task If necessary, review the definitions of noun and verb. Ask volunteers to give definitions and examples of each term.



PL



E



VOCABULARY: Tech features



• Ask volunteers to read the vocabulary in the box. Ask Ss to identify any of the words they already know. Ask them to give a short definition or example of each word, if possible. • Ask if they included any of these words in the lists they made in the exercise 1 introduction activity.



SA M



FIND IT



2



• Do the task Ss do the task individually. • OPTIONAL ACTIVITY Allow Ss to use dictionaries or their phones to look up words they don’t know. • Check answers as a class.



Answers Nouns: device, folder, home screen, model, storage Verbs: delete, set up, sync, try, work Words in the conversation: delete, folder, home screen, model, set up, try, work



T-14



D PAIR WORK   Read the instructions aloud.



• Pairs discuss the features.



What’s the difference?



SA L



• Ask Ss to share which features they have or want, and which are the best, and why. Write these on the board and keep a tally to determine the most and the least popular. Ask volunteers to explain their reasons for wanting a particular feature.



This activity gives students the opportunity to think about and discuss grammatical differences for themselves before sharing ideas and receiving guidance from their teacher. Here the focus is on how already and yet add meaning to sentences and questions.



• OPTIONAL ACTIVITY  Ss use their phones to access the video, and then discuss which feature Celeste talks about and if she likes it or not.



• On the board, write two sentences that are identical except that the second one includes already: 1 I’ve downloaded a lot of apps. 2 I’ve already downloaded a lot of apps.



REAL STUDENT



• Have Ss discuss in pairs or small groups: How do the sentences differ in meaning? What difference does already in the second sentence make? If you are working with a monolingual group, you could allow Ss to use their first language for this discussion.



R



The main features that I look for in a smartphone are the camera, the size of the screen, and the memory. For example, if you have a good camera you can take picture with high resolution.



• Discuss Ss’ ideas as a class. Establish the meaning of already (to show that something has happened sooner than expected).



GRAMMAR: Present perfect with already and yet



• Follow the same steps using a sentence and a question with yet. Use the examples and explanations in exercise 3A.



B Direct Ss to page 130 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129.



T



• Introduce the task  Review the present perfect. On the board, write these two phrases: study English for / live in my house since. Ask volunteers to say sentences using the prompts. Write some of the sentences on the board. Ask volunteers to identify the verb and the past participle in each.



FO



3



E



TEACHER DEVELOPMENT ACTIVITY 2



• Give Ss time to think about which phone features they have or want.



NO



• Explain that they will use the present perfect with already and yet.



C Read the instructions and the sample aloud. • Ss do the task individually. Circulate and monitor.



A Do the task  Give Ss time to read the information in the grammar box. • Ss do the task individually. • Check answers as a class.



Answers



• Read the information in the Accuracy check aloud. • Ss exchange sentences with a partner and check them for accuracy. • Check answers as a class. Volunteers write their sentences on the board.



1  yet ​2  already



E



Possible answers



SA M



PL



• Check understanding further. Books closed. On the board, write I tried to download the video. I used my new camera. Ask volunteers to say the sentences using yet and already. Alternatively, volunteers write their new sentences on the board for the class to check.



T-15



2  I haven’t used … yet. 3  I've / I have synced … already. 4  I've / I have tried to set up … already. 5  I haven’t deleted … yet.



4



SPEAKING



A Read the instructions aloud. • Ss do the task individually. B PAIR WORK   Read the instructions aloud. Volunteers read the sample conversation aloud. Make sure Ss understand that their partner will be guessing what item they are talking about, so they should not name it in the conversation. • Ss do the activity in pairs. Circulate and monitor. • Ss share their results with the class. • Workbook Unit 2.2 • Worksheets: Grammar 2.2; Vocabulary 2.2; Speaking 2



Talk about the features of a phone you have or want. Which features are the best? Why? For ideas, watch Celeste’s video.



E



PAIR WORK



What feature of her phone does Celeste talk about?



SA L



D



GRAMMAR: Present perfect with already and yet



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 Use already / yet with things that haven’t happened. It often means you expected something to happen or expect something to happen soon. 2 Use already / yet when something happened sooner than expected.



R



3



Present perfect with already and yet



Have you tried the camera yet? Yes, I have.



FO



I’ve already downloaded a lot of apps. I haven’t tried many of them yet.



Now go to page 130. Look at the grammar chart and do the grammar exercise for 2.2.



C



Write sentences with the verbs so they’re true for you. Use the present perfect and already or yet. Check your accuracy. Then compare with a partner. 1 not try to download I haven’t tried to download an emoji app yet. 2 not use 3 sync 4 try to set up 5 not delete



NO



T



B



ACCURACY CHECK Already usually comes before the past participle. Yet usually comes at the end of a sentence.



I already have downloaded the app. ✗ I’ve already downloaded the app. ✓ I haven’t synced yet my phone. ✗ I haven’t synced my phone yet. ✓



SPEAKING



A



Choose one of the things below or your own idea. Think about how long you’ve had it. What have you done with it or to it already? What haven’t you done yet?



PL



E



4



a laptop



a power tool



a refrigerator



a tablet



a video game



Take turns telling your partner about the item you chose in exercise 4A. Don’t name it. Can your partner guess what it is? PAIR WORK



SA M



B



a microwave



I’ve had it for a month. I bought the newest model, and it works really well. I’ve already used it several times. I used it to set up my new bookcase last weekend. I haven’t let anyone borrow it yet. Hmm. It sounds like a tool. Is it an electric screwdriver?



15



2.3



LESSON OBJECTIVE



GUESS WHAT!



A



Look at the picture of the toy robots. Why do you think some people own these things?



B



 1.14  Read and listen to a conversation between two friends. What do the friends plan to do?



E



SA L



FUNCTIONAL LANGUAGE



switch from one topic to another



1.14 Audio script



A She’s been here since Tuesday. So, why don’t we have dinner together, the three of us – at my place? B Sounds great. A On Saturday? B Sure. And that’s the day you’re expecting your robots. A Yeah. So it’ll be a big party: the three of us, and … 28 of my friends!



C



NO



T



FO



A So, you know I’m interested in old toys, right? B Yeah, I guessed that! Look at this room. How many robots do you have now? A Twenty-six! And guess what! I just bought two more online. B Cool! Are they in good condition? A I don’t know. I haven’t gotten them yet. I’m expecting them on Saturday. Anyway, they looked good in the photos. By the way, have you heard that Tori is in town? B No. I haven’t seen her since she moved.



R



1



■



Complete the chart with the expressions in bold from the conversations above.



Put the conversation in the correct order (1–6). Then listen and check. I have no idea. Anyway, at least I have my phone now. Well, guess what! I just found it – under the refrigerator. Great. So I can text you again. Oh, before I forget, I want to show you this funny video. Hey, Emma! So, you know I lost my phone. That’s funny! How did it get there? That’s right – you said you couldn’t find it.  1.15 



SA M



D



PL



E



Introducing new topics Changing the subject 1 3 I’m interested  , have you in old toys. heard that Tori is in town? And 2 Oh, before I forget, …  ! I just bought two more online.



16



Staying on track  , they looked good in the photos. 4



FUNCTIONAL LANGUAGE



C Ss look at the headings in the chart. Check Ss’ understanding.



• Introduce the task  On the board, write action figure. Ask a volunteer to explain what an action figure is (a small doll with moveable parts that is usually based on a popular comic book or movie character).



• Ss complete the task individually.



Answers



1  You know ​2  guess what ​3  By the way ​4  Anyway



• Ask Did you or do you have any action figures? Which ones?



• While Ss are completing the task, write the sentences on the board, including the blanks.



• Ask What topics do you talk to your friends about? Hobbies? Sports? Movies and TV? Write Ss’ ideas on the board.



R



• Ask volunteers to come to the board to fill in the blanks for the class to check answers. • Tell Ss to look at the lists of topics they talk to their friends about that they made during the introduction. Ask volunteers to say how they would introduce one of the topics in a conversation and how they would change the topic in the same conversation, for example, So, you know I’m interested in The Big Bang Theory. …



FO



• Explain that in this lesson Ss will learn ways to introduce a topic and then how to change the topic in a conversation. A Do the task  Read the instructions aloud.



• Ss look at the picture and discuss the question in pairs. Alternatively, brainstorm ideas as a class, such as They like to collect them; they want to sell them; it makes them think of their childhood; they like the design. B



 1.14   Read the instructions aloud.



• Play the audio. Ss read along.



NO



• If necessary, play the audio again for Ss to answer the question. • Check answers as a class.



Answer



They plan to have dinner with Tori (on Saturday).



MIXED ABILITY



Tell stronger Ss to cover the conversation and answer the question by just listening to the conversation, not reading it. Play the audio twice, if necessary.



 1.15   Ss put the lines of the conversation in order.



• Play the audio for Ss to check their answers. • Check answers as a class.



Answers 5, 3, 6, 1, 4, 2



EXTRA ACTIVITY As a class, read the conversation in exercise 1B and determine which words and phrases can be substituted. In pairs, Ss work together to make a new conversation and practice it. Encourage them to use words and phrases from the conversation and from their own lists in their notebook.



SA M



PL



E



D



T



• Ss share their partner’s ideas with the class.



switch from one topic to another



SA L



1



GUESS WHAT!



E



2.3



LESSON OBJECTIVE ■



T-16



3



• Introduce the task  Tell Ss that they will learn how to show interest in a conversation.



• Play the audio. Ss listen and repeat the sentences.



question aloud.



 1.19   Read the instructions aloud.



B



• Play the audio.



• Play the audio.



• Check the answer as a class.



• Ss do the task individually.



Answers



• Check answers as a class.



Yadira is going to give her watch to Luke so he can try to fix it.



B



 1.18   Read the instructions aloud.



A



 1.16  Audio script p. T-173  Do the task  Read the



Answers



 1.16   Audio script p. T-173  Ss read the information



1 A 2 B 3 B 4 A 5 B 6 A



in the Real-world strategy box silently to themselves. Ask two volunteers to act out the example conversations for the class.



• Play the audio. Ss write their answers as they listen to the conversation. • Check answers as a class.



FO



C Read the instructions aloud.



• Pairs practice the conversation.



Answers Yadira uses: You are? He was? ​Luke uses: You do?



C



 1.17   Audio script p. T-173  Read the instructions



aloud.



• Play the audio for Ss to check their answers.



SPEAKING



A Read the instructions aloud.



B PAIR WORK   Read the instructions aloud. Volunteers read the sample conversation aloud.



T



Answers 1  You did? ​2  It is?



NO



D PAIR WORK   Put Ss in pairs and assign who will be A and who will be B.



• Give Ss time to read the instructions and situations and to think of how they can respond to each other.



E



• Check understanding of the task. Ask Student A, what will you talk about first? (how busy I am) Student B, what can you say to Student A to show interest? (You are? What are you doing?)



PL



• Ss do the task in pairs.



SA M



4



• Give Ss time to choose three topics and write notes on what they can say about them.



• Ss do the task individually.



T-17



SA L



A



PRONUNCIATION: Saying /t/ at the start of words



E



REAL-WORLD STRATEGY



R



2



• Pairs do the task. • Ss take turns acting out their conversation for the class. • Workbook Unit 2.3



2



REAL-WORLD STRATEGY



A



Listen to a conversation between two friends. Why is Yadira going to give her watch to Luke?



B



 1.16  Read the information in the box about using short questions to show interest. Then listen again. What three short questions do Yadira and Luke use to show interest?



SA L



E



 1.16 



C



R



USING SHORT QUESTIONS TO SHOW INTEREST You can use short questions to show you’re interested in what someone has said. Use be or an auxiliary verb in the same tense that the first speaker used. I just bought two more online. Tori is in town. You did? Cool! She is? I haven’t seen her since she moved. Complete another conversation with short questions. Listen and check. I found a gold watch on the street yesterday. 1  ? What did you do with it? Nothing. It’s here in my bag. 2  ? Can I see it?



A B A B D



Student A: Go to page 157. Student B: Go to page 159. Follow the instructions.



T



PAIR WORK



FO



 1.17 



PRONUNCIATION: Saying /t/ at the start of words



A



Listen and repeat. Focus on the /t/ sound at the start of the word in bold. 1 Tuesday She’s been here since Tuesday. 2 text I can text you again.  1.18 



B



Listen. Which speaker (A or B) says the first /t/ sound most clearly? Write A or B. 3 5 Tuesday two tablet text Tori time 4 6



 1.19 



E



1 2



Practice the conversation with a partner. Does your partner say the /t/ sounds clearly? A So you know Todd just bought a new car. B Wait. You mean he sold his truck? He loved that truck. He’s had it for like ten years. A Yeah, well, he sold it. He said he was tired of fixing it all the time.



PL



C



NO



3



SPEAKING



A



Prepare to have a conversation with a partner. Choose three of the topics below or your own ideas.



SA M



4



an interesting item you own a friend with an interesting job



B



your favorite piece of clothing something you collect



a hobby or sport you like weekend plans



PAIR WORK Talk about one of the topics above. Use short questions to show you’re interested in what your partner says. Use phrases to introduce new topics and to change the subject.



You know, I play soccer every weekend.



You do? Are you on a team? 17



write an ad for something you want



LISTENING



A



Look at the picture. Do you listen to any podcasts? Which ones?



B



Listen to Hana Sanday, a podcaster, interview Felix Moss, a collector. What item does Felix talk about? Where is it now?



C



Listen again. Answer the questions. 1 Why has Hana invited a collector to be on her podcast? 2 Why does Felix collect things from race cars?



NO



 1.20  LISTEN FOR EXAMPLES



T



1



 1.20  LISTEN FOR REASONS



D



Does Felix agree with Hana that his item is useless? Explain the reason he gives.



2



PRONUNCIATION: Listening for /w/ sounds between words



E



Listen to the extracts from the podcast below. Listen for the /w/ sound between the underlined words. 1 Why do some people collect things? Have you ever wondered? 2 Felix, most people want to get rid of old tires! Why do you want to own something like that? Listen. Underline any words you hear a /w/ sound between. Do you and your brother like to collect things? He does. But I do everything I can to avoid collecting useless stuff. So do you ever keep things just to keep them? I guess I might keep a few if they’re things I really like.



 1.22 



A B A B



C



THINK CRITICALLY



Now doesn’t always mean at the moment. We can use it to introduce a topic or focus attention on what we’re going to say next.



 1.21 



SA M



B



PAIR WORK



INSIDER ENGLISH



PL



A



18



FO



R



SA L



IT’S USELESS, RIGHT?



E



2.4



LESSON OBJECTIVE ■



Circle the correct words to complete the statement. A /w/ sound is often used to connect two words when the first word starts / ends in an /uː/ sound and the second word starts with a consonant / vowel.



LISTENING • Introduce the task  On the board, write collector. Ask Ss if they collect anything and, if so, why they collect it. Discuss the reasons why people collect things.



D PAIR WORK    THINK CRITICALLY   Read the questions aloud. • Ss discuss their answers in pairs.



• Pairs share their answers with the class.



• Explain that Ss will listen to a podcast about a collector and then write an online ad for something to add to a collection.



A Do the task  Ss look at the picture and discuss the questions in pairs. • Ss share their answers with the class. B



 1.20   Audio script p. T-173   LISTEN FOR EXAMPLES   Ss read the instructions silently to themselves.



• Have a discussion about what kinds of collectible items are useless and which are useful. Ask What kinds of things do people collect that are useful, everyday items? What kinds of collectible items are almost never useful?



R



Answer



Felix agrees it’s useless as a tire since he can’t put it on his car. But he made a table from it, so it is useful in a way.



EXTRA ACTIVITY



FO



VOCABULARY SUPPORT   To wonder about something means to think about something and try to understand something about it, such as the reason why it exists, what is true about it, or what will happen to it.



Ss talk to their family and friends about any collections they have. On the board, write questions they could ask, such as When did you begin collecting these things? Why do you collect them? Where do you keep your collection? Ss report their findings in the next class.



NO



T



• Check understanding. Ask How many people will you hear? (two) Who is Hana? (a podcaster) Who is Felix? (a collector) How many things will Felix talk about? (one) What two things will you listen for? (what item Felix talks about and where it is)



2



PRONUNCIATION: Listening for /w/ sounds between words • Introduce the task  To explain the /w/ sound, write on the board: go on and How about? Model saying the phrases slowly, as two distinct words. Then say them quickly: go'w'on, how'w'about. Can Ss hear the /w/ sound?



• Read the information in the Insider English box aloud. • Play the audio.



• Ss do the task individually. • Check answers as a class.



Answers



E



Felix talks about an old tire from a race car. It’s in his living room now.



A



 1.21   Read the instructions aloud.



• Play the audio. B



 1.22   Read the instructions aloud.



 1.20    LISTEN FOR REASONS   Give Ss time to read the questions so they know what information to listen for.



• Play the audio.



• Play the audio again. Ss do the task individually.



• Check answers as a class.



PL



C



write an ad for something you want



SA L



1



IT’S USELESS, RIGHT?



• Check answers as a class.



Answers



1 Hana wants Felix to help her understand why people collect things. 2 He’s loved racing since he was six years old, and the things bring the sport into his life.



SA M



E



2.4



LESSON OBJECTIVE ■



• Ss do the task individually.



Answers A  you and B  do everything A  do you



C Pairs complete the rule. • Check answers as a class.



Answers ends; vowel



T-18



WRITING • Introduce the task Ask Have you ever written an ad to buy something or to sell something? Do you ever use ads to buy something? What information is usually in an ad?



WRITE IT FIND IT



C Read the information in the Register check aloud. Ask What is other important information that should be in an ad? (the price, a description of the item, a picture of the item, how to contact the buyer)



SA L



A Do the task Read the questions aloud.



E



3



• Ss read the ad silently to themselves.



• Read the instructions aloud.



• Answer any questions about unfamiliar vocabulary, such as give a green light to (allow to happen or move forward).



• Give Ss time to think of what they want to find and how to describe it.



• Ss do the task individually. Encourage Ss to use unusual items in their ads and to think of interesting or funny reasons why they want it.



• Ss discuss the questions in pairs. • Ss share their answers with the class.



• Ss present their ads to the class and vote on the funniest or most interesting ad.



Answers She wants a Canadian traffic light and two red stops signs. She wants them for a party. Her personality might be fun, creative, or playful.



R



• OPTIONAL ACTIVITY Allow Ss to use their phones to research interesting things for sale to give them ideas for their ad.



EXTRA ACTIVITY



B



WRITING SKILLS Read the instructions aloud.



• Ss do the task in pairs. • Check answers as a class.



Answers



SA M



PL



E



Or do you know where I can get one? (a Canadian traffic light) Yes, I know they’re on every street corner – but please don’t steal one! (a Canadian traffic light) But seriously, I want one that’s legal and that works. (a Canadian traffic light) I’ve seen some for sale online, but they were fake, not real ones. (two red stop signs)



T-19



FO



NO



• Have a volunteer read the information and the example aloud.



HOMEWORK IDEAS



Ss exchange ads with a partner in class and then write a response to their partner’s ad for homework. They should include a description of the condition of the item they have, the price they want for it, and why they like this item.



• Workbook Unit 2.4



T



As a class, discuss the items in the ad that could be changed to make a new ad, such as traffic light, stop signs, street corner, party, niece. In pairs, Ss rewrite the ad, substituting different items. Ss share their ads with the class.



WRITING



A



Read the online ad. What items does Emilia want? Why does she want them? What kind of personality do you think she has? Account



Ads



SA L



E



3



Post an ad



Messages Search



I’m looking for …



WANTED:



NO



T



FO



I’m interested in buying a Canadian traffic light (see picture for an example). Do you have one like this? Or do you know where I can get one? Yes, I know they’re on every street corner – but please don’t steal one! But seriously, I want one that’s legal and that works. I’ve checked online every day for weeks, but I haven’t seen any for sale yet. I’m also looking for two red stop signs (see picture). They can be old, but they have to be in good condition. I’ve seen some for sale online, but they were fake, not real ones. I want “the real thing.” You’re probably wondering why I want these things. They’re for a party, and after that, I’ll give them to my niece. She loves stuff like this. I’ll pay a reasonable price for items in good condition. Send an email with photos, and hopefully I can give you a “green light” for a sale. Contact Emilia at:



R



TRAFFIC LIGHT, 2 STOP SIGNS



GLOSSARY legal (adj) allowed by the law



Read the explanation about using one and ones. Then find and underline more examples in the ad. What do they refer to? We use one (singular) and ones (plural) to avoid repeating a subject we’ve already mentioned. We use one and ones when it’s clear what they refer to. In the question below, one = a Canadian traffic light: I’m interested in buying a Canadian traffic light (see picture for an example). Do you have one like this? WRITING SKILLS



SA M



PL



B



E



show contact info



REGISTER CHECK In an ad title, you can leave out unimportant words. WANTED: TRAFFIC LIGHT, 2 STOP SIGNS = I want a traffic light and two stop signs.



WRITE IT



C



FIND IT



Write an ad like Emilia’s for something you want that is hard to find. Write a short title. Describe the item (condition, age, size, color, etc.). Give a reason why you want it. You can include pictures. You can go online to find ideas for an interesting item.



19



2.5



TIME TO SPEAK Things to bring



LESSON OBJECTIVE



discuss items to take when you move



A



T



FO



R



SA L



E



■



DISCUSS Look at the picture. What items are in the suitcase? What type of trip do you think the



B



NO



person traveling is planning? Which things do you think are essential items for a trip? Which things do you think are extra or non-essential items? Why do you think the person is bringing extra items?



RESEARCH In groups, think of a country you would like to live in for one year. You can go online to learn more about countries you would like to live in. What would you need to take with you to live in this country?



FIND IT



C



DECIDE What essential items are you going to take to your country? Make a list of 10 items that you



D



E



agree you will all take with you. Then, for each person, add one extra item to bring that is special to you.



PRESENT Tell the class your list of essential items. Were any items on your lists similar? Did any



E



PL



of you choose similar “special” items to bring?



AGREE As a class, make a list of five items that you think are essential to live in any country the class discussed. What were the reasons for choosing these items?



SA M



To check your progress, go to page 153.



USEFUL PHRASES



20



DISCUSS I think … is/are essential because … I think … isn’t essential because … I think they are bringing this because …



DECIDE I think we should bring … because … How long have you had your special item? I’ve had it for/since …



PRESENT We chose … because … We also chose …



LESSON OBJECTIVE ■



Things to bring



• Introduce the task Aim: Introduce the concept of important personal items and essential items.



D



WHOLE CLASS Ss look at the picture. Volunteers identify each item.



• Read the questions aloud. •



FIND IT



•



Aim: Ss research a country they would like to live in for a year and what they'll need to take with them.



to for a year.



NO



•



GROUP WORK



Groups decide on a country to move



• OPTIONAL ACTIVITY Allow Ss to use their phones to research a country and items they would need to live there.



• Preparation for speaking* Encourage Ss to rehearse what they are going to say in their heads. DECIDE



Aim: Ss work in groups to choose items.



E



C



• Read the instructions aloud.



Groups decide on the ten items they all will take to the country. Each S can take one special item. Encourage Ss to take notes. GROUP WORK



PL



•



• Explain that one person in the group must present the group's list of items to the class.



SA M



• Encourage Ss to practice how they will present their lists to the class.



Ss take turns presenting their group’s



• After each presentation, encourage Ss to ask follow-up questions about each item. • Have a class discussion about anything all the items have in common and what is different about them. • Feedback for speaking activities* When Ss speak, only correct errors that impede comprehension. *These tips can help you to create a safe speaking environment. They can also be used with other speaking activities. For more information, see page xxii.



RESEARCH



• Read the instructions aloud.



WHOLE CLASS



chosen items.



T



B



Pairs discuss their answers. Tell them to keep a list of any new items they can think of. PAIR WORK



Aim: Ss present their lists of items to



FO



•



Time on each stage



R



Do the task Aim: Ss discuss what essential and nonessential items people take on trips. DISCUSS



C D



• Tell Ss that they should take notes during each presentation to help them discuss it with the class.



• Ask What items do you want to take any place you go? Think of one item. Why is it special to you? On the board, write essential. Explain that an essential item is something a person needs to live or to do a particular thing. Ask What are essential items for travel? Think of one essential item. Is it the same as your special item? • Direct Ss to the Useful phrases section at the bottom of the page. Remind them that they can use these as they do the lesson.



PRESENT



the class.



discuss things to take when you move



E



TIME TO SPEAK



B



SA L



2.5



A



A



E



PROGRESS CHECK



• Direct students to page 153 to check their progress. • Go to page T-153 for Progress check activity suggestions.



TEACHER DEVELOPMENT REFLECTION Either answer these questions in a reflection journal or discuss them together with your peers. 1 Teacher Development Activity 1 tests students’ understanding of the difference between for and since by having them hold up cards. How did you set up the activity? Did students enjoy it? Did it help you to diagnose and address students’ problems with understanding for and since? 2 What other grammatical contrasts could you focus on with this activity? (simple present vs. simple past, can vs. can’t, … ) 3 Teacher Development Activity 2 asks students to discuss how sentences differ in meaning. Did they do this in English, or were they able to use their first language? How easy did students find this? How accurate were their ideas? 4 Again, what other grammatical contrasts could you focus on with this activity? (simple past vs. present perfect, defining vs. non-defining relative clauses, … )



T-20



SMART MOVES



E



TEACHER DEVELOPMENT INTRODUCTION Strategy 3: Speaking – Language substitution



SA L



At the B1 level, students can usually communicate basic ideas in a simple way. However, sometimes their language is incorrect and they do not use a variety of grammar forms and vocabulary. Teachers can ask students to experiment with language by changing the original example they practiced using different vocabulary or different grammar forms. This is known as substitution. Doing some controlled oral language practice with substitutions can be a good way to encourage students to use a wider range of language so they are not repeating the same thing all the time.



3



Singular/plural substitution (Activity 1): Ss practice questions using both singular and plural noun substitutions. You can try this in Lesson 3.1.



R



Substituting verb forms (Activity 2): Ss practice mini conversations using different verb forms. You can try this in Lesson 3.2.



INTRODUCE THE THEME OF THE UNIT



C Read the question aloud. Allow Ss time to think about their answers. • Ss share their answers with a partner. • OPTIONAL ACTIVITY  Ss use their phones to access the video, and then discuss if they get around the same way as Andrea.



T



On the board, write transportation. Ask Ss to name different kinds of transportation. Then ask What kinds of transportation are available in your city or town? Is it difficult to get from one place to another? Why or why not?



FO



You can read more about controlled oral practice that aims to develop learners’ range in William Littlewood’s Communicative Language Teaching, pp. 8–15. Please go to www.cambridge.org/evolve to download this material.



START SPEAKING A Ss look at the picture.



NO



UNIT OBJECTIVES Read the unit objectives aloud. Ss listen and read along. Ask Ss to say any vocabulary words they think they will use in the unit. Write their answers on the board. Ask them to write the words in their notebooks. Tell them that at the end of the unit they can check if they used the words.



E



• In pairs, Ss discuss the questions. • Ss share their partner’s answers with the class.



PL



B Read the questions aloud. Ask Have you ever ridden a skateboard? Do you ever see people use it as transportation? Do you ever see other unusual kinds of transportation in your city? • In pairs, Ss discuss the questions.



SA M



• Ss share their answers with the class.



T-21



REAL STUDENT



I usually ride my bike to class, I take the bus to work … it’s faster to drive, but I don’t have a car.



HOMEWORK IDEAS Ss interview some of the older members of their family or older friends and ask them how they got to work, school, or stores when they were younger. Older Ss could write a short description of how they got to these places when they were younger. Ss share their findings in the next class.



■ ■ ■



SA L



ask and answer questions about your city talk about how to get from one place to another ask for and give directions in a building write a personal statement for a job application give a presentation about a secret spot in your city



■



E



SMART MOVES



UNIT OBJECTIVES ■



PL



E



NO



T



FO



R



3



START SPEAKING



Where is this man? Compare this place with your city: What’s similar? What’s different?



SA M



A B



Where do you think he’s going? Why do you think he’s on a skateboard? Do you think this is a good way to get around? Why or why not?



C



How do you get around in your city? For ideas, watch Andrea’s video.



How does Andrea get around?



21



3.1



INS AND OUTS



VOCABULARY: City features



A



Listen and repeat the words. Are the words for buildings, art, or transportation? Make three lists with your partner. Add one more word to each list. You can go online to find new words.



PAIR WORK



clinic fire station monument sidewalk



embassy highway parking lot tunnel



R



bridge ferry hostel sculpture B



E



PAIR WORK



FO



 1.23 



ask and answer questions about your city



SA L



1 FIND IT



LESSON OBJECTIVE ■



How often do you use or see these city features? Talk about ones you know.



Now go to page 143. Do the vocabulary exercises for 3.1.



C



LANGUAGE IN CONTEXT



A



Read the magazine quiz. Find and underline eight of the city features from exercise 1A.



T



2



NO



Are you city smart?



You think you know all about your city, but how well do you really know it? If you can answer these difficult questions about your city, you’re definitely city smart!   I’m from Russia, and I wonder if there’s a Russian embassy in the city. If so, where is it?



  I need a safe place to stay that’s not expensive. Hostels are usually cheap.



SA M



     



E



 



PL



 



Do you know where I can find a good one? Or a nice, cheap hotel? I’d like to draw some monuments or sculptures that aren’t very well known. Where can I find the most unusual ones? I’m studying to be an engineer and want to take pictures of bridges in this city. Where are they, and what are their names? Is there a ferry in this city? How often does it run? What time does the first ferry leave? I’m not feeling well. Do you know where I can find a walk-in clinic? I’m a street musician. Where are the best places I can play music on the sidewalk?



B



Read the quiz again. Why does the person want to find unusual monuments? ask about bridges? ask about a clinic?



C



Take the quiz. Check (✓) the questions you can answer. You can go online to find any answers you didn’t know.



FIND IT



D



22



Compare your answers to the quiz. Do you think you’re “city smart”? or why not? For ideas, watch Angie’s video. GROUP WORK



What city features does Angie talk about? Is she city smart?



1



INS AND OUTS



E



VOCABULARY: City features



2



• Introduce the task Books closed. Ask Ss to think of typical things that you can find in a large city. Set a time limit of one minute and have them write as many words as they can in English, but add that they can also include words in their first language. 1.23 Do the task



A Read the instructions aloud.



Read the instructions and the words in the box aloud. Ask Ss if any of the words are the same as the ones they wrote down in the introduction. Ask Ss to identify any unfamiliar words. Ask volunteers to give an example or a definition of each, or allow Ss to look up the words in a dictionary. PAIR WORK



• Ss do the task in pairs.



• Ss do the task individually.



R



• Check answers as a class.



Answers



bridge clinic embassy ferry hostel monument sculpture sidewalk



B Do the task Read the instructions aloud.



• While Ss are doing the task, on the board, write a threecolumn chart with the three headings buildings, art, and transportation.



• Ss do the task individually. • Check answers as a class.



Answers



• Check answers as a class. Volunteers call out one of the words and say which category it belongs in. Write their answers in the chart. If possible translate any words they wrote in their own language into English.



He/She wants to draw them. He/She wants to take pictures of them. He/She isn’t feeling well.



T



NO



• Ask Ss to look at their list of words from the introduction and say any new words and which category each belongs in. Write their answers in the chart on the board. Encourage Ss to copy the chart into their notebooks and to add any new words that they learn as they do the unit.



Answers



E



buildings: clinic, embassy, fire station, hostel art: monument, sculpture transportation: bridge, ferry, highway, parking lot, sidewalk, tunnel



PL



VOCABULARY SUPPORT A hostel is an inexpensive kind of accommodation for travelers in which guests can rent a bed in a dormitory-style room; there are usually many beds in one room. There is a shared bathroom and sometimes a shared kitchen.



SA M



A sidewalk is a path by the side of a road that people walk on. To be city smart means that you know a lot about your city, or another city.



B



PAIR WORK



LANGUAGE IN CONTEXT



• Introduce the task Have a brief class discussion about the Ss’ city. Ask Is there a lot to do in your city? Do you think your city is beautiful? What is your favorite thing about your city?



FO



A



ask and answer questions about your city



SA L



3.1



LESSON OBJECTIVE ■



Read the question aloud.



• Review Tell Ss to close their books. Call out one of the words from the box in exercise 1A and have a volunteer say if it is used in the quiz or not. If it is, have them report what is said about it. C Read the instructions aloud. • Ss take the quiz individually.



FIND IT



D



GROUP WORK



Read the instructions aloud.



• Ss compare their answers with their group and determine who is the most “city smart.” • OPTIONAL ACTIVITY Ss use their phones to find answers to the quiz. • OPTIONAL ACTIVITY Ss use their phones to access the video, and then identify which three questions Angie answers. REAL STUDENT



I think I am a city smart because I do know the place in which I live there are many places in […] Park in which I can explore and spend time with my family. There are many buses and there is a big store that is just next to my home.



• Ss discuss the question in pairs. • Ss share their partner’s answer with the class.



C Direct Ss to page 143 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141.



T-22



GRAMMAR: Articles



TEACHER DEVELOPMENT ACTIVITY 1



• Introduce the task On the board, write a, an, and the. Ask Do we use these words before a noun or a verb? (noun) Write She is student in my class. I am wearing a orange shirt today. Joe is tallest person in my family. Ask volunteers to come to the board and correct the sentences. Do not go over the reasons for the corrections yet.



SA L



Singular and plural substitution Alternative instructions for exercise 4A



This activity gives Ss practice with different verb forms that can be used from the prompts in the Student’s Book. Changing the noun means Ss have to remember to change the verb form.



A Do the task Give Ss time to read the information in the grammar box silently to themselves.



• On the board, write the question prompts without the verbs: Where … near here ? / What time … open? / Where can you find … ? / … there … near the school?



• Ss do the task individually. • Check answers as a class.



Answers



• Also write stores, hostels, parking lots, hotel, clinic, museum.



B Direct Ss to page 131 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129. • Ss complete the sentences individually.



4A a; the



NO



2A an 2B the; the 3A – 3B – 4B The 5A the 5B a; –



D Model the task by completing the first question and then asking a volunteer the question. • Ss write the questions individually.



• In pairs, Ss ask and answer the questions.



PL



A FIND IT



SPEAKING



E



• Review Ss use the vocabulary from exercise 1A and write new questions. Ss ask and answer the questions with a new partner.



4



PAIR WORK



Read the instructions aloud.



• In pairs, Ss write difficult questions. • OPTIONAL ACTIVITY Allow Ss to use their phones to find interesting facts about their city that they can use to write questions.



SA M



• If necessary, provide Ss with ideas for their questions, e.g., the oldest building, a famous painting, the quietest park, the busiest bridge.



T-23



• Repeat this with the other prompts so that Ss make examples with both singular and plural nouns.



T



• In pairs, Ss ask and answer the questions. Model the first question with a volunteer. Make sure Ss understand that they should answer with information that is true for them.



Answers



• Point to the first prompt and to the word clinic. Ask Ss to make the question Where’s there a clinic near here? Drill this example. • Point to the same prompt and the word stores so Ss make the question Where are there stores near here? Drill this example.



C Read the instructions aloud.



• Ss share their partner’s answers with the class.



R



3 a; the



FO



1 singular 2 no article



E



3



B



• Put Ss in pairs and ask them to practice different examples.



GROUP WORK Have two volunteers perform their conversation for the class.



• Put two pairs together and have them ask each other the questions.



EXTRA ACTIVITY Explain scavenger hunt (a game that is usually played in a large area where players have to find different items on a list). The first person/team to find all the items wins the game. Tell Ss they will now have a “seated scavenger hunt.” In groups, Ss think of four or five unusual places or things in their city that players will have to find, but they don’t name the place/thing; they only describe it (e.g., the oldest bridge in the city). When all groups are finished, they exchange clues with another group and try to figure out each place or thing. Go over answers with the class. If there is an opportunity, suggest a class trip to see one or a few of the items from the scavenger hunt. • Workbook Unit 3.1 • Worksheets: Grammar 3.1; Vocabulary 3.1



GRAMMAR: Articles



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 Use a or an with singular / plural nouns. 2 Use an article / no article when you talk about things in general. 3 Use a / the when you mention something for the first time. Then use a / the when you mention it again.



SA L



E



3



Articles Is there a ferry in this city? What time does the first ferry leave? I’m studying to be an engineer.



Now go to page 131. Look at the grammar chart and do the grammar exercise for 3.1.



R



B



Where can I find the most unusual sculptures? Hostels are usually cheap. Where can I play music?



Complete the sentences with a, an, the, or – (no article). Then ask and answer the questions with a partner. Change the answers so they’re true for you. the 1 A Where is biggest fire station in town? – Clark Street. B It’s on embassy near the school? 2 A Is there Canadian embassy is across street. B Yes, hostels when you travel? 3 A Do you stay in friends. B No, I don’t. I usually stay with good view of city from your home? 4 A Do you have view is excellent. B Yes, I do. best place to go shopping near here? 5 A Where’s mall on Sixth Avenue. B There’s



D



Complete the questions about city features. Then ask and answer the questions with a partner.  ? 1 Where can I find is? 2 Do you know where in the city? 3 Is there



4



SPEAKING



A



Think of four difficult questions about your city that you and your partner know the answers to. Use the ideas below or your own ideas. You can go online to learn more about your city. ■  Where is/are …? ■  What time does … open? ■  Where can you find …? ■  Is there a … near school?



E



PL



PAIR WORK



SA M



FIND IT



NO



T



FO



C



B



GROUP WORK Ask another pair your questions. How many can they answer?



Where are the sculptures of birds by Fernando Botero? They’re in San Antonio Park.



23



3.2



A MAP LIKE SPAGHETTI



LESSON OBJECTIVE



LANGUAGE IN CONTEXT



A



What’s good about using public transportation, like subways, buses, and trains? What’s bad about it? Then read and listen to the video chat between two coworkers in different offices. Where is Aida going? How is she going to get there?



SA L



1



 1.24 



1.24 Audio script



Aida



OK, Mr. New Yorker, which subway line should I take? Or should I take a bus? Well, you could get the AirTrain from the airport to the subway. You’ll have to change lines on the subway and then walk from the subway station to the hotel. I don’t know. My suitcase is pretty big. Then I wouldn’t take the subway. I’d get a taxi. The company will pay for the fare. OK. Then no spaghetti … or, at least, not until I get to the hotel restaurant!



FO



So, I’ve already booked my flight for the meeting in the New York office. I have the schedule right here. Departure from Mexico City: 1:55 p.m. Arrival at JFK: 7:50 p.m. You’re all set to go! Well, I haven’t figured out my route from the airport terminal to the hotel yet. I found some maps of train and subway lines, and buses. But they look complicated – like spaghetti! You shouldn’t look at those maps. You should ask a New Yorker!



R



PAIR WORK



Aida



talk about how to get from one place to another



E



■



Aida Dean



NO



T



Dean Aida



Dean



Dean



Aida



B



Read and listen again. How does Dean first suggest that Aida get from the airport to the hotel? Why do they decide it’s not a good idea?



2



VOCABULARY: Public transportation



E



 1.25 



Complete the sentences with words from the box. Then listen and check.



PL



A



 1.24 



arrival lines



book reservation



departure route



direct schedule



fare terminal



1 I need to



SA M



my flight. First, I want to compare airlines, so I can find the cheapest  . And then I can make a  .  , and these are my flight details: It says my 2 I’m just checking my is from B at 8:10 a.m., and my is at 12:55 p.m.  . Take the 4 and 3 If you go there on the subway, you need to take two different transfer to the 6 because it’s not  . It’s not an easy  .



B



C



24



Now go to page 143. Do the vocabulary exercises for 3.2.



When did you last take public transportation? Did you ride the bus? take the subway? How was your experience? PAIR WORK



1



LESSON OBJECTIVE



LANGUAGE IN CONTEXT



A Do the task  Ss do the task individually.



• OPTIONAL ACTIVITY  Allow Ss to use dictionaries or their phones to help with words they don’t know.



• Introduce the task  Discuss public transportation. Ask What kinds of public transportation are available in your city? Do you use any? How often? Are they convenient to use? Do they go to all the places people want to go?



• Ss compare their answers with a partner. • Check answers as a class.



Answers



• Individually, Ss make a list of all the words that they can think of to talk about public transportation.



1  book; fare; reservation  ​2  schedule; departure; terminal; arrival ​ 3  lines; direct; route



 1.24   PAIR WORK   Do the task  On the board,



• Play the audio. Ss make notes about their answers. • Ss compare answers with a partner. • Check answers as a class. Write their pros-and-cons answers in the chart.



B Direct Ss to page 143 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141.



FO



draw a two-column pros-and-cons chart. Read the first two sentences of the instructions aloud. Elicit a few responses from Ss and write their ideas in the chart. Then read the remaining instructions aloud.



R



• Ss compare lists with a partner. A



EXTRA ACTIVITY



T



Answers Aida is going to New York. She’s going to get there by plane. / She’s going to fly.



NO



• Have a class discussion about the chart. Do all Ss agree that the pros are really pros, and the cons are cons? B



 1.24   Read the instructions aloud.



• Play the audio.



• Ss do the task individually. • Ss check answers in pairs.



E



• Check answers as a class. Ask Ss to read where in the conversation they found the answer.



Answers



PL



At first he tells her to take the AirTrain and the subway. They decide it’s not a good idea because she has to change lines and walk, and her suitcase is big.



On separate pieces of paper, write down all of the vocabulary words (including some of the ones from Ss’ lists) and put them in a bag or box. Have Ss take turns choosing one of the papers and either use the word in a sentence or give an example of it, using a complete sentence.



C PAIR WORK   Read the instructions aloud. • Provide prompts for Ss to talk about their last experience with public transportation in their city, such as price, locations, convenience, comfort, speed, easy to use. • Model an exchange with a volunteer.



HOMEWORK IDEAS Ss think of a large and famous city that they have been to or would like to visit. They use the internet to look up public transportation schedules and information for that city. Ss share their findings during the next class.



VOCABULARY: Public transportation  1.25   Introduce the task  Have Ss look at the lists of words they made before exercise 1A. Ask them to add any words from the dialogue in exercise 1B. • Volunteers read the vocabulary in the box. Ss identify any of the words they already know and that were on their lists. Ask them to give a short definition or example of each word, if possible.



SA M



2



talk about how to get from one place to another



E



■



SA L



3.2



A MAP LIKE SPAGHETTI



T-24



4



• Introduce the task Explain or remind Ss that modals are “helping verbs” that add more information to the main verb. Tell Ss that they will be learning about modals to give advice. On the board, write She has a bad stomachache. She should see a doctor. Ask Which sentence gives advice? (the second one) Which word is the modal? (should) What is the main verb? (go)



SPEAKING



A Read the instructions aloud. • Ss do the task in pairs. B FIND IT



PAIR WORK Read the instructions aloud. Ask volunteers to read the sample conversation aloud.



• Ss do the task in pairs.



• OPTIONAL ACTIVITY Allow Ss to use their phones to get more information about transportation and routes from one place to another.



• Explain that other modal verbs for advice are could and would. Go over the differences in meaning of each. On the board, write the sentences from the conversation in exercise 1B:



• Circulate and monitor.



• You could get the AirTrain.



EXTRA ACTIVITY



• You shouldn’t look at those maps. You should ask a New Yorker.



Ss tell the class one of the routes that their partner told them, but they don’t name the destination. The other Ss in the class have to guess what the final destination is.



A Do the task Give Ss time to read the information in the grammar box. • Ss do the task individually. • Check answers as a class.



FO



• Ask Which two sentences show bad ideas? Which two show good ideas? Which shows a possible idea? Which one isn’t as strong as the others?



R



• I wouldn’t take the subway. I’d get a taxi.



TEACHER DEVELOPMENT ACTIVITY 2



Substituting verb forms



Answers



Alternative instructions for exercise 4B



2 you should



3 you could



4 I would



The following idea practices different mini conversations similar to the written examples in the Student’s Book. Ss can use different verb forms in the conversation.



T



1 you shouldn’t



E



GRAMMAR: Modals for advice



SA L



3



C Read the instructions aloud.



NO



B Direct Ss to page 131 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129.



• Read the information in the Accuracy check aloud. • Ss do the task individually. Circulate and monitor.



• Ss exchange sentences with a partner and check them for accuracy.



E



• Check answers as a class. Have volunteers write their sentences on the board.



PL



EXTRA ACTIVITY/HOMEWORK



SA M



Ss write a list of places to visit for a tourist who is visiting their city for two days. They should write at least two activities and one restaurant recommendation for each day, and how to get there using public transportation. They should use modals for advice.



T-25



• On the board, write the following prompts: A: Should I take a … ? B: No I wouldn’t. I/You … take the/a … . • Also write different word pairs like these examples: ✗ taxi/✓ bus, ✗ bus/✓ subway as well these verbs: would, should, could. • Point to different words to elicit different mini conversations like this: A: Should I take a taxi/bus/train? B: No, I wouldn’t. I’d / You could / You should take the bus/subway/train. • Drill different examples with the whole class. • Ask Ss to make different mini conversations in pairs. • Workbook Unit 3.2 • Worksheets: Grammar 3.2; Vocabulary 3.2; Speaking 3



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 Use you could / you shouldn’t to say something is a bad idea. 2 Use you should / I wouldn’t to say something is a good idea. 3 Use you should / you could to say something is possible. 4 You can use I would / you would to give advice.



Modals for advice



B



Now go to page 131. Look at the grammar chart and do the grammar exercise for 3.2. Complete the sentences so they’re true for your city. Check your accuracy. Then compare with a partner. 1 To travel around in this city, you could take … Or you could … 2 To get to from here to the airport, I would take … I wouldn’t … 3 At some times of day, the traffic is really bad here. You shouldn’t … You should …



ACCURACY CHECK For statements giving advice, we only use would with the subject I.



You would take the subway. ✗ She would take the subway. ✗ I would take the subway. ✓



4



SPEAKING



A



Choose a few places in your city that you’d like to go to. Use the ideas below or your own ideas. Make notes. cafes



movie theaters



museums



restaurants



sports stadiums



E



PAIR WORK Take turns asking for advice about how to get to your places. You can go online to get more information or to check the routes.



I want to get from here to the baseball stadium. Should I take the subway? Or the bus?



PL



B



I wouldn’t take the bus. I’d take the subway. But you’ll have to transfer – it’s not a direct route.



SA M



FIND IT



NO



T



C



FO



R



What should I do? You should ask a New Yorker. You shouldn’t look at those maps. You could get the AirTrain. I wouldn’t take the subway. I’d get a taxi. Could I take a train? Yes, you could. / No, you couldn’t.



E



GRAMMAR: Modals for advice



SA L



3



25



3.3



LESSON OBJECTIVE



UP AND DOWN



FUNCTIONAL LANGUAGE



A



Look at the picture. What do you think the people are talking about?



B



Read and listen to a conversation between two people at an international conference. Which two places does the woman want to go to?



E



 1.26 



R



1.26 Audio script



A OK. Sorry, one more question. Do you know which floor the cafeteria is on? I want to get a coffee. B It’s downstairs in the basement. A OK. Thanks. B Hey, I’m going that way. Can I join you for coffee?



NO



INSIDER ENGLISH



T



FO



A Excuse me, can you tell me how to get to meeting room C? B Uh, it’s upstairs on the fifth floor. A OK, thanks. And how do I get to the stairs? B Go down that hallway, and they’re on your right. But I would take the elevator! A Good idea. Um, which way is the elevator? B Go through the lobby, and it’s on the left.



ask for and give directions in a building



SA L



1



■



We often say Sorry, one more question to be polite when we’re asking a lot of questions.



C



Complete the chart with expressions in bold from the conversation in exercise 1B.



Asking for directions



Giving directions



meeting room C? 2 the stairs? 3 is the elevator? 4 the cafeteria is on? Which floor are the restrooms on?



on the fifth floor. 6 that hallway, 7 and they’re  . 8 the lobby, and it’s 9  . 10 in the basement. Take the elevator to the third floor. 5



Write the words in the correct order. Then practice the conversations with a partner. 1 A you / get / how / me / to / the front desk / tell / Can / to / ? PAIR WORK



SA M



D



PL



E



1



B on / the lobby, / right / and / through / it’s / the / Go / .



2 A floor / on / are / Which / meeting rooms / the / ? B the / floor / downstairs / on / first / They’re / .



26



FUNCTIONAL LANGUAGE



C Ss look at the headings in the chart. Check Ss’ understanding.



• Introduce the task  Explain that in this lesson Ss will learn ways to ask for and give directions in a building.



• Do the first item in each column with the class to illustrate that Ss should use the exact words in the dialogue, not variations.



• Set a time limit and have Ss write down words they can use to describe how to get from the front door of their school building to the cafeteria / main office / the classroom, etc. Tell them to concentrate on the vocabulary words they can use to describe the parts of the building to which they would need to give directions.



• Ss complete the task individually.



• While Ss are completing the task, write the sentences on the board, including the blanks.



R



• Volunteers fill in the blanks on the board for the class to check answers.



• Put Ss in pairs to compare lists.



Answers



1  Can you tell me how to get to ​2  How do I get to ​ 3  Which way ​4  Do you know which floor ​5  It’s upstairs ​ 6  Go down ​7  on your right ​8  Go through ​ 9  on the left ​10  It’s downstairs



FO



A Do the task  Read the questions aloud.



• Ss look at the picture and discuss the questions in pairs. • Ss share their partner’s ideas with the class. B



ask for and give directions in a building



SA L



1



UP AND DOWN



E



3.3



LESSON OBJECTIVE ■



 1.26   Read the instructions aloud.



D PAIR WORK   Read the instructions aloud.



• Play the audio. Ss read along.



T



• Point out the expressions in bold. Ask Ss if they included any of these words in their direction descriptions during the introduction.



• If necessary, play the audio again for Ss to answer the question.



NO



• Read the information in the Insider English box aloud. Ask Ss if they can think of other situations when they would use the word sorry.



• Pairs do the task. • Check answers as a class.



Answers 1A  Can you tell me how to get to the front desk? 1B  Go through the lobby, and it’s on the right. 2A  Which floor are the meeting rooms on? 2B  They’re downstairs on the first floor.



• Check answers as a class.



Answer



She wants to go to meeting room C and the cafeteria.



• Have pairs practice the conversation several times.



E



• Ask pairs to perform the conversation for the class.



PL



MIXED ABILITY



SA M



Tell stronger Ss to cover the conversation in their books and answer the question by just listening to the conversation, not by reading it. Play the audio twice, if necessary.



T-26



REAL-WORLD STRATEGY



3



• Introduce the task  Explain consonant clusters to Ss: Consonant clusters are a group of consonant sounds with no vowel sounds. For example, /str/ at the beginning of street. Elicit other examples of words that begin with consonant clusters and write these on the board, such as from, tree, shoe, stop, black, brown.



 1.27  Audio script p. T-173  Do the task  Read the question aloud.



• Play the audio. • Check the answer as a class.



• Play the audio. Ss listen and repeat the pairs of words.



The man wants to go to the pool.



S: The class is at 5:00. T: At 5:00? (use rising intonation and confused face) • Tell Ss to write their answers as they listen to the conversation. Play the audio.



She repeats, “The pool?,” “The stairs?,” and “Late?”



C Read the instructions aloud. • Ss do the task individually.



• Ss practice the conversation with a partner.



Answers



SA M



PL



E



1 bus ​2 Often



T-27



• Ss do the task individually. • Check answers as a class.



Answers 1 B 2 A 3 A



C Ss practice the conversation in pairs.



4



SPEAKING



A PAIR WORK   Read the instructions aloud.



NO



• Check answers as a class.



Play the audio.



FO



 1.27   Ss read the information in the Real-world strategy box silently to themselves. Two volunteers model the sample conversations for the class. Explain that repeating details can be a statement or a question; either way, a response is not expected. You may also want to explain that it is also common to repeat a detail of what someone has just said when we don’t understand something. Facial expressions and intonation will let the other person know if you understand or not. Model this example with a volunteer:



Answer



 1.29   Read the instructions aloud.



B



• Ss do the task in pairs.



T



B



 1.28   Give Ss time to read the instructions.



A



Answer



SA L



A



PRONUNCIATION: Saying consonant clusters at the start of a word



E



• Introduce the task  Tell Ss that they will learn how to repeat details to show that they understand what someone has just asked.



R



2



B PAIR WORK   Read the instructions aloud. Volunteers read the sample conversation aloud. • Pairs do the task. • Ss take turns performing their conversation for the class.



EXTRA ACTIVITY Write the names of various places in the building on separate pieces of paper and put them in a box or bag. One S chooses a paper and then gives directions without naming the location. The other Ss try to guess the location. This can be played as a class, in teams, or in pairs. • Workbook Unit 3.3



REAL-WORLD STRATEGY



A



Listen to a conversation in a hotel. Where does the man want to go?



Read the information in the box about repeating details to show you understand. Then listen to the conversation again. Which details does the woman repeat?  1.27 



SA L



B



 1.27 



E



2



REPEATING DETAILS TO SHOW YOU UNDERSTAND We often repeat key details when people ask questions so they know we’ve understood them. Can you tell me how to get to meeting room C? How do I get to the stairs? Meeting room C … Uh, it’s upstairs on the fifth floor. The stairs? Go down that hallway, and they’re on your right.



Complete the conversation with repeated details. Then practice with a partner. A Excuse me? Where does the bus stop? A OK. Thank you. Does it come by often? 1 B The  ? It stops across the street. B 2  ? Yes, about every 20 minutes.



3



PRONUNCIATION: Saying consonant clusters at the start of a word



A



Listen and repeat. Focus on the sound of the consonants in bold at the beginning of the word. 1 floor / front 2 stairs / street 3 through / shred



FO



R



C



 1.28 



B



Which speaker (A or B) says the consonant clusters in bold most clearly? Write A or B. flight 2 straight 3 three



 1.29 



T



1



Practice the conversation with a partner. Does your partner say the consonant clusters clearly? A Excuse me. Can you tell me how to get to gate B37? I’m late for a flight. B B37? Just go straight down this hallway. I think it’s three or four gates down. A Just three or four gates? Fantastic. If I hurry, I can still make my flight.



4



SPEAKING



A



PAIR WORK



NO



C



How many of these places are in your school or workplace? Can you think of any more places?



PL



E



reception desk



SA M



cafeteria



B



computer lab



restrooms



meeting room



library



Imagine you and your partner are standing outside of your classroom. Ask for and give directions to places in your building. PAIR WORK



Excuse me, which way is the reception desk?



The reception desk? Go down that hallway, and it’s on your left. 27



3.4



MAYBE YOU CAN HELP!



A



Look at the picture. Do you ever do volunteer work? What kind of volunteer work interests you?



B



READ FOR GIST Read the ad. What are the two kinds of volunteer jobs? Why are these jobs useful for a student?



E



SA L



READING



write a personal statement for a job application



volunteer



Volunteer at the



FO



Street Beats Fest ival!



R



1



LESSON OBJECTIVE ■



T



Are you good with people? Do you know the city well? Then maybe you can help …



We’re looking for:



NO



We’re looking for volunteers to help at the Street Beats Festival. Next year, this amazing festival will bring together a cast of more than 1,000 street performers, including dancers and musicians, from more than 20 countries. And it will happen right here, on the streets of our city, from July 25–27.



PL



E



Cast Helpers: You’ll meet cast members at the airport on arrival and help them get to their hotels. At the hotel, you’ll tell them where they should go for festival events and how to get there. You’ll also help them with the schedule and organization of the festival. City Guides: You’ll stand on sidewalks around the city and help visitors find their way around. You’ll also give advice on things to see and do during the festival.



SA M



If you’re a student, volunteering is a smart career move. This position is unpaid, but we’ll give you a certificate to show you helped at the event – a useful experience that you can put on your résumé. If you are interested, complete the application in English.



28



Read the ad again. Answer the questions. 1 What two skills does the company want the volunteers to have? 2 Who will the cast be? 3 What four things will the volunteers do?



GLOSSARY cast (n) all the actors in a movie, play, or show



C



 READ FOR DETAILS 



D



What do you think it would be like to be a Street Beats Festival volunteer? Which parts of the job would you like? Which parts wouldn’t you like? PAIR WORK



1



LESSON OBJECTIVE



READING



write a personal statement for a job application



E



■



SA L



3.4



MAYBE YOU CAN HELP!



C  READ FOR DETAILS   Read the instructions aloud. • Ss read the ad again to find the answers to the questions.



• Introduce the task  On the board, write personal statement. Ask Ss if they know what a personal statement is and if they have ever written one. If not, explain that a personal statement is a short (less than one-page) statement that tells why you want a particular job and why you are a good fit for the job.



• Ss compare answers with a partner. • Check answers as a class.



Answers



1 The volunteers should be good with people and know the city well. 2 The cast will be more than 1,000 street performers, including dancers and musicians, from more than 20 countries. 3 The volunteers will (1) meet cast members at the airport on arrival and help them get to their hotels; (2) tell them where they should go for festival events and how to get there; (3) stand on sidewalks around the city and help visitors find their way around; and (4) give advice on things to see and do during the festival.



A Read the instructions aloud.



FO



VOCABULARY SUPPORT  A career move is something you do to help you in your career, such as volunteer work, extra work at your job, or taking a particular job because it will give you experience and work contacts that will help you in the future.



R



• Explain that Ss will read an ad for a volunteer job and then write a personal statement to apply for a job.



D PAIR WORK   Read the instructions aloud.



• Ss compare answers with a partner.



• Pairs answer the questions and discuss.



• Check answers as a class.



• Ask volunteers to share their answers with the class.



NO



T



B  READ FOR GIST   Before Ss read the ad, have a class discussion about volunteer jobs. Ask What are some examples of volunteer jobs? Why do people do them? Do they get paid? • Read the instructions aloud.



• Set a time limit of 20–30 seconds so that Ss read through the ad quickly and only look for the answers to the questions.



HOMEWORK IDEAS Ask Ss to look online for ads for different volunteer jobs in their city. Ss choose one or two ads and think about how those particular jobs can help someone succeed in a career. Ss share their findings and ideas in the next class.



• Ss read the ad silently to themselves.



• Answer any questions about unfamiliar vocabulary.



Answers



E



• Check answers as a class.



SA M



PL



The two kinds of volunteer jobs are Cast Helpers and City Guides. These jobs are a smart career move for a student. They will get a certificate to show they helped at the event and can put the experience on their résumé.



T-28



WRITING



EXTRA ACTIVITY



E



• Introduce the task Ask What information about yourself is important to include in a personal statement? Should you include information about your friends and family? Your education? Your house? Your travels? Would some of this information be good for some volunteer jobs but not for others? Why is it a good idea to keep a personal statement short?



Write Manuela’s personal statement on the board but include a few spelling, punctuation, and grammar mistakes. Ss close their books. In pairs, have Ss try to find and correct each mistake. You can make this a contest to see which pair can find and correct the mistakes first.



A Do the task Read the instructions aloud. Ask Ss what they remember from the job ad: What kinds of skills or experience would be good for a volunteer to have for the two volunteer positions? Allow Ss to discuss in pairs before sharing their ideas with the class. Write Ss' ideas on the board for them to refer to later in the lesson.



WRITE IT



D Read the information in the Register check aloud. • Read the instructions aloud.



• Read the questions aloud. Ss read the personal statement silently to themselves.



R



• Give Ss time to think of what details they will include in their personal statement. Remind them to refer to the ideas they wrote down in exercise 2A. You can also encourage them to be creative and come up with interesting or funny details to include.



• Answer any questions about unfamiliar vocabulary.



Answers



B



THINK CRITICALLY Read the questions aloud.



NO



• Ss discuss the questions in pairs.



• Ss share their answers with the class. C



WRITING SKILLS Read the instructions aloud.



• Have a volunteer read the information aloud. • Ss do the task individually.



Answers



E



• Check answers as a class.



SA M



PL



Punctuation: The volunteer job of City Guide is perfect for me. I am fluent in Spanish and English, and I’m learning French and Portuguese in college. Fortunately, your festival happens during our summer break, so I am free to help all day from July 25th to the 27th. I am very interested in world cultures and have organized two cultural events at my school. I’ve never worked at a big festival or volunteered before, but I’m excited to try. I was born and raised in this city and have lived here all my life, so I know the transportation system well. I am also familiar with different neighborhoods because I have studied, worked, and lived in a few parts of the city. For these reasons, I think I would be an excellent City Guide. Grammar: present perfect: have organized, have (never) worked, have lived; have studied, worked, and lived



T-29



• Make sure Ss check their writing for accuracy. Alternatively, they can exchange papers with a partner and check punctuation and grammar.



HOMEWORK IDEAS



T



1 She is fluent in Spanish and English. She’s learning French and Portuguese. 2 She has organized two cultural events at her school. She doesn’t have any volunteer experience. 3 She knows the city very well. She has lived there all of her life, knows the transportation system well, and is familiar with different neighborhoods.



FO



• Ss discuss the questions in pairs. • Ss share their answers with the class.



SA L



2



E



Assign the planning of the personal statement, or even the writing of it, for homework and have Ss bring it to the next class.



PAIR WORK



statement.



Ss read their partner’s personal



• Ss share their partner’s best reason with the class.



EXTRA ACTIVITY Display Ss’ writing around the classroom, but make sure their names aren’t visible. Ss get up and walk around the class to read their classmates’ personal statements. Ss decide who is the best candidate for either of the two volunteer jobs and then write the person an acceptance letter with a few sentences about why they are hiring them. • Workbook Unit 3.4



WRITING



A



Manuela is applying to be a volunteer for the Street Beats Festival. Read her personal statement in the application below. Answer the questions. 1 What language skills does Manuela have? 2 What experience does she have with events? What volunteer experiences does she have? 3 How well does she know the city?



Volunt



Last name:



First name:



Gomez



Manuela



Position: City Guide



FO



Personal Statement Explain in 100–150 words why you’re the right person to be a Street Beats Festival volunteer.



R



stival! Street Beats Fe eer Application



SA L



E



2



NO



T



The volunteer job of City Guide is perfect for me. I am fluent in Spanish and English, and I’m learning French and Portuguese in college. Fortunately, your festival happens during our summer break, so I am free to help all day from July 25th to the 27th. I am very interested in world cultures and have organized two cultural events at my school. I’ve never worked at a big festival or volunteered before, but I’m excited to try. I was born and raised in this city and have lived here all my life, so I know the transportation system well. I am also familiar with different neighborhoods because I have studied, worked, and lived in a few parts of the city. For these reasons, I think I would be an excellent City Guide.



Do you think Manuela will be a good City Guide? Why or why not?



B



THINK CRITICALLY



C



Accuracy is important, especially in a volunteer or job application. Read about how to check your own writing. Find examples in Manuela’s personal statement. Punctuation: Use capital letters at the beginnings of sentences and for job titles, names, places, months, languages, and nationalities. Put a period (.), exclamation mark (!), or question mark (?) at the end of each sentence. Use a comma before but and so. There’s no comma before because. Grammar: Use the present perfect for experiences in your life up to now.



PL



E



WRITING SKILLS



SA M



WRITE IT



D



Imagine you’re applying to be a City Guide or Cast Helper. Write a personal statement for the volunteer application. You can use your own information or make it up. Check your writing after you are finished.



E



Exchange personal statements with a partner. What was the best reason your partner gave for wanting the job? PAIR WORK



REGISTER CHECK It’s important to be clear in formal writing, like an application. We often repeat information, like job titles, to make sure we are clear. The volunteer job of City Guide is perfect for me. (NOT: The volunteer job is perfect for me.) I think I would be an excellent City Guide. (NOT: I think I would be excellent at this job.) 29



3.5



TIME TO SPEAK Secret spots



LESSON OBJECTIVE



give a presentation about a secret spot in your city



SA L



E



■



Feira Kantuta, a Bolivian market in São Paulo, Brazil



A



FO



R



An artist in Insadong, Seoul, South Korea



DISCUSS Look at the pictures and talk in groups. Do you think these places are popular with



B



T



tourists? Which one would you like to visit the most? Why?



RESEARCH In pairs, think of interesting places in your city that tourists might not know about. DECIDE Choose a secret spot from your list. Answer the questions together. 1 2 3 4 5



D



How do you get there? Do you need to make a reservation before you go? Should you take anything with you? What’s the best way to get there? How long should you plan to stay? What should you do when you get there?



E



C



NO



Make a list of these “secret spots.” You can go online for ideas.



FIND IT



PREPARE With a partner, prepare a presentation about your secret spot. Use the information from



E



PL



part C and any other information you know or find online.



FIND IT



PRESENT In pairs, give your presentation about the secret spot to the class. Which secret spots are



new to you? Which ones would you like to visit the most?



SA M



To check your progress, go to page 153.



USEFUL PHRASES DISCUSS I think … / I don’t think … In my opinion …



30



RESEARCH … isn’t very well known. … is a good choice because … I think we should include …



PREPARE Let’s say … first. Then we can talk about … Next, we should … Finally, we can tell the class about …



LESSON OBJECTIVE ■



Secret spots



• Introduce the task Aim: Introduce the concept of a “secret spot” in a city.



E



FIND IT



Groups discuss their answers.



Aim: Ss make a list of secret spots in



RESEARCH



their city.



NO



B



GROUP WORK



• Read the instructions aloud. •



PAIR WORK Pairs make their lists. Suggest that, next to each spot, they make notes of their reasons why that spot is interesting.



• OPTIONAL ACTIVITY Allow Ss to use their phones to research secret spots in their city. DECIDE



D



PREPARE



secret spot.



Aim: Pairs prepare a presentation about a



• Read the instructions aloud. •



PAIR WORK



SA M



FIND IT



Ss answer the questions and discuss their lists with a partner. Encourage them to take notes and to ask each other follow-up questions about each spot. PAIR WORK



PL



•



Aim: Pairs decide on one secret spot.



E



C



Aim: Ss present their secret spot to the



WHOLE CLASS



Pairs take turns presenting their



R



•



secret spot.



• After each presentation, encourage Ss to ask follow-up questions about each place. • Discuss whether any of the spots are new to other Ss in the class. Have a class vote on which spot Ss would like to visit the most.



• Feedback for speaking activities* Give positive feedback when Ss produce accurate and appropriate language. *These tips can help you to create a safe speaking environment. They can also be used with other speaking activities. For more information, see page xxii.



T



• Read the questions aloud. •



PRESENT



class.



FO



Ss look at the pictures. Read aloud the captions for the two pictures. Ask Ss to share what they know about the two countries. WHOLE CLASS



Time on each stage



• Tell Ss that they should take notes during each presentation to help them discuss it with the class.



• Direct Ss to the Useful phrases section at the bottom of the page. Remind them that they can use these phrases as they do the lesson.



•



C D



• Preparation for speaking* Tell Ss to practice what they are going to say in their own language. They should make notes and then repeat their presentation in English.



• Ask What are some of the places in your city that everyone knows about and are very popular with both residents and tourists? Are there some places that you like but that are less well known? On the board, write secret spot and off the beaten path. Explain that most cities have places that are very interesting but not well known – maybe even to the people who live there. Explain that if a place is “off the beaten path” it is not a place where people go often, but it is still interesting and worth visiting.



DISCUSS Do the task Aim: Ss discuss examples of secret spots.



give a presentation about a secret spot in your city



E



TIME TO SPEAK



B



SA L



3.5



A



A



E



Pairs find additional information on their



secret spot.



• OPTIONAL ACTIVITY Allow Ss to use their phones or a computer to find out more information about their secret spot. • Make sure Ss understand that both of them will present their information; each person will speak to the class.



PROGRESS CHECK • Direct students to page 153 to check their progress. • Go to page T-153 for Progress check activity suggestions.



TEACHER DEVELOPMENT REFLECTION Either answer these questions yourself in a reflection journal or discuss them together with your peers. 1 How accurate was students’ language when you elicited different examples in the two activities? 2 What other language changes did students need to make when they used different prompts? For example, in Teacher Development Activity 1 did they need to change the article they used? 3 Did you hear students use a range of examples when they practiced the substitutions in pairs? 4 Having done this controlled practice activity, was the language that students used in the pair work tasks more varied? 5 When preparing substitution activities like these, what does the teacher need to plan carefully?



• Encourage Ss to practice how they will present their secret spot to the class.



T-30



E



REVIEW 1 (UNITS 1–3)



• Ss take turns telling their partner about how they practice English.



• Set a time limit of two minutes. Ss close their books and work in small groups to remember as much as they can about the grammar, vocabulary, and functional language they have learned in Units 1–3. Groups write words, phrases, and example sentences in each category.



• Ss share their partner’s response with the class.



3



• Check answers as a class.



1



VOCABULARY



• Give Ss time to write some questions individually.



R



• Ss ask and answer their questions in pairs.



• Check answers as a class. Discuss any differences that Ss had in their categories. Talk about any words that might go in more than one category. Encourage Ss to give their reasons for why they put the words in each category. 1  cheerful; easygoing; nervous; selfish; sociable 2  be born; be raised; celebrate; live alone; retire 3  brand new; damaged; fancy; outdated; useless 4  clinic; embassy; fire station; hostel; parking lot 5  arrival; departure; fare; reservation; route



NO



B Ss work individually to add three more words or phrases to each category.



• Write the five categories from exercise 1A on the board. • Invite Ss to come to the board and write their three answers.



E



• Check the language summaries for Units 1–3 on pages T-161–163.



PL



A Ss work individually to choose the correct words to complete the conversation. • Ss compare answers with a partner. • Check answers as a class.



Answers



SA M



1 whose ​2 our room is ​3 Room ​ 4 the second ​ 5 have you studied ​6 For ​7 yet ​8 could ​ 9  the group meets ​10  would



• Ss practice the conversation in pairs. • If time allows, challenge Ss to explain why each answer is correct.



T-31



• Ss in each group take turns telling you what they think they know about you. Correct any incorrect information. Ss ask you questions about any information that they don’t know. Encourage them to guess first before you tell them the answer.



T



Answers



B GROUP WORK   Ss share their answers with their group and discuss if any of their answers are different or if there is any information they don’t know.



FO



• Ss check answers in pairs.



GRAMMAR



SPEAKING



A PAIR WORK   Volunteers read the sample conversation aloud.



A Ss work individually to categorize the words.



2



SA L



B PAIR WORK   Give Ss time to think of their own answers. Encourage them to write their answers and pay close attention to correct grammar.



• Introduce the review  Before beginning the review, write Grammar, Vocabulary, and Functional Language on the board.



1



VOCABULARY



A



Find five words or phrases for each category below.



Describing personalities: Personal information: Describing possessions: City features: Public transportation:



be raised damaged fare outdated selfish



brand new departure fire station parking lot sociable



celebrate easygoing hostel reservation useless



R



1 2 3 4 5



be born clinic fancy nervous route



FO



arrival cheerful embassy live alone retire



SA L



E



REVIEW 1 (UNITS 1–3)



Add three more words or phrases that you know to each category.



2



GRAMMAR



A



Circle the correct words to complete the conversation. A Hi, I’m Laura. Are you a new student? A B B Yeah, this is my first day. I’m Sofia. 1 A So, who / whose class are you in? A B Ms. Power’s. And you? A Me, too. B B Do you know where 2 is our room / our room is? A We’re in 3 Room / the Room 203. It’s on 4 second / A the second floor. B How long 5 did you study / have you studied in B this school?



For / Since a year. So you know lots of other students … I haven’t met anybody 7 yet / already. Well, you 8 would / could join the English conversation club. That sounds interesting. Do you have any idea when 9 the group meets / does the group meet? No, I don’t. I 10 would / should ask somebody at the information desk. Thanks for the tip. 6



Have you ever joined a conversation club? What have you done to practice your English outside the classroom? PAIR WORK



PL



B



E



NO



T



B



3



SPEAKING



A



How much do you and your partner know about your teacher? Ask and answer questions to find out. A Do you know where our teacher was born? B I think he was born in California. A Do you have any idea how long he has worked here?



SA M



PAIR WORK



B



GROUP WORK



What have you learned about your teacher? Check with your teacher to confirm.



Our teacher was born in California, but we don’t know where he was raised …



31



FUNCTIONAL LANGUAGE



A



Read the conversations at a birthday party. Use the words and phrases below to complete them. do you know in the basement you did



go down I’ve heard you know



good things meet with her



guess what on the right



SA L



by the way how do you know talking



E



4



5 A



SPEAKING



Choose one of the situations. Act it out in pairs. You and your partner are meeting for the first time. Introduce yourself, ask questions to get to know each other, and end the conversation. Talk about your job, where you live, your interests, and your own ideas. Go to page 6 for useful language.



PAIR WORK



E



■



NO



T



FO



R



A Hi. I’m Pat. Nice to meet you. B I’m Mike, Ann’s brother. 1 Ann? a lot. We’re on the track team together. A I run 2 3  , I’m into sports, too. I’m on the university B basketball team. A I know. 4 a lot about you. 5  , I hope. B A Of course.  , would you like to come to one of our games? B 6 7  ! I played basketball on my high school team. A Sure.  ? Then we should play together one of these days. B 8 A I’d love to! Oh, sorry, my grandparents just got here. I have to go talk to them. It was really nice to 9 you. 10 to you. B It was nice A few moments later. where the bathroom is? A Excuse me. 11 12 the hall, and it’s 13  . C Sure. 14 And there’s another one downstairs  . A Thank you.



PL



Hello. I’m (your name).



■



You and your partner meet by accident at an event. It can be a sports event, a concert, an art exhibit, or any other event you choose. Talk to your partner about this interest you both have in common. Go to page 16 for useful language.



SA M



Do you come here often?



■



Nice to meet you. I’m …



Yeah. You know I’m really into pop music. What about you?



You are a new student at your school. You want to get a bottle of water, go to the restroom, and get a book from the library. Get directions to those places. Go to page 26 for useful language. Excuse me. Can you tell me where the cafeteria is? I want to get a bottle of water.



B



32



The cafeteria? It’s on the third floor. But you could get water from the vending machine …



Change roles and repeat the role play.



4



FUNCTIONAL LANGUAGE



E



A Ss do the task individually.



1  How do you know ​2  with her ​3  You know ​ 4  I’ve heard ​5  Good things ​6  By the way ​ 7 Guess what ​ 8  You did ​ 9 meet ​ 10  talking ​ 11  Do you know ​12  Go down ​13  on the right ​ 14  in the basement



5



SPEAKING



A PAIR WORK   Ss choose one of the three situations and prepare a conversation. They should make notes but not write the full conversation. For extra support, refer Ss to the Functional language lessons from Units 1–3. B Pairs change roles and repeat their conversations.



SA M



PL



E



NO



T



• Choose a pair to perform their conversation for the class. If possible, choose a pair for each of the three situations.



FO



• Pairs have their conversations.



R



Answers



SA L



• To check answers, pairs read the conversations aloud.



T-32



E



Strategy 1: Classroom management – Checking understanding of vocabulary



SA L



THINK FIRST



TEACHER DEVELOPMENT INTRODUCTION



In this unit, we’re going to focus on checking understanding of vocabulary. Teachers sometimes find it hard to predict which “new” words will need checking, and how many concept-checking questions they might need to ask. By finding out how much students already know, teachers can change, reduce, or extend their concept-checking questions according to the needs of their students. Students are also more likely to understand and remember the meaning of new words if teachers ask checking questions using personalized contexts.



4



R



Finding out what students already know (Activity 1): Use student discussion to decide which new words need checking. Try this before Lesson 4.1.



Using personalized contexts (Activity 2): Use Ss’ interests and experience to form checking questions. Try this in Lesson 4.2.



INTRODUCE THE THEME OF THE UNIT



C Read the questions aloud. Allow Ss time to think about their answers. • Ss share their answers with a partner.



NO



T



On the board, write gut feeling. Explain that gut is a slang term for stomach. Explain that a gut feeling is an idiom that means the kind of feeling you get about a person or situation that you can’t explain with logic. A synonym is instinct. Ask Ss if there is a similar phrase in their own language.



FO



To learn more about drawing ideas, language, and information from students, read Eliciting from Classroom Management Techniques, pp. 139–145. Please go to www.cambridge.org/evolve to download this material.



Ask Are you good at making decisions? Do you make them quickly because of your instincts (or because you have a “gut feeling”), or do you take time and get a lot of information first?



PL



START SPEAKING



E



UNIT OBJECTIVES Read the unit objectives aloud. Tell Ss to listen and read along. Ask Ss to say any vocabulary they think they will use in the unit. Write their answers on the board. Ask them to write the words in their notebooks. Tell them that at the end of the unit they can check if they used the words.



A Ss look at the picture.



• In pairs, Ss discuss the questions.



• Ss share their partner’s answers with the class.



SA M



B Read the questions aloud.



• In pairs, Ss discuss the questions. • Ss share their answers with the class. • Say Think about different everyday situations that require decisions. (what to order in a restaurant; what to do on the weekend; whether to buy something new or not) Do these kinds of decisions make you worried?



T-33



• OPTIONAL ACTIVITY  Ss use their phones to access the video, and then discuss if they feel the same way about making decisions as Celeste. REAL STUDENT



I know how I can feel in different situations, for example, a couple of day ago I have a class pre ... presentation and I was very nervous. Minutes later, the fear disappear, and in the end everything was excellent. I think that sometimes I worry more than I should be, but in the end it’s not a big deal.



UNIT OBJECTIVES



describe opinions and reactions make plans for a trip offer and respond to reassurance write an email describing plans for an event choose activities for different groups of people



■ ■ ■



THINK FIRST



E



■



SA L



■



PL



E



NO



T



FO



R



4



START SPEAKING



How do you think the customer is feeling? Why do you think she’s feeling this way?



SA M



A B



Have you ever been worried about a new hairstyle or haircut? Did it turn out differently than you thought?



C



Can you usually guess how you’ll feel about something? Have you ever been wrong about your guesses? For ideas, watch Celeste’s video.



How did Celeste think she was going to feel? Was she right?



33



HERO OR ZERO?



E



describe opinions and reactions



SA L



4.1



LESSON OBJECTIVE ■



1



VOCABULARY: Describing opinions and reactions



A



Listen and repeat the adjectives. Circle the correct answers. Explain your answers. Use the words you didn’t circle in sentences with your partner. 1 Is Brad early? I’m really surprised / surprising. He’s usually late. 2 I feel a little angry with my boss. I’m annoyed / annoying. 3 The restaurant looked good, but it wasn’t. Our meal was really disappointed / disappointing. 4 Everyone looked at me. My face was red. I was so embarrassed / embarrassing! 5 I’m really interested in history. I think it’s fascinated / fascinating. 6 My son said the movie was too frightened / frightening. We had to leave early. 7 When I heard the news, I was shocked / shocking. What an awful surprise! 8 Daniela is so amused / amusing. She always makes me laugh. PAIR WORK



B



FO



R



 1.30 



Now go to page 144. Do the vocabulary exercises for 4.1.



LANGUAGE IN CONTEXT



A



 1.31  Look at the picture. Why do people wear costumes like this? Then read and listen to the conversation. Why does Pedro plan to wear a costume? What do Grant and Tony think of the plan? 1.31 Audio script



Grant Pedro



PL



Tony



So, listen to this. I’m planning to buy two tickets for the zoo – for Isabel and me. Isabel, your new girlfriend? Yeah. And I’ll rent a bear costume. Here’s a picture of it. I can see you’re fascinated, Tony. Yeah … and frightened! Please don’t say you want me to wear it. No. It’s for me. I’m planning to wear it outside Isabel’s office. So after work, she’ll find a bear waiting for her, with an invitation to the zoo. Well? What do you think?



E



Pedro



NO



T



2



SA M



Pedro



B



C



34



Tony



Pedro Tony



Grant



She won’t like it. Her coworkers will be there, so it’s going to be really embarrassing for her. I don’t think she’ll be amused at all. And this costume is awful! It’s going to scare her. But I … And why did you choose the zoo? I mean, she’s not a kid. It’ll be a disappointing date. You’re so annoying, Tony. Where’s your sense of fun? OK, so maybe she’ll be a little shocked at first, but I think she’ll laugh. You should do it, Pedro! You’ll be a hero!



Read and listen again. Answer the questions. 1 Who will see Pedro in his costume? 2 What does Tony think about the costume? 3 Why does Tony think the zoo is not good for a date?  1.31 



PAIR WORK



Do you think Pedro’s plan is good? Why or why not?



HERO OR ZERO?



• Check answers as a class.



Answers



1  surprised (It describes how the speaker feels.) 2  annoyed (It describes how the speaker feels.) 3  disappointing (It describes what the meal was like.) 4  embarrassed (It describes how the speaker felt.) 5 fascinating (It describes what history is like in the speaker’s opinion.) 6  frightening (It describes what the movie was like.) 7  shocked (It describes how the speaker felt.) 8  amusing (It describes what Daniela is like.)



Finding out what students already know Do this activity before starting Lesson 4.1.



• In groups, Ss match faces to adjectives.



B Direct Ss to page 144 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141.



2



LANGUAGE IN CONTEXT



T



• Ss discuss the meaning of each adjective. Listen to Ss’ explanations, and note which adjectives they are uncertain about.



FO



• Show photos of yourself or photos from the internet (large photocopies or on smartboard) demonstrating feelings/emotions.



R



Some words in a vocabulary task will need several concept-checking questions, and others might not need checking at all. This activity is an example of how teachers can listen to student discussion and adapt their checking questions accordingly.



• Number the adjectives 1–8.



NO



• Ss draw question marks next to “uncertain” adjectives on the board.



• Ask concept-checking questions for “uncertain adjectives” only, e.g.:



A



• Do the task  Read the next two questions aloud. • Play the audio. Ss read along.



• Do people feel embarrassed when only they know what they did – or when other people know?



• Check answer as a class.



E



Answers He plans to wear the costume to surprise his girlfriend and ask her to go to the zoo with him. Grant thinks it is a good plan, but Tony doesn't.



PL



VOCABULARY: Describing opinions and reactions



SA M A



 1.30   PAIR WORK   Do the task  Read the instructions and the adjective pairs in each sentence aloud. Go over any unfamiliar vocabulary.



 1.31   Check that Ss know what a bear is. Read the instructions and the first question aloud.



• Pairs share their partner’s ideas with the class.



• Do people feel embarrassed when they did something silly, or something terrible?



• Introduce the task  On the board, write Jim is interesting. Jim is interested. Underline the -ing and the -ed. Ask Do these sentences mean the same thing? (no) Are interested and interesting both adjectives? (yes) What tense are the sentences in? (present) Explain that interesting describes what kind of person Jim is – He is an interesting person. Interested is used to describe how Jim is feeling – He is interested in something. For example, He is interested in a good book or a movie.



• Introduce the task  Have a brief class discussion about the picture of the man in a bear costume. Ask When do people wear costumes? Why do they wear them?



• Ss discuss the question in pairs.



• Is embarrassed a positive or a negative feeling?



1



SA L



• Ss do the task in pairs.



TEACHER DEVELOPMENT ACTIVITY 1



• On the board, write the -ed adjectives from Lesson 4.1.



describe opinions and reactions



E



4.1



LESSON OBJECTIVE ■



B



 1.31   Read the questions aloud.



• Play the audio again. • Ss do the task individually. • Check answers as a class.



Answers 1  Isabel will see him, and so will her coworkers. 2  He thinks it’s awful (and will scare Isabel). 3 He thinks the zoo is not good for a date because Isabel is not a kid. (It will be a disappointing date.)



C PAIR WORK   Read the instructions aloud. • Ss discuss the questions in pairs. • Ss share their partner’s answers with the class.



T-34



GRAMMAR: be going to and will for predictions



4



SPEAKING



A Read the instructions aloud. A volunteer reads the words in the box.



E



3



• Introduce the task  On the board, write predict. Say There are dark clouds in the sky. What do you predict? Explain that you make a prediction based on your five senses and your experience, and then guess what you think will happen in the future.



SA L



• Ss add to the topics and take notes individually.



B PAIR WORK   Read the instructions aloud. A volunteer reads the example aloud. • Give Ss time to think about their plans. Encourage them to be creative and think of funny, unusual, or interesting plans – they don’t have to be true!



A Do the task  Give Ss time to read the information in the grammar box silently to themselves. • Ss do the task individually.



• Ss share their plans with a partner.



• Check answers as a class.



• Ss share their partner’s most interesting plans with the class.



Answers 1  will 2 I think



EXTRA ACTIVITY



• Read the information in the Accuracy check aloud. • Ss exchange sentences with a partner and check them for accuracy. • Check answers as a class. Have volunteers write their sentences on the board.



• Workbook Unit 4.1



Answers



T



• Worksheets: Grammar 4.1; Vocabulary 4.1



NO



2  ’s/is going to rain 3  don't think I'll / I will be 4  think he'll / he will come 5  ’s/is going to be 6  don't think you'll / you will like



C Direct Ss to page 132 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129.



D PAIR WORK   Give Ss time to think of their predictions.



SA M



PL



E



• Ss share their predictions with a partner.



T-35



Play a sentence chain game. Put Ss in lines of at least four. S1 says a sentence about plans for the weekend. (I’m going to go shopping with my sister.) S2 adds to S1’s plans. (I’m going to go shopping with my sister, and I’m going to see a movie with my boyfriend.) S3 adds another plan, and so on. Then Ss switch positions in the line. Play until all Ss have had a chance to remember and say all the plans.



FO



• Ss write their sentences individually. Circulate and monitor.



R



B Read the instructions and the example sentences aloud.



GRAMMAR: be going to and will for predictions



A



Complete the sentences with the correct answers. Use the sentences in the grammar box to help you. 1 Use be going to or to make predictions about the future. and I don’t think before a prediction to express an opinion. 2 You can use



be going to and will for predictions It’s going to be embarrassing for her. This costume is awful! It’s going to scare her. She’ll be shocked. She won’t like it. I think she’ll laugh.



Don’t use will when you see something right now that makes you think something will happen. Use be going to instead. The sky is getting dark. It’s going to rain. NOT It’ll rain.



ACCURACY CHECK



R



Be sure to use will instead of the simple Read the sentences and complete the predictions. Use the present in predictions with I think. correct forms of the words in parentheses ( ). Check your I think you love the zoo. ✗ accuracy. Then compare with a partner. I think you’ll love the zoo. ✓ 1 I’m planning a party for Saturday. I ’m going to have (be going to / have) a lot of fun. 2 The forecast calls for bad weather tomorrow. It (be going to / rain) all day. (not think / I / will / be) disappointed with 3 I studied hard for my test. I my grade. 4 My roommate has concert tickets, so I (think / he / will / come) home late tonight. 5 I just got a new client at my job. Tomorrow there (be going to / be) a lot of work to do! 6 I have unusual music tastes. I (not think / you / will / like) my favorite song.



NO



T



FO



B



SA L



E



3



C



Now go to page 132. Look at the grammar chart and do the grammar exercise for 4.1.



D



Make four predictions about tomorrow. Think about the weather, your activities, and other events.



4



SPEAKING



A



Think about things you usually do during the week and on the weekend. Use the topics below or think of your own. Take notes.



PL



E



PAIR WORK



classes



family time



going out with friends



hobbies



parties



work



Talk about your plans for this week and weekend. How do you think you will feel during those plans? Which of your plans might amuse, disappoint, embarrass, or fascinate your friends and family? PAIR WORK



SA M



B



events



Molly invited me to a party on Saturday, but I can’t go. I’m really disappointed, and I think Molly will be disappointed, too.



35



LESSON OBJECTIVE



1



LANGUAGE IN CONTEXT



A



Look at the picture. What kind of vacation is this? Then read the messages between Leo and his friends. Who is happy? Who seems worried? Who isn’t getting the messages? back



Sandra, Pavel, Leo



Pavel OK, and I’ll check places to stay.



R



Leo Time to chat about our trip! I am so excited to hike the Santa Cruz Trek.



Sandra Pavel, remember: We’re camping on this trip! I’ll deal with renting tents, OK? And I’ll let you know ASAP. You can look into the fees for the park where we’re camping.



FO



Sandra Me, too! But there are still a few things to arrange. Leo, are we staying with your cousin when we meet up in Huaraz? Leo Sorry, I forgot to ask him. I’ll get in touch with him tonight.



Pavel Hmm … I’ll have to think about this. Ariana, did you know we’re camping?



T



Pavel So, we’re getting a guide, right?



A



36



E



ASAP means as soon as possible. We pronounce it “A-S-A-P” or “asap.”



Listen and repeat the expressions. Find and underline these expressions in exercise 1A. Then discuss the meaning of the words.  1.32 



SA M C



INSIDER ENGLISH



VOCABULARY: Making decisions and plans PAIR WORK



arrange let (someone) know



B



Leo Oh, no! I forgot to include Ariana in the group. I’ll add her now.



Read again. Check (✓) the things the group plans to do.   stay with Leo’s cousin   stay in hostels   get a guide   rent tents   use a guidebook



PL



2



NO



Leo No way! I’ll be the guide. Remember, I’ve done this hike before. That reminds me … I’ll check the bookstore for the latest guidebook. There’s no Wi-Fi where we’re going!



B



make plans for a trip



SA L



■



E



4.2



A PERUVIAN ADVENTURE



check look into



deal with meet up



forget remind



get in touch with think about



Now go to page 144. Do the vocabulary exercises for 4.2.



Complete the questions with some of the words in exercise 2A. Then ask and answer the questions with a partner. 1 Where do you usually with friends? friends when you make plans? 2 How do you your friends when you’ll be late? 3 Do you yourself about all your plans and arrangements? 4 How do you



1



LESSON OBJECTIVE



LANGUAGE IN CONTEXT



TEACHER DEVELOPMENT ACTIVITY 2



A Read the instructions and the first question aloud. Elicit answers from the class then read the rest of the instructions aloud.



Using personalized contexts



• Ss read the texts individually. Answer any questions about unfamiliar vocabulary. • Ss discuss the questions in pairs.



• Ss do exercise 2A.



• Ss share their partner’s answers with the class.



• Ask checking questions, e.g.:



R



• Read the information in the Insider English box aloud.



Use your knowledge of your Ss’ interests and experience to form concept-checking questions. Plan them in advance if possible.



T: So Oscar is going to watch a football game tomorrow. He says to Elias, “Let me know if you want to come.” In this situation, is let me know the same as tell me?



Leo and Sandra are happy/excited. Pavel seems worried/ nervous. Ariana isn’t included in the messages.



FO



Answers



Ss: Yes.



B Read the instructions aloud.



T: Can Oscar say, “Let me know what happened in last week’s game”?



• Ss do the task individually. • Check answers as a class.



Ss: No.



Answers



T



The group plans to stay with Leo’s cousin, use a guidebook, and rent tents.



A



NO



VOCABULARY: Making decisions and plans  1.32   PAIR WORK   Read the instructions aloud.



• Play the audio. Ss listen and repeat.



• Pairs find and underline the expressions.



• OPTIONAL ACTIVITY Allow Ss to use dictionaries or their phones to help with words they don’t know. • Ss discuss the expressions with a partner.



E



2



make plans for a trip



E



■



SA L



4.2



A PERUVIAN ADVENTURE



• Check answers as a class.



PL



Answers



Ss: Future. T: Chloe’s very good at drumming and wants to join a band. Yumi says, “My cousin has a band. You should get in touch with her.” So, does this mean Chloe should call the cousin, or meet her? Ss: Call. T: Are there any other ways to get in touch? Ss: Email. Message.



B Direct Ss to page 144 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141. C Ss complete the questions individually. • Ss discuss the questions in pairs. • Ss share their partner’s answers with the class.



Answers 1  meet up  2  get in touch with  3  let; know  4  remind



SA M



Sandra: But there are still a few things to arrange. Leo: I’ll check the bookstore for the latest guidebook. Pavel: OK, and I’ll check places to stay. Sandra: I’ll deal with renting tents, OK? Leo: Sorry, I forgot to ask him. Leo: I forgot to include Ariana in the group. Leo: I’ll get in touch with him tonight. Sandra: And I’ll let you know ASAP. Sandra: You can look into the fees for the park where we’re camping. Sandra: Leo, are we staying with your cousin when we meet up in Hauraz? Leo: That reminds me … Pavel: I’ll have to think about this.



T: So we use let me know only for things that happen in the …



T-36



4 A



• Introduce the task Explain that the adjective sudden describes something that happens very quickly. Tell Ss that they will learn about two different ways to talk about future plans: will for future actions that are definite or specific, and will for sudden decisions.



GROUP WORK



Read the instructions aloud.



• Ss do the task in small groups.



• OPTIONAL ACTIVITY Ss use their phones to access the video and compare their ideas with those of Andres. REAL STUDENT



A Do the task Give Ss time to read the information in the grammar box and the Notice box.



Hi! I’m Andres. I would really like to go to a small town or a village. There are small places that have many things to discover such as gastronomy, traditional crafts, and also important monuments.



• Ss do the task individually. • Check answers as a class.



Answers



B



1 will 2 the present continuous FIND IT



• Check understanding. On the board, write the sentences from exercise 1A.



SPEAKING



E



GRAMMAR: will for sudden decisions; present continuous for future plans



SA L



3



GROUP WORK Read the instructions aloud. Ask volunteers to read the example conversation aloud.



R



• Ss do the task in small groups. • OPTIONAL ACTIVITY Allow Ss to use their phones to get more information to plan their trips.



• Pavel, remember: We’re camping on this trip! • Ask Which sentence is a plan that is already made? Which one is a sudden decision? B Ss complete the conversation individually. • Check answers as a class.



• Circulate and monitor.



FO



• I forgot to ask him. I’ll get in touch with him tonight.



• Groups share their plans with the class. Have one S in each group tell the class what they will do to plan the trip.



EXTRA ACTIVITY



1 I’ll call 2 are you meeting 3 I’m driving 4 I’ll call 5 we’re all meeting up



• Ss practice the conversation in pairs.



T



Answers



Ss form new groups and plan a weekend trip to another nearby location (such as the mountains or a famous park). Groups present their plans to the class. The class votes on the best-sounding trip.



EXTRA ACTIVITY



NO



• Have pairs role play the conversation for the class.



PL



E



While Ss are practicing the conversation, write it on the board. Underline words that can be substituted to make a new conversation (Bryn, about lunch, lunch today, her office in an hour) Ask Ss to write new information for the underlined words and then have a new conversation with a partner. Pairs role play their conversation for the class. C Direct Ss to page 132 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129. D Read the instructions aloud.



• Ss do the task individually. Circulate and monitor.



SA M



• Check answers as a class. Volunteers write their sentences on the board.



T-37



• Workbook Unit 4.2 • Worksheets: Grammar 4.2; Vocabulary 4.2; Speaking 4



GRAMMAR: will for sudden decisions; present continuous for future plans



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 Use will / the present continuous for sudden decisions you make at the moment of speaking. 2 Use will / the present continuous for plans that are already made or agreed on.



SA L



E



3



will for sudden decisions and present continuous for future plans I’ll deal with renting tents, OK? OK, and I’ll check places to stay.



Are we staying with your cousin? They’re staying with Leo’s cousin. They’re not hiring a guide.



Complete the conversation with will or the present continuous and the words in parentheses ( ). Then practice with a partner. A I just missed a call from Bryn. It’s probably about lunch. 1 her now. (I / call) 2 her for lunch today? (you / meet) B Oh, 3 to her office in an hour. (I / drive) Do you want to come? A Yes. 4 and cancel my doctor’s appointment. (I / call) B I’d love to! 5 in a week, anyway. (we all / meet up) A No, don’t do that. Remember,



C



Now go to page 132. Look at the grammar chart and do the grammar exercise for 4.2. Complete the sentences with your own ideas. 1 Look! Reggie left his phone here. I’ll 2 Can everyone bring something for the party? I’ll 3 We’re meeting up on Saturday night. We’re going



 .  .



4



SPEAKING



A



GROUP WORK Where would you like to go on a weekend trip? Use a place below or think of your own ideas. Decide on a place you all want to go together. For more ideas, watch Andres’s video.



desert rain forest



GROUP WORK Make plans to go on your trip. As you talk, decide what each of you will do to prepare for the trip. You can go online to find things to do and places to stay.



PL



B



city mountains



E



beach lake



Where does Andres want to go?



I’m really looking forward to a weekend at the beach.



SA M



FIND IT



 .



NO



T



D



FO



R



B



The present continuous is also used for ongoing actions: I’m working as a guide in a national park. It’s a great job.



Me, too. But we have a lot to do. We’re staying in a hostel, right?



Yes, definitely. I’ll look into hostels in the area and make a reservation.



37



A DRIVING TEST



FUNCTIONAL LANGUAGE



A



Look at the picture. The woman is taking her driving test. How do you think she’s feeling? Have you ever taken a driving test? How did you feel?



B



Read and listen to two conversations between a woman and her teacher. What is the woman worried about? What does her teacher tell her? What happens next?



SA L



1



FO



A few days later B Hello, Andrea. Are you coming to my English conversation hour tonight? A Oh, no! I forgot! My parents are taking me out for dinner tonight – you know, because I passed my driving test. I’m sorry, Ms. Ellis. I’m embarrassed! B Don’t worry about it, Andrea. A Thanks, but I feel so bad. Maybe I’ll text my parents and cancel … B No, don’t do that. It’s no problem. And congratulations on passing the test! A Thank you.



Complete the chart with the expressions in bold from the conversations.



Offering reassurance It’ll be fine. These things happen sometimes.



Responding to reassurance I hope so.



1



6



PL



C



E



NO



T



A I’m taking my driving test tomorrow, and I really hope I don’t fail. B There’s no need to worry. You can take the test again, I think. A Yes, but this is really important. My friends and I are driving from Salinas to Esmeraldas next month, and I’ll be one of the drivers. I have to pass! B You sound really stressed, Andrea. Try to relax. You’ll be fine. I know it. A Thanks. I really appreciate it. And you’re right – I should relax.



R



 1.33 



1.33 Audio script



offer and respond to reassurance



5



2



SA M



3 4



D



38



Put the conversation in the correct order (1–4). Then listen and check. Thanks, but I feel so bad! Don’t worry about it. You don’t need to. These things happen. I’m sorry I forgot your birthday.



1.34 



E



4.3



LESSON OBJECTIVE ■



A DRIVING TEST



C Read the instructions and the headings in the chart aloud. Check Ss’ understanding. • Ss do the task individually. • Check answers as a class.



Answers



FUNCTIONAL LANGUAGE



A Do the task  Read the questions aloud.



• Ss share their partner’s ideas with the class. B



D



• Check answers as a class.



• Play the audio. Ss read along. • Point out the expressions in bold. Ask Ss if they included any of the words in their lists from the introduction.



NO



T



• If necessary, play the audio again for Ss to answer the questions.



Answers



• Ss do the task individually. • Play the audio. Ss check their answers.



 1.33   Read the instructions aloud.



• Check answers as a class.



 1.34   Read the instructions aloud.



FO



• Ss look at the picture and discuss the questions in pairs.



R



1  There’s no need to worry. 2  You’ll be fine. 3  Don’t worry about it. 4  It’s no problem. 5  I really appreciate it. 6  Thanks, but I feel so bad.



• Pairs share their ideas with the class.



1



SA L



• Introduce the task  Remind Ss that reassurance is the action of trying to make someone feel confident that they can do something that they think they can’t do. Ask In what situations do people need reassurance? Ss discuss the question in pairs and write down any words or phrases they know that can be used to reassure someone.



offer and respond to reassurance



E



4.3



LESSON OBJECTIVE ■



Andrea is worried she will fail her driving test tomorrow. Her teacher tells her she will be fine. Andrea passes the test but is going to miss her teacher’s conversation hour.



• Pairs practice the conversation several times.



• Ask pairs to perform the conversation for the class.



• Pairs practice the conversation.



Answers 3, 2, 4, 1



EXTRA ACTIVITY With the class, determine which parts of the first conversation in exercise 1B can be substituted. You can brainstorm other stressful situations with the class, or Ss can do it in pairs. In pairs, Ss work together to make a new conversation and practice it. Encourage them to use words and phrases from the conversation and from their own lists in their notebook.



E



MIXED ABILITY



SA M



PL



Tell stronger Ss to cover the conversations in their books and answer the questions by just listening to the conversations, not reading them. Play the audio twice, if necessary.



T-38



REAL-WORLD STRATEGY



Answers



A



 1.35  Audio script p. T-173  Do the task  Read the question aloud.



C PAIR WORK   Ss practice saying the words from exercise 3B in pairs.



• Play the audio. • Check the answer with the class.



4



Answers Liam is worried because Buenos Aires is far from Ava and his other friends, and he doesn’t know Buenos Aires well.



SPEAKING



A Read the instructions aloud.



• Ask a volunteer to read the situations in the box aloud to the class.



 1.35   Audio script p T-173  Ss read the information in



the Real-world strategy box silently to themselves. Two volunteers read the example conversation aloud.



R



• Ss do the task individually.



MIXED ABILITY



• Tell Ss to write their answers as they listen to the conversation. Play the audio. • Check answers as a class.



Answer The good side is that Buenos Aires is an interesting city and his pay is good.



B PAIR WORK   Read the instructions aloud. Volunteers read the sample conversation aloud. • Ss do the task in pairs.



T



C PAIR WORK   Put Ss in pairs and assign who will be A and who will be B.



Pair weaker Ss with stronger Ss and ask them to do the task together. Alternatively, brainstorm ideas for each situation as a class and write Ss’ ideas on the board for them to refer to in the next exercise.



FO



B



E



1 B 2 B 3 A 4 B 5 A 6 A



• Introduce the task  On the board, write the expression at least. Tell Ss that they will learn how to use this expression to point out the good side of a bad situation.



SA L



2



• Give Ss time to read the instructions and situations and to think of how they can respond to each other.



NO



• Check understanding of the task. Ask Student A, what are you worried about? (a party) Student B, what are you worried about? (a trip with friends)



• Point out that reasons for reassuring each other are given but that Ss can use their own reasons, too, if they can think of any. • Ss do the task in pairs.



PRONUNCIATION: Saying /p/ at the start of a word



E



3



A



PL



• Introduce the task  Write these word pairs on the board: pig/big; pan/man; pail/sail. Tell Ss to hold a hand in front of their mouth and read the word pairs aloud. Can they feel the puff of air when they say the p sound?  1.36   Do the task  Read the instructions aloud.



• Play the audio.



SA M



• Ss listen and repeat the sounds.



B



 1.37   Read the instructions aloud.



• Play the audio.



• Ss do the task individually. • Check answers as a class.



T-39



• If necessary, brainstorm ideas for each situation that Ss can use to reassure each other. • Ss take turns role playing their conversation for the class. • Workbook Unit 4.3



2



REAL-WORLD STRATEGY



A



Listen to a conversation between Liam and Ava. Why is Liam worried about moving to Buenos Aires?



B



 1.35  Read the information in the box about using at least to point out the good side of a situation. Then listen to the conversation again. What’s the good side of Liam’s situation?



SA L



E



 1.35 



USING AT LEAST TO POINT OUT THE GOOD SIDE OF A SITUATION You can use at least to point out the good side of a difficult or worrying situation. Maybe I’ll text my parents and cancel … No, don’t do that. It’s no problem. At least you’re not missing your main class today. PAIR WORK



Student A: Go to page 157. Student B: Go to page 159. Follow the instructions.



R



C



PRONUNCIATION: Saying /p/ at the start of a word



A



Listen and repeat. Focus on the /p/ sounds. 1 I have to pass! 2 It’s no problem.



FO



3



 1.36 



B



Listen. Which speaker (A or B) says the /p/ sound? Write A or B. 3 pass parents problem plans 4



 1.37 



1 2



5 6



probably paint



Work with a partner. Say the words in exercise 3B. Does your partner say the English /p/ sound?



4



SPEAKING



A



Imagine that you are in one of these difficult situations. What worries do you think you would have about it? Take notes.



T



C



NO



PAIR WORK



PAIR WORK Take turns describing your situations. Offer and respond to reassurance. Try to point out a good side of each situation.



PL



B



going on a date with someone new starting a new job



E



giving a speech moving to another city



SA M



I’m going to go on a date tomorrow with someone new. I’m nervous that I will say something silly. You’ll be fine. Everyone gets nervous about dates.



I guess so … And we’re going to go to my favorite restaurant. Maybe my date won’t like it. Well, at least you can have some good food! 39



4.4



BUSINESS AND PLEASURE



SA L



E



write an email describing plans for an event



1



LISTENING



A



Imagine you’re planning a fun afternoon for a group of exchange students from different countries. Suggest some good ideas for the event.



B



Listen to a conversation between two teachers, Cindy and Min-soo. They’re planning the event. Do they suggest any of the ideas you had in exercise 1A?



C



Listen again. Find the reasons that … 1 Min-soo says “no” to the barbecue. 3 Cindy says “no” to the baseball game. 2 Min-soo says “no” to the quiz show. 4 Cindy says “yes” to the video.



D



What do you think of Cindy’s and Min-soo’s ideas? Which one would you choose? Are these activities good for all age groups? Why or why not?



2



PRONUNCIATION: Listening for linked sounds – final /n/



A



Listen to the extracts from the conversation. Focus on the sound of the letters in bold. How is the spoken sound different from the written words? 1 There are lots of games at Green Park stadium. 2 And we can post the video online.



B



Listen. Focus on the words in bold. Do you hear a /n/ sound or a /m/ sound at the end? Write N or M. 1 We can take pictures and post them online. We could make a fan page for the best videos. 2 Can you turn down the volume? 3 Do you know where I can buy a new phone around here? 4



C



Circle the correct option to complete the statement. When a word ending in a /n/ sound is followed by a word beginning in a /p/ / /t/ sound, the /n/ sounds more like a /m/.



PAIR WORK



 1.38  LISTEN FOR EXAMPLES



R



 1.38  LISTEN FOR DETAILS



FO



THINK CRITICALLY



T



 1.39 



PL



E



NO



 1.40 



SA M 40



LESSON OBJECTIVE ■



SA L



LISTENING



EXTRA ACTIVITY



• Introduce the task  Ask Have you ever been to a social event to meet students from other countries? What was going on? Was there food, music, or games? Did you communicate with people who don’t speak your language? How? You may want to brainstorm as a class a list of typical events for Ss to meet other Ss, such as a barbecue or a game.



Have the class organize a social event to get to know each other better. If possible, have them make a plan that includes another class or classes. Provide a list of details they must keep in mind: date, time, location, food, music, activities, and participants. This can be done in small groups, with each group presenting their ideas and then the class voting on the best ideas.



A PAIR WORK   Do the task  Read the directions aloud. • Ss discuss the question in pairs. • Ss share their ideas with the class.  1.38   Audio script p. T-173   LISTEN FOR EXAMPLES  



Ss read the instructions silently to themselves.



• Check understanding. Ask How many people will you hear? (two) What are they doing? (planning an event) What will you listen for? (if any of their ideas are the same as mine) • Play the audio.



PRONUNCIATION: Listening for linked sounds – final /n/



A



• Ss do the task individually. • Check answer as a class.



NO



• Ss share if any of Cindy’s and Min-soo’s ideas are the same as theirs. C



 1.38    LISTEN FOR DETAILS   Give Ss time to read the sentences so they know what information to listen for.



• Play the audio again.



• Ss do the task individually. • Check answers as a class.



Answers



E



1  They just had a barbecue two weeks ago. 2  It’s probably too difficult. 3  Not everyone likes baseball. 4 It’s cool and the students will love it. It will be a great memory for them.



PL



 1.39   Audio script p. T-173  Read the instructions



aloud.



• Play the audio.



T



• Ss do the task individually.



2



FO



B



write an email describing plans for an event



R



1



LESSON OBJECTIVE ■



E



4.4



BUSINESS AND PLEASURE



D  THINK CRITICALLY    Read the questions aloud.



B



Answer The final “n” in Green and can is pronounced as /m/.  1.40   Read the instructions aloud.



• Play the audio. • Ss do the task individually. • Check answers as a class.



Answers 1  /n/ 2 /m/ 3 /n/ 4 /m/



C Ss do the task individually. • Check answer as a class.



Answers /p/



• Ss discuss their answers in pairs. • Pairs share their answers with the class.



SA M



• Ask What kinds of social activities are good for a group younger than 30? Older than 30? Mixed ages? What kind of social event is your favorite? Why?



T-40



3



WRITING



HOMEWORK IDEAS



E



• Introduce the task Ask Have you ever written an email to organize an event? What information should you include in the email? • Ss read the email silently to themselves.



Ss write the sentences below in their notebooks. For each sentence, Ss write extra information in parentheses, using the information in the Register check and the email in exercise 3A as a guide. Check Ss’ sentences in the next class.



• Answer any questions about unfamiliar vocabulary.



1 On June 1, we’re going to have a beach barbecue!



• Ss discuss the question in pairs.



2 I’m going to be cooking at the barbecue. I’ve never barbecued before!



SA L



A Do the task Read the directions aloud.



• Ss share their answers with the class.



3 We’re going to bring a volleyball and net so everyone can play.



Answers The students will use the computer room, the language center, and a space outside.



• Workbook Unit 4.4



B



WRITING SKILLS Read the instructions aloud.



• Ss do the task individually.



T



• Check answers as a class.



Answers 2 at the same time



WRITE IT C Read the instructions aloud.



3 after that; then; next



NO



1 to start 4 finally



• Ss read the information in the Register check silently to themselves.



E



• Give Ss time to think of what kind of event they want to organize.



PL



• Ss do the task individually.



• Ss present their event plan to the class. • Ss vote on the event that sounds like the most fun. PAIR WORK



Ss do the task in pairs.



SA M



D



T-41



FO



As a class, discuss the details in the email that can be substituted (such as Saturday Fun Day, May 15, singing a pop song and making a video, and computer room). In pairs, Ss rewrite the email, substituting different details. Ss share their emails with the class.



R



EXTRA ACTIVITY



WRITING



A



Read the email. What three locations will the students use for the event? Reply



Forward



SA L



To: From: Cindy Min-soo Subject: Saturday Fun Day!



E



3



Dear Students,



We’ve arranged another Saturday Fun Day for exchange students. On May 15, you’re singing a pop song and making a video! We’re very excited about it, and we think you’ll have a great time. The event starts at 1:00 p.m., and it lasts until 5:00 p.m.



R



To start, we’re meeting in the computer room. You can choose a song, listen to it, and print the lyrics and practice them. At the same time, we’ll be available to help you with pronunciation and words you don’t understand. After that, you need to go to the language center. Then you get to practice the song with a local band. (Don’t be embarrassed – remember, none of us are professionals!) Next, you’ll sing the song with the band, and we’ll make a video. Finally, the band will play some other songs outside, and we can dance and sing along. (Cindy really wants to sing!)



Cindy and Min-soo



FO



This event is free and open to exchange students only. We hope to see you there. You won’t be disappointed!



GLOSSARY



lyrics (n) words to a song professional (n) someone who gets money for an activity that most people do as a hobby



Look at the linking words in bold in the email. When do you use them? Complete the sentences. 1 Use for the first thing that happens. for two things that happen 2 Use together. This phrase goes at the beginning of the second thing. 3 Use  ,  , and for something that happens after something else. 4 Use for something that happens last.



T



WRITING SKILLS



NO



B



REGISTER CHECK We sometimes put information in parentheses ( ) when we write. In emails, this information is usually extra – not essential or necessary.



Imagine you are organizing an event for exchange students. Use one of the events below or your own idea. Write an email to the students describing the plans. Use linking words to show the order of events.



PL



C



E



WRITE IT



a barbecue



a quiz show



Exchange emails with a partner. Would you like to go to each other’s events? Why or why not? PAIR WORK



SA M



D



a baseball or soccer game



41



4.5



TIME TO SPEAK Microadventures



LESSON OBJECTIVE



choose activities for different groups of people



A



FO



R



SA L



E



■



DISCUSS Read the text. What’s a microadventure? Have you ever had one? Talk about it.



B



NO



T



In his book Microadventures, Alastair Humphreys explains how adventures can be short, cheap, and close to home – but also exciting. Examples of microadventures are sleeping in your yard with friends, swimming in a river, going “urban hiking” in a nice part of your city, going to a wild place near your city, and cooking food on a fire.



RESEARCH In pairs, think of three ideas for microadventures in or near your city. Think about what to take, what clothes to wear, and how to get there. You can go online for ideas.



FIND IT



C



PREPARE When you have your ideas, think about what kind of people will like each microadventure, for example: young adults, older adults, families with children.



D



PRESENT Work in groups. Present your ideas to the group. Say what kind of people the adventures



F



DECIDE Use the feedback to help you choose and improve your best idea.



PL



E



E



are good for and describe the adventures they’re going to have. Exchange feedback and suggestions for improvements.



AGREE Tell the class your best idea. The class agrees on the best microadventure for each of these groups: young adults, older adults, and families with children.



SA M



To check your progress, go to page 154.



USEFUL PHRASES RESEARCH We can … Here’s a good idea. We need … I think / don’t think … will like …



42



PRESENT They’re going to … They’ll also … We/I think they’ll be … We/I don’t think they’ll …



DECIDE This is our best idea. We think it’s perfect for …



■



Microadventures



• Introduce the task Aim: Introduce the concept of different types of trips for different types of people.



F



Ss discuss the questions in pairs.



B FIND IT



RESEARCH Aim: Ss make a list of possible microadventures in or near their city.



• Read the instructions aloud.



R



Pairs make lists of ideas for three microadventures, including details. PAIR WORK



NO



•



• OPTIONAL ACTIVITY Allow Ss to use their phones to research information about possible microadventures in or near their city.



PREPARE Aim: Pairs decide who would enjoy each of their microadventures.



• D



PAIR WORK Pairs discuss their ideas. Ask them to give reasons for why people will like each. PRESENT



Aim: Pairs present their ideas to a group.



Pairs present their ideas to a group. Encourage them to ask each other follow-up questions about each microadventure. (Do you know how much it costs? How long does it take to get there?) GROUP WORK



PL



•



E



C



• Suggest that Ss take notes about any good ideas from their group members.



SA M



• Preparation for speaking* Encourage Ss to rehearse what they are going to say in their heads.



E



• On the board, write Older Adults, Young Adults, Families with Children. Have a class discussion about which microadventure is the best for each group.



Aim: Pairs use feedback to choose and improve their best idea. DECIDE



• Read the instructions aloud. •



• Feedback for speaking activities* Monitor and make a note of the strong points of each group, e.g., good use of unit vocabulary, interesting questions, or naturalsounding interactions. You can use your notes to give feedback at the end of the lesson.



*These tips can help you to create a safe speaking environment. They can also be used with other speaking activities. For more information, see page xxii.



T



• Ss share their partner’s answers with the class.



Pairs decide what feedback to use to choose and improve their best microadventure idea. PAIR WORK



• Encourage Ss to practice how they will present their idea to the class.



Pairs take turns presenting their



• After each presentation, encourage Ss to ask follow-up questions about each place.



WHOLE CLASS



PAIR WORK



WHOLE CLASS



FO



•



Time on each stage



microadventure.



DISCUSS Do the task Aim: Ss discuss the idea of a microadventure.



• Ss read the text. Ask a volunteer to explain a microadventure in their own words.



C



AGREE Aim: The class agrees on the best microadventure for each group.



•



• Direct Ss to the Useful phrases section at the bottom of the page. Tell them they can use these as they do the lesson.



Ask What does micro mean? (small) Ask Ss to give examples of activities and places they think of when they hear the word adventure.



D



• Tell Ss that they should take notes during each presentation to help them discuss it with the class.



• Ask Does everyone in your family like the same kind of trip? Do you like the same kind of trip now as you did five or ten years ago? Brainstorms trips for two people: an eight-yearold girl who loves swimming and a 60-year-old man who walks with a cane.



•



choose activities for different groups of people



B



E



E



TIME TO SPEAK



LESSON OBJECTIVE



SA L



4.5



A



A



F



PROGRESS CHECK • Direct students to page 154 to check their progress. • Go to page T-153 for Progress check activity suggestions.



TEACHER DEVELOPMENT REFLECTION Either answer these questions yourself in a reflection journal or discuss them together with your peers. 1 Which -ed adjectives were students uncertain about during their discussion in Activity 1? Did students have a better understanding of their meaning by the end of the lesson? How do you know? 2 Did students carry out their discussion in English, their first language, or both? Are there any good reasons for students using their first language to discuss the meaning of English words? 3 What do you think might be the dos and don’ts when using students’ interests and experiences for conceptchecking questions? 4 Teachers sometimes direct their concept-checking questions to the whole class and sometimes to individual students. What are the advantages and disadvantages of both approaches? 5 It’s important to direct some concept-checking questions to less confident students as they are the students who need more support. How can teachers ensure that these students don’t “lose face” when being questioned?



T-42



TEACHER DEVELOPMENT INTRODUCTION Strategy 2: Teaching grammar – Noticing grammar in texts



E



AND THEN …



SA L



“Noticing” grammar in texts means recognizing and paying conscious attention to it, and it is believed to be an important part of language acquisition. In this unit, we look at two activities that practice and develop students’ ability to notice grammatical structures in the language they read and hear.



5



Mining a text (Activity 1): Ss search in a text to find as many examples as they can of a particular grammatical form and then categorize them. You will have the opportunity to try this in Lesson 5.1.



R



Drawing timelines (Activity 2): Ss find examples of structures in a text and draw timelines to illustrate meaning. This can be an effective way of showing and consolidating the meanings of a variety of verb tenses and aspects. You can try this in Lesson 5.2.



INTRODUCE THE THEME OF THE UNIT On the board, write A good story. Ask Do you tell good stories? Do you know anyone who tells good stories? Do you think good stories should always have a surprise?



REAL STUDENT



It is common to have a lot of rain in Bogotá. Sometimes we have many problems because it affects the traffic and people in general. In additional, there is a town that is called El Carmen de Atrato Choco. And I remember that the last year when I went in winter, there was a flood. It is so dangerous because that place is located between many mountains. That’s why we have to be careful and prevent those kind of damages.



NO



T



UNIT OBJECTIVES Read the unit objectives aloud. Ss listen and read along. Ask Ss to say any vocabulary they think they will use in the unit. Write their answers on the board. Ask them to write the words in their notebooks. Tell them that at the end of the unit they can check if they used the words.



FO



For more examples of timelines, see Chapters 13–16 of Martin Parrott’s Grammar for English Language Teachers (Second Edition), pp. 188–249. Please go to www.cambridge.org/evolve to download this material.



START SPEAKING



A Ss look at the picture. Read the instructions aloud. Give Ss time to think about their answers. • Ss share their answers with a partner.



E



B Read the instructions aloud.



• In pairs, Ss discuss the question.



PL



• Ss share their answers with the class.



C Read the instructions aloud. Give Ss time to think about their answers. • Ss share their answers with a partner.



SA M



• OPTIONAL ACTIVITY  Ss use their phones to access the video, and then discuss what extreme weather Angie talks about.



T-43



HOMEWORK IDEAS Ss research the picture of the man mowing during a tornado. Suggest that they use the words lawnmower and tornado to search for articles about the picture. Tell them to read the article and report their findings in the next class.



UNIT OBJECTIVES



talk about lost and found things talk about needing and giving help talk about surprising situations write a short story tell and compare stories



■ ■ ■



AND THEN …



E



■



SA L



■



PL



E



NO



T



FO



R



5



START SPEAKING



Look at the picture. What’s surprising about this picture? How could you explain what’s happening?



SA M



A B



Look at the picture again. What do you think happened next?



C



What extreme weather do you have where you live? Have you ever had a surprising experience with weather? For ideas, watch Angie’s video. What extreme weather does Angie talk about?



43



5.1



LOST … AND THEN FOUND



LESSON OBJECTIVE



talk about lost and found things



SA L



E



■



1



LANGUAGE IN CONTEXT



A



Read the title of the article and look at the pictures. How do you think the rings were lost? How long were they lost? Then read the stories and check your ideas.



RINGS THAT RETURNED …



FO



… AND THE EARTH. Canadian Mary Grams was 71 when she dropped her engagement ring in her vegetable garden. She looked everywhere, but she couldn’t locate it. She didn’t want to tell her husband the ring was lost, so she bought a new one that looked almost the same. Thirteen years later, the old ring suddenly appeared. Amazingly, it was wrapped around a carrot in her garden! So at age 84, Mary got her ring back. It was in perfect condition and still fit her finger – but it was clearly too small for the carrot!



NO



T



In 1979, soon after he got married, Agustín Aliaga lost his wedding ring. As he swam in the Mediterranean Sea near Benidorm, Spain, the ring fell off his finger and disappeared. He searched for it in the water but didn’t find it, of course. So he left it behind. In 2016, a diver, Jessica Cuesta, discovered the ring at the bottom of the sea. She posted a message online and asked people to help her find the owner. The post was shared 80,000 times. Finally, Agustín saw it and contacted Jessica, who returned the ring to him … 37 years after he lost it.



R



… FROM THE SEA



Read the stories again. How did social media help Agustín get his ring back? How did Mary get her ring back?



2



VOCABULARY: Losing and finding things



A



Listen and repeat the words. Underline these words in the stories in exercise 1A. Which words are about losing something? looking for something? finding something? Make three lists.



PL



 1.41 



appear locate



FIND IT



C



D



44



disappear return



discover search (for)



drop fall off



get (something) back leave (something) behind



What’s the difference between drop, fall off, and leave behind? You can use a dictionary or your phone to check.



SA M



B



E



B



PAIR WORK



Now go to page 145. Do the vocabulary exercises for 5.1.



PAIR WORK Think about a time you lost something small. Was it valuable? Where did you lose it? Did you get it back? For ideas, watch Andres’s video.



What does Andres think happened to his lost item?



5.1



LESSON OBJECTIVE



A



• Check answers as a class.



Answers



losing something: disappear, drop, fall off, leave (something) behind looking for something: search (for) finding something: appear, discover, get (something) back, locate, return



A Do the task Ss look at the pictures and discuss the questions in pairs. • Ss make notes about their responses. B



• Check answers as a class. Ask volunteers to use each word in a sentence to illustrate the differences in meaning.



Answers



B Read the instructions aloud.



drop: let something fall. Example: She dropped her ring. fall off: go down and hit the ground. Example: The ring fell off. (The ring is the subject of the verb.) leave behind: not take something with you when you leave a place. Example: He left his ring behind.



T



• Ss read the stories again. • Check answers as a class.



NO



• Ask Have you ever found something and tried to give it back to the owner? If you were Mary, would you tell your husband about the lost ring?



Answers



E



Agustín’s ring: A diver (Jessica Cuesta) found it, posted a message online, and asked people to help her find the owner. She attached a photo of the ring that showed the wedding date. The post was shared 80,000 times. Finally Agustín saw it and contacted her. Mary’s ring: The ring suddenly appeared around a carrot in her vegetable garden.



PL



EXTRA ACTIVITY



SA M



Ss write three to five comprehension questions about the stories and take turns asking and answering them with a partner.



2



Read the instructions aloud.



• OPTIONAL ACTIVITY Allow Ss to use their phones or a dictionary to look up definitions.



They could have lost the rings when they went swimming or were working in the garden. They were lost for a long time.



• Ss discuss the questions in pairs.



PAIR WORK



• Ss do the task in pairs.



FIND IT



FO



Possible answers



1.41 Do the task Read the instructions aloud.



• Ss do the task individually.



• Introduce the task Have a brief class discussion about lost items. Ask Do you have an item that you are always losing? Do you find it after a while, or do you have to buy another one? What do you think is the most common item that people lose?



• Check answers as a class.



SA L



LANGUAGE IN CONTEXT



• Ss read the stories silently to themselves and check their ideas. Answer any questions about unfamiliar vocabulary.



talk about lost and found things



E



■



R



1



LOST … AND THEN FOUND



VOCABULARY: Losing and finding things • Introduce the task Ss underline any words in the stories that were new to them before they read the story. Then tell them to look at the words in the box in exercise 2A and determine if any of the words are the same. Check understanding of any words that are new to Ss by asking volunteers to give a definition and/or use the words in a sentence.



C Direct Ss to page 145 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141. D



PAIR WORK Read the instructions aloud and model a sentence or two with your own answers.



• Ss discuss the questions in pairs. • Ss share their partner’s answers with the class. • OPTIONAL ACTIVITY Ss use their phones to access the video, and then find out what item Andres lost. REAL STUDENT



Hi. I’m Andres. Last year, I lost my watch. I was in a restaurant with my family and I went to the bathroom to wash my hands. So, I took it off. Unfortunately, I forgot to take it again, and when I returned to the bathroom it was totally disappeared. I think someone took it. What a shame.



EXTRA ACTIVITY Challenge Ss to write a short paragraph using as many of the new words as they can. Ask them to share their work with the class.



T-44



GRAMMAR: Simple past



• Ss do the task individually.



• Introduce the task  Review the simple past. On the board, write several common past and present verbs in mixed-up order: walk, eat, play, ate, learn, walked, make. Point to each word and ask a volunteer to say the word and then say if it is the present or past tense. Go through all the words as fast as you can. Then ask Ss to say one thing that they did yesterday.



• Check answers as a class.



Answers



E



B Read the instructions aloud.



SA L



1  happened ​2  left behind ​3  disappeared ​4  Did; take ​ 5 looked ​6 didn’t find ​7 Did; ask ​8 didn’t know



• Ss practice the conversation with a partner.



A Do the task  Read the instructions aloud.



C Direct Ss to page 133 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129.



• Give Ss time to read the information in the grammar box silently to themselves. • Ss do the task individually.



D PAIR WORK   Give Ss time to complete the sentences individually.



• Check answers as a class.



• Ss share their sentences with a partner. Encourage them to ask questions to find out more.



Answer completed



SPEAKING



FO



4



TEACHER DEVELOPMENT ACTIVITY 1



R



3



A Read the instructions aloud.



Mining a text “Mining” a text to find examples of particular grammatical forms develops students’ ability to notice and understand those forms more readily whenever they read or listen.



B GROUP WORK   Volunteers read the sample conversation aloud.



NO



T



• Have Ss work alone and find all the simple past forms in the texts in exercise 1B. There are 31 in total. Find out who can identify all the past simple forms first, or who can identify the most forms in two minutes.



• Give Ss time to think of something they’ve lost or found. Encourage them to be creative and think of a funny, unusual, or interesting story – their stories don’t have to be true!



• Then have Ss write the simple past forms in a chart according to whether they are positive or negative, regular or irregular.



• For feedback, write the chart on the board. Ask Ss to tell you the infinitive forms of the irregular verbs (e.g., get is the infinitive of got). returned x2, disappeared, searched, discovered, posted, asked, contacted, dropped, looked x2, appeared, wrapped



E



Regular



PL



Positive



Irregular got x2, lost x2, swam, fell off, left, was x5, saw, bought, fit



Negative Regular



didn’t want



SA M



Irregular didn’t find, couldn’t locate



T-45



• Ss share their story with their group. Encourage Ss to ask follow-up questions after each story. • Ss decide on the most interesting story in their group and then share it with the class.



EXTRA ACTIVITY Do a story chain. Start by saying one sentence that is the beginning of a story, e.g., Yesterday, I found a diamond necklace on a park bench. Point to a S who should say the next sentence; then that S points to another to say the sentence after that, and so on. Continue until all Ss have said a sentence. • Workbook Unit 5.1 • Worksheets: Grammar 5.1; Vocabulary 5.1



GRAMMAR: Simple past



A



Circle the correct answer. Use the sentences in the grammar box to help you. Use the simple past to talk about events in the past that are completed / in progress.



SA L



Simple past Agustín Aliaga lost his wedding ring. He didn’t find it in the water.



She looked everywhere. She couldn’t locate it.



Complete the conversation with the simple past form of the verbs in parentheses ( ). Then practice the conversation with a partner. A What 1 (happen)? You look really unhappy. (leave behind) my bag at the gym yesterday. B I am. I 2 (disappear). 4 someone A Don’t tell me! It 3 5 6 (look) everywhere, but I (not find) it. B Yes. I 7 you (ask) the staff at the main desk? A 8 (not know) anything about it. B Of course, but they



C



(take) it?



FO



R



B



E



3



Now go to page 133. Look at the grammar chart and do the grammar exercise for 5.1. PAIR WORK Complete the sentences. You can talk about real events or make up stories. Then tell a partner. Ask questions to find out more. 1 A few ago, my disappeared. I was really upset! in  . I never got it back. 2 I once dropped  . She searched for a long time but  . 3 My friend lost



4



SPEAKING



A



Think about things you’ve lost or found in your life. They could be your own things or other people’s things. Think about:



NO



T



D



Talk about the things you lost or found. Ask and answer questions. Then decide which was the most interesting or unusual story you heard. GROUP WORK



PL



B



what the things were where you lost or found them



E



when it happened what you did next



SA M



So, what did you lose or find? I lost my wallet in a park a few months ago. It had some money and all my credit cards in it. Unfortunately, I didn’t get it back!



45



5.2



HELP FROM A STRANGER



LESSON OBJECTIVE



talk about needing and giving help



SA L



E



■



1



VOCABULARY: Needing and giving help



A



Read the sentences. Who says them: someone who needs help (N) or someone who gives help (G)? Write N or G. You can use a dictionary or your phone to help with words you don’t know. Then listen and check. 1 My friend doesn’t have a car, so sometimes I give her a ride to the airport. 2 I really was in trouble. My car broke down, and I couldn’t figure out what to do. 3 I was grateful to a stranger. I got lost, and he showed me where to go. 4 I warned my neighbors that a storm was coming and told them to stay inside. 5 My mother takes care of me when I get sick. 6 My little cousin dropped his ice-cream cone. I felt sorry for him, so I bought him another one.



B C



PAIR WORK



FO



R



FIND IT



 1.42 



Are any of the sentences in exercise 1A true for you? Tell a partner.



Now go to page 145. Do the vocabulary exercises for 5.2.



2



LANGUAGE IN CONTEXT



A



Look at the picture. What problems could happen on a subway? Then read and listen to the conversation. What was Shawn’s problem? Who helped him? How?



B



Read and listen again. What good thing happened to Shawn at the end?  1.43 



1.43 Audio script



Alexa



NO



T



 1.43 



SA M



PL



E



So, I haven’t seen any pictures from your visit to São Paulo. Shawn I know – I’m sorry! I was trying to post some pics when my phone battery died. It was at the worst time, too. My friends and I were on our way to a restaurant, and we were waiting for a train. While I was looking at some art on the wall, the train came. When I looked up, the doors were closing, and all of my friends were on it! Alexa Oh, no! What did you do?



C



46



Talk about a time you got lost. What happened? Did anyone help you? Who? PAIR WORK



Shawn Well, I got on the next train and got off at the next station to see if my friends were waiting for me there, but they weren’t. So I tried to text them, and that’s when I figured out my phone wasn’t working. I didn’t know what to do. Then a woman saw that I was in trouble and felt sorry for me. Luckily, she knew where the restaurant was, and she showed me which lines to take. I was really grateful. Alexa So, you didn’t get lost? Shawn No, her directions were perfect. And she told me about a great dish at the restaurant, too. It was delicious!



INSIDER ENGLISH A subway is the system of underground trains in a city. You get on a train when you take the subway.



VOCABULARY: Needing and giving help



Someone could get lost. Someone could be in trouble. The subway could break down. On their way to a restaurant, Shawn’s friends got on a subway train, but Shawn didn’t. He didn’t know how to get to the restaurant. His phone didn’t work so he couldn’t text his friends. A woman helped Shawn. She gave him directions to the restaurant.



• With the class, brainstorm situations where someone might have to ask for help from a stranger. • Individually, Ss make a list of all the words or phrases that they can think of that they might need to ask for or give help.



B



• Ss do the task individually.



FO



• Check answers as a class.



A Ss then look at the lists of words and phrases they made during the lesson introduction. Ask them if any of the bold words in the sentences are the same as the ones in their lists.  1.42   Do the task  Read the instructions aloud.



NO



Answers



Answer



Shawn ate a delicious dish at the restaurant.



EXTRA ACTIVITY



T



Volunteers read the sentences.



• Ss label the sentences individually.



 1.43   Read the instructions aloud.



• Play the audio.



• Ss compare lists with a partner.



• Check answers as a class.



E



Possible answers



• Introduce the task  Have a class discussion about needing and giving help. Ask When have you ever helped a stranger? When have you ever had to ask for help from a stranger?







talk about needing and giving help



SA L



1



LESSON OBJECTIVE ■



R



5.2



HELP FROM A STRANGER



1 G ​2 N ​3 N ​ 4 G ​5 N ​6 G



B PAIR WORK   Give Ss time to think of their answers. • Ss discuss the questions in pairs.



• Ss share their partner’s answers with the class.



Ss write three or four more sentences about the conversation, each with one false detail. Pairs exchange sentences and correct the sentences. For an extra challenge, encourage Ss to do the activity from memory and not look at the story again until after they have made their corrections.



C PAIR WORK   Read the instructions aloud. • Ss discuss the questions in pairs.



LANGUAGE IN CONTEXT



PL



2



E



C Direct Ss to page 145 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141.



 1.43   Direct Ss’ attention to the picture. Volunteers talk about what they see.



• Ss read the information in the Insider English box silently to themselves. • Have a class discussion about what kinds of problems can happen on a subway or other forms of public transportation.



SA M



A



• Read the instructions aloud. • Play the audio as Ss read along. Answer any questions about unfamiliar vocabulary. • Ss compare answers with a partner. • Check answers as a class.



T-46



GRAMMAR: Past continuous and simple past



TEACHER DEVELOPMENT ACTIVITY 2 (CONTINUED)



E



3



• Introduce the task  On the board, write I was eating dinner when the doorbell rang. Ask a volunteer to underline the verbs. Ask What happened over a period of time? (eating dinner) What happened in one moment? (the doorbell rang) Did one of these actions happen before, after, or during the other? (during)



SA L



• Working in pairs, Ss find two more examples of sentences with past continuous and simple past in the script in exercise 2B, and then draw a timeline for each sentence. Possible sentences: • While I was looking at some art on the wall, the train came.



• Explain that Ss will learn about how to use the past continuous and the simple past to talk about two actions happening at the same time in the past.



• I … got off at the next station to see if my friends were waiting for me. • I figured out my phone wasn’t working.



EXTRA ACTIVITY



A Do the task  Give Ss time to read the information in the grammar box.



• Ss do the task individually.



R



NO



• Check answers as a class.



Answers



• Ss complete the sentences individually. Circulate and monitor. • Read the information in the Accuracy check aloud. • Ss exchange sentences with a partner and check them for accuracy. Then pairs share which things have happened to them. • Check answers as a class.



Answers



T



• Read the information in the Notice box aloud. Refer Ss to the sentence from the introduction on the board. Ask a volunteer to change the sentence to use while.



B Read the instructions aloud.



FO



Set a time limit and ask Ss to write down as many past tense verbs in English as they can. This can be done individually, in pairs, or in teams. The student/ pair/team with the most correct past tense verbs wins. As an extra challenge, call out one of the past tense verbs and have a S say the present tense form and the past continuous form.



• Have a few pairs come to the board and draw their timelines, and discuss as a class.



1  past continuous ​2  simple past



C Direct Ss to page 133 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129. D PAIR WORK   Read the instructions aloud.



TEACHER DEVELOPMENT ACTIVITY 2



PL



Here students use timelines to develop their understanding of how past continuous and simple past actions are related in sentences. • On the board, draw a timeline to show the meaning of the example sentence in exercise 3A. Use a wavy line to show the continuous action and a dot • to show the simple action: When I looked up



SA M







the doors were closing



T-47



• Ss complete the sentences individually. Circulate and monitor. • Ss share their sentences with a partner.



E



Drawing timelines



1  were walking; got ​2  showed; were visiting ​ 3  warned; was traveling ​4  was waiting; started  ​5  was looking; missed



NOW



• Check answers as a class. Volunteers write their sentences on the board.



4



SPEAKING



A Read the instructions aloud. • Ss do the task individually. B PAIR WORK   Volunteers read the sample conversation aloud. • Ss do the task in pairs. Encourage them to ask followup questions. • Ss share their partner’s experience with the class. • Workbook Unit 5.2 • Worksheets: Grammar 5.2; Vocabulary 5.2; Speaking 5



GRAMMAR: Past continuous and simple past



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 Use the simple past / past continuous to show an event in progress. 2 Use the simple past / past continuous to show a completed action that interrupts the event in progress.



SA L



E



3



Past continuous and simple past



The order can change. The train came while I was looking at some art. When the train came, I was looking at some art.



While I was looking at some art, the train came. When I looked up, the doors were closing.



Complete the sentences with the past continuous or ACCURACY CHECK simple past of the verbs in parentheses ( ). Check your accuracy. Then check (✓) the sentences that have Use when, not while, to introduce happened to you and tell a partner. an action in the simple past that   1 When my friends and I (walk) interrupts. downtown, we (get) lost. We were driving to Dallas while   2 I (show) my guests how to get around the car broke down. ✗ while they (visit) this city. We were driving to Dallas when the car broke down. ✓   3 I (warn) my friend to be careful when she (travel).   4 I (wait) for the bus without an umbrella when it (start) to rain.   5 While I (look) at my phone, I (miss) the train.



FO



R



B



Complete the sentences with your own information. Then share your sentences. While I was searching for  , I  .  . When some strangers asked for directions, I  , I got lost. When I while I  . I lost my



PAIR WORK



1 2 3 4



NO



D



T



Now go to page 133. Look at the grammar chart and do the grammar exercise for 5.2.



C



SPEAKING



A



Think about a time when you helped a stranger or a friend. Make notes about your answers to these questions.



PL



E



4



What were you doing? Who did you help?



PAIR WORK



Where were you? How did it end?



Take turns talking about your experience and asking questions.



What were you doing when you helped someone?



SA M



B



What was the other person doing? How did you help the person?



I was waiting for the bus when an older man asked me for help. He couldn’t find his bus pass. I guess he dropped it while he was walking to the bus stop.



That’s too bad! How did you help him? Well, we looked for it together, and we found it just before the bus came! 47



5.3



LESSON OBJECTIVE



YOU’RE KIDDING!



talk about surprising situations



FO



R



SA L



E



■



1



FUNCTIONAL LANGUAGE



A



Look at the picture. What do you think these two friends are talking about? Then read and listen to their conversation. Answer the questions. 1 Where did the woman live before? 2 Where is she living now? Why? 3 Why was she surprised?  1.44 



T



1.44 Audio script



SA M



Giving surprising news I had 1 this morning. 2 who was standing You’ll behind me. You’re not going to 3  . 4 believe it. I



C



48



A Well, you’re not going to believe this. She’s studying here, too. B That’s incredible! A I know. I can’t believe it. B So, who was more surprised? You or her? A I’m not sure. We were both pretty shocked. And so was the bus driver! He couldn’t understand why we were so excited!



Complete the chart with the expressions in bold from the conversation.



PL



B



E



NO



A I had a real surprise this morning. I was getting on the bus, and someone shouted my name. So I turned around. And you’ll never guess who was standing behind me. B Who? A An old school friend from Seoul. B Are you serious? A Yeah. I haven’t seen her for a long time. She didn’t even know I was studying here. B You’re kidding! What’s she doing in Seattle?



Reacting with surprise Are you 5 Is that true? You’re 6 Seriously?



 ?  !



Put the conversation in the correct order (1–4). Then practice with your partner. You’re kidding! I helped you search for it for ages. Where was it? Are you serious? I wonder how it got there. You’ll never guess what I found yesterday. My car key. Remember? I lost it last year. You’re not going to believe this. It was in that big flower pot in my living room.



PAIR WORK



• Introduce the task  Ask When was the last time you were surprised? Do you like surprises? Have you ever been to a surprise party or planned a surprise for someone?



B Ss look at the headings in the chart. Check Ss’ understanding. • Ss do the task individually.



• Check answers as a class. Explain to Ss that “I can’t believe it!” can be a response to surprise as well as an acknowledgment of surprising news.



• Ss share their experiences with the class. A



 1.44   Do the task  In pairs, Ss talk about what is happening in the picture and what they think the two friends are talking about.



• Read the instructions aloud. Play the audio. Ss read along. Point out the expressions in bold. Go over any unfamiliar vocabulary.



Answers



1  a real surprise ​2  never guess ​3  believe this ​4  can’t ​ 5 serious ​6 kidding



C PAIR WORK   Ss work individually to order the lines from the conversation. • Check answers as a class.



FO



• If necessary, play the audio again for Ss to answer the questions. Tell Ss that they should pay special attention to the inflection and intonation of those phrases in bold.



SA L



FUNCTIONAL LANGUAGE



talk about surprising situations



R



1



YOU’RE KIDDING!



E



5.3



LESSON OBJECTIVE ■



• Check answers as a class.



• Pairs practice the conversations.



Answers 2, 4, 1, 3



Answers



T



1  She lived in Seoul. 2  She’s living in Seattle. She’s studying there. 3 She met an old school friend from Seoul in Seattle, who is also studying there.



NO



• Pairs practice the conversation several times. Encourage them to remember and imitate the inflection and intonation of those phrases in the audio as well as they can.



EXTRA ACTIVITY



Write the conversation in exercise 1C on the board. Underline the words that can be substituted. In pairs, Ss work together to write a new conversation and then practice it.



• Pairs act out the conversation for the class.



MIXED ABILITY



SA M



PL



E



Tell stronger Ss to cover the conversations in their books and answer the questions by just listening to the conversation, not reading it. Play the audio twice, if necessary.



T-48



REAL-WORLD STRATEGY



3



PRONUNCIATION: Showing surprise



 1.45  Audio script p. T-173  Do the task  Read the instructions aloud.



• Play the audio.



• Check answers as a class.



• Ss do the task individually.



Answer A bird was in Jenny’s apartment last night. It happened because she left a window open.



B



• Play the audio.



• Ss do the task individually. • Check answers as a class.



in the Real-world strategy box silently to themselves. Have two volunteers model the example conversation for the class.



Answer



1 N 2 Y 3 Y 4 N



C PAIR WORK   Ss practice saying the conversations from exercise 3B in pairs.



A bird  1.46   Audio script p. T-173  Ss complete the conversation individually.



The top of a mountain?



EXTRA ACTIVITY



NO



Answer



4



On the board, write these four questions:



1 Excuse me, do you know which floor the pool is on? 2  Did you hear that the Tanakas won a trip to Paris? 3  Did you know that Lisa ran a marathon?



E



4  Where can I find the cookbooks in this store?



PL



Ask Ss to identify which questions would elicit a surprised reaction and which ones ask for information. Then have them decide what words should be repeated in a response to each. (Answers: 1 (information) The pool? 2 (surprise) To Paris? 3 (surprise) A marathon? 4 (information) Cookbooks? D PAIR WORK   Put Ss in pairs and assign who will be A and who will be B. • Give Ss time to read the instructions and situations and to think of how they can respond to each other. • Review the phrases that express surprise, if necessary. • Ss do the task in pairs.



SPEAKING



T



• Play the audio for Ss to check their answers.



SA M



Answers



FO



• Check the answer as class.



T-49



 1.48   Read the instructions aloud.



B



 1.45   Audio script p. T-173  Ss read the information



• Tell Ss to write their answer as they listen to the conversation. Play the audio.



C



 1.47   Do the task  Read the instructions aloud.



A



• Play the audio.



SA L



A



• Introduce the task  Explain that we show surprise by what we say – and also how we say it. When we’re surprised, we stress, or emphasize, certain words: Is it ten o’clock already? Did you really win the lottery? Explain that we also change our intonation, or the rise and fall of our voice: What’s this? Your cat speaks English?



E



• Introduce the task  Tell Ss that they will learn how to repeat words to express surprise. Remind Ss that in Unit 3 they learned about how to repeat details to show you understand something.



R



2



A Read the instructions aloud. • Ss do the task individually. Encourage them to write notes.



MIXED ABILITY Pair weaker Ss with stronger Ss and have them do the task together. Alternatively, brainstorm ideas for each situation as a class. Ask a volunteer to write the class’s ideas on the board for Ss to refer to in the next exercise. B PAIR WORK   Volunteers read the sample conversation aloud. • Ss do the task in pairs. • Ss take turns role playing their conversation for the class. • Workbook Unit 5.3



REAL-WORLD STRATEGY



A



Listen to the conversation between Jenny and Eric. What surprising thing happened? How did it happen?



B



 1.45  Read the information in the box about repeating words to express surprise. Then listen again. What does Eric repeat?



SA L



 1.45 



E



2



Complete the conversation with repeated words to express surprise. Listen and check. A Hi, it’s me. Sorry about the noise – I’m calling from the top of a mountain, and it’s really windy. B  ?  1.46 



D



PAIR WORK



FO



C



R



REPEATING WORDS TO EXPRESS SURPRISE When people tell us surprising things, we often repeat the words or phrases that surprised us. You’ll never guess who was standing behind me. Who? An old school friend from Seoul. From Seoul? Are you serious?



Student A: Go to page 157. Student B: Go to page 159. Follow the instructions.



PRONUNCIATION: Showing surprise



A



Listen and repeat. Focus on how the speaker uses stress and intonation to show surprise. 1 Are you serious? 2 That’s incredible! Listen to each conversation. Does speaker B show surprise? Write Y (Yes) or N (No). A My brother speaks six languages. B No way! A Did you hear? Julie’s moving to California. B She’s moving to California? A So guess what. I got the job! B I don’t believe it! A Jose and Mariel are having another baby. B You’re kidding me.



 1.48 



1 2 3 4



Work with a partner. Practice the conversations in 3B. Does your partner show surprise?



E



PAIR WORK



SPEAKING



PL



4



NO



 1.47 



B



C



T



3



Think of something surprising that happened to you. Use the ideas below or your own ideas. Prepare to tell someone about this experience. ■ someone you saw ■ someone that called you with surprising news ■ someone that asked you to do something you weren’t expecting ■ something strange you saw in your neighborhood



SA M



A



B



PAIR WORK



Tell your partner what happened. Take turns.



You’ll never guess who I saw when I was on vacation. My boss.



Who? Your boss? You’re kidding! 49



write a short story



SA L



1



STORYTELLING



E



5.4



LESSON OBJECTIVE ■



READING



FO



R



Cave painting



A



Look at the picture of the cave painting. What story do you think it tells?



B



SCAN



Everyone loves a good story. Why? And what makes a story good? I discussed the topic with author Rhonda Howard.



NO



Author Q & A:



T



Scan the article. What are the four “S”s?



The Art of Storytelling



SA M



PL



E



Q: Why do people like stories? A: A story makes you feel like you’re experiencing something, and people enjoy this. Storytelling is very old. Think of cave paintings. Those are examples of people sharing stories – in a very simple way. Q: But our stories are more complicated today, right? A: Well, not always. And sometimes the best stories are simple ones. Q: Speaking of the best stories, what makes a story good? A: I narrowed it down to the four “S”s of storytelling. We already talked about the first S: Simple. People often like stories with ideas and language that are easy to understand. We discussed the second S, too: Shared experiences. People don’t need to actually experience the events in the story, but they want to feel like they did. And this leads us to a famous storytelling S: Show, don’t tell. Q: I’ve heard that. What does it mean? A: Here’s a quick example: “Jorge was walking into his house when he saw an animal.” That’s telling. “Jorge was nervously walking into his dark living room when two large, yellow eyes appeared in front of him.” That’s showing! Q: I get it – I felt like I was walking with Jorge in the second example. A: Exactly! Q: So, what’s the fourth S? GLOSSARY A: Surprise! People love surprises – especially at the end of the story.



C



50



Author Rhonda Howard



narrow down (v) make the number of choices smaller



PAIR WORK SUMMARIZE A TEXT Read the article. Then summarize the answers for these two questions: Why do people like stories? What makes a story good?



1



C PAIR WORK    SUMMARIZE A TEXT   Read the instructions aloud.



READING • Introduce the task  On the board, write storytelling. Discuss what kinds of stories Ss enjoy. Ask Do you like true stories or fiction? Do you like long stories with a lot of detail, or shorter stories? If you could bring five books (ones that tell a story) with you to a desert island, what would they be?



• Ss read the article again to find the answers to the questions. • Ss compare answers with a partner. • Check answers as a class.



Answers



• Ss share their partner’s ideas with the class.



FO



A Do the task  Ask What kinds of stories do you think ancient people told to each other?



• Ss discuss their ideas in pairs.



They make you feel like you are experiencing something, and people enjoy this. Simple ideas and language that are easy to understand; feeling like you’re sharing the experience with the storyteller/that the events happened to you; a surprise – especially at the end.



R



• Explain that Ss will read about what makes a story good and then write their own short story.



• Ss look at the picture and answer the question by taking notes.



write a short story



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STORYTELLING



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5.4



LESSON OBJECTIVE ■



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B  SCAN   Before Ss read the article, make sure they understand what scanning is. Explain When you scan a text, you are looking for specific information – you’re not trying to understand all the details. Usually, you know what information you are looking for before you begin to scan.



HOMEWORK IDEAS



Ask Ss to think of one or two books or articles that tell good stories. Have them write a brief review saying how the story follows the four “S”s. Ss bring their reviews into the next class and share them with the other Ss. Have the class take notes and compile these into a list of good stories they can read at their leisure.



NO



• Ask In this article, what information will you scan for? (what the four “S”s are) • Set a time limit of 20–30 seconds so that Ss scan the article quickly and only look for the answers to the question. • Ss read the article silently to themselves. • Check answers as a class.



Answer



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PL



E



They are things that make a story good: Simple; Shared experiences; Show, don’t tell; Surprise.



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WRITING



HOMEWORK IDEAS



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• Introduce the task Discuss the elements of a story. Ask Ss to explain the words character, plot, and setting. Then explain There are some words and phrases that writers use to show where and when events in a story happen. Now we’ll read a story and learn these words and phrases.



Assign the writing of the story for homework, and have Ss bring it to the next class for their partner to check. E



A Do the task Read the instructions aloud. Ss read the story silently to themselves.



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2



PAIR WORK Ss exchange stories with a partner. Ss check their partner’s story for the four “S”s and storytelling expressions.



• Ss share their partner’s story with the class and say what they liked about it.



• Answer any questions about unfamiliar vocabulary. • Ss discuss the questions in pairs. • Ss share their answers with the class.



EXTRA ACTIVITY



Answers



On the board, write four sentences. 1 We ate and ate. 2 She yelled and yelled. 3 He ran and ran. 4 They laughed and laughed.



PAIR WORK



THINK CRITICALLY Read the



instructions aloud.



• Ss discuss the questions in pairs. • On the board, write the four “S”s: Simple; Shared experiences; Show, don’t tell; and Surprise. Ss share examples from the story that illustrate each “S.” Write their answers under the correct headings. WRITING SKILLS Read the instructions aloud.



• A volunteer reads the information aloud. • Ss do the task individually.



NO



• Check answers as a class. Write Ss’ ideas about more expressions on the board and have Ss write these in their notebooks.



Answers



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PL



E



When I was 15, I loved reading scary stories about monsters. It was summer, and my family and I were on vacation near a lake. One evening, they went down to the beach to meet friends for a barbecue. I was reading a monster story and wanted to finish it before the barbecue, so they left me behind. An hour later, my brother David came to get me, and we started walking to the beach. It was totally dark, and I was telling David about the awful monster in the story – a huge, black, animal-like monster. We were both frightened by the story and the dark night. Then suddenly – out of the trees right beside us – a huge, black, animal-like monster appeared! We screamed and screamed! While we were screaming, my father ran to us. Then we told him our horrible story. And what did he do? He laughed – because standing in the distance was King, our neighbor’s dog. He was black and pretty big – but definitely not a monster!



WRITE IT



D Read the information in the Register check aloud. • Read the instructions aloud. • Ss write their stories individually. Encourage them to be creative and come up with interesting or funny details to include.



T-51



Tell Ss to write very short, three-sentence stories for each of the sentences. They should write one sentence that comes before and one sentence that comes after each of the sentences above. Ask Ss to share their stories with the class. Alternatively, Ss can write the stories in pairs.



• Workbook Unit 5.4



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C



FO



B



R



Hannah and David were frightened. Their father was amused (he laughed). The monster at the beach was a big, black dog.



WRITING



A



Read the story. How did the different characters in the story feel? What was the monster in the woods?



MONSTER in the WOODS



by Hannah Miller



T



FO



When I was 15, I loved reading scary stories about monsters. It was summer, and my family and I were on vacation near a lake. One evening, they went down to the beach to meet friends for a barbecue. I was reading a monster story and wanted to finish it before the barbecue, so they left me behind. An hour later, my brother David came to get me, and we started walking to the beach. It was totally dark, and I was telling David about the awful monster in the story – a huge, black, animal-like monster. We were both frightened by the story and the dark night. Then suddenly – out of the trees right beside us – a huge, black, animal-like monster appeared! We screamed and screamed! While we were screaming, my father ran to us. Then we told him our horrible story. And what did he do? He laughed – because standing in the distance was King, our neighbor’s dog. He was black and pretty big – but definitely not a monster!



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The



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E



2



GLOSSARY monster (n) a frightening creature that isn’t real



PAIR WORK THINK CRITICALLY Do you think the story in exercise 2A has the four “S”s that Rhonda Howard describes? Why or why not?



C



Read about different kinds of storytelling expressions. Then find and underline them in the story. Think of more expressions for each group. We can use different kinds of expressions to … 1 describe when the story happened in general: When I was 15, … It was summer. 2 say when particular events happened: One evening, … An hour later, … Then … 3 describe a scene: It was totally dark.



E



WRITING SKILLS



NO



B



PL



WRITE IT



Write a short story like the one in exercise 2A. It can be true, or you can make it up. Remember the four “S”s. Use storytelling expressions from exercise 2C. You can repeat a verb to make a strong impact if you wish.



SA M



D



REGISTER CHECK



In stories, we sometimes repeat a verb to make a strong impact. The verb usually shows an action or a feeling that lasts for longer than usual. In formal writing, like an essay or news story, we don’t repeat verbs. Informal story Formal writing We screamed and screamed! We screamed. They ate and ate until they were full. They ate until they were full.



E



PAIR WORK



Exchange stories with a partner. Did they use the 4 “S”s? How did their story make you feel? 51



A



LESSON OBJECTIVE



PREPARE Think of something surprising or amusing that happened to you recently or a long time ago. Use the ideas below to help you, or think of your own idea.



B



kids doing funny things seeing animals and insects incredible weather meeting/seeing people



R



breaking things / making a mess making mistakes travel experiences losing/forgetting things



tell and compare stories



E



■



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5.5



TIME TO SPEAK Believe it or not …



DISCUSS Share your stories in small groups. Use some of the four



FO



“S”s and storytelling expressions from Lesson 5.4 to make your story more interesting. Which story is the most amazing?



DECIDE Your group is going to enter an amazing-but-true story competition. Choose one of these options and decide what story you will tell. ■ Choose a true story from your group – if you think it’s amazing enough to win the competition. ■ Exaggerate a true story from your group to make it more amazing – but it should still sound true. ■ Make up an amazing story that sounds true but isn’t.



D



PREPARE Practice, exaggerate, or make up your group’s story. Get ready to tell it in an entertaining way.



E



NO



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C



PRESENT Tell your group’s story to the class. At the end of each story, others in the class ask questions to try to discover if the story is totally true, exaggerated, or totally made-up.



F



AGREE The class chooses the best story that seems to be totally true. Then the winning group



PL



E



says whether their story is totally true, exaggerated, or totally made-up.



SA M



To check your progress, go to page 154.



USEFUL PHRASES DISCUSS A few weeks/months/years ago … When/While I was … Then suddenly … Later …



52



DECIDE Seriously? You’re kidding! That’s a great story! They won’t believe that. Let’s say that …



AGREE I think it’s true. It’s not true. No way! I (can’t) believe that …



TIME TO SPEAK



LESSON OBJECTIVE



tell and compare stories



Believe it or not …



Time on each stage



E PRESENT   Aim: Ss present their story to the class.



• Introduce the task  Aim: Introduce the type of story Ss will write.



• Tell Ss that they should take notes during each story to help them ask questions about it afterward.



• Explain that believe it or not is a common phrase that English speakers use when they tell a story that seems unbelievable but is actually true. Tell Ss that they will write a story that seems impossible but is true.



• WHOLE CLASS   Groups take turns telling their story. • After each presentation, Ss ask follow-up questions to figure out if the story is true, exaggerated, or completely made-up. Ss do not say if the class is correct or not.



• Direct Ss to the Useful phrases section at the bottom of the page. Remind them that they can use these phrases at the relevant stages of the lesson.



• Feedback for speaking activities* Give positive feedback when Ss produce accurate and appropriate language.



R



A PREPARE   Do the task  Aim: Ss think of an idea for a story. • Volunteers read the story ideas aloud. • INDIVIDUALLY   Ss think of a story idea. Suggest that



B DISCUSS   Aim: Ss tell their stories. • Read the instructions aloud.



F AGREE   Aim: Ss choose the best story.



FO



• Read the instructions aloud.



they make a chart with the four “S”s and fill it in with elements from their story.



D



E



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C



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5.5



FA B E



T



• GROUP WORK   Ss take turns telling their stories.



• WHOLE CLASS   Ss decide on the best story that seems to be true. The group with the winning story reveals if it is true or not. *These tips can help you to create a safe speaking environment. They can also be used with other speaking activities. For more information, see page xxii.



• Ss discuss which story is the most amazing.



NO



C DECIDE   Aim: Ss decide on a story to tell in a competition. • Read the instructions aloud.



• GROUP WORK   Ss decide which option they will choose.



D PREPARE   Aim: Groups prepare to tell their story.



PROGRESS CHECK • Direct students to page 154 to check their progress. • Go to page T-153 for Progress check activity suggestions.



TEACHER DEVELOPMENT REFLECTION Either answer these questions in a reflection journal or discuss them together with your peers.



• GROUP WORK   Suggest that groups write their story and check it to make sure they are using the four “S”s and storytelling expressions.



1 Development Activity 1 asks students to “mine” a text for examples of the simple past. Overall, do you think it was useful for your students? Why or why not?



• Ss practice telling their story. Explain that each person in the group should tell a part of the story. Encourage Ss to memorize their part of the story and to practice telling it dramatically (even if they feel a little silly).



2 How easy was it for students to categorize the examples as regular/irregular and positive/negative? Was this an effective way of reviewing simple past forms? Why or why not?



• Encourage Ss to practice telling their story several times.



3 Development Activity 2 asks students to draw timelines. Do you think all your students found the idea of timelines helpful and easy to understand? Or did some students understand the idea better than others? Why do you think this was?



PL



E



• Read the instructions aloud.



SA M



• Preparation for speaking* Tell Ss to practice what they are going to say in their own language. They should make notes and do the task again in English.



4 When it came to drawing timelines, were students’ timelines the same or different? What were the differences?



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IMPACT



Strategy 3: Speaking – Providing models



E



TEACHER DEVELOPMENT INTRODUCTION



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Sometimes it is difficult for students to do a speaking task because they lack spoken models of activities. Listening to spoken models can help students develop their range because they hear different examples. An easy way to create a spoken model is for you, the teacher, to talk about your own experience or about things that are familiar and personal to you.



6



The teacher’s model (Activity 1): You model a speaking activity for Ss. You can try this in Lesson 6.1.



A model with a strong student (Activity 2): You model a conversation with a strong student. You can try this in Lesson 6.3.



INTRODUCE THE THEME OF THE UNIT



B Read the instructions and the question aloud. • In pairs, Ss discuss the issue. • Ss share their responses with the class.



C Read the questions aloud. Allow Ss time to think about their answers. • Ss share their answers with a partner.



T



On the board, write The weather will have an impact on our plans for the weekend. Ask volunteers what they think to have an impact on (something) means. (to have an effect on something) Tell Ss that in this unit they will be thinking about urban problems and the impact they have on the people who live there.



FO



R



You can read more about models and personalizing language and the teacher’s role in Griff Griffiths and Kathy Keohane’s Personalizing Language Learning, pp. 1–3. Please go to www.cambridge.org/evolve to download this material.



START SPEAKING



NO



UNIT OBJECTIVES Read the unit objectives aloud. Ss listen and read along. Ask Ss to say any vocabulary they think they will use in the unit. Write their answers on the board. Ask them to write the words in their notebooks. Tell them that at the end of the unit they can check if they used the words.



PL



E



A Ss look at the picture. Ask a volunteer to say if the picture shows somewhere in the city or the country (the city). Ask Ss if they know of any large construction projects that are going on in their city and what is being built. Discuss if they think construction in a city is a good thing or a bad thing for the people who live there. Write Ss’ responses on the board for them to refer to in their discussions. • In pairs, Ss discuss the two questions.



SA M



• Ss share their partner’s answers with the class.



T-53



• OPTIONAL ACTIVITY  Ss use their phones to access the video, and then discuss if they feel the same way as Brenda. REAL STUDENT



One of the great things in my city is that they are building a new bridge. In the beginning it’s having a negative impact because some of the street are closed, but now we have a positive impact. We don’t have a- traffic in the morning. That is awesome.



HOMEWORK IDEAS Ss use the internet to research and find out more information about a construction project in their city and share their findings in the next class. Alternatively, Ss can research a construction project in another city that they are interested in. Suggest that they concentrate on one aspect of the project, e.g., cost, time involved, reason for location, purpose of the project, etc. Suggest search words: construction project + (city name) or urban renewal + (city name).



talk about urban problems talk about problems and solutions express concern and relief in different situations write a post giving your point of view decide if a “green” plan will work



■ ■ ■



IMPACT



SA L



■



E



UNIT OBJECTIVES ■



PL



E



NO



T



FO



R



6



START SPEAKING



What’s happening in the picture? How do you feel about projects like this?



SA M



A B



Talk about different ways this project is having an effect on the city and its people. Do you think this impact is mostly positive or negative?



C



What change is having an impact on your city at the moment? Is it positive or negative? For ideas, watch Brenda’s video.



What is happening in Brenda’s city?



53



6.1



MOVING TO A MEGACITY



LESSON OBJECTIVE



talk about urban problems



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E



■



1



LANGUAGE IN CONTEXT



A



Look at the pictures. How do you think life is different in these two places?



B



Read the blog. What is interesting about Dan’s situation? Who is he writing his blog for?



C



Read the blog again. What things in Los Angeles does Dan like? What doesn’t he like?



R



I’m Dan. I just moved from Barrow, Alaska, to Los Angeles, California for college. I’m a small-town boy writing about big-city life for students like me!



FO



L.A. Update!



E



NO



T



I’ve been in my new city for two weeks now. Living in Los Angeles has been a really big change. Here are some things I never had to worry about in Alaska: Pollution: There’s so much traffic, and it makes the air so dirty. Plus, there’s smoke in the air from factories. And since I arrived, there’s been almost no wind, so the air is never really clean. Concrete: Sometimes I see a few trees and a little grass here and there, but almost all of the land between buildings is concrete. Sometimes there is graffiti on the buildings, too, which I don’t like. Noise: I expected a lot of noise during the day, but I’m really surprised how much noise there is at night. In Alaska, there’s almost none. Here, I wake up several times a night. Crowds: L.A. is a megacity (more than 10 million people). Because it’s so crowded, there’s very little space. But I love living close to so many people. There’s stuff happening all the time. Heat: It’s a lot hotter here than in Alaska. I actually like that – but I need to buy some cooler clothes!



VOCABULARY: Urban problems



A



 1.49  Listen and repeat the words. Find and underline nine of these words in the blog post in exercise 1C. Then use all of the words to complete the paragraphs below.



PL



2



air smoke



concrete space



graffiti traffic



land traffic jam



noise trash



pollution



SA M



Cities are full of cars, so there’s often 1 on the roads. This often leads to a  , which means delays. The cars cause 3 , along with the 4 5 from factories, and dirty is bad for our health. You can also hear the 6 of the traffic all over the city. has high-rise buildings and 8 Cities can be ugly, too. Most of the 7 sidewalks on it. And when people share the same 9  , they produce tons of garbage. Some people leave their 10 on the street. There’s 11 on some buildings, and even if it looks nice, business owners usually don’t like it. 2



B



54



Now go to page 146. Do the vocabulary exercises for 6.1.



LANGUAGE IN CONTEXT



Tell Ss to imagine that they grew up in Los Angeles and then moved to a small town in Alaska for college. Have them use the information in Dan’s blog and think about how they would feel about their new life in a small town. Ss discuss their ideas in pairs or small groups.



2



FO A



• Ss read the blog silently to themselves. Answer any questions about unfamiliar vocabulary.



NO



• Ask Ss to raise their hands if any of their ideas from exercise 1A are the same as in Dan’s blog. • Check answers as a class.



Answers



Dan just moved from Alaska to California for college. It is a big change. Dan is writing a blog for students who are studying far from home.



E



C Read the instructions aloud. • Ss read the blog again.



 1.49   Do the task  Read the instructions aloud.



• Ss do the task individually. • Check answers as a class.



Answers



T



B Do the task  Read the instructions aloud.



VOCABULARY: Urban problems • Review  Books closed. On the board, write the words in the box in exercise 2A. Ask volunteers to give a definition of each word or use it in a sentence.



A Ss discuss the question in pairs. Remind them to look at the board for ideas. • Have pairs share their partner’s ideas with the class.



E



EXTRA ACTIVITY



• Introduce the task  Have a brief class discussion about living in different types of places. Ask Ss to share if they have ever lived somewhere else, and how those places were different than where they live now. Ask What are some general things that are different if you live in a city or if you live in a small town? Write Ss’ ideas on the board for them to refer to in the lesson. • Point out the title of the lesson, Moving to a Megacity. Ask What do you think a megacity is? (a very, very large city that extends over a large area and has a population of more than 10 million) Ask Ss if they can think of an example of a megacity. (There are 47 worldwide including: Tokyo, Shanghai, Jakarta, Delhi, Seoul, Beijing, Mumbai, New York City, Sao Paulo, Mexico City, Los Angeles, Moscow, London, and Paris.)



talk about urban problems



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1



LESSON OBJECTIVE ■



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6.1



MOVING TO A MEGACITY



1 traffic ​2 traffic jam ​ 3 pollution ​4 smoke ​5 air ​ 6 noise ​7 land ​8 concrete ​9 space ​ 10 trash ​ 11 graffiti



B Direct Ss to page 146 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141.



HOMEWORK IDEAS Ss research a megacity and find out some specific urban problems it has. Ss present their findings in the next class. To avoid Ss researching the same city, you can assign them specific megacities to research.



PL



• Ss discuss the questions in pairs. • Check answers as a class.



Answers



He likes having stuff to do, and he likes the warm weather. He doesn’t like the traffic, the pollution, all the concrete around, the graffiti, the crowds, and the noise.



SA M



• Ask What do you think would have the biggest impact and the least impact on your life?



T-54



D



• Ss share their sentences with a partner.



• Ss share their partner’s answers with the class.



• Pairs discuss if they agree with each other.



4



REAL STUDENT



B



• Give Ss time to read the information in the grammar box silently to themselves.



Answers



3 a lot of



E



2 non-count nouns



PL



B Direct Ss to page 134 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129. C Read the information in the Accuracy check aloud. • Ss circle the correct answers individually and then check the sentences that are true for them.



SA M



• Ss exchange sentences with a partner and check them for accuracy. • Check answers as a class. Ss share their partner’s true sentences with the class.



Answers 1 meals 5 time



2 cars; traffic



3 windows



R



TEACHER DEVELOPMENT ACTIVITY 1



FO



NO



A Do the task Read the instructions aloud.



• Ss share their list of impacts with the class.



The teacher’s model Alternative instructions for exercise 4B



T



• On the board, write Tim and Joe are both students. There are a lot of flowers in the garden. All of my friends saw that movie. Ask volunteers to identify which words tell how much or how many. (both, a lot of, all) Tell Ss that these words are quantifiers and they will learn more quantifiers in this section.



• Check answers as a class.



PAIR WORK Volunteers read the sample conversation aloud.



• Ss share their ideas with their partner. Encourage Ss to ask follow-up questions of each other.



• Introduce the task On the board, write quantity, to quantify, quantifier. Explain that quantity means the amount of something, to quantify means to determine how much or how many there is of something, and a quantifier is a word or group of words used before a noun that tells the quantity – how much or how many – of something.



• Ss do the task individually.



• Give Ss time to think of their answers. If possible, encourage them to use the internet to research facts to support their ideas.



FIND IT



GRAMMAR: Quantifiers



1 count nouns



SPEAKING



A Read the instructions aloud.



One of the biggest problems in my city is the pollution, because people is not conscious about the consequences. They have to be more reflective and think about the future. Otherwise, we are not going to be able to survive.



T-55



Give Ss time to complete the sentences



• Ss discuss the question in pairs. • OPTIONAL ACTIVITY Ss use their phones to access the video and find out what problems Angie talks about.



3



PAIR WORK



individually.



E



PAIR WORK Read the instructions aloud and model a sentence or two with your own answers.



SA L



C



4 exercises; work



Before students discuss urban problems, it helps them if you give a model of the kind of language they can use. Rather than talking about the same topic (urban problems), you can talk about problems in the countryside. Here are some topics you can talk about: • Transportation: There is not much public transportation, so people must use their cars all the time. • Life for young people: It’s often hard for young people to find jobs, and there’s not a lot of entertainment for them. • Tell Ss you will give an example of the kind of information they can say but that you will talk about the countryside. • Use the notes above or your own ideas to give an oral example; try to use some of the quantifiers in your example. • Ask Ss if they have any questions about your example.



EXTRA ACTIVITY Lead a class discussion about the effects of urban problems. Ss use their lists from exercise 4B. Have the class vote on the top three most serious negative effects. Ss share their ideas on how these problems can be fixed. • Workbook Unit 6.1 • Worksheets: Grammar 6.1; Vocabulary 6.1



Which urban problems does your city or town have? For ideas, watch Angie’s video. PAIR WORK



What problem does Angie talk about?



E



C



GRAMMAR: Quantifiers



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 With quantifiers like a few, several, and so many, use count nouns / non-count nouns. 2 With quantifiers like a little, very little, and so much, use count nouns / non-count nouns. 3 Some quantifiers, like a lot of / a few, can be used with both count and non-count nouns.



SA L



3



B



I see a little grass here and there. I see a few trees. There’s very little space. There’s been almost no wind. In Alaska, there’s almost none.



FO



Almost all of the land is concrete. There’s so much traffic. I love living close to so many people. I expected a lot of noise. I wake up several times a night.



R



Quantifiers



Now go to page 134. Look at the grammar chart and do the grammar exercise for 6.1. Circle the correct answers. Sometimes both are possible. Then check (✓) the ones that are true for you and share your answers with a partner.   1 I had several good meals / food on my last vacation. ACCURACY CHECK   2 I saw almost no cars / traffic on my way home yesterday.   3 My home has several large windows / glass. Remember, there is no plural   4 I’ve already finished almost all of my exercises / work for the week. form of non-count nouns. Some quantifiers cannot be   5 I’m really busy these days – I have so little days / time off.



D



Complete these sentences so they’re true for your city. Check your accuracy. Then share them with a partner. Do you agree? 1 There are several … 3 There are very few … 2 There’s so much … 4 There’s / There are almost no …



4



SPEAKING



A



Look at the urban problems in exercise 2A. Which ones do you think will have an effect for a long time? You can go online to learn more. Make notes.



B



PAIR WORK Do you agree about the problems that will last into the future? What effects will these problems cause? How many can you list?



used with them.



PL



E



The traffic report gave us several informations. ✗ The traffic report gave us a lot of information. ✓



Graffiti is a problem, but it’s not going to hurt anybody.



SA M



FIND IT



PAIR WORK



NO



T



C



Yeah. I worry more about pollution. That will make the air hard to breathe for a long time.



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6.2



INTELLIGENT SOLUTIONS



A



Look at the picture. Do you think the paintings make the area look better or worse? Why?



B



 1.50  Read and listen to the radio show. What three problems do the people talk about?



C



 1.50  Read and listen again. What are the solutions to the problems?



E



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LANGUAGE IN CONTEXT



talk about problems and solutions



FO



R



1



LESSON OBJECTIVE ■



1.50 Audio script



Host



2



Listen and repeat the words. Which words are positive? negative? neutral? Then find and underline five of the words in the conversation in exercise 1B.  1.51 



angrily dangerously



B



C



56



We use think twice to mean think about something again, more carefully.



VOCABULARY: Adverbs of manner



SA M



A



INSIDER ENGLISH



Do you think the community members’ solutions from the radio show in exercise 1C will work? Why or why not? GROUP WORK



PL



D



E



NO



T



Today we’re talking trash, along with other community problems. These problems can take a lot of time and money to fix, but sometimes solutions are easier than you think. We asked community members for their ideas. Margot Garbage is a big problem. And if there is a lot of garbage in the street, people often leave more trash there. They see garbage and think it’s OK to add a little more. But if you keep the area clean, people will think twice before throwing trash on the street. Josh Graffiti makes local business owners angry. But if you make a special area for graffiti, people won’t paint on other buildings. Many graffiti artists paint beautifully and can really improve an area. Frida Noise at night is a common problem. When you speak angrily to noisy neighbors, they just keep making noise. But if you talk to them calmly and politely, they’ll probably listen. And if you explain your feelings clearly, they will understand. Host So, some interesting ideas. They may not work in every community, but some of them just might in yours!



beautifully loudly



calmly politely



Ask and answer the questions. 1 Do you play music loudly or quietly? 2 How should people explain things to children?



clearly quietly



completely safely



correctly



PAIR WORK



3 Who do you know that drives safely? Dangerously? 4 When is it important to do something correctly?



Now go to page 146. Do the vocabulary exercises for 6.2.



SA L



• Introduce the task  Have a class discussion about community problems. Ask What kinds of problems affect a community? Are there things that some people think are problems, but other people don’t?



D GROUP WORK   Read the questions aloud. • Ss discuss the questions in small groups.



• Ss share their group’s responses with the class.



• Individually, Ss make a list of all the words that they can think of that they need to talk about community problems.



EXTRA ACTIVITY



As a class, discuss other possible solutions to each of the problems.



• Ss compare lists with a partner.



1



LANGUAGE IN CONTEXT 2



A Do the task  Read the instructions aloud. • Give Ss time to think of their answers. • Ss share their partner’s answer with the class. • Discuss other possible solutions to make a part of the city look more interesting or attractive. What are the pros and cons of each solution?  1.50   Read the instructions aloud.



• Play the audio. Remind Ss that they are listening for three problems.



NO



• Check answers as a class.



Answer



They talk about garbage, graffiti, and noise at night.



C



 1.50   Read the instructions aloud.



• Play the audio. Remind Ss that they are listening for the solutions to the problems.



E



• Ss do the task individually. • Ss check answers in pairs.



PL



• Check answers as a class. Ask Ss to read where in the conversation they found the answer.



Answer



Garbage – Keep an area clean so people won’t throw trash on the street. Graffiti – Make a special area for graffiti. Noise – Ask people to stop making noise in a calm and polite way.



SA M



• Introduce the task  On the board, write adverbs of manner. Ask volunteers to say what an adverb is and to give examples. Explain that an adverb of manner describes how something happens or is done. Tell Ss that they will learn some adverbs of manner. • Ss look at the list of words they made before exercise 1A. Ask them to add any words from the radio show in exercise 1B.



A



T



• Read the information in the Insider English box aloud.



• Ss check answers in pairs.



• Remind Ss of the information in the Insider English box. Ask a volunteer to say what the speaker thinks people will think twice about.



VOCABULARY: Adverbs of manner



FO



• Ss compare answers with a partner.



B



talk about problems and solutions



E



LESSON OBJECTIVE ■



R



6.2



INTELLIGENT SOLUTIONS



 1.51   Do the task  Read the directions aloud. Volunteers read the vocabulary in the box. Ss say any of the words they already know and that were on their lists. Ask them to give a short definition or example of each word, if possible.



• First ask Ss to look at the script in 1C and find and underline five of the words in the box. Then ask them to write down which words in the box are positive, which are negative, and which are neutral. • OPTIONAL ACTIVITY  Allow Ss to use dictionaries or their phones to help with words they don’t know. • Ss discuss their answers with a partner. • Check answers as a class.



Possible answers Positive: beautifully, calmly, clearly, correctly, politely, safely Negative: angrily, dangerously, loudly Neutral: completely, loudly, quietly



B PAIR WORK   Ss discuss the questions in pairs. • Ss share their partner’s answers with the class. C Direct Ss to page 146 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141.



T-56



GRAMMAR: Present and future real conditionals



4



SPEAKING



A Read the instructions aloud.



• Introduce the task  On the board, write conditional. Teach/Review with Ss that a conditional sentence has two parts: One part talks about what could happen, and the other part talks about the result or effect of what could happen. Ask if Ss know what word indicates a conditional sentence. (if ) Explain that Ss will learn about two kinds of conditionals that are about real situations.



• Ss add a problem and a solution to the chart.



SA L



• Ss share their additions with a partner and discuss.



• OPTIONAL ACTIVITY  Allow Ss to use their phones to research problems in their city and get ideas for solutions and add these to the chart. • Circulate and monitor.



B PAIR WORK   Read the instructions aloud. Volunteers read the sample conversation aloud.



A Do the task  Give Ss time to read the information in the grammar box.



• Ss discuss the questions in pairs.



• Read the information in the Notice box aloud.



• Ss share their partner’s problem and solution with the class.



• Ss do the task individually.



R



• Check answers as a class.



EXTRA ACTIVITY



Answers



Ss write the problems and solutions they added to their charts on the board. Lead a class discussion of these and suggest other possible solutions.



EXTRA ACTIVITY Ss reread the information in the Notice box and then rewrite the sentences in the grammar box so that no comma is needed.



FO



1  simple present ​2  the simple present; will



NO



• Ss do the task individually. Circulate and monitor. • Check answers as a class.



Possible answers



PL



E



1 If people throw trash on the street, no one will want to visit our city. 2 When people talk loudly, it is difficult for other people to have a conversation. 3  I speak politely when I am talking to an older person. 4  If a store clerk speaks angrily, he or she will be fired. 5  I won’t listen to you if you don’t lower you voice. 6  If I don’t do the exercise correctly, I won’t pass.



D PAIR WORK   Read the instructions aloud. • Ss discuss their answers with a partner.



SA M



• Ss share their partner’s answers with the class.



T-57



• Workbook Unit 6.2 • Worksheets: Grammar 6.2; Vocabulary 6.2; Speaking 6



T



B Direct Ss to page 134 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129. C Read the instructions aloud.



E



3



GRAMMAR: Present and future real conditionals



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 For present real conditionals, use the simple present / simple past for the condition and the result. 2 For future real conditionals, use the simple present / will for the condition and the simple present / will for the result.



SA L



E



3



Present and future real conditionals



Complete the sentences with your opinion. Use the simple present or the future with will. Present Situations: 1 If people throw trash in the street, The order can change.  . There is no comma when the if clause is second. 2 When people talk loudly, They will understand if  . you explain your feelings 3 I speak politely when clearly.  .



T



C



Now go to page 134. Look at the grammar chart and do the grammar exercise for 6.2.



FO



B



Future real conditionals If you explain your feelings clearly, they will understand. If you make a special area for graffiti, people won’t paint on other buildings.



R



Present real conditionals If there is a lot of garbage in the street, people often leave more trash there. When you speak angrily to noisy neighbors, they just keep making noise.



D



PAIR WORK



NO



Future Situations: 4 If a store clerk speaks angrily, 5 I won’t listen to you if 6 If I don’t do the exercise correctly,



Share your answers from exercise 3C. Were any of your answers similar?



SPEAKING



A



Read the three city problems and solutions. Add a problem you want to solve and an idea for a solution to the chart.



PL



E



4



SA M



Problem noise pollution traffic



B



 .  .  .



Solution People have to be quiet before 8:00 a.m. and after 10:00 p.m. People have to use bikes or electric cars. People have to drive with two or more people in a car.



Do you think the solutions in exercise 4A will work? Why or why not? Does your partner agree? PAIR WORK



I don’t think a rule with times to be quiet will work. If people work in the morning or come home late, it’s hard to be quiet. I disagree. People don’t have to be quiet all the time. If they think of others, they’ll speak quietly early in the morning and late at night. 57



6.3



LESSON OBJECTIVE



BREAKDOWN



express concern and relief in different situations



FO



R



SA L



E



■



1



FUNCTIONAL LANGUAGE



A



Look at the picture. What can cause a traffic jam? Then read and listen. Who helped the people on the bus?  1.52 



1.52 Audio script



A B A B



Was everyone OK? Yes. No one was hurt. I’m glad to hear that. Yeah, and the bus driver was great. She helped everyone stay calm until the police came. Then we all walked out of the tunnel, and they put us on another bus. A What a relief! I’m glad it’s over. And I’m glad I wasn’t in the traffic jam behind your bus!



B



PL



E



NO



T



A I’m really happy you made it home. Are you all right? B Yeah, I’m fine. A I’m so relieved. B I can’t believe my bus broke down in the middle of the longest tunnel in the city! A I know. I saw it on the local news before you texted me. At first, they said the bus was on fire. I was really worried! Then they said there was no fire, just a lot of smoke. B It’s true there was a lot of smoke.



Complete the chart with the expressions in bold from the conversation.



SA M



Expressing concern Are you 1 I was 2 Is/Was 3 Is anything wrong?



C



58



 ?  !  ?



Expressing relief I’m so 4 I’m glad 5 What 6 That’s such a relief.



 .  .  !



Put the conversation in the correct order from 1 to 4. Then listen and check. Where are you? You’re late. Is anything wrong? That’s such a relief. I was really starting to worry. No. Everything’s fine. I just had to buy a few things at the market. Hi, Mom. It’s Kerry.



 1.53 



BREAKDOWN



SA L



B Ss look at the headings in the chart. Check Ss’ understanding. • Ss do the task individually. • Check answers as a class.



• At this point, Ss can look at any of the expressions that they wrote down in their first language during the introduction to the lesson and determine if there are equivalents in English.



Answers



• Pairs share their ideas with the class.



1 all right ​2 really worried ​3 everyone OK ​4 relieved ​ 5  to hear that ​6  a relief



FUNCTIONAL LANGUAGE  1.52   Do the task  Read the instructions aloud.



• Before you play the audio, discuss with the class the kinds of things that can cause a traffic jam. • Play the audio. Ss read along.



T



• Point out the expressions in bold. Ask Ss if they included any of the words in their lists during the introduction to the lesson.



• If necessary, play the audio again for Ss to answer the question. • Check answers as a class.



Answer



The bus driver and the police helped the people on the bus.



• Pairs practice the conversation several times.



• Ask pairs to perform the conversation for the class.



 1.53   Ss do the task individually.



FO



A



C



NO



1



R



• Introduce the task  Remind Ss that to express concern is to show someone that you care about their health, feelings, and well-being. To express relief is to show that you are happy that a bad situation had a good ending. Ask In what kinds of situations do you show relief? In what kinds of situations do you show concern? Ss discuss the questions in pairs and write down any words or phrases that they might already know that can be used to express concern or relief. They can also write expressions in their own language and see if there are English equivalents later on in the lesson.



express concern and relief in different situations



E



6.3



LESSON OBJECTIVE ■



• Play the audio for the class the check their answers. • Pairs practice the conversation.



Answers 2, 4, 3, 1



EXTRA ACTIVITY On the board, write the conversation from exercise 1C. Underline the words that can be substituted. In pairs, Ss work together to make a new conversation and practice it. Encourage Ss to add to the conversation and use any of the situations where you can express concern or relief that they thought of in the introduction to the lesson. Pairs practice their conversations and then role play them for the class.



E



MIXED ABILITY



SA M



PL



Tell stronger Ss to cover the conversation in their books and answer the questions by just listening to the conversation, not reading it. Play the audio twice, if necessary.



T-58



• Play the audio.



• Introduce the task  Explain that sometimes in conversation we express two different, or contrasting, feelings or ideas about the same situation. On the board, write I’m very tired because I stayed up late to finish my homework. I’m really glad I finished it, though. Ask a volunteer to identify the two contrasting ideas (I’m very tired; I’m really glad). Tell Ss that they will learn how to use though to express a contrasting idea. A



• Ss do the task individually. • Check answers as a class.



Answers



1  Y 2 N 3  Y 4 N



 1.54  Audio script p. T-173  Do the task  Read the questions aloud.



4



• Give Ss time to think of questions to ask about each situation.



Answers



• Ss write their answers as they listen to the conversation. Play the audio. • Check answers as a class. Marina’s contrasting idea is that she was nervous.



NO



 1.55   Audio script p. T-174  Give Ss time to read the conversation silently to themselves.



• Play the audio. Ss complete the conversation individually.



• Ss exchange conversations. Play the audio again for Ss to check their partner’s answers. 1 OK ​2 though



E



D PAIR WORK   Put Ss in pairs and assign who will be A and who will be B.



Alternative instructions for exercise 4A With dialogues, you can give a model together with a strong student. • Tell Ss to choose their situation, but tell them not to do the dialogue. • Monitor and find out which pairs are choosing which situations. • With the whole class, choose one strong S from one of the pairs that has chosen a situation that is familiar to you and easy to role play.



• Choose another strong S from a different pair and do another example; this time take the Student A role.



PL



• Check understanding of the task. Ask Student A, where does your situation take place? (a movie theater) Student B, where does your situation take place? (an airport in Miami)



SA M



 1.56   Give Ss time to read the instructions.



• Play the audio.



• Ss do the task individually.



T-59



TEACHER DEVELOPMENT ACTIVITY 2



• Do an example conversation with that S; take the Student B role.



PRONUNCIATION: Saying unstressed vowels at the end of a word



A



Pair weaker Ss with stronger Ss, and ask them to do the task together. Alternatively, brainstorm ideas for each situation as a class and write Ss’ ideas on the board for their reference as they do the exercise.



• Give Ss time to read the instructions and situations and to think of how they can add details to their stories.



• Ss do the task in pairs.



3



MIXED ABILITY



T



Answer



• Ss do the task in pairs.



FO



 1.54   Audio script p. T-173  Ss read the information in the Real-world strategy box silently to themselves. Two volunteers model the example conversation for the class.



R



She had a job interview. She was successful because she got the job.



Answers



SPEAKING



A PAIR WORK   Read the instructions aloud. Volunteers read the sample conversation aloud.



• Check the answers as a class.



C



 X.XX   Ss practice saying the conversation in pairs.



C



• Play the audio.



B



 1.57   Read the instructions aloud.



B



E



REAL-WORLD STRATEGY



SA L



2



• Ss do their role plays together. Alternative: If you don’t want to choose strong students, you can get different students to give a line of dialogue as you build the role plays with the whole class. B GROUP WORK   Read the instructions aloud. • Ss do the task in small groups. • Workbook Unit 6.3



2



REAL-WORLD STRATEGY



A



Listen to a conversation between Ruby and her friend Marina. What did Marina do this morning? Was she successful?



B



 1.54  Read the information in the box about using though to give a contrasting idea. Then listen again. What is Marina’s contrasting idea? What did she say before that?



SA L



E



 1.54 



D



Listen to another conversation and complete the contrasting idea. Then practice with a partner. A Did you go to the street festival last night? I heard there were some problems. B Yeah. It was really crowded, and some people fell down. Two people were hurt and had to go to the hospital. I was 1  , 2  . A I’m so relieved! I was really worried.  1.55 



PAIR WORK



FO



C



R



USING THOUGH TO GIVE A CONTRASTING IDEA We can use though when we say something that contrasts an idea that was already said. It goes at the end of a sentence, after a comma. Was everyone OK? Yes. No one was hurt. It was a dangerous situation, though.



Student A: Go to page 158. Student B: Go to page 160. Follow the instructions.



PRONUNCIATION: Saying unstressed vowels at the end of a word



A



Listen. Focus on the sound of the letter y at the end of the words in bold. 1 really I was really worried. 2 worry I was starting to worry.



B



Listen. Focus on the words in bold. Does the speaker say the final vowel sound clearly? Write Y (Yes) or N (No). 1 Please walk calmly to the front of the train. 3 Did you enter the password correctly? Please fill out the form clearly. 4 Did everyone arrive safely? 2



C



Practice the conversation with a partner. Does your partner say the final vowel sounds clearly? A Where have you been? I was starting to worry. B There was a huge accident. The road was completely blocked. A Well I’m just glad you got home safely.



T



3



NO



 1.56 



PL



E



 1.57 



SPEAKING



A



PAIR WORK Choose one of the situations below. Student A: Ask about the situation and express concern and relief. Student B: Answer questions and explain everything is OK. Include a contrasting idea. ■ There was a flood in your neighborhood. ■ You had a very important exam today. ■ There was a problem at your soccer game. ■ Your pet disappeared a few days ago.



SA M



4



I heard there was a flood in your neighborhood. Is everyone OK?



B



Yes, we’re all OK, thanks. It was pretty scary, though.



GROUP WORK Work with another pair and listen to each other’s conversations. What situation did they choose? What was the contrasting idea?



59



write a post giving your point of view



T



FO



R



SA L



BEATING THE TRAFFIC



E



6.4



LESSON OBJECTIVE ■



LISTENING



A



Look at the picture of the drone delivering a package. What types of things do you think a drone can – and can’t – deliver?



B



Listen to Doug’s podcast. What is his interview with Elsa about? a how quickly drones can deliver packages b how drones can reduce traffic problems c how drones can cause problems for cities  1.58  LISTEN FOR GIST



E



C



NO



1



 1.58  LISTEN FOR SPECIFIC INFORMATION



Listen again. How does Elsa think drones will fix these



2



PRONUNCIATION: Listening for weak words Listen to the extracts from the podcast below. Circle the words that aren’t fully pronounced. 1 Traffic! It can cause a lot of problems … 2 And who better to discuss the topic … 3 But they’re a lot quieter than trucks.  1.59 



SA M



A



PL



problems: traffic, pollution, and noise?



60



B



Listen. Write the missing words. 1 Won’t there be accidents? I thought. 2 Drones are more useful 3 And drones usually use batteries, so they cause almost no pollution compared delivery trucks.



C



Complete the statement. The words than, of, and to are often stressed / reduced in fluent speech.



 1.60 



LISTENING



MIXED ABILITY



• Introduce the task  Ask Have you or someone you know ever used a drone? What do people use drones for? (to take aerial photos or videos, to monitor traffic, for search and rescue, for fighting fires, for making deliveries, and so on)



For weaker Ss, write the additional comprehension questions on the board, and read them together. Then play the audio for Ss to listen for the answers. While you are writing the questions on the board, stronger Ss write two or three of their own comprehension questions about the podcast. They exchange their questions with a partner and answer them without listening to the audio again.



A Do the task  Read the directions aloud. • Ss discuss the question in pairs.



R



• Ss share their ideas with the class.  1.58   Audio script p. T-174   LISTEN FOR GIST   Remind Ss that when you read for gist you are reading to understand the main idea, not to hear and understand all of the details.



EXTRA ACTIVITY



FO



B



• Volunteers read the three choices. • Play the audio. Ss do the task individually. • Check answers as a class.



Answers



On the board, write a two-column chart with the headings Pro and Con. Have a class discussion about the pros and cons of drones in general. Write Ss’ ideas in the chart on the board. Leave the chart on the board for Ss to refer to later in the lesson.



T



b how drones can reduce traffic problems



C



 1.58   Audio script p. T-174   LISTEN FOR SPECIFIC INFORMATION   Give Ss time to read



NO



the question so they know what information to listen for.



2



PRONUNCIATION: Listening for weak words



A



• Ss do the task individually.



• Check answers as a class.



E



a  Traffic: Drones will help reduce traffic because there won’t be as many delivery trucks on the roads. b  Pollution: Drones use batteries and have almost no pollution compared to trucks. c  Noise: Drones are quieter than trucks.



SA M



PL



• Ask additional comprehension questions How many people are speaking? (two) What is the name of the podcast? (Talking Tech) Who works for a start-up company? (Elsa) What does the company do? (It delivers packages with drones.) What delivery services does Elsa mention? (the U.S. Postal Service and FedEx) How many packages do they deliver? (over six-and-a-half billion a year) What does sense and avoid mean? (The drones know when they are close to an object and they move away from it.) What do drones use to fly? (batteries)



 1.59   Read the instructions aloud.



• Play the audio.



• Play the audio again. Ss do the task individually.



Answers



write a post giving your point of view



SA L



1



LESSON OBJECTIVE ■



E



6.4



BEATING THE TRAFFIC



• Check answers as a class.



Answers 1 of 2 to 3 than



B



 1.60   Read the instructions aloud.



• Play the audio. • Ss do the task individually. • Check answers as a class.



Answers 1  a lot of 2 than 3 to



C Ss complete the statement individually. • Check answers as a class.



Answer reduced



T-60



WRITING



E



• Introduce the task Ask Have you ever written a comment on a blog post or podcast? Do people usually write positive or negative opinions in comments? Do you often read the comments on blogs or podcasts? Explain that Ss will write their own comments responding to Doug’s podcast.



PAIR WORK Ss exchange comments and answer the questions.



HOMEWORK IDEAS



SA L



Assign the writing of the comments for homework. Ss bring their comments to the next class and discuss them with a partner.



A Do the task Read the instructions and question aloud. • Ss read the comment silently to themselves.



EXTRA ACTIVITY



• Answer any questions about unfamiliar vocabulary.



After Ss have read their partner’s comment, have a class vote on whether drones are good or not. Ss decide on the top three reasons that are positive and the top three that are negative.



• Ss discuss the question in pairs. • Ss share their answers with the class.



WRITING SKILLS Read the instructions aloud.



• Ss read the information and then underline all the questions in the comment in exercise 1A individually. • In pairs, Ss identify the answers to SensibleGuy’s questions. • Check answers as a class.



T



THINK CRITICALLY Read the instructions



E



PAIR WORK



NO



He asks five questions and gives four answers. 1 Have you ever heard a drone? They’re really loud. 2 What happens if a drone arrives and you’re not home? Will it just drop the package into your backyard? Maybe. 3 What about delivering packages to apartment buildings? They can’t fly in through people’s windows. 4 And who wants drones outside of your window anyway? Not me.



aloud.



• Ss discuss the questions in pairs.



PL



• Ss share their partner’s opinions with the class.



WRITE IT



SA M



D Ss read the information in the Register check silently to themselves. Ask Is a comment on a podcast formal or informal? (informal) Where might you read formal opinions that include facts? (in a newspaper, in magazine articles) • Read the instructions aloud. If you did the extra activity on the previous page, remind Ss that they can also use any appropriate ideas that they wrote in the pro/con chart on the board. • Ss write their comments.



T-61



Ss read an opinion piece in a local or national newspaper and write a comment expressing their opinion. (They don’t have to publish it online if they don’t want to.) They take turns briefly summarizing the opinion piece and then reading their comment. For larger classes, this can be done in small groups or pairs.



• Workbook Unit 6.4



Answers



C



HOMEWORK IDEAS



FO



He writes about three problems that Doug and Elsa don’t mention. 1) If a drone arrives, and you’re not at home, it will drop the package into your backyard, and someone will steal it. 2) Drones can’t deliver packages to people in apartment buildings. 3) People don’t want drones outside of their windows.



R



Answers



B



E



3



WRITING



A



Read the comment by SensibleGuy, responding to Doug’s podcast. What problems does he write about that Doug and Elsa don’t mention?



E



3



SA L



PODCAST SensibleGuy wrote:



Read about using questions to make points. Then find and underline all the questions in the comment in exercise 3A. What are SensibleGuy’s answers to the questions? We often ask questions to introduce or make a strong point. Then we answer the questions. Questions can make the readers feel like you’re speaking directly to them. Compare the two ideas below. The first one is stronger and more interesting. 1 Have you ever heard a drone? They’re really loud. 2 Drones are really loud. WRITING SKILLS



C



What do you think of SensibleGuy’s ideas? What kind of person do you think he is? PAIR WORK



THINK CRITICALLY



WRITE IT



REGISTER CHECK



In informal writing, people often give their opinions without supporting their ideas with facts. Informal Also, I don’t trust this “sense and avoid” technology. I’m sure there will be accidents with so many drones in the air. Formal I don’t trust the “sense and avoid” technology. One study has shown that 64% of drone accidents happened because of errors with technology.



E



Positive:



people don’t have to wait at home fewer delivery trucks on roads



Negative:



are dangerous use energy



SA M E



making you feel frightened



Write your own comment responding to Doug’s podcast and SensibleGuy’s comment. Decide if you think drones are good or not. You can use some of the ideas below and your own ideas. Add details. Use questions to make some of your points stronger.



PL



D



NO



T



B



FO



R



I think using drones for deliveries is a bad idea. One truck can deliver a lot of packages, but a drone can only carry one package at a time. In a large city, trucks deliver thousands of packages every day. I don’t really want thousands of drones in the air! According to Elsa, drones will help solve the problem of traffic noise. Have you ever heard a drone? They’re really loud – so I don’t think that solves anything. Also, I don’t trust this “sense and avoid” technology. I’m sure there will be accidents with so many drones in the air. And if they crash, the drones – and their packages – will fall into the streets or onto people. Also, what happens if a drone arrives and you’re not at home? Will it just drop the package into GLOSSARY your yard? Maybe. If it does, I’m sure someone will steal it. What about delivering packages steal (v) secretly take to apartment buildings? They can’t fly in through people’s windows. And who wants drones something that belongs to outside of your window anyway? Not me. It’s creepy! someone else Drones are definitely not the answer. We need to find another solution to the traffic problem. creepy (adj) strange and



fast cheap



less pollution



frightening for pets and wildlife take away jobs from delivery drivers



Exchange posts with a partner. Do you agree? How many of your points are different? PAIR WORK



61



6.5



TIME TO SPEAK If everyone plants something …



LESSON OBJECTIVE



decide if a “green” plan will work



A



FO



R



SA L



E



■



DISCUSS Look at the picture. What is unusual about the roofs of these city buildings? Do you think this is a good idea? Why or why not?



RESEARCH Why is it good to have a lot of trees and plants in a city? In small groups, think of different benefits. Look at the ideas below to help you. You can go online for more ideas.



C



noise



pollution



shade



the air



visual impact



wildlife



NO



heat



T



B FIND IT



ROLE PLAY Imagine you’re city planners, and you’re thinking about putting plants on every building in your city. In small groups, discuss the problems you’ll have if you do this, and possible solutions to those problems. If the city buys all the plants, it’ll be too expensive. So community members will have to buy them.



E



But if they have to pay, they won’t do it. If they want, they can buy smaller plants. That won’t be too expensive.



E



PRESENT Explain your group’s ideas to the class.



PL



D



DECIDE Think about the benefits you researched in part B and the problems and solutions everyone presented in part D. As a class, decide whether your city should put plants on all rooftops.



SA M



To check your progress, go to page 154.



USEFUL PHRASES



62



DISCUSS It looks amazing. It looks strange. It looks real. It’s a great idea. I’m not sure about it.



RESEARCH That’s true, but … Well, it also … So, you’re saying … But then …



ROLE PLAY If we … , we’ll have to … People will/ won’t … I (don’t) think … will …



DECIDE I (don’t) think it will work. I (don’t) think we can … We’ll need to … It will be too …



■



• Introduce the task Aim: Introduce the concept of a “green” plan.



D •



• Ask Do you think your city is “green”? What is the “greenest” city or large town you have ever visited? Do you think it’s important to have green spaces in a city? Do you use green spaces? Explain that many cities have a “green” plan, meaning that they try to make more green spaces or to improve the ones they already have.



• Read the instructions aloud. Ss look at the picture. •



PAIR WORK



Ss discuss the questions in pairs.



• Ss share their partner’s answers with the class. B FIND IT



• Feedback for speaking activities* Monitor and make a note of the strong points of each group, such as good use of unit vocabulary, interesting questions, and natural-sounding interactions. You can use your notes to give feedback at the end of the lesson.



NO



GROUP WORK Ss work in small groups. They discuss how trees and plants might benefit each of the seven elements listed in the box. Ask them to make lists of ideas and details.



• OPTIONAL ACTIVITY Ss use their phones to research information about the possible benefits trees and plants could have for a city. Aim: Groups discuss the problems they might have when implementing a green plan as well as possible solutions to those problems. ROLE PLAY



E



• Read the instructions aloud.



• Volunteers read the sample dialogue aloud. Ss discuss the problems and possible solutions in groups. GROUP WORK



PL



•



• Explain that groups will present their ideas in the next activity. Encourage groups to practice their presentations. Tell them that each person in the group must be a part of the presentation.



SA M



• Preparation for speaking* Encourage Ss to rehearse what they are going to say in their heads.



DECIDE Aim: Groups decide if they should use a “green” plan like this.



• Read the instructions aloud. •



WHOLE CLASS As a class Ss discuss the ideas in the presentations and decide if they should make their city green. Encourage Ss to give reasons for their decisions. *These tips can help you to create a safe speaking environment. They can also be used with other speaking activities. For more information, see page xxii.



T



• Read the instructions aloud.



C



Groups present their ideas to



• Suggest that Ss take notes on any good ideas from the presentations. They will be able to use these in the next activity.



E



RESEARCH Aim: Ss research and discuss the benefits of a green plan.



•



Time on each stage



FO



DISCUSS Do the task Aim: Ss discuss a specific green plan.



C



Aim: Groups present their ideas to the class.



WHOLE CLASS



the class.



• Direct Ss to the Useful phrases section at the bottom of the page. Remind them that they can use them at the relevant stages of the lesson. A



PRESENT



B



SA L



If everyone plants something …



decide if a “green” plan will work



D



E



TIME TO SPEAK



LESSON OBJECTIVE



F A



R



6.5



E



PROGRESS CHECK • Direct students to page 154 to check their progress. • Go to page T-153 for Progress check activity suggestions.



TEACHER DEVELOPMENT REFLECTION Either answer these questions yourself in a reflection journal or discuss them together with your peers. 1 What were students’ responses to the model you gave in Lesson 6.1? 2 How do you think it helped them do the task? 3 Do you think there are any drawbacks to giving a model? If so, what are they? If not, what do you think are the main advantages? 4 How comfortable are you giving your personal opinion on topics? Are there any topics you would prefer not to talk about? Why? 5 When you invited some students to help you in Lesson 6.3, how did they react? 6 Apart from showing an example, what does a model dialogue show students?



T-62



2



GRAMMAR



A Ss work individually to choose the correct words to complete the conversation.



• Set a time limit of two minutes. Ss close their books and work in small groups to remember as much as they can about the grammar, vocabulary, and functional language they have learned in Units 4–6. Groups write words, phrases, and example sentences in each category.



• Ss compare answers with a partner. • Check answers as a class.



Answers



1  are you doing ​2  are going camping ​3  was camping ​ 4 started ​5 completely ​6 happened ​7 got  ​8  we stay ​9  we’ll spend ​10  so many ​11  a few ​ 12  we’ll find



• Check answers as a class.



1



VOCABULARY



• Ss practice the conversation in pairs.



R



A Ss work individually to cross out the word that doesn’t belong and add it to the correct category.



• If time allows, challenge Ss to explain why each answer is correct.



• Ss check answers in pairs. • Talk about any words that Ss think might go in more than one category. Encourage Ss to give their reasons for why they put words in each category.



3



B Ss work individually to add two more words or phrases to each category. • Write the six categories from exercise 1A on the board. • Invite Ss to come to the board and write their answers.



PL



E



• Check the Language summaries for Units 4–6 on pages T-164–166.



SPEAKING



A PAIR WORK   A volunteer reads the sample response aloud.



T



NO



1  loudly (adverbs of manner)  ​2  be grateful (opinions and reactions) ​ 3  graffiti (urban problems) ​ 4  amusing (adverbs of manner) ​ 5  forget (losing and finding things) ​ 6  locate (losing and finding things)



SA M



• Ss take turns telling their partner about their plans. • Ss share their partner’s plans with the class.



Answers



T-63



B PAIR WORK   Give Ss time to think of their own answers. Encourage them to write their answers and pay close attention to correct grammar.



FO



• Check answers as a class.



SA L



• Introduce the review  Before beginning the review, write Grammar, Vocabulary, and Functional Language on the board.



E



REVIEW 2 (UNITS 4–6)



• Give Ss time to write their responses individually. • In pairs, Ss talk about their lost items.



B GROUP WORK   Ss share their partner’s story with their group.



E



REVIEW 2 (UNITS 4–6) VOCABULARY



A



Which word or phrase doesn’t belong in each set? Cross it out. Add it to the correct set. 1 Opinions and reactions: annoying disappointed frightening loudly



shocked



2 Decisions and plans:



deal with



look into



think about



3 Losing and finding things: disappear



drop



graffiti



return



search for



4 Needing and giving help:



amusing



be in trouble



feel sorry for



take care of



warn



5 Urban problems:



forget



noise



pollution



traffic



trash



6 Adverbs of manner:



clearly



dangerously



locate



politely



safely



R



be grateful



FO



arrange



SA L



1



Add two more words or phrases that you know to each category.



2



GRAMMAR



A



Circle the correct words to complete the conversation. A What 1are you doing / will you do this weekend? B My cousin Jeff and I 2are going camping / will go camping in Hill Valley. Would you like to come? A No, thanks. Once I 3went camping / was camping with my family when it 4started / was starting to rain really heavily. There was a flood at the campground, and all our belongings got 5complete / completely wet. B What 6did happen / happened next? A We had to come back home the next day. And I 7got / was getting a really bad cold. That trip was a disaster. Why don’t we stay at a hotel? B If 8we stay / we’ll stay at a hotel, 9we spend / we’ll spend a lot of money. A Come on. There are 10so much / so many inexpensive hotels in Hill Valley. Look, this travel app shows 11 a few / a little hostels available. I’m sure 12we find / we’ll find a good place.



B



Talk about your plans for the coming weekend. Tell your partner about the things you’ve planned and the things you haven’t decided yet.



3



SPEAKING



E



NO



T



B



PL



PAIR WORK



A



Think of one item that you lost. Answer the questions below. What item was it? Where did you lose it? When? What were you doing when you lost it? How did you feel? Did you find it? Where? How?



PAIR WORK



SA M



■ ■ ■



Once, I was hanging out with friends at the mall when I lost my phone. I think it fell out of my pocket. I was really annoyed …



B



GROUP WORK



Tell your partner’s story to your classmates.



63



FUNCTIONAL LANGUAGE



A



Use the words and phrases below to complete the conversation between two sisters.



R



SPEAKING



Choose one of the situations below. Act it out in pairs. You have to give an important presentation at work tomorrow, and you’re very anxious. Your partner reassures you. Go to page 38 for useful language.



PAIR WORK ■



I have to give a presentation to the sales department tomorrow, and I’m really worried. Yes, but all the directors are going to be there, and … ■



There’s no need to worry. Your presentations are always a big success.



Think of something surprising that happened to you. Tell your partner about it. Your partner reacts with surprise. Go to page 48 for useful language.



PL



E



I had a real surprise last night. My father gave me a fantastic birthday present. Are you serious? What did he give you?



You’ll never guess. He gave me …



You heard your partner had an accident earlier today. Ask about the situation and express concern and relief. Go to page 58 for useful language.



SA M



■



I heard you had a car accident this morning. Are you all right? Yes, I’m OK. I need a new car, though.



What a relief! I was really worried about you.



B



64



it’ll be fine you’re not going to



T



A



I hope so you dropped



What happened? You’re almost three hours late. Is 1  ? There was a fire in the university neighborhood, and the streets were closed.  . Why didn’t you call me? I was 2 3 believe this, but my cell phone is broken. 4  ? Yeah, I was leaving the library when I dropped my phone on the sidewalk. 5 your phone? Yeah. My brand-new phone! I bought it just last month! What am I going to do without my cell phone? 6  . You can use your old phone. And I’m sure they can fix your new one. 7  . It’ll probably cost a lot to repair, 8  . 9 you’re OK. 10 that I’m finally home. Well, I’m



NO



5



at least though



FO



A B A B A B A B A B A B



are you serious so relieved



SA L



anything wrong really worried



E



4



Change roles and repeat the role play.



4



FUNCTIONAL LANGUAGE



E



A Ss do the task individually.



Answers 1  anything wrong ​2  really worried  ​3  You’re not going to ​4  Are you serious? ​5  You dropped ​ 6  It’ll be fine ​7  I hope so ​8  though ​9  At least  ​10  so relieved



5



SPEAKING



R



A PAIR WORK   Ss choose one of the three situations and prepare a conversation. They should make notes, but not write the full conversation. For extra support, refer Ss to the Functional language lessons from Units 4–6.



SA M



PL



E



NO



T



• Choose a pair to perform their conversation for the class. If possible, choose a pair for each of the three situations.



FO



• Pairs act out their conversations. B Pairs change roles and repeat their conversations.



SA L



• To check answers, pairs read the conversations aloud.



T-64



7



E



TEACHER DEVELOPMENT INTRODUCTION



Strategy 1: Classroom Management – Checking understanding of grammar



SA L



ENTERTAIN US



In this unit, we focus on checking understanding of grammar. Most teachers use concept-checking questions to find out whether students have truly understood the meaning and usage of a grammatical structure. By getting students to ask checking questions, teachers can ensure all class members have an active role. Encouraging self and peer correction is another way teachers can motivate their students. When students are given the chance to correct themselves, it is less likely that they will produce similar errors again. Getting students to ask checking questions (Activity 1): Ss check the meaning and positive/negative/question form of used to. Try this in Lesson 7.1.



R



Encouraging self and peer correction (Activity 2): Ss evaluate how well they can produce used to in a semi-controlled speaking task. Try this in Lesson 7.5.



INTRODUCE THE THEME OF THE UNIT



• In pairs, Ss discuss the questions. Explain that they should talk about performances in general and not about specific performances they have seen. • Ss share their answers with the class.



T



On the board, write entertainment. As a class, brainstorm different kinds of entertainment, such as movies, TV, concerts, plays, and dance. Write Ss ideas on the board. Then ask What kind of entertainment do you enjoy the most?



FO



To find out more, read Checking Learning and Understanding from Classroom Management Techniques, pp. 152–153. Please go to www.cambridge.org/evolve to download this material.



NO



UNIT OBJECTIVES Read the unit objectives aloud. Ss listen and read along. Ask Ss to say any vocabulary they think they will use in the unit. Write their answers on the board. Ask them to write the words in their notebooks. Tell them that at the end of the unit they can check if they used the words.



START SPEAKING



E



A Ss look at the picture.



• In pairs, Ss discuss the questions.



C Read the instructions aloud. Allow Ss time to think about their answers. • Ss share their answers with a partner. • OPTIONAL ACTIVITY  Ss use their phones to access the video, and then discuss if their experiences are similar to Brenda’s. REAL STUDENT



I went to the instrument concert two years ago. I was in high school. I love the instrument music. But in the leaving, it was terrible because the place it was crowding, it was difficult of which exit to take.



PL



• Ss share their partner’s answers with the class. B Read the questions aloud.



SA M



• Explain that a performance can be any kind of event where someone is entertaining other people, for example, with singing, dancing, acting, storytelling, or telling jokes. Ask Ss to share what performances they have seen. Tell Ss they will discuss them in the next activity.



T-65



HOMEWORK IDEAS Ss think of a performance that they would like to see and why they think it would be enjoyable. Ss share their thoughts in the next class.



UNIT OBJECTIVES



discuss your changing tastes in music talk about TV shows and movies refuse invitations and respond to refusals write a movie review talk about changing tastes



■ ■ ■



ENTERTAIN US



E



■



SA L



■



PL



E



NO



T



FO



R



7



START SPEAKING



What kind of performance is this? How are the people feeling about it?



SA M



A B



What makes a performance enjoyable? disappointing? awful?



C



When did you last go to a concert or another live performance? Describe what it was like. For ideas, watch Brenda’s video.



Did you and Brenda have similar experiences?



65



A 50-YEAR PLAYLIST



E



1



VOCABULARY: Music



A



Listen and repeat the words. Name a musician, band, or song for each kind of music. You can go online to learn more about the kinds of music. GROUP WORK



classical hip-hop B C



country jazz



GROUP WORK



EDM pop



folk reggae



heavy metal rock



Which kinds of music do you like or dislike? Is there one kind of music you all like?



R



 2.02 



Now go to page 147. Do the vocabulary exercises for 7.1.



FO



FIND IT



2



LANGUAGE IN CONTEXT



A



Look at the picture of Hugo and his son Logan. They’re talking about music. What kind of music do you think each one likes?



B



Read and listen. They are planning the music for Hugo’s 50th birthday party. What kinds of music do they mention?



C



Read and listen again. Answer the questions. 1 How is Hugo planning to choose the songs? 2 Which is bigger, his digital music collection or his CD collection?



 2.03 



Hugo



PL



Logan



So, have you chosen the songs for your playlist yet? No, but I’ve decided to choose music from different stages of my life. Cool. So, first – your teenage years, I guess. What did you use to listen to then? Pop and rock … and heavy metal. I used to listen to a lot of heavy metal. I still listen to it sometimes. I know. I hear it every time I’m in the car with you! What about folk? Folk? No way! But I used to like country when I was in my 30s. I’ve never heard you play country music.



Hugo



SA M



Logan Hugo



Logan



D



Hugo Logan Hugo



E



Logan



NO



T



 2.03 



2.03 Audio script



66



discuss your changing tastes in music



SA L



7.1



LESSON OBJECTIVE ■



Logan Hugo



Yeah. I’m not into it anymore, but I’ll put some on my playlist. What other stuff did you listen to? Not much. Actually, I listen to more music now than I used to, thanks to downloading and streaming. I didn’t use to buy much music in the past because it was harder to get. Are you kidding? You have tons of CDs. That’s nothing. My digital collection is much bigger. Anyway, I don’t listen to CDs much anymore. Only the heavy metal ones – in the car – just for you!



Imagine you’re planning a playlist for a big family party. Decide what kinds of music to play so there’s something for everyone. PAIR WORK



INSIDER ENGLISH We can use the informal expression thanks to + something or someone. It means because of.



7.1



A 50-YEAR PLAYLIST



VOCABULARY: Music



C



• Introduce the task Make sure that Ss understand the word playlist. Say You are having a party. You’re planning the playlist for the party. What are some songs you want to play? Elicit the names of the songs and the performers. Tell Ss that they will learn words to talk about music.



FIND IT



2.02



GROUP WORK



instructions aloud.



• Ss do the task individually. • Check answers as a class.



Answers



1 Hugo is going to choose music from different stages of his life. 2 His digital music collection is bigger.



• Play the audio. In groups Ss listen and repeat the words.



EXTRA ACTIVITY



• Ss name a musician, band, or song for each type of music.



B



GROUP WORK



Read the questions aloud.



D



• Ss discuss the questions in groups.



T



• One member of each group gives the class a summary of their discussion.



NO



C Direct Ss to page 147 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141.



2



Ss reread the information in the Insider English box. They write three sentences using thanks to. If necessary, provide sentence stems, such as Thanks to my mother, ___; I know how to _____ thanks to ______; We can _______ thanks to ______.



FO



• Ask Ss if they can add any other types of music and examples and write these on the board.



E



• Play the audio again.



Do the task Read the



• OPTIONAL ACTIVITY Allow Ss to use their phones or a computer to find examples of musicians, bands, or songs for each kind of music.



2.03 Read the instructions and the two questions



aloud.



R



A



LANGUAGE IN CONTEXT



PAIR WORK



Read the instructions aloud.



• Ss do the task in pairs. • Ss share their partner’s answers with the class.



EXTRA ACTIVITY Tell Ss to think of one or two songs that they love but which not many people may know. Ss share their answers with the class and create a class playlist on the board. Ask Ss to listen to as many of the songs on the playlist as they can in their spare time. In a future class, Ss share what they liked about their classmates’ songs.



E



• Introduce the task On the board, write You can’t tell a book by its cover. Ask Ss to say what they think this saying means. (What someone looks like doesn’t always tell you what their personality is like.) Ask Do you think you can tell what kind of music someone likes by looking at their clothes or hair?



discuss your changing tastes in music



SA L



1



LESSON OBJECTIVE ■



PL



A Ss discuss the question in pairs.



• Pairs share their partner’s ideas with the class. 2.03 Do the task Read the instructions aloud.



• Read the information in the Insider English box aloud. • Play the audio. Ss read along. • Check answers as a class.



SA M



B



• Ask Hugo listens to more music now thanks to what? (downloading and streaming) Ask a volunteer to answer the question using because of or thanks to. (Possible answer: Hugo listens to more music now because of/thanks to downloading and streaming.)



Answer



They mention pop, rock, heavy metal, folk, and country.



T-66



GRAMMAR: used to



B Ss do the task individually. • Check answers as a class.



• Introduce the task  On the board, write When I was younger, I went to the movies often. Now I don’t have time to go to the movies. (Or write sentences that are true for you using the same pattern.) Ask What is something you often did when you were younger but don’t do very often now? Write Ss’ responses on the board. Keep them on the board for Ss to refer to later in the lesson. Explain that they will learn how to talk about something that was true over a period of time in the past but may or may not be true now.



Answers



SA L



1  used to ​2  didn’t use to ​3  used to ​4  used to



C Direct Ss to page 135 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129. D Read the instructions aloud.



• Ss complete the sentences individually. Circulate and monitor.



A Do the task  Read the instructions aloud.



• Read the information in the Accuracy check aloud.



• Give Ss time to read the information in the grammar box silently to themselves.



• Ss exchange sentences with a partner and check them for accuracy. They then take turns asking and answering the questions.



R



• Ss do the task individually. • Check answers as a class.



• Check answers as a class.



Answers



FO



Answers



1  used to ​2  use to ​3  use to



1  did you use to listen ​2  did you use to go  ​3  did you use to like ​4  use to buy ​5  use to play



TEACHER DEVELOPMENT ACTIVITY 1



EXTRA ACTIVITY



Getting students to ask checking questions



T



When students are involved in checking, they are more likely to remember meaning and form. Try this activity before exercise 3A.



NO



• On the board, write Hugo: I used to listen to a lot of heavy metal. • Put Ss into six groups.



• Give each group one question below, on a piece of paper. • Do we use used to for the past or present?



• Did Hugo listen to heavy metal once in the past or many times?



E



• Does Hugo listen to a lot of heavy metal music now? • Do these sentences mean the same thing or different?



PL



• I used to listen to heavy metal. • I usually listen to heavy metal.



• How do you make Hugo’s sentence negative? • How do you change Hugo’s sentence into a question?



SA M



• Groups discuss their question. Confirm answers with them. • Groups separate and mingle, asking and answering questions. Set a two-minute time limit. • In feedback, ask the same questions. Nominate Ss who need more support.



T-67



E



3



4



Refer Ss to the activities on the board that they mentioned at the beginning of exercise 3A. Tell them to write questions using used to and then take turns asking and answering them with a partner.



SPEAKING



A Read the instructions aloud. • Ss make notes of their answers individually. B GROUP WORK   Read the instructions aloud. A volunteer reads the example sentence aloud. • Groups discuss how their musical tastes have changed. • Ss share one of their classmate’s responses with the class.



EXTRA ACTIVITY Play a sentence chain game. Put Ss in lines of at least four. The first student (S1) says a sentence about how their musical tastes have changed over time. (I used to listen to country music. Now I prefer hip-hop.) S2 makes a similar statement that is true for them and then reports what S1 said. (I used to listen to Celine Dion. Now I prefer Adele. (S1’s name) used to listen to country music. Now he/she prefers hip-hop.) S3 talks about their musical taste, then S2’s, then S1’s, and so on. Play until all Ss have had a chance to remember and say all the plans of the Ss in their group. • Workbook Unit 7.1 • Worksheets: Grammar 7.1; Vocabulary 7.1



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 In affirmative sentences, use use to / used to and the base form of a verb. 2 In negative sentences, use didn’t with use to / used to and the base form of a verb. 3 In questions, use did with use to / used to and the base form of a verb.



used to What did you use to listen to then? I used to like country music. I didn’t use to buy much music.



Choose the correct answers. 1 I used to / didn’t use to like jazz, but I don’t like it anymore. 2 I used to / didn’t use to like EDM, but now I love it. 3 I used to / didn’t use to listen to a lot of classical music. I still do, sometimes. 4 I used to / didn’t use to have a lot of country music, but now I don’t.



C



Now go to page 135. Look at the grammar chart and do the grammar exercise for 7.1. Complete the questions with you, the correct form of used to, and the verbs in parentheses ( ). Check your accuracy. Then ask your partner the questions. 1 When you were 13, who (listen) to music with? 2 What kind of concerts (go) to? (like)? 3 Which singers (buy) music? 4 Where did you (play) an instrument? 5 Did you Which one?



NO



T



D



FO



R



B



E



GRAMMAR: used to



SA L



3



SPEAKING



A



Think about how your musical tastes have changed. What kind of music did you use to like? Which artists did you use to listen to? What do you listen to now? Who are your favorite artists? Make notes.



Be careful not to confuse usually and used to. Don’t use them in the same sentence.



I usually used to listen to hip-hop. ✗ I usually listen to hip-hop. ✓  (present habit) I used to listen to heavy metal. ✓  (past habit)



PL



E



4



ACCURACY CHECK



Describe your changing musical tastes. How much do you have in common? GROUP WORK



I used to love rock music. When I was 13, rock was all I listened to. Now I like pop music. My favorite artist is Camila Cabello.



SA M



B



67



7.2



THE BEST ENTERTAINMENT



LESSON OBJECTIVE



VOCABULARY: TV shows and movies



A



Listen and repeat the words. Which can describe movies? Which can describe TV shows? Which can describe both? PAIR WORK



C



PAIR WORK



documentary reality show thriller



drama romantic comedy



game show science fiction



Give an example of each kind of movie or show in exercise 1A.



Now go to page 147. Do the vocabulary exercises for 7.2.



FO



B



comedy musical talk show



R



animated movie horror soap opera



SA L



1



 2.04 



talk about TV shows and movies



E



■



2



LANGUAGE IN CONTEXT



A



Read the article. What do the small screen and the big screen mean?



T



Big screen or small screen?



NO



You sit down after a long day and open an app on your smartphone. What are you going to watch this time? Maybe an episode of your favorite game show or soap opera? Your roommates are on the couch, using a tablet to binge-watch episodes of a popular drama series. Your friend texts you about the documentary she’s watching on her laptop. Many viewers think that personal devices are as good as TVs. We watch a lot of movies and TV shows on the “small screen” instead of the “big screen.” But is it the same? If you like science fiction, you probably love special effects – the way monsters look or the way spaceships fly through the air. But on a phone, the effects aren’t as exciting as they are in the theater. Watching a horror movie at home isn’t as frightening as watching it in a dark theater. (Although maybe that’s a good thing!)



Guess the meaning of these words from context. Match the words (1–5) to the definitions (a–e). a set of television broadcasts using the same characters but in different situations 1 episode b a style of TV show or movie 2 series c people who watch TV or movies 3 binge-watch d one of the parts of a television or radio program 4 viewers e watch a lot of episodes in a short amount of time 5 genre



SA M



C



Read again. How does the article suggest watching shows and movies in different ways gives people a different experience?



PL



B



E



Do you like watching shows on your device as much as watching on a big screen? Maybe it depends on the genre. Nothing is as much fun as watching reality shows on one big screen with your friends – and laughing together.



D



68



PAIR WORK Do you like watching TV shows and movies on a small screen or a big screen? Does it matter to you? What are the pros and cons of each option? For ideas, watch Angie’s video.



Do you and Angie agree on how you like to watch TV shows and movies?



VOCABULARY: TV shows and movies



• Ss do the task individually. • Check answers as a class.



Answer



Watching some kinds of movies and TV shows on a personal device might be less exciting, frightening or fun than watching them on TV or in a movie theater.



C Read the instructions aloud.



• Explain to Ss that they will learn more words to talk about TV shows and movies in this lesson.



• Ss do the task individually. • Check answers as a class. Ask a volunteer to read the specific part(s) of the article that gave them the answer.



instructions aloud.



FO



• Read the instructions aloud. Volunteers read the words in the box aloud. Ss check which of the words are already on the board and which ones they already know. If possible, allow them to look up any unfamiliar words in a dictionary or on the internet.  2.04   PAIR WORK   Do the task  Read the



1 d ​2 a ​3 e ​ 4 c ​5 b



EXTRA ACTIVITY



Answers



T



• Check answers as a class.



NO



Movies: animated movie, comedy, documentary, drama, horror, musical, romantic comedy, science fiction, thriller TV shows: comedy, documentary, drama, game show, reality show, science fiction, soap opera, talk show, thriller Both: comedy, documentary, drama, science fiction, thriller



B PAIR WORK   Give Ss time to think of their answers. • Ss share their partner’s answers with the class.



PL



E



C Direct Ss to page 147 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141.



2



Answers



On the board, write these sentences with blanks:



• Ss do the task in pairs.



• Ss do the task in pairs.



E



B Read the instructions aloud.



• Introduce the task  Books closed. Ask Ss to name different kinds of movies and TV shows, such as a comedy or a soap opera. Allow them to use their first language, if necessary. Write their responses on the board. Ask Ss to name their current favorite TV show and/or movie. Write their responses on the board. Point to each one and ask if any of the words on the board can describe their show.



A



talk about TV shows and movies



SA L



1



LESSON OBJECTIVE ■



R



7.2



THE BEST ENTERTAINMENT



LANGUAGE IN CONTEXT



A Direct Ss’ attention to the picture. Ask volunteers to talk about what they see. • Read the instructions aloud.



1 I love to watch all of the __________ of a TV show in one or two days. 2 My favorite __________ of movies is comedy because I love to laugh. 3 I don’t have time to __________ TV shows. I have too much homework! 4 __________ of that TV show love to talk about it the next day. 5 There’s a new __________ that’s about a group of young doctors in WWII. Ss fill in the blanks individually. Check answers by asking volunteers to write the correct answers on the board. (Answers: 1 episodes 2 genre 3 bingewatch 4 Viewers 5 series)



D PAIR WORK   Read the questions aloud. • Pairs discuss the questions. • OPTIONAL ACTIVITY  Ss use their phones to access the video and listen to Angie. They see if they agree with how Angie watches TV shows and movies. REAL STUDENT



• Check the answer as a class. Ask a volunteer to read which specific parts of the article show the answer.



I prefer to watch television and watch movies in a large screen because it allows me to be more concentrated and to have a good posture.



SA M



• Ss read the article individually. Answer any questions about unfamiliar vocabulary.



Answers The small screen means the screen on a personal device – a phone, a laptop, or a tablet. The big screen means the screen on a TV or in a movie theater.



T-68



GRAMMAR: Comparisons with (not) as … as



4



SPEAKING



A Read the instructions aloud.



• Introduce the task  On the board, write I like The Avenger movies. I don’t like the Star Wars movies as much. Ask Do I like one better than the other? (yes) Write I like Adele. I like Rihanna, too. Ask Do I like these two singers the same amount? (yes)



• Ss do the task individually.



SA L



B PAIR WORK   Choose two strong Ss to read the example conversation aloud. Encourage them to finish the sentences.



• Explain that Ss will learn about how to make comparisons using as … as.



• Ss do the task in pairs. Encourage them to ask followup questions. • Ss share their partner’s response with the class.



A Do the task  Read the instructions aloud. • Give Ss time to read the information in the grammar box.



TEACHER DEVELOPMENT ACTIVITY 2



• Ss do the task individually. • Check answers as a class.



R



Encouraging self- and peer-correction



Answers



Alternative instructions for exercise 4B



1  the same as ​2  less than



• Ss complete the sentences individually. Circulate and monitor.



• Give instructions for exercise 4B.



• Ss exchange sentences with a partner and check them for accuracy. Then they discuss specific examples for one or more of the sentences.



Answers



NO



2  is as good as 3  doesn’t have as many special effects as  ​4  didn’t like (watching); as much as



C Direct Ss to page 135 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129.



SA M



PL



E



As a class, brainstorm two real examples of different forms of entertainment, such as two TV shows, two bands, or two books. Write at least ten pairs of examples on the board. Set a time limit and tell Ss to write as many sentences as possible comparing the examples using (not) as … as. The sentences should reflect their own opinions. Encourage Ss to use the chart in grammar exercise 7.2 on page 135 to help them. Ss then exchange sentences with a partner and discuss their ideas.



D PAIR WORK   Read the instructions aloud. Elicit an example of two movies that have similar characters. Does the class agree? • Ss discuss the question in pairs.



• Ss share their partner’s responses with the class.



T-69



• Put Ss into groups of three. • Tell Ss that one person in the group is the note-taker. • Copy chart on the board. Sentences about likes and dislikes



I like the thrillers.



Sentences with as … as



Reality shows aren’t interesting as documentaries.



T



• Check answers as a class. • Ss share their partner’s responses with the class.



FO



Ss take a more active role in their learning when they have the opportunity to recognize errors and correct these themselves.



B Read the instructions aloud.



EXTRA ACTIVITY



E



3



• Explain that the note-taker must listen and record their partners’ errors. • Give examples – as shown in the grid. • Ss do exercise 4B. Note-takers record errors. • On the board, write these questions: What’s wrong with this sentence? What is the missing word? What’s the extra word? • Note-takers read the errors to their group and use the questions to invite correction. The other two Ss work together to form correct sentences. • Change roles in the group and repeat the activity. • Groups report back to the class. • Workbook Unit 7.2 • Worksheets: Grammar 7.2; Vocabulary 7.2; Speaking 7



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 as … as means the same as / different from. 2 not as … as means more than / less than.



E



GRAMMAR: Comparisons with (not) as … as



SA L



3



Comparisons with (not) as … as



Many viewers think that personal devices are as good as TVs. Nothing is as much fun as watching reality shows with your friends. Watching a horror movie at home isn’t as frightening as watching it in a dark theater. Do you like watching on your device as much as watching on a big screen?



Rewrite the sentences with (not) as … as so that they mean the same. Then think of a TV series for one or more of the sentences. 1 The first season is better than the second season. isn’t as good as The second season the first season. 2 The first season and the second season are both good. the first season. The second season 3 The second season has more special effects than the first season. the second season. The first season 4 I liked watching the first season more than the second season. the second season the first season. I



C



T



FO



R



B



Now go to page 135. Look at the grammar chart and do the grammar exercise for 7.2. Talk about two movies you’ve watched that have a similar story or the same characters. Compare them using (not) as … as. Do you and your partner have the same opinion?



4



SPEAKING



A



Look at the shows and movies in exercise 1A. Choose your three favorites kinds of shows and movies (for example, documentaries, comedies, and thrillers). For each kind, choose your favorite movie or show.



B



Talk about your favorite shows. Why do you think your favorites are the best and the others aren’t as good? Do you like the same shows?



E



PAIR WORK



NO



D



PL



PAIR WORK



Oh, I like science fiction, too! But my favorite movie is …



SA M



My favorites are science fiction, thrillers, and reality shows. My favorite science fiction movie is …



69



7.3



LESSON OBJECTIVE



A NEW BAND



FUNCTIONAL LANGUAGE



A



Look at the picture. What do you think is happening? Then read and listen. What does Cody invite Mari to do? Why does Mari say she can’t go?



E



refuse invitations and respond to refusals



SA L



1



■



 2.05 



FO



A Hey, Mari. Did I tell you I’m learning to play the banjo? B Yeah, actually, you’ve mentioned it a few times. A But you haven’t seen my new banjo. I have a picture of it on my phone … B We should drink our coffee before it gets cold. Maybe after that. A OK. Well, anyway, I know I haven’t told you this: I started a country band with a few students in my music class. B A band? That’s cool, Cody. Country isn’t my favorite, but I bet you guys are great. A Well, we’re not perfect. But we think we’ll get better if we play in front of an audience. So, I was wondering, would you like to hear us play? We’re having our first concert on Friday night.



R



2.05 Audio script



B



NO



T



B Um, I’d love to, but I can’t make it on Friday. I have … other plans. But thanks for asking. A Oh, that’s too bad. Are you free on Saturday? B I’m sorry. Unfortunately, I’m going to be kind of busy all weekend. A I understand. Well, let me know if your plans change.



Complete the chart with expressions in bold from the conversation above.



E



Refusing invitations Maybe I’d 2 But thanks 3 I’m 4



70



Responding to a refusal Oh, that’s 6  . I7 Let me know if 8 Let me know if you change your mind.



Choose the correct response to each sentence. Then practice the conversations with your partner. 1 A Do you want to go to a movie on Friday night? B a Let me know if your plans change. b I’m sorry. Unfortunately, I have to work. 2 A I’m sorry I can’t go to your soccer game on Saturday. B a I understand. b I’d love to. 3 A Do you want to come over for dinner tonight? B a But thanks for asking. b I’d love to, but I already have plans. 4 A I’d love to go shopping on Saturday, but I have too much to do. B a Let me know if you change your mind. b I’m sorry. Unfortunately, I can’t. PAIR WORK



SA M



C



 . / Maybe later.  , but …  . 5  .  , …



PL



1



 .  .



A NEW BAND



B Ss look at the headings in the chart. Check Ss’ understanding. • Ss do the task individually. • Check answers as a class.



Answers



1 after that ​2 love to ​3 for asking ​4 sorry ​ 5 Unfortunately ​6 too bad ​7 understand  ​8  your plans change



• In pairs, Ss write words and phrases that can be used to refuse an invitation. Allow Ss to write down words and phrases in their first language if they don’t know the words in English.



R



FO



C PAIR WORK   Ss choose the correct responses individually.



FUNCTIONAL LANGUAGE



A



• At this point, Ss can look at any of the expressions they wrote down in their first language during the introduction to the lesson and determine if there are direct equivalents in English.



 2.05   Do the task  Read the instructions and the first question aloud.



• Pairs look at the picture and discuss what is happening. • Play the audio. Ss read along.



Answers



1 b ​2 a ​3 b ​4 a



• Pairs practice the conversation.



T



• Read the last two questions in the directions aloud.



• In pairs, Ss check their answers.



• Point out the expressions in bold. Ask Ss if they included any of these words and phrases in their lists during the introduction to the lesson.



NO



1



SA L



• Introduce the task  Ask When someone asks you to go to a restaurant or a movie and you don’t want to go, is it difficult for you to say no? Do you give a reason why you can’t go? On the board, write white lie. Explain that a white lie is a small, unimportant lie that you tell when you don’t want to hurt someone’s feelings. Ask Ss if they have ever told a white lie to refuse an invitation. Brainstorm white lies with the class. (I can’t go because I have too much homework / don’t feel well / I already have plans.)



refuse invitations and respond to refusals



E



7.3



LESSON OBJECTIVE ■



• If necessary, play the audio again for Ss to answer the questions. • Check answers as a class.



Answers



E



Cody invites Mari to go to his concert on Friday. She says she has other plans on Friday. He then asks if she is free on Saturday. She says she’s going to be busy all weekend.



• Pairs practice the conversation several times. • Ask pairs to perform the conversation for the class.



PL



MIXED ABILITY



SA M



Stronger Ss cover the conversation in their books and answer the questions by just listening to the conversation, not by reading it. Play the audio twice, if necessary.



T-70



3



• Introduce the task  Explain that, among native English speakers, it is important to refuse a friendly invitation gently. Because you do not want to hurt the person’s feelings, you use soft words and a softer tone of voice. Tell Ss that they will learn how to soften comments to refuse an invitation.



PRONUNCIATION: Saying /m/ in I’m  2.07   Read the instructions aloud.



A



• Play the audio. • Ss do the task individually.



 2.08   Read the instructions aloud.



B



• Play the audio.



A Do the task  Read the Real-world strategy box aloud, emphasizing a gentle, kind intonation in the refusal.



• Ss do the task individually. • Check answers as a class.



• Ask two volunteers to model the example conversation in the Real-world strategy box for the class. Correct intonation if necessary.



Answers 1 A 2 A 3 B 4 B



• Read the directions aloud. Elicit responses. She uses kind of.



C Ss practice saying the sentences in exercise 3B in pairs.



 2.06   Audio script p. T-174  Read the



questions aloud.



A Read the instructions aloud.



• Check answers as a class.



Answers



 2.06   Audio script p. T-174  Read the questions aloud.



NO



• Play the audio. Ss write their answers as they listen to the conversation.



Answers



He uses “crazy.” He says “sort of” to soften his comment.



E



D PAIR WORK   Give Ss time to read the conversation silently and to think of what phrases they will add to the conversation.



• Ss practice the conversation in pairs, changing roles at least once.



PL



• Pairs perform one of their conversations for the class. E PAIR WORK   Put Ss in pairs and assign who will be A and who will be B. • Give Ss time to read the instructions and situations and to think of details they can add to their stories.



SA M



• Check understanding of the task. Ask Student A, what is a phrase you can use to invite someone to do something? (Are you free … ?) Student B, what is a phrase you can use to refuse an invitation? (Unfortunately, … .)



• Ss do the task in pairs.



T-71



• Give Ss time to think of their own ideas for events to invite someone to.



B PAIR WORK   Read the instructions aloud. • Volunteers read the example conversation aloud. • Ss do the task in pairs.



T



Victor wants to go to a concert with Nate. Nate says “no” for Friday because he has other plans. He says “no” for Saturday because he doesn’t like heavy metal music.



• Check answers as a class.



SPEAKING



FO



4



• Play the audio.



C



R



Answer



B



E



REAL-WORLD STRATEGY



SA L



2



• Pairs perform their conversations for the class.



EXTRA ACTIVITY Write several events on separate pieces of paper and put them in a box or bag. S1 chooses one of the papers, points to S2, and invites S2 to the event on the paper. S2 refuses the invitation politely. Continue until all Ss have had a chance to express both an invitation and a refusal.



• Workbook Unit 7.3



REAL-WORLD STRATEGY



SA L



SOFTENING COMMENTS You can use kind of or sort of before adjectives to soften your comments so the other person won’t feel uncomfortable. Are you free on Saturday? I’m sorry. Unfortunately, I’m going to be kind of busy all weekend.



E



2



A



Read the information in the box about softening comments. Which expression does Mari use?



B



 2.06  Listen to a conversation between Victor and his friend Nate. What does Victor want to do? Why does Nate say “no” for Friday? Why does he say “no” for Saturday?



C



Listen again. What adjective does Nate use to describe heavy metal concerts? Which phrase does he use to soften his comment?



D



PAIR WORK Practice the conversation with a partner and add phrases to soften the comments. More than one answer is possible. Change roles and practice again. A Do you want to see a documentary later? B I’m sorry, but I’m tired. B No thanks. I think documentaries are boring. A I understand. Let me know if you change your mind. A How about a thriller?



E



PAIR WORK



FO



R



 2.06 



Student A: Go to page 158. Student B: Go to page 160. Follow the instructions.



PRONUNCIATION: Saying /m/ in I’m



A



Listen. Focus on the /m/ sound in I’m. 1 Sorry. I can’t go. I’m going to a concert that night.



T



3



B



NO



 2.07 



2 I’m kind of busy this week.



Listen. Which speaker (A or B) says the /m/ sound? Write A or B. I’m sorry. I can’t. 3 I’d love to but I’m kind of busy tomorrow. I’m going on a business trip that week. 4 I’m sorry you can’t go. Can we meet next week?



 2.08 



1 2



Practice the sentences in B with a partner. Does your partner say the /m/ sound in I’m clearly?



4



SPEAKING



A



Think of a few events that you could invite someone to. Use an idea below or your own idea.



PL



E



C



a night out a concert



a sporting event



Invite your partner to an event. Your partner refuses your invitation. Respond to his or her refusal. Change roles and repeat. PAIR WORK



SA M



B



a party a special event



Do you want to go to a karaoke club tonight? I’d love to, but I’m kind of busy. OK. Let me know if your plans change. 71



1



READING



A



Look at the picture. What kind of movie or TV show do you think the family is watching?



B



Read the article. What is its main argument? a No one knows why adults like animated movies. b Adults and kids like animated movies for many reasons. c Adults don’t like animated movies.



C



IDENTIFY SUPPORTING DETAILS



write a movie review



E



NOT JUST FOR KIDS



SA L



7.4



LESSON OBJECTIVE ■



FO



R



READ FOR GIST



Read the article again. What details explain why these things help adults 4 famous actors 5 endings



T



enjoy animated movies? 1 technology 2 real-life topics 3 humor



NO



Animation for All Ages



Animation used to be just for kids, but today, a growing number of animated movie audiences are adults without children. What makes people of all ages enjoy animated movies these days?



SA M



PL



E



Hi-tech actions Today’s animated characters often look very realistic thanks to technology. The characters can walk, talk, dance, and sing almost as realistically as people can. They are also better able to show their feelings through their facial expressions, so audiences of all ages feel the characters’ emotions are real and important. Real-life situations These days, animated characters deal with real-life topics, such as moving to a new place, failure and success, friendship, growing up, and growing old. These are topics that adults can understand – even if the story is about a cat, dog, robot, or dinosaur. Adult humor Writers include humor that both children and adults enjoy, and there are often “secret jokes” that only adults find amusing. Well-known actors Many famous actors record the voices for animated movies nowadays. This gives star power to animated movies. Adults enjoy hearing their favorite actors bring animated characters to life. Happy endings The biggest reason people of all ages enjoy animated movies just might be the endings. They usually end in a positive way, and everyone loves a happy ending. We all like to laugh and have an adventure with the characters in a movie, and animated movies make that possible in a colorful and magical way.



D



72



Do you think it’s a good idea for writers to use adult humor in animated movies? Why or why not? GROUP WORK



THINK CRITICALLY



1



READING • Introduce the task  On the board, write genre. Ask a volunteer if they remember what genre means (a kind or style of a movie or TV show). As a class, brainstorm genres of movies, such as comedy, romance, sci-fi, and documentary. Write Ss’ responses on the board. Ask Do you watch different genres of movies with different people?



HOMEWORK IDEAS



Ss think about an animated movie they like or that is popular. They write a brief review of how well the movie satisfies the five standards listed in exercise 1C. Ask them to present their ideas in the next class.



D GROUP WORK    THINK CRITICALLY   Read the questions aloud.



R



• Explain that Ss will read about what makes a movie good for all kinds of people.



• As a class, brainstorm examples of adult humor in animated movies.



• Ss share their partner’s ideas with the class. B  READ FOR GIST   Ask a volunteer to read the directions and the three choices aloud.



• Groups discuss the questions and then share their responses with the class.



FO



A Do the task  Ss look at the picture and answer the question. • Ss discuss their ideas in pairs. Remind them to look at the genres that you wrote on the board in the introduction to the lesson.



write a movie review



E



NOT JUST FOR KIDS



SA L



7.4



LESSON OBJECTIVE ■



T



• Tell Ss to read the article quickly to understand the main idea, not the details. • Ss read the article and choose the main idea.



NO



• Check the answer as a class.



Answer



b  Adults and kids like animated movies for many reasons.



C  IDENTIFY SUPPORTING DETAILS   Read the instructions and the topics aloud.



• Ss read the article again and look for the supporting ideas for each topic.



E



• Check answers as a class.



Possible answers



SA M



PL



1 Today’s characters look realistic, and their actions are realistic. People feel their emotions are real and important because the characters can better show their feelings through their facial expressions. 2 The movies deal with topics adults can enjoy, like moving to a new place, failure and success, friendship, growing up, and growing old. 3 Writers include humor for both children and adults. Some of the jokes are ones that only adults find amusing. 4 Adults enjoy hearing their favorite actors as the voices of the characters. 5 Animated movies usually have happy endings that people like.



T-72



2



WRITING



EXTRA ACTIVITY



E



• Introduce the task Ask Do you read movie reviews? Do movie reviews help you make a decision about whether to see a movie or not? Explain that Ss will write a review of a movie they have seen.



SA L



Ask Ss, as a class or in groups, to write a “top ten” movie list, and include a brief review of each movie that tells why people should see it. Post the lists in the class and give Ss time to read them. Ask Ss to try to watch as many of the movies as they can before the last class or the end of the semester. When they see one of the movies, they can share whether they agreed with the review or not, and why.



A Do the task Ask Ss whether they have ever seen any of the Toy Story movies. Ask whether they liked them or not. • Read the questions aloud. • Ss read the review silently to themselves. • Answer any questions about unfamiliar vocabulary.



• Workbook Unit 7.4



• Ss discuss the questions in pairs.



R



• Ss share their answers with the class. Ask Ss to read aloud the part of the review where they found the answers. Not everything is positive (although it’s very positive in general). Mateo complains that the animation looks a little old now, and that animation technology has improved a lot since 1995.



B



WRITING SKILLS Read the instructions and the organizing ideas aloud.



• Ss read the information in the Register check silently to themselves.



FO



Possible answers



T



• Ss match the sections with parts 1–4 of the review individually.



Answers 2, 4, 1, 3



WRITE IT C Read the instructions aloud.



NO



• Check answers as a class.



PAIR WORK Ss exchange reviews and answer the questions.



PL



D



E



• Ss write their review.



HOMEWORK IDEAS



SA M



Assign the writing of the review for homework. Ss bring their reviews to the next class and discuss them with a partner.



T-73



A



Read Mateo’s review of Toy Story. Is everything in the review positive? Why or why not?



MOVIE



CLASSIC S



Home



Reviews & Ratings for



Toy Story



E



WRITING



SA L



3



News



Reviews



Sign in



One of my favorite movies ever Author: AnimationFanMateo



I didn’t use to like animated movies. But after I saw Toy Story, I became a fan. It’s one of my favorite movies ever. The story is interesting from beginning to end. 2If you haven’t seen it, it’s about toys that come alive when they’re alone. Six-year-old Andy’s favorite toy is Woody, a cowboy. Woody is also the leader of the other toys. But then a cool, new toy arrives – a space action figure named Buzz Lightyear. He has a lot of fancy features, and Andy is fascinated. Woody hates Buzz and tries to get rid of him, but after some adventures together, the two toys become friends. 3Toy Story is as dramatic as a movie with real actors, and Woody and Buzz have the same feelings as ordinary people. Their voices are perfect, especially Tom Hanks as the voice of Woody. The story has a lot of jokes for adults, so it’s fun for the whole family. My only complaint is that the animation looks a little old now. Animation technology has improved a lot since 1995. 4 GLOSSARY But it will always be a great movie!



Read about organizing ideas in a movie review. Match parts 1–4 in Mateo’s review with the sections below. Give a brief description of the story. Give a final statement with your opinion and/ or a recommendation. Introduce the movie and give your feeling or opinion about it. Describe positive and/or negative things about the movie. WRITING SKILLS



PL



E



B



NO



T



FO



R



1



WRITE IT



Write a review of a movie you have seen. Organize your ideas in the same order Mateo used in his review.



D



PAIR WORK Exchange reviews with a partner. Have you seen the movie your partner describes? Do you agree with his/her opinions? If you haven’t seen it, would you like to?



SA M



C



dramatic (adj) full of action and excitement



REGISTER CHECK When we describe a movie to a friend in a text message, we usually don’t worry about organization. Notice how the order of ideas in the texts is different from the order Mateo used in his more formal review. I just saw Toy Story again. Yeah? I’ve never seen it. Really? It’s famous. The main character is the voice of Tom Hanks. Cool! Tom Hanks is always good. Definitely! The movie’s about toys that come to life. It has some good jokes.



73



7.5



TIME TO SPEAK Changing tastes



LESSON OBJECTIVE



talk about changing tastes



SA L



E



■



A



DISCUSS With a partner, talk about some music, movies, and TV shows you used to like five years ago. Then talk about what you like today. You can go online to find out more details about entertainment five years ago.



B



DECIDE Which profile below describes you, and which one do you think describes your partner?



FIND IT



FO



R



Compare your ideas.



Onion: You keep all of your old tastes and also get some new ones.



T



Rock: Your tastes never change.



C



NO



Tree: You keep some of your old tastes but lose others. You also get new tastes.



Chameleon: Your tastes keep changing completely.



PREPARE In your opinion, how common is each profile in your class? With your partner, make a prediction. Rank the profiles from the most common to the least common.



D



PRESENT Tell the class about your ranking. Then everyone in the class reveals their profile.



E



E



What is the most common profile in the class? The least common? Was your prediction correct?



AGREE As a class, compare the opinions below with what you learned in part D. How much do



PL



you agree or disagree with them? ■ We all get bored with things eventually. ■ Everyone loves to discover new things. ■ Our tastes depend on our age.



■ ■



Our tastes change because trends change. Our tastes don’t change much.



SA M



To check your progress, go to page 155.



USEFUL PHRASES DISCUSS I used to like … , but now I don’t like it so much. I’ve always liked … My favorite … is/was …



74



PREPARE / PRESENT I think everyone / most people / some people … I don’t think many people / anyone …



AGREE I think this is true. I disagree. I think this is partly true. I agree that … , but I disagree that …



E



TIME TO SPEAK



■



Changing tastes



E



• OPTIONAL ACTIVITY If necessary, allow Ss time to use their phones to research or remind themselves of music, movies, and TV shows that they liked five years ago. • Ss discuss the questions in pairs.



NO



DECIDE Aim: Ss decide which profile describes them and which describes their partner.



• Read the instructions and the profile descriptions aloud. Have a brief discussion about the name given to each profile. (A rock never moves. An onion has many different layers. A tree grows and gets new parts but also loses parts over time. A chameleon is a small animal that is always changing colors to match its environment.) •



Ss discuss their ideas in pairs.



PREPARE Aim: Pairs talk about how common the profiles are in their class.



E



C



PAIR WORK



• Read the instructions aloud.



Ss discuss and rank the profiles according to how well they describe their classmates. Encourage them to take notes as they discuss each S. They will need these notes to do their rankings. PAIR WORK



PL



•



SA M



• Tell Ss that they will present their rankings to the class, and each person in the pair much present half of the information. • Preparation for speaking* Give Ss time to make notes about what they are going to say. They can do the task twice: once with notes and once without.



D



PRESENT



Aim: Groups compare their opinions.



R



• Read the instructions and the opinions aloud. •



WHOLE CLASS Ss discuss the opinions and compare them with their own opinions.



• Groups share their discussion with the class. *These tips can help you to create a safe speaking environment. They can also be used with other speaking activities. For more information, see page xxii.



T



• Ss share their partner’s answers with the class. B



AGREE



FO



• Read the instructions aloud.



WHOLE CLASS After all pairs have presented their rankings, have the class reveal their profiles. Tally these and identify the most common and least common profile. Ask pairs if their predictions were correct or not.



• Feedback for speaking activities* Give positive feedback when Ss produce accurate and appropriate language.



• Direct Ss to the Useful phrases section at the bottom of the page. Remind them that they can use them at the relevant stages of the lesson.



FIND IT



C



SA L



•



• Ask What do you taste with? (your mouth/tongue) Explain that The word taste is a verb – something we do. But the word taste can also be a noun. The noun taste refers to things we like or think are good. On the board, write He has good taste in music. My mother and I have different tastes in movies. Underline taste and say that Ss are going to talk about tastes and how they can change.



DISCUSS Do the task Aim: Ss discuss how their tastes have changed in five years.



B



Time on each stage



• Introduce the task Aim: Introduce the concept of taste.



A



talk about changing tastes



D



E



7.5



LESSON OBJECTIVE



A



Aim: Pairs present their rankings to the class.



• Suggest that Ss take notes about each presentation to help them remember their ideas later in the lesson.



PROGRESS CHECK



• Direct students to page 155 to check their progress. • Go to page T-153 for Progress check activity suggestions.



TEACHER DEVELOPMENT REFLECTION Either answer these questions yourself in a reflection journal or discuss them together with your peers. 1 Teacher Development Activity 1 involved students in asking the checking questions for used to. How did your students respond to this more active role? To what extent did their active role help them understand and produce the target language more effectively? 2 Why might it be easier to ask concept-checking questions for sentence A rather than B? (Try coming up with some questions you might ask your students.) A Hugo: I used to listen to a lot of heavy metal. B I used to listen to a lot of heavy metal. 3 Did you set the two-minute time limit in Teacher Development Activity 1? Was this the right amount of time? Why or why not? 4 Teacher Development Activity 2 suggests a way that correction can be done in small groups. Teachers can also encourage self- and peer-correction when standing in front of a whole class. What are the possible pros and cons of each approach?



T-74



TEACHER DEVELOPMENT INTRODUCTION Strategy 2: Teaching grammar – Focusing on form



E



GETTING THERE



SA L



Form is an essential counterpart to meaning. Students need to know not only what grammar structures mean but also how they’re made up. In this unit, we explore techniques that aim to actively involve students in manipulating, analyzing, and describing grammatical forms.



8



Order and notice (Activity 1): Ss put words in order to make well-formed sentences. Then the teacher guides Ss to notice significant features of form. You will have the opportunity to try this in Lesson 8.1. Elicit and label (Activity 2): The teacher works with Ss to make negative and question forms from a positive sentence and to label the parts of the structures. You can try this in Lesson 8.2.



INTRODUCE THE THEME OF THE UNIT



B Read the instructions and bullet points aloud. Model the task by saying answers that are true for you. • In pairs, Ss discuss the topics. • Ss share their ideas with the class.



C Read the instructions aloud. Allow Ss time to think about their answers.



T



On the board, write time management. Ask volunteers what they think it means (the way you organize your schedule and how you use your time). Ask Are you good at time management? Is your schedule the same every day? Do you use a calendar or journal to help you remember all the things you have to do? Tell Ss that in this unit they will think about how people use their time.



FO



R



To find out about common learner problems with the present perfect, including problems with form, see chapter 16 of Martin Parrott’s Grammar for English Language Teachers (Second Edition), pp. 242–245. Please go to www.cambridge.org/evolve to download this material.



START SPEAKING



NO



UNIT OBJECTIVES Read the unit objectives aloud. Ss listen and read along. Ask Ss to say any vocabulary they think they will use in the unit. Write their answers on the board. Ask them to write the words in their notebooks. Tell them that at the end of the unit they can check if they used the words.



E



A Ss look at the picture. Read the instructions aloud. Volunteers say all of the things the people are doing. Write their responses on the board for Ss’ reference.



PL



• As a class, brainstorm other daily/weekly activities that Ss do. Write them on the board for Ss’ reference. • In pairs, Ss discuss the question.



SA M



• Ss share their partner’s answers with the class.



T-75



• Ss share their answers with a partner. • OPTIONAL ACTIVITY  Ss use their phones to access the video, and then discuss if they would do the same things as Andres. REAL STUDENT



Hi. I’m Andres. With two extra hours, I would spend them at home. I’m always busy at school, and sometimes I don’t have time for me. I think going to the movies or playing video games is never too much.



EXTRA ACTIVITY Conduct a class survey. On the board, write a threecolumn chart with the bullet points from exercise B as the headings. First ask Ss to predict in which column MOST Ss will put each activity. Point to each of the activities that you wrote on the board during exercise A. Ask Ss which column they would put each in and write their responses on the board. Tally their responses for each column. Discuss whether Ss’ predictions were correct.



GETTING THERE



UNIT OBJECTIVES



■ ■ ■



SA L



■



E



talk about what you’ve been doing talk about progress catch up with people’s news write a post about managing your time decide on better ways to use your time



■



PL



E



NO



T



FO



R



8



START SPEAKING



What are the people in the picture doing? Do you spend a lot of time doing this? Do you enjoy it?



SA M



A B



C



Talk about other things you do: ■ only because you like to.



■



only because you have to.



Imagine each day is two hours longer. With this extra time, would you do things you want to do, have to do, or both? Say what you would do. For ideas, watch Andres’s video.



■



because you have to but also like to.



What would Andres do with his extra time?



75



8.1 A



SAYING AND DOING



LANGUAGE IN CONTEXT GROUP WORK



E



Look at the sayings. What do they mean? You can go online to learn more about



these sayings. 1 Work hard, play hard. 2 No pain, no gain.



FIND IT



talk about what you’ve been doing



SA L



1



LESSON OBJECTIVE ■



3 You only live once. 4 Variety is the spice of life.



5 Actions speak louder than words.



 2.09 



Read and listen to three people talking about their lives. What is each person doing these days?



C



 2.09 



Read and listen again. Match a saying in exercise 1A to each person. There are two extra sayings.



R



B



FO



What have you been doing lately? I have an opportunity to work in Mexico next year. I think it’ll be an interesting experience, but it’s going to be a challenge because I need to be able to speak the language. So, I’ve only been doing one thing lately – studying Spanish. It’s a difficult job, so I haven’t been going out at all. But that’s OK. It’ll be worth it.



Vanessa



2



VOCABULARY: Describing experiences



A



Listen and say the words. Then find and underline these nouns in the text in exercise 1C.



PL



 2.10 



SA M



achievement opportunity



B



C



76



challenge process



change project



chore success



INSIDER ENGLISH



job



Ask and answer the questions. What is an annoying chore you have to do at home? What’s your biggest achievement? What is one change that has happened in your life that was good? Who has given you a good opportunity in the past? What was it?



PAIR WORK



1 2 3 4



Rodney



I’ve been doing lots of things lately! I’ve been painting pictures of nature – that’s a fun project. I’ve also been learning to make sushi. It’s a long process, but I’m getting better at it. And of course, I always have chores, like doing the dishes or the laundry. Yeah … it’s a challenge to fit in everything I want to do. But that’s what makes life interesting!



E



Min-hee



NO



T



At work, I’ve been designing a new app. It’s not easy, but I’m getting there. I think it will be a big success as well as a personal achievement for me. It’s not the only thing in my life, though. I’m on a soccer team, and we’re doing really well. Soccer practice is a nice change after sitting in front of a computer all day. Now I just need to make time for family and friends!



Now go to page 148. Do the vocabulary exercises for 8.1.



We use It’s worth it and It’ll be worth it to show that something is useful or enjoyable even though it takes a lot of effort.



8.1



LANGUAGE IN CONTEXT



C



E



2.09 Read the instructions aloud.



• Introduce the task Ask Ss what is the best advice they have ever received about how to live life. On the board, write Stop and smell the roses. Ask Ss to say what they think it means. (Don’t always hurry; slow down and appreciate what is nice in life.) Ask Ss if they agree with this.



• Play the audio again.



GROUP WORK Do the task Read the instructions and the sayings aloud.



• Ask Which person is the most like you?



• Check answers as a class.



Answers



b Vanessa (No pain, no gain.) a Rodney (Work hard, play hard.) d Min-hee (Variety is the spice of life.)



EXTRA ACTIVITY



• Ss discuss the sayings in groups.



• Groups share their answers with the class.



Possible answers



On the board, write several difficult situations or challenges, e.g., climbing Mt. Everest; exercising every day; studying English for one hour every day; giving up coffee / sugar / social media. Ss write sentences for each challenge using worth it or not worth it. Ss share their sentences with a partner and discuss if they agree with each other’s ideas.



FO



• OPTIONAL ACTIVITY Allow Ss to use their phones to help them figure out the meanings of each saying.



NO



T



1 Work hard, play hard. = It’s a good idea to work a lot and also enjoy life and have fun. 2 No pain, no gain. = You often have to experience pain or difficulty to get rewards. 3 You only live once. = You only have one life, so you should make the most of it. 4 Variety is the spice of life. = Doing a lot of different things makes life interesting. 5 Actions speak louder than words. = What you actually do is more important than what you say you’ll do.



2



PL



E



Ss research more sayings. Suggest that they use the search words popular sayings. Ask them to choose two that they agree with and two they don’t. Discuss their findings and ideas in the next class. Alternatively, Ss can ask family members or friends for popular sayings from their home country/culture. Ss share their findings with the class.



2.09 Read the instructions and the Insider English



box aloud.



VOCABULARY: Describing experiences • Review Ss close their books. On the board, write the words in the box in exercise 2A. Ask volunteers to give a definition for each word.



HOMEWORK IDEAS



A



2.10 Do the task Read the instructions aloud.



• Ss do the task individually. • Check answers as a class. B



PAIR WORK



A volunteer reads the questions aloud.



• Pairs discuss the questions. • Ss share their partner’s responses with the class. C Direct Ss to page 148 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141.



• Play the audio as Ss read along. Answer any questions about unfamiliar vocabulary. • Check answers as a class.



Answers



SA M



B



talk about what you’ve been doing



SA L



A FIND IT



SAYING AND DOING



R



1



LESSON OBJECTIVE ■



Vanessa is studying Spanish. Rodney is designing a new app for work. He’s going to soccer practice after work. Min-hee is painting pictures of nature, learning to make sushi, and doing chores.



T-76



D PAIR WORK   Read the questions aloud and model a sample response or two using your own information. • Ss share their partner’s answers with the class.



Order and notice



SA L



• OPTIONAL ACTIVITY  Ss use their phones to access the video and find out what saying Brenda talks about.



Simple ordering activities followed by teacherguided noticing can be used to review and check students’ knowledge of the form of a grammatical structure.



REAL STUDENT



I agree with “you only live once.”  I think it’s important try to learn, to travel, to meet new people. I think that it will be amazing for you.



• Ss close their books. On the board, write four examples of the present perfect continuous from the script in exercise 1B but with the words scrambled: [?] been doing have lately What you?



GRAMMAR: Present perfect continuous



[+] been doing have I lately one only thing.



A Do the task  Give Ss time to read the information in the grammar box and the Notice box silently to themselves.



been



B Read the instructions aloud.



T NO



• Check answers as a class.



Answer



• Ss complete the sentences individually. Circulate and monitor. • Read the information in the Accuracy check aloud.



E



• Ss exchange sentences with a partner and check them for accuracy. • Check answers as a class.



Answers



PL



1 A  have you been reading ​ B  I’ve been reading ​ 2 A  Have you been eating out ​ B  I haven’t; I’ve been cooking ​ 3 A  have you been getting ​ B  My sister has been driving ​ 4 A  have you been studying ​ B  I’ve been studying



SA M



[–] all at been going have I not out. • Ss work to unscramble the words and write the original sentences. To check their answers, they open their books and look at the script on p. 76. • On the board, write the original sentences and underline the adverbs: lately, only, also, at all.



• Explain that Ss will now learn the present perfect continuous.



• Ss do the task individually.



[+] also been have I learning make sushi to.



R



• Introduce the task  On board, write I am learning to speak English now. I have learned to speak English. Ask Ss to identify the tense of each sentence. (present continuous, present perfect) Ask them to say when each action is happening (in the present, in the past)



FO



3



C PAIR WORK   Ask volunteers to read the sample conversation aloud.



4



Use questions to help students notice the positioning of the adverbs. Ask Where do we use lately? (at the end of a sentence) What other word or words go at the end? (at all) What about only and also? (before been)



SPEAKING



A Read the instructions aloud. As a class, brainstorm other topics that Ss can use to do the task. • Give Ss time to think of their answers. B PAIR WORK   Ask a volunteer to read the example response aloud. • Ss share their responses with a partner. Encourage Ss to ask follow-up questions of each other. C GROUP WORK   Read the instructions aloud. • Pairs discuss their responses. As an extra challenge, ask each S to tell the other pair about their partner’s responses, not their own. • Ss share their responses with the class.



EXTRA ACTIVITY Extend the discussion in exercise 4C. Ss say which activities are the most/least necessary, the most/ least fun, and the most/least fulfilling.



• Pairs practice the conversation.



• Ss share their partner’s true answers with the class.



D Direct Ss to page 136 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129.



T-77



E



TEACHER DEVELOPMENT ACTIVITY 1



• Pairs discuss the questions.



• Workbook Unit 8.1 • Worksheets: Grammar 8.



D



Look at the sayings in exercise 1A. Which one do you agree with the most? Why? For ideas, watch Brenda’s video.



3



GRAMMAR: Present perfect continuous



A



Circle the correct answer. Use the sentences in the grammar box to help you. To make the present perfect continuous, use have + be / been + verb + -ing.



Use have, haven’t, has, or hasn’t in short answers. Do not use been. Have you been going out? Yes, I have. / No, I haven’t.



R



What have you been doing? I’ve been painting pictures of nature. I haven’t been going out at all.



Complete the conversations with the correct form of the words in parentheses ( ). Then check your accuracy. 1 A What lately? (you / read) a lot of travel blogs. (I / read) B recently? (you / eat out) 2 A  . B No, at home. (I / cook) to class these days? 3 A How (you / get) B me to class. (my sister / drive)  ? (you / study) 4 A Where at the library lately. (I / study) B



ACCURACY CHECK



Remember to use the correct form of have with the present perfect continuous.



I’m having been studying a lot lately. ✗ I’ve been studying a lot lately. ✓



C



PAIR WORK



NO



T



FO



B



SA L



Present perfect continuous



Which saying does Brenda talk about?



E



PAIR WORK



Practice the conversations from exercise 3B. Change the answers so they’re true for you.



What have you been reading lately?



Now go to page 136. Look at the grammar chart and do the grammar exercise for 8.1.



E



D



I’ve been reading some new comic books.



SPEAKING



A



Think of some activities your friends or family have been doing lately. Use the topics below or your own ideas.



PL



4



child care



hobbies



housework



school



work



Talk about what your friends or family have been doing recently. PAIR WORK



SA M



B



classes



My sister has been taking karate classes.



C



GROUP WORK Work with another pair. Talk about the activities you discussed in your pairs. Whose activities are the most difficult? Whose are the most interesting?



77



LESSON OBJECTIVE



talk about progress



SA L



■



E



8.2



STARTED, BUT NOT FINISHED



1



LANGUAGE IN CONTEXT



A



Look at the picture. What is he doing? What do you do when you’re out in a city?



B



Read Monroe’s social media post. What is he working on? Why is he asking his friends for advice?



Messages



Photos



More



Settings



|



Sign out



R



Add friends



NO



T



FO



Hey friends! I’ve been making good progress on a personal project, but I need some help. Every day, I take a short video on my smartphone of something funny, strange, or beautiful in my city. I’ve been posting my videos on YouTube, mostly, and I’ve shared a few on this site, too. A lot of you have said really nice things about them – thanks! Now, I think it’s time for the next step … my own show! Really! I want to make the first episode of a show about city life. It will concentrate on the parts of the city most people don’t see. But I haven’t saved enough money to get a real video camera yet. I need people to write scripts and edit the videos, too. I’ve been spending a lot of time asking people for help, but no one has said “yes” yet. Am I wasting my time, you guys? What should I do?



Read again. What jobs does Monroe need help with?



2



VOCABULARY: Describing progress



B



C



Share



35



35



PL



 2.11  PAIR WORK Look at the pairs of sentences. Which pairs have a similar meaning? Which have an opposite or different meaning? You can use a dictionary or phone to help with words you don’t know. Then listen and check. 1 A I’ve been making good progress. B I’ve been getting nowhere. 2 A I’ve been having problems with that. B I’ve been having trouble with that. 3 A I haven’t had time to do that. B I haven’t had a chance to do that. 4 A I’ve been doing my best. B I’ve been taking it easy. 5 A I’ve been spending a lot of time doing that. B I’ve been concentrating on that. 6 A I’ve wasted a lot of time. B I’ve saved a lot of time.



SA M



FIND IT



Comment



E



C



A



78



Like



Now go to page 148. Do the vocabulary exercises for 8.2.



Read the last paragraph of Monroe’s post again. How does he feel right now? Talk about times when you have felt like that. PAIR WORK



• Introduce the task On the board, write progress. Ask volunteers to say what it means and/or use it in a sentence. If Ss don’t know, give some examples and see if they can guess the meaning from context: If you study hard, you can make progress in learning English. I am not making progress in learning how to play tennis – I still can’t hit the ball!



2



VOCABULARY: Describing progress



A



2.11 PAIR WORK Read the instructions aloud. Ask volunteers to read the pairs of sentences.



FIND IT



• Play the audio.



• Pairs do the task.



• Ask Are you making progress with your English? Is there something else that you are learning or doing that you are getting better at?



• Check answers as a class.



Answers 1 opposite 6 opposite



3 similar



4 opposite



5 similar



MIXED ABILITY



FO



LANGUAGE IN CONTEXT



Challenge stronger Ss to do the exercise without looking back at Monroe’s social media post.



A Do the task Read the instructions aloud. • Give Ss time to think of their answers. • Ss compare answers with a partner.



EXTRA ACTIVITY



Possible answers



Ss use the phrases in bold in the post to write true sentences about themselves or someone they know. To make this into a game, ask Ss to write their sentences on separate pieces of paper. Collect the papers and put them into a box or bag. One S takes one of the papers, reads it aloud, and guesses who wrote it. (If they pick their own paper, they choose another one.)



T



He’s sightseeing. He’s taking a picture. He’s making a video.



• Ss share their partner’s answers with the class.



NO



B Read the questions aloud.



2 similar



R



• Explain to Ss that progress can be used as a noun or a verb. When it is used as a verb, it is usually a collocation with make: make progress.



1



talk about progress



E



LESSON OBJECTIVE ■



SA L



8.2



STARTED, BUT NOT FINISHED



• Ss read Monroe’s social media post silently to themselves.



• Answer any questions about unfamiliar vocabulary. • Ss check answers in pairs. • Check answers as a class.



Answers



PL



E



Monroe has been working on a personal project involving daily videos. He’s asking friends for advice because he wants to have his own show, but he needs a real video camera and people to work with him.



C Read the question aloud.



• Ss do the task individually. • Ss check answers in pairs.



SA M



• Check answers as a class. Ask Ss to read where in the conversation they found the answer.



Answer



He needs people to write scripts, go places with him, and edit the videos.



B Direct Ss to page 148 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141. C



PAIR WORK



Read the instructions aloud.



• Pairs discuss their answers to the question and talk about similar times in their lives. • Ss share their partner’s responses with the class.



EXTRA ACTIVITY As a class, talk about times when Ss have felt like they were wasting time, as Monroe feels. The class brainstorms possible solutions for each person’s situation.



T-78



GRAMMAR: Present perfect vs. present perfect continuous



E



EXTRA ACTIVITY Ss reread the information in the grammar box and then rewrite the present perfect sentences so that they are in the present perfect continuous, and the present perfect continuous sentences so that they are in the present perfect. Make sure Ss understand how to make any changes to time phrases, if necessary.



• Introduce the task  Review the present perfect continuous. On the board, write I’ve been learning to make videos on my phone. Ask Is this happening now, in the past, or both? (Both: It started in the past but continues into the present.) • Volunteers say sentences using the present perfect continuous. • Explain that Ss will learn when to use the present perfect and when to use the present perfect continuous.



B Read the instructions aloud.



• Ss do the task individually. Circulate and monitor. • Check answers as a class.



A Do the task  Give Ss time to read the information in the grammar box.



Answers



• Ss do the task individually.



R



2  ’ve/have been looking ​3  ’ve/have visited ​ 4  ’ve/have been thinking ​5  haven’t/have not decided ​ 6  ’ve/have been living



• Check answers as a class.



Answers



FO



1  present perfect ​2  present perfect continuous



MIXED ABILITY



Weaker Ss work together to complete the sentences. Suggest that for each blank they ask themselves Is the action finished or unfinished? This will help them complete each sentence.



TEACHER DEVELOPMENT ACTIVITY 2



NO



This activity, which can be used to focus on a wide variety of grammatical structures, involves students in manipulating and labeling forms for themselves. It develops students’ ability to notice, analyze, and describe forms independently.



• On the board, write an affirmative present perfect sentence and underline the present perfect structure, e.g., [+] I’ve shot about 60 videos so far. • Ask Ss for the negative and question versions of the same sentence and write them on the board, too.



+ have + past participle [+] I ‘ve shot … 



s + have not + pp [–] I haven’t shot …







have



PL







E



• Add grammatical labels to the underlined forms, again eliciting from the learners and accepting or correcting their suggestions. Use a different color to write the forms: subject



+ s + pp [?] Have you shot … ?



SA M



• Repeat the activity with a sentence in the present perfect continuous, e.g., I’ve been thinking about making a movie.



T-79



C PAIR WORK   Read the instructions aloud.



T



Elicit and label







SA L



3



• Ss discuss their answers with a partner.



• Ss share their partner’s answers with the class.



D Direct Ss to page 136 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129.



4



SPEAKING



A Read the instructions aloud. • Ss think about what to say. Suggest that they take notes and quietly practice what they can say. B PAIR WORK   Read the instructions aloud. A volunteer reads the sample response aloud. • Pairs discuss the questions. • Ss share their responses with the class.



EXTRA ACTIVITY Tell Ss to listen carefully, as their classmates share their responses, to see what tense they use. After each S speaks, ask volunteers to repeat sentences that used present perfect or present perfect continuous. • Workbook Unit 8.2 • Worksheets: Grammar 8.



GRAMMAR: Present perfect vs. present perfect continuous



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 Use the present perfect / present perfect continuous to focus on the results of a finished activity. 2 Use the present perfect / present perfect continuous for an unfinished activity that started in the past.



SA L



E



3



Present perfect vs. present perfect continuous Present perfect I’ve shared a few videos on this site. A lot of you have said nice things. I haven’t saved enough money.



Present perfect continuous I’ve been making good progress on a personal project. I’ve been posting my videos. I’ve been spending a lot of time asking people for help.



Complete the paragraph with the verbs in parentheses ( ). Use the present perfect or the present perfect continuous. have been trying Recently, I 1 (try) to find a larger apartment. It’s not easy. I 2 (look) at ads for a few weeks, and I 3 (visit) two places so far. I 4 (think) about which one to rent, but I 5 (not decide) yet. Actually, I’m not really sure I want to move. I 6 (live) in my present apartment for just eight months, so maybe I should stay here a little longer.



C



PAIR WORK Talk about something you’ve been thinking about spending money on. Say what you’ve looked at so far and what you’ve found out.



FO



T



Now go to page 136. Look at the grammar chart and do the grammar exercise for 8.2.



NO



D



R



B



4



SPEAKING



A



Think about something you’ve been working on lately, but haven’t finished. Use one of the topics below or your own ideas. family work



hobbies



Talk about the things you’ve been working on. What have you been doing? What have you done so far? What haven’t you done yet? PAIR WORK



PL



B



clubs volunteering



E



art school



SA M



I’ve been spending a lot of time on work for college. I’ve been concentrating on a project for my psychology class. So far, I’ve only written about two pages. I’ve been having trouble finding the information I need.



79



8.3



HOW HAVE YOU BEEN?



FUNCTIONAL LANGUAGE



A



Look at the picture. The women haven’t seen each other for a long time. What do you think they’re talking about? Then read and listen to their conversation. What topics do they mention?



E



catch up with people’s news



SA L



1



LESSON OBJECTIVE ■



 2.12 



FO



A It’s great to see you again, Juliet. It’s been a long time. B I know. I haven’t seen you since last spring. That was the last time I was here in Mexicali for work. A I’m so happy you could meet me today. So, what have you been up to? B Oh, the same as usual. Working, going to the gym, seeing friends. What have you been doing? A I’ve been really busy. I got a new job in January, so … B Hey, congratulations! A Thanks. It’s great, but there’s one problem. We start work at 8:00, so I’ve been getting up at 6:00 every morning. Can you believe it?



R



2.12 Audio script



NO



T



B No! I remember you hated getting up early in college. By the way, how’s your brother, Antonio? What’s going on with him? A Not much. He’s on vacation right now. But listen. Why don’t we go and have lunch together, and you can tell me all your news? I know a great Chinese restaurant. B Really? I love Chinese food, but … we’re in Mexico! A Didn’t you know that Mexicali is famous for its Chinese restaurants?



Complete the chart with expressions in bold from the conversation above.



E



B



Saying how long it’s been



PL



1



SA M



a long time. I2 last spring. / for a long time.



C



Answering The same



3



6



up to? What have you 4



 .



7



 ?



5



(really) busy. Not  .



8



him? How have you been?



Choose the correct responses. Then listen and check. Wow! It’s been a long time. a Yeah. What have you been doing? What have you been up to? a What have you been doing? What’s going on with Peter? a He’s really busy. I haven’t seen you for a a I know. How have you been? long time.



 2.13 



1 2 3 4



80



Asking about someone’s news What



b b b b



The same as usual. Not much. It’s been a long time. The same as usual.



LESSON OBJECTIVE



• Introduce the topic  On the board, write catch up. Ask volunteers if they already know what to catch up with someone means. (to tell each other about what’s going on in your life after not seeing each other for a period of time)



B Ss look at the headings in the chart. Check Ss’ understanding. • Ss complete the task individually. • Check answers as a class.



• In pairs, Ss write words and phrases that can be used when seeing someone after a long time. Allow Ss to write down words and phrases in their first language if they don’t know the words in English.



Answers



1  It’s been ​2  haven’t seen you since ​3  have you been ​ 4  been doing ​5  What’s going on with ​6  as usual ​ 7 I’ve been ​8 much



• At this point, Ss can look at any of the expressions that they wrote down in their first language during the introduction to the lesson and determine if there are direct equivalents in English.



A



R



FUNCTIONAL LANGUAGE  2.12   Read the instructions and the first question aloud.



• Ss discuss the question in pairs. • Read the second question aloud. Play the audio. Ss read along. • Answer any questions about unfamiliar vocabulary. • Ss share their answers with the class.



FO



1



catch up with people’s news



SA L



■



E



8.3



HOW HAVE YOU BEEN?



C



 2.13   Ss choose the correct responses individually.



• Play the audio for Ss to check their answers. • Pairs practice the conversations.



Answers



1 a ​2 b ​3 a ​4 a



Answer



T



The women mention Mexicali, things they do (working, going to the gym, seeing friends), a new job, getting up early, a brother, and Chinese food/restaurants in Mexicali.



NO



• Pairs practice the conversation several times.



• Ask pairs to perform the conversation for the class.



MIXED ABILITY



On the board, write last spring, Mexicali, working, going to the gym, seeing friends, I got a new job in January. Ss look at the conversation from exercise 1A. In pairs, Ss work together to substitute the parts of the conversation on the board to make a new conversation and then practice it. Encourage Ss to add to the conversation. Pairs practice their conversations and then role play them for the class.



SA M



PL



E



Tell stronger Ss to cover the conversation in their books and answer the questions by just listening to the conversation, not by reading it. Play the audio twice, if necessary.



EXTRA ACTIVITY



T-80



• Introduce the task  On the board, write this exchange: A Let’s go to the beach tomorrow! B OK! That would be fun! Ask if the phrase that would be fun sounds definite or indefinite. Explain that sometimes the phrase that would be can be used to talk about something definite in the future. A



PRONUNCIATION: Saying /ɑː/ and /æ/ vowel sounds  2.16   Give Ss time to read the instructions.



A



• Play the audio.



• Ss listen and repeat the vowel sounds.  2.17   Read the instructions aloud.



B



• Play the audio.



 2.14  Audio script p. T-174  Do the task  Read the questions aloud.



• Ss do the task individually. • Check answers as a class.



• Play the audio.



Answers



• Check answers as a class.



1 B 2 B 3 A 4 A 5 A 6 B



Answer



 2.14   Audio script p. T-174  Ss read the information in the Real-world strategy box silently to themselves.



• Model the sentences with a volunteer.



C PAIR WORK   Pairs practice saying the words in exercise 3B.



• Read the question aloud. Play the audio. • Ask a volunteer to answer the question.



Answer



4



Juliet’s comment is “That would be wonderful!”  2.15   Read the instructions aloud.



• Play the audio. • Check answers as a class. awful



EXTRA ACTIVITY



A PAIR WORK   Read the instructions aloud.



PL



E



As a class, brainstorm sentences that another student could respond to, such as Let’s compete together in a triathlon! I’ll help you find your missing keys; Let’s go see the new Avengers movie; I’ll cook the food for the party; Do you want to take flying lessons? Write them on separate pieces of paper. Put the papers in a box or bag. A S picks a paper, reads the situation, and points to another S for their reaction. Continue until all Ss have read and reacted to a situation.



SA M



D PAIR WORK   Put Ss in pairs and assign who will be A and who will be B. • Give Ss time to read the instructions and situations and to think of how they will talk about each situation to their partner. • Check understanding of the task. Model one of the conversations with a volunteer.



• Ss do the task in pairs.



T-81



• Give Ss time to think of their own ideas for why they haven’t seen each other in a long time. • Ss do the task in pairs.



NO



Answer



SPEAKING



T



C



FO



Rosa suggests going out for lunch on Friday and inviting some of her friends. Juliet asks, “Do they speak English?”



B



E



3



SA L



REAL-WORLD STRATEGY



R



2



B PAIR WORK   Read the instructions aloud. Volunteers read the sample conversation aloud. • Ss do the task in pairs. • Pairs perform their conversations for the class. • Workbook Unit 8.3 • Worksheets: Grammar 8.



REAL-WORLD STRATEGY



A



Listen to more of Rosa and Juliet’s conversation. What does Rosa suggest? What does Juliet ask?



Read the information in the box about using That would be to comment on something. Then listen again. What comment does Juliet make?  2.14 



SA L



B



 2.14 



E



2



USING THAT WOULD BE TO COMMENT ON SOMETHING You can use That would be (or That’d be) and an adjective to comment on a suggestion or possibility. Why don’t we go and have lunch together? I know a great Chinese restaurant. Really? That would be great! I love Chinese food.



Listen and complete the conversation with an adjective. Then practice with a partner. A Lenny got another speeding ticket. His parents are thinking about taking away his car. B That would be  ! He loves his car.



PRONUNCIATION: Saying /ɑ/ and /æ/ vowel sounds



A



Listen and repeat the two different vowel sounds. got Lenny got another speeding ticket. haven’t I haven’t seen you since last spring.



 2.16 



/ɑ/ /æ/ B



Listen. Write A for words with /ɑ/. Write B for words with /æ/. 4 can problem haven’t job 5 concentrate chance 6



 2.17 



1 2 3 C



Student A: Go to page 158. Student B: Go to page 160. Follow the instructions.



T



3



PAIR WORK



FO



D



R



 2.15 



PAIR WORK



/æ/ sounds?



NO



C



Practice the words from exercise 3B with a partner. Does your partner say the /ɑ/ and



SPEAKING



A



Imagine you are friends who haven’t seen each other in a long time. Ask and answer the questions below. You can answer with your own information or make something up. ■ How’ve you been? ■ What have you been up to? ■ What’s going on with … ?



E



4



PL



PAIR WORK



Continue the conversation. Suggest something you can do together, and agree on one of the ideas. PAIR WORK



SA M



B



Why don’t we go get coffee? I would love to catch up. There’s a nice espresso place on the corner. Really? That would be great! I could use a coffee.



81



8.4



A TIME-SAVING TIP



E



LISTENING paying bills online



doing homework



A



Look at the pictures. Which activity takes the most time? Which one takes the least amount of time? Listen to the podcast. What two small activities does Naomi talk about?



B



 2.18  LISTEN FOR EXAMPLES



C



 2.18  GUESS MEANING FROM CONTEXT



5 as well as



a a a a a



T



wisely technique responded tasks



Listen again. What do these words mean? in a boring way b in a smart way c in an exciting way a place to go b a difficult process c a way of doing something answered someone b asked something c didn’t understand someone times you have to b things you have to do c places you go to work be somewhere and b but c so



NO



1 2 3 4



PRONUNCIATION: Listening for weak forms of didn’t



A



Listen to the extracts from the podcast. Focus on how the speaker says the words in bold. 1 It didn’t take very long. 2 Then I didn’t need to put those tasks on my to-do list.  2.19 



Listen. Which speaker (A or B) says didn’t like the speakers in A? Write A or B. I didn’t know how much time I was wasting. I could have answered the emails right away, but I didn’t. I didn’t realize paying my bills online was so easy. It didn’t take as much time as I thought.



PL



 2.20 



SA M



1 2 3 4



C



E



2



B



82



FO



R



checking email



write a post about managing your time



SA L



1



LESSON OBJECTIVE ■



Check (✓) the statement that is true. In fast speech, English speakers often drop the /d/ sound at the beginning of didn’t. In fast speech, English speakers often drop the /t/ sound at the end of didn’t.



2



• Introduce the task  Books closed. Have a brief class discussion about time management. Ask What do you spend a lot of time doing? Do you wish that you could spend less time doing it? What is one activity that you would like to spend more time doing? A Do the task  Books open. Read the instructions aloud. Ss discuss the question in pairs. • Ss share their ideas with the class.



• Introduce the task  To explain that the /t/ of the negative n’t is often elided before a following consonant, write on the board: mustn’t go and wouldn’t try. Say the phrases aloud. Do Ss hear the t clearly – or not? Tell Ss that the t in n’t is often dropped or said very softly. A



 2.19   Give Ss time to read the instructions.



• Play the audio.



 2.18   Audio script p. T-174   LISTEN FOR EXAMPLES   Read the instructions aloud.



• Play the audio. Ss do the task individually.



B



 2.20   Read the instructions aloud.



• Play the audio.



• Ss do the task individually.



• Check answers as a class.



• Check answers as a class.



Answer Naomi talks about opening and responding to emails, and paying bills online.  2.18   Audio script p. T-174   GUESS MEANING FROM CONTEXT   Review how to guess



Answers



1 B  2 A  3 A  4 B



C Ss do the task individually.



T



C



PRONUNCIATION: Listening for weak forms of didn’t



FO



B



SA L



LISTENING



write a post about managing your time



R



1



A TIME-SAVING TIP



E



8.4



LESSON OBJECTIVE ■



NO



the meaning of a word or words from their context. On the board, write Beth has a bubbly personality; she’s always so friendly and fun! Underline bubbly. Ask Ss how they could guess the meaning of the word bubbly. (by looking at the other words around it)



• Check answer as a class.



Answer The second statement: In fast speech, English speakers often drop the /t/ sound at the end of didn’t.



• Give Ss time to read the choices for each word.



• Play the audio again. Ss do the task individually. • Check answers as a class.



Answer



E



1 b ​2 c ​3 a ​4 b ​5 a



PL



• Ask additional comprehension/context questions What is Travis’ job? (life coach) What is Naomi’s job? (timemanagement expert) What do you think a life coach does? (helps you live your life better) What does to waste time mean? (to not use your time well)



MIXED ABILITY



SA M



For weaker Ss, on the board, write the additional comprehension questions and read them together. Then play the audio for Ss to listen for the answers. While you are writing the questions on the board, stronger Ss write two or three of their own comprehension questions about the podcast. They exchange their questions with a partner and answer them without listening to the audio again.



T-82



WRITING



E



• Introduce the task Ask Do you follow any specific time-management techniques? Is managing your time difficult or easy for you? Do you know someone who is very good at managing their time? What is their technique? Explain that Ss will write a post about their own time-management techniques.



PAIR WORK Ss exchange posts with a partner and discuss if they would use their tecÚiques or not.



HOMEWORK IDEAS



SA L



Assign the writing of the post for homework. Ss bring their posts to the next class and discuss them with a partner.



A Do the task Read the instructions and questions aloud. • Ss read the post silently to themselves.



EXTRA ACTIVITY



• Answer any questions about unfamiliar vocabulary.



Ss display their posts in the classroom. Ask Ss to walk around and read each post. Have a class vote on which time-management techniques they think work the best. Alternatively, have the class come to a consensus about which activity seems to be the most common time waster and discuss the best way to manage the amount of time doing it.



• Ss discuss the question in pairs. • Ss share their answers with the class.



PAIR WORK



• Workbook Unit 8.4



FO



B



R



Answers He did a few short chores/jobs (cleaned his desk, put away papers, a few things like that) and one long task (wrote an outline for a research paper). He didn’t do these things in the past because he felt tired or was busy or had something better to do.



• Worksheets: Grammar 8.



THINK CRITICALLY Read the



questions aloud.



• Ss discuss the questions in pairs. • Ss share their partner’s responses with the class.



Answers



NO



T



The technique has changed his life because he has started to make progress and has gotten a few things done. Yes, he will continue because he is feeling very positive and likes feeling this way.



C



WRITING SKILLS Read the instructions aloud.



• Ss do the task individually. • Check answers as a class.



Answers 2 a



3 d



4 b



WRITE IT



E



1 c



PL



D Ss read the information in the Register check silently to themselves. • Read the instructions aloud. • Ss write their post.



SA M



• Circulate and monitor.



T-83



E



3



WRITING



A



Read the post Matthew wrote on the Tools for Life podcast website. What has he achieved since the podcast? Why didn’t he do these things in the past? News



Radio



Podcasts



Community



Tools for Life



Sign in



SA L



Home



E



3



Subscribe



Episode 201: Interview with Naomi Moore



Comments



Listen



So I sat down and made a to-do list. Even that was a little frightening! I put all the jobs into two groups: short jobs (that I could do in less than five minutes) and long jobs. I immediately started with a few short jobs – I put away my papers, cleaned my desk, and things like that. I felt much happier right away. I had so much energy, I worked on one of my “long jobs” afterward – I wrote an outline for a research paper that’s due next week.



FO



Matthew, Chicago 6 hours ago



R



After I heard this podcast, I knew I had to try Naomi’s technique. I don’t have many problems with emails, but I do have a lot of homework! Up to now I’ve had a lot of trouble managing all the work for my different classes. To be honest, sometimes I don’t prepare for class as much as I should because I’m tired or busy, or have something better to do. But I always felt worried and stressed about it.



NO



T



So far, this has been working well! I feel more positive about what’s on my to-do list. From now on, I’m going to try to study a little every day, and I’ll probably finish my research paper early next week. If you’re stressed about organization, definitely try Naomi’s plan!! Like 7



Reply



Share



Report



B



How has this technique changed Matthew’s life? Do you think he’ll continue to make improvements? Why or why not?



C



WRITING SKILLS Read the information about time expressions and match the time expressions (1–4) with ones of the same meaning (a–d). Then find and underline some of the time expressions in Matthew’s post. REGISTER CHECK Use time expressions to talk about actions and experiences in the present, past, and future. We often put time phrases at the beginning of 1 immediately a up to now sentences in more formal writing. In informal writing, we often put them at the end. b from now on 2 so far Formal: From now on, I’m going to try to study c right away 3 before a little every day. d in the past 4 in the future



THINK CRITICALLY



SA M



PL



E



PAIR WORK



WRITE IT



Informal: I’m going to try to study a little every day from now on.



D



Write a post about how you manage your time and the things you have to do. If you already use Naomi’s technique (or a similar one), describe your experiences. If you don’t use a timemanagement technique, describe how you’ve been managing up to now and say what you might do in the future to manage your time better.



E



Exchange posts with a partner. Would you like to use any of your partner’s time-management ideas? PAIR WORK



83



8.5



TIME TO SPEAK Building a better life



LESSON OBJECTIVE



decide on better ways to use your time



A



FO



R



SA L



E



■



PREPARE Look at the words below. Which things make you happy, and which ones don’t? Write them



B



commuting learning



exercise rest



NO



chores friends



T



in the pyramid above, with the things you like best at the top and things you like least at the bottom. family travel



free-time activities work



DECIDE Share your pyramid with your partner. Discuss how you’ve been spending your time lately and compare it with the information in your pyramid. Then each decide on two things you’d like to spend more time on and two things you’d like to spend less time on.



DISCUSS In groups, share the things you want to spend more time on and less time on. Give each



E



C



other advice on how to make these changes in your lives. Your ideas can be big, small, serious, or funny. Be creative!



E



PRESENT Tell the class about the best advice you got from your group in part C.



PL



D



AGREE As a class, choose the three most creative ideas you heard in part D.



SA M



To check your progress, go to page 155.



USEFUL PHRASES PREPARE … makes me happy. I enjoy … I don’t really like … I’m not interested in …



84



DECIDE I’ve been spending a lot of time … I haven’t had (much) time to …



DISCUSS I want to spend more/less time … You could … Or you could … What about … ing … ?



E A



Building a better life



C



Time on each stage



E AGREE   Aim: The class chooses the best ideas.



• Introduce the task  Aim: Introduce the concept of “building a better life.” • Ask Do you think you can improve how you live your life day to day? What percentage of your life needs improvement? Explain that building a better life means to look at different parts of your life and see if you can improve the separate parts so that your whole life is better. • Direct Ss to the Useful phrases section at the bottom of the page. Remind them that they can use these at the relevant stages of the lesson.



• WHOLE CLASS   Ask Ss to nominate their favorite ideas that were presented in part D. Write ten of these on the board. • Ss go to the board and put a check mark next to the three ideas they like the best. • Count the check marks and see which are the top three ideas. *These tips can help you to create a safe speaking environment. They can also be used with other speaking activities. For more information, see page xxii.



PROGRESS CHECK



FO



A PREPARE   Do the task  Aim: Ss rank the parts of their life in terms of what makes them happy or what they like, or not.



• Read the instructions aloud and the words in the box aloud. • INDIVIDUALLY   Ss do the ranking activity. Encourage



them to make notes on why they like or don’t like each thing and why they ranked it as they did.



T



• Preparation for speaking* Give Ss time to review relevant vocabulary notes or look up words in a dictionary.



decide on better ways to use your time



SA L



■



E



TIME TO SPEAK



B



R



8.5



LESSON OBJECTIVE



D



NO



B DECIDE   Aim: Ss decide how to better spend their time.



• Read the instructions aloud. • PAIR WORK   Ss share their pyramids with a partner.



• Ss decide on the two things they want to spend more time doing and the two things they would like to spend less time doing. C DISCUSS   Aim: Groups discuss the plan.



E



• Read the instructions aloud.



• GROUP WORK   Ss take turns sharing the things they want to spend more and less time on.



PL



• Ss give each other advice on how to make changes to build a better life.



D PRESENT   Aim: Ss present the advice they received. • WHOLE CLASS   Ss present the advice they received to the class.



• Direct students to page 155 to check their progress. • Go to page T-153 for Progress check activity suggestions.



TEACHER DEVELOPMENT REFLECTION



Either answer these questions in a reflection journal or discuss them with your peers. 1 Did you feel that the level of challenge of Teacher Development Activity 1 was appropriate? How could you adapt it to make it more or less challenging? 2 When used after exercise 3E, Teacher Development Activity 1 practices forms that are taught earlier in the lesson. However, the activity could also be used as an alternative to exercise 3B, to present the form. What might be the possible advantages and disadvantages of this approach? 3 Teacher Development Activity 2 uses grammatical terminology, such as negative, subject, past participle, etc. Do you think this kind of terminology is useful to students? How can it benefit them? 4 How did the board look by the end of this activity? (If possible, use your phone to take a photo of the finished board.) How could the information have been presented more clearly or attractively?



SA M



• Suggest that Ss take notes on any good ideas from the presentations to use in the next activity. • Feedback for speaking activities* When Ss speak, only correct errors that impede comprehension.



T-84



MAKE IT WORK



E



TEACHER DEVELOPMENT INTRODUCTION Strategy 3: Speaking – Building dialogues



SA L



Developing students’ range of spoken language doesn’t only mean that students can produce spoken language freely. It also means they can interact with another speaker easily, which is something students find difficult. When they do role plays, the conversation sometimes sounds like two people saying monologues to each other because there isn’t much natural interaction. Another problem is that students don’t use enough language and their exchanges are too short. You can help your students become more confident with interactive language by giving them examples of dialogues and conversations. The ideas below also show a way of getting the example dialogues off the page.



9



Dialogue ordering (Activity 1): Ss order a mixed-up dialogue in groups. You can try this in Lesson 9.2.



R



Dialogue building (Activity 2): Elicit and build a dialogue with the whole class. You can try this in Lesson 9.3.



INTRODUCE THE THEME OF THE UNIT



C Ss discuss the questions in pairs or small groups. • On the board, write the two column headings Pro and Con. Ss share their responses. Write them in the correct category and see if the class thinks there are more pros or more cons to this kind of work situation.



NO



T



Have a class discussion about Ss’ work habits. Ask Do you study at home or at another place? What are possible distractions if you study at home? When you think about your dream job, are you working at home? Outside? In a nice office? Why? Write the unit title on the board: MAKE IT WORK. Explain that to make it work is an expression that means to do everything you can to make something succeed, even if there many obstacles. Ask When was the last time you had a project or situation at home, school, or work that was difficult and you just had to “make it work”?



FO



You can read more about building dialogues in Nick Bilrough’s Dialogue Activities, pp. 62–63. Please go to www.cambridge.org/evolve to download this material.



START SPEAKING



E



UNIT OBJECTIVES Read the unit objectives aloud. Tell Ss to listen and read along. Ask Ss to say any vocabulary they think they will use in the unit. Write their answers on the board. Ask them to write the words in their notebooks. Tell them that at the end of the unit they can check if they used the words.



PL



A Ss look at the picture.



• In pairs, Ss discuss the questions.



• Ss share their partner’s answers with the class. B Read the questions aloud.



SA M



• In pairs, Ss discuss the questions.



• Ss share their answers with the class.



T-85



D Read the questions aloud. Allow Ss time to think about their answers. • Ss share their answers with a partner. • OPTIONAL ACTIVITY  Ss use their phones to access the video, then discuss if they had similar ideas as Angie. REAL STUDENT



Many people don’t have the possibility to work as they would like to. That is a reason why they are not really happy and they don’t have the proper resource. I recommend to make better decisions, otherwise they are not going to be able to be really successful.



MAKE IT WORK



UNIT OBJECTIVES



■ ■ ■



SA L



■



E



talk about college subjects discuss rules for working and studying at home express confidence and lack of confidence write the main part of a résumé decide how to use your skills



■



PL



E



NO



T



FO



R



9



START SPEAKING



Where do you think this man is working? Do you know anyone that works from an unusual place? Why?



SA M



A B



What kind of job do you think this man does? What other jobs allow people to telecommute?



C



Discuss the pros and cons of working like this. Would you like it? Why or why not?



D



Do you think the man is telecommuting because he chooses to or because he has to? How much choice do most people have about where or how they work or study? For ideas, watch Angie’s video.



Does Angie have the same ideas you do?



85



1



VOCABULARY: College subjects



A



Listen and say the words. Give an example of something students learn about in each college subject. PAIR WORK



PAIR WORK



A B



Which are your favorite subjects? Which are you not interested in? Why?



Now go to page 149. Do the vocabulary exercises for 9.1.



C



2



business economics law political science



LANGUAGE IN CONTEXT PAIR WORK



What jobs do you think the subjects in exercise 1A are useful for? Why?



 2.22  Read and listen to the conversation between two cousins. Have they thought about their future jobs? What are they going to do? GLOSSARY



T



B



biology computer science engineering physics



Luca Ian



Luca



PL



Ian



So, when will you start training as a mechanic? Well, actually, I’m going to get a degree in automotive engineering instead. Why do you need to get a degree? I thought you were going to work in your dad’s garage. I am. But Dad says I have to get a degree first. Anyway, what about you? I’m going to create my own program of study. I want to take courses in business, education, and maybe biology. Wow, that’s an interesting mix! But don’t you have to choose a major?



E



Ian



NO



2.22 Audio script



SA M



Luca



86



R



architecture chemistry education medicine



FO



 2.21 



talk about college subjects



SA L



BUILDING A FUTURE



E



9.1



LESSON OBJECTIVE ■



C



Read and listen again. How is Ian’s program different from Luca’s?



D



Would you like to create your own major? Why or why not? For ideas, watch Andrea’s video.



 2.22 



PAIR WORK



degree (n) a qualification you get for finishing college major (n) the most important part of your study in college



Ian



Luca Ian



Luca



No. It’s like I’m creating my own major. Here, this is from the college website: “Applicants must take 120 credits of any subject to get a degree.” Interesting. So, what kind of job do you want to get after that? For now, I’m going to take classes I like and see how it goes. I don’t have to choose a job yet. True. Well, with a degree like that, I guess you’ll be ready for anything!



INSIDER ENGLISH We use see how it goes to say we will allow a situation to develop for some time before we make a decision.



What kind of program of study does Andrea want?



1



VOCABULARY: College subjects



2



LANGUAGE IN CONTEXT



• Introduce the task  Books closed. Ask Which subjects did you learn in elementary school? Middle school? High school? College? Write Ss’ answers on the board. • In pairs, Ss brainstorm and make a list of more subjects that people learn at any stage of school. Allow them to use their phones or a dictionary, if necessary. • Have a brief class discussion about which subjects are taught at each level of schooling. Ask Ss if they all agree about which subjects are taught when. Ask Ss if any of them studied something unusual during any stage of their education.



• Introduce the task  Ask Ss to share what kinds of things they had to study in order to do their current job or what they will have to study in order to do a job they want in the future. A PAIR WORK   Do the task  Ss discuss the questions in pairs.



R



• Ss share their answers with the class.



HOMEWORK IDEAS



Assign each S a job that requires specialized training, such as a surgeon, anthropologist, graphic designer, or nutritionist. Ss research the subjects and training that the job requires. Ss share their findings in the next class.



 2.21   PAIR WORK   Do the task  Read the instructions aloud. Volunteers read the subjects aloud. Correct pronunciation, if necessary.



FO



A



• Ss do the task in pairs. • Ss share their answers with the class.



E



NO



architecture: how to design a building biology: how the human body works business: how to run a business chemistry: how to analyze and develop chemicals computer science: how to program a computer economics: the concept of supply and demand education: how to teach English engineering: how to solve problems using math law: the basic laws governing a nation medicine: the types of illnesses and their treatments physics: how matter and energy interact political science: how to compare electoral systems



B PAIR WORK   Read the instructions aloud.



PL



• Ss discuss the questions in pairs.



• Ss share their partner’s responses with the class.



C Direct Ss to page 149 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141.



SA M



B



T



• Ask Ss to say if any of the words from their brainstorm lists are the same as the ones in the box. Then they share any subjects that are not included in the box.



Possible answers



talk about college subjects



E



BUILDING A FUTURE



SA L



9.1



LESSON OBJECTIVE ■



 2.22   Read the instructions aloud.



• Ss read the information in the Insider English box silently to themselves. • Play the audio as Ss read along. Answer any questions about unfamiliar vocabulary. • Check answers as a class.



Answers Luca has thought about his future job, but Ian hasn’t. Luca is going to work in his dad’s garage as a mechanic; Ian is going to choose a job later.



C



 2.22   Ss complete the task individually.



• Compare answers with the class.



Answer Ian is going to create his own program, mixing several different subjects/majors/areas.



D PAIR WORK   Read the questions aloud and model a sentence or two with your own answers. • Ss discuss the questions in pairs. • Ss share their partner’s answers with the class. • OPTIONAL ACTIVITY  Ss use their phones to access the video and find out what kind of program of study Andrea talks about. REAL STUDENT



I don’t think I can like to create my own major because I want to be an architect, so I think a degree with set courses is the best for me.



T-86



GRAMMAR: Modals of necessity: have to, need to, must



4



A Read the instructions aloud. Refer Ss to their lists of subjects from the introduction to the lesson.



• Introduce the task  Books closed. On the board, write I would like to learn computer programming. I have to learn computer programming. Ask How are these sentences different in meaning? (One talks about a wish and one talks about a necessity.) Which sentence talks about a wish? (the first one) Which words tell you that? (would like to) Underline have to. Ask Ss if they can think of any words to substitute for have to (must, need to). Explain or remind Ss that a modal is an extra word used with a verb that adds more information to the sentence. Explain that Ss will now learn more about modals of necessity.



• Ss do the task individually. • Check answers as a class.



SA L



• Give Ss time to think of their answers. B PAIR WORK   Volunteers read the sample conversation aloud.



• Ss share their responses with a partner. Encourage Ss to ask follow-up questions to each other. C GROUP WORK   Read the instructions aloud.



• Put pairs together to discuss their responses. As an extra challenge, ask each S to tell the other pair about their partner’s responses, not their own.



R



• Ss share their responses with the class.



EXTRA ACTIVITY



NO



B Read the instructions aloud.



T



Answers 1 necessary  2 not necessary  3 base form



• Ss complete the sentences individually. Circulate and monitor.



• Ss exchange sentences with a partner and discuss if they agree with each other’s answers. • Check answers as a class.



Answers



E



1  don’t / do not have to work ​2  need to shop ​ 3  need to think ​4  have to do



PL



C Direct Ss to page 137 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129. D Ss complete the sentences individually. • Ss share their sentences with a partner.



SA M



• Ss share their partner’s answers with the class.



T-87



Groups discuss their predictions about studies and jobs in the future. On the board, write What subjects will be the most important to learn in the next five/ten/twenty years? What jobs will become more popular or necessary within the next twenty years? You may also want to frame the discussion by asking Ss to imagine that they have a ten-yearold child and they are deciding what subjects their child should study to best prepare them for the future. Ss discuss the topic in small groups. A reporter for each group shares their group’s ideas with the class.



FO



A Do the task  Volunteers read the information in the grammar box aloud. Emphasize to Ss that, especially in American English, must is not used often in everyday speech. In most cases, have to is used: I have to be on time for class today. Must, when used at all, is used in formal written rules, or only for strong emphasis: Students must pay their fees by June 25. When you go to New York City, you absolutely must go to the Metropolitan Museum of Art!



SPEAKING



E



3



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 Use have to, need to, or must to say something is necessary / not necessary. 2 Use don’t have to or don’t need to to say something is necessary / not necessary. 3 After have to, need to, or must, use the base form / -ing form of the verb.



Modals of necessity: have to, need to, must



Complete the sentences with the correct forms of the words in parentheses ( ). Use the simple present. Then tell a partner if you agree with the sentences. 1 You (not have to / work) hard to be successful. (need to / shop) for clothes, it’s best to order them online. 2 When you (need to / think) about what job you want in the future and then 3 You choose what to study. 4 I (have to / do) a lot of chores, but most of them are a waste of time.



FO



B



R



I have to get a degree first. I don’t have to choose a job yet. Applicants must take 120 credits of any subject to get a degree. Why do you need to get a degree? Don’t you have to choose a major?



E



GRAMMAR: Modals of necessity: have to, need to, must



SA L



3



Now go to page 137. Look at the grammar chart and do the grammar exercise for 9.1.



T



C



Complete the sentences with your own ideas. Then share with a partner. 1 When I was in school, I had to  .  . 2 Now, I don’t need to  . 3 To be successful, college students need to  . 4 In my country, students don’t have to



4



SPEAKING



A



Think of a job you want to have. What do you need to learn to get this job? Make a list of three subjects. Think about how you could learn these subjects.



PL



E



NO



D



B



Compare your lists and talk about how you will learn these subjects. What do you think will happen when you learn them? PAIR WORK



SA M



I want to be an architect. I’m really interested in cool buildings.



C



You probably need to take art classes.



Join another pair. Make a plan for your group to learn your new subjects. Whose subjects are more interesting? Whose subjects seem harder? Can you think of creative ways to use your new knowledge? GROUP WORK



87



9.2



LESSON OBJECTIVE



HOUSE RULES



discuss rules for working and studying at home



LANGUAGE IN CONTEXT



A



Look at the picture of a self-employed woman. What do you think is good about working from home? What’s difficult?



B



Read the posts on an internet forum. What two things does Rina want help with?



C



Read again. Summarize what Theo, Lynn, and Kosuke suggest.



R



1



SA L



E



■



Posted at 10:02 a.m. Rina



NO



T



FO



I just started my own small business and am working from home. I need to make some rules for myself. Any suggestions? Theo You have to imagine you’re going to an office. Get up, get dressed, and have the same working hours every day. You can take short breaks, of course, but you can’t waste time. For example, you shouldn’t do chores during working hours because you’ll never get your work done. And you must not miss your deadlines! Lynn Make time for yourself. You can’t spend all of your time on work. Sometimes, it’s hard to stop working when your office is in your home. Rina Thanks! I see it’s going to be important to manage my time. Now, any tips on how to manage my files? I work for a lot of different employers, and my wages are different for each contract. Kosuke There are a lot of great computer programs to help you with that kind of thing. Rina Thanks, Kosuke. May I email you? I’d love to chat more about those programs. Kosuke Of course! My #1 rule for working at home: Get help when you can! GLOSSARY



VOCABULARY: Employment



A



Find and underline six of these words in the posts in exercise 1C. Then write all of the words in the correct places in the chart and discuss what they mean. You can use a dictionary or your phone to look up words you don’t know. Then listen and check.  2.23 



career profession



PL



apply manage



E



2 FIND IT



SA M



Nouns



B



C



88



deadline (n) a time or day by which something must be done



contract retirement



employer salary



fire wage



hire working hours



Verbs



Now go to page 149. Do the vocabulary exercises for 9.2.



GROUP WORK Which problem do you think is worse for people who work at home – not working enough or working too much? Why?



9.2



HOUSE RULES



E



LANGUAGE IN CONTEXT



2



• Introduce the task On the board, write self-employed. Ask volunteers to say what it means and/or to give some examples. Ask if they, or someone they know, is self-employed, and if so, what their job is.



A



• Ss check their answers with a partner. • Check answers as a class.



• Ss compare answers with a partner.



Answers



R



• Ss share their partner’s answers with the class.



Nouns: career, contract, employer, profession, retirement, salary, wage, working hours Verbs: apply, fire, hire, manage



• Ss read the posts silently to themselves. • Answer any questions about unfamiliar vocabulary. • Ss check answers in pairs. • Check answers as a class.



Answer



FO



B Read the instructions aloud.



B Direct Ss to page 149 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141.



C



GROUP WORK



Read the instructions aloud.



• Ss discuss the questions in small groups. • Ss share their responses with the class.



NO



T



She wants suggestions about setting up rules for working at home and wants help with managing her files.



• Ss check answers in pairs.



2.23 Read the instructions aloud.



• OPTIONAL ACTIVITY Allow Ss to use their phones or dictionaries to help with words they don’t know.



• Give Ss time to think of their own answers.



• Ss do the task individually.



VOCABULARY: Employment • Ss do the task individually.



FIND IT



A Do the task Read the instructions aloud.



C Read the instructions aloud.



discuss rules for working and studying at home



SA L



1



LESSON OBJECTIVE ■



• Check answers as a class.



Possible answers



E



Theo says you have to imagine you’re going to an office. You have to work the same hours every day, not waste time, and not to miss deadlines. Lynn says you have to make time for yourself and not work all of the time. Kosuke says there are great computer programs to help you manage your files.



PL



EXTRA ACTIVITY



SA M



Challenge Ss to write a role play between someone just starting to work at home and a friend who is giving advice. If necessary, provide a situation for the self-employed person. (I started writing a regular column for a local newspaper. I have a deadline every Friday. I have one small child and an elderly parent living at home with me.) Ss take turns talking about their situation and giving advice.



T-88



GRAMMAR: Modals of prohibition and permission



4



SPEAKING



A Read the instructions aloud.



• Introduce the task  On the board, write People are prohibited from bringing wild animals into the United States. I need permission to leave work early. Underline prohibited and permission. Ask volunteers to say the meaning of the words.



• Ss write down as many rules as they can individually.



SA L



B PAIR WORK   Read the instructions aloud. Volunteers read the sample conversation aloud.



• Ss share their ideas with a partner and then decide on the three best ideas.



• Explain that now Ss will learn about modals of prohibition and permission. Remind Ss that modals are always used with another verb.



TEACHER DEVELOPMENT ACTIVITY 1



A Do the task  Give Ss time to read the information in the grammar box and the Notice box.



Dialogue ordering



• Ss do the task individually.



Alternative instructions for exercises 4A and 4B



• Check answers as a class.



R



This provides an example dialogue and encourages group cooperation.



Answers 1 aren’t ​2 are



NO



Set a one-minute time limit. Ss write five sentences using each of the modals that would be rules for studying for a final exam. Ss share their sentences with the class. B Read the instructions aloud.



• Ss circle the answers individually.



E



• Check answers as a class.



• You can’t have a lot of snacks in the house when you work from home. • Why not?



• You’ll eat all day and not get anything done. • True, but you can take breaks for meals. • I guess so.



T



EXTRA ACTIVITY



• As Ss make their lists of rules, write the following dialogue on the board, but mix up the order:



FO



• Remind Ss that must is not used often in everyday American English, and the same is true for must not. Reread the information in the Notice box. Give further examples: Employees must not smoke inside the building. Students must not eat in the library. I don’t have to cook tonight because we are going to a restaurant. I don’t have to study anymore tonight – I remember all the vocabulary!



Answers



E



3



1 Can ​2 can’t ​3 can ​ 4 can’t ​5 must not ​ 6 can



• And you sometimes need to be away from your desk. • Put Ss in groups of six. Each S copies down one line of the dialogue. For smaller groups, some Ss can write down two lines. • Wipe the dialogue off the board. • Ask Ss to memorize their line and turn over their notebooks. • Ss say their line to each other and together decide the correct order of the dialogue • Do feedback and ask one group to perform their dialogue. This gives a model for everyone in the class.



PL



• Ss practice the conversation with a partner. • Pairs discuss if they agree with Mario or Sarah about working at home on Fridays. • Ss share their responses with the class. Have a class vote on whether working from home is easier or more difficult than working in an office.



SA M



C Direct Ss to page 137 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129. D Read the instructions aloud. • Ss do the task individually. Circulate and monitor. • Ss share their answers with the class.



T-89



C GROUP WORK   Pairs share their ideas with another pair and decide which ideas are the most helpful. • A representative from each group shares which ideas their group chose.



HOMEWORK IDEAS Ss research articles about working from home. They choose one article and summarize the advice using the modal auxiliaries from this lesson and Lesson 2.



GRAMMAR: Modals of prohibition and permission



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 Use can’t or must not to say you are / aren’t allowed to do something. Must not does not 2 Use can, may, or could to say you are / aren’t allowed to do something. have the same meaning



SA L



E



3



Modals of prohibition and permission Prohibition: can’t, must not You can’t waste time. You must not miss your deadlines.



Circle the correct answers. Check your accuracy. Then practice the conversation with a partner. Do you agree with Mario or Sarah about working from home on Fridays? Mario I heard that we can work from home on Fridays now. 1Can / Must we work any hours we want? Sarah No, we 2may / can’t. We have to work from 9:00 a.m. to 5:00 p.m. Mario I guess we 3can / must not take breaks, though. Sarah Yeah, but you have to log in and 4can / can’t stop ACCURACY CHECK working for more than 15 minutes at a time – You can use could to ask for except at lunchtime. And the boss’s email also 5 permission, but not to give says, “You could / must not use your computer for someone permission. personal use.” Our computers know everything. Could I email you? ✓ Mario And they tell the boss! But it’s still great that we 6 Yes, you could email me. ✗ can / could work from home. Sarah I don’t know. I think we’re going to have to work harder than in the office.



E



Now go to page 137. Look at the grammar chart and do the grammar exercise for 9.2. Complete the sentences with your own ideas. 1 When you study at the library, you must not 2 If you study with me at my house, you can’t after class? 3 Can I



 .  , but you can



 .



E



D



NO



T



FO



R



B



Permission: can, may, could You can take short breaks. May I email you?



as don’t have to. Must not means you can’t do something. Don’t have to means you can do something, but it’s not necessary.



SPEAKING



A



Make a list of rules for working or studying at home. Think of as many ideas as you can. Be creative!



PL



4 B



PAIR WORK



Compare your lists. Then choose your three best ideas.



SA M



You can’t have a lot of snacks in the house when you work from home. You’ll eat all day and not get anything done!



C



True. But you can take breaks for meals. And you need to eat away from your desk.



Present your three ideas to another pair. Which ideas are the most helpful? GROUP WORK



89



9.3



LESSON OBJECTIVE



A NEW CHALLENGE



express confidence and lack of confidence



SA L



E



■



1



FUNCTIONAL LANGUAGE



A



Look at the picture of a jujitsu class. Say why someone might be worried about starting jujitsu. Then read and listen to two coworkers talking about the class. What is the woman worried about? How does the man respond? PAIR WORK



FO



R



 2.24 



2.24 Audio script



A Well, yeah. That concerns me a little! B Honestly, that won’t be a problem. You’ll learn to fall safely. And it’s a beginners’ group. A OK. And who’s in the group? B Well, if you join us, you’ll have to fight with your boss! A Well, that doesn’t bother me. I think I can handle that!



NO



T



A I heard you’re giving jujitsu lessons to some of our coworkers. B I am. We’re starting next week. Why don’t you join us? A Me, doing jujitsu? I’m not sure I can handle that! B Why not? A I don’t think I’m strong enough. B It’s not about being strong, it’s about technique. And if you’re worried about falling …



Complete the chart with expressions in bold from the conversation.



E



B



90



Expressing lack of confidence I’m not sure 4 that. 5 I don’t think I’m strong a little. That 6



PAIR WORK For each sentence, choose a response from the chart in exercise 1B to say how you feel. Then practice the conversations with a partner. 1 The pilot is sick. You need to fly the plane and land it! 2 We’re inviting 15 people to the barbecue. Can you make all the food? 3 For your English test, you’ll need to write five sentences in the simple past. 4 On the team-building course, you’ll have to hike 25 miles (40 km) in the mountains.



SA M



C



PL



Expressing confidence That won’t 1  . 2  . That doesn’t 3 that. I think



 .



FUNCTIONAL LANGUAGE



B Read the instructions aloud. Ask a volunteer to read the headings in the chart aloud.



• Introduce the task  On the board, write lack of and confidence. Ask volunteers if they already know what lack of means. (to have none or not enough of something)



• Ss do the task individually. • Check answers as a class.



Answers



• Ask a volunteer to say what confidence means (the feeling that you can do something successfully). Ask Ss to share what kinds of skills they are confident in and what kinds of skills they have a lack of confidence in. Offer some examples: I know I can walk a mile. I’m not sure that I can run ten miles. Write their responses on the board to refer to later in the lesson. sentences of the instructions aloud.



• Ask Ss to discuss in pairs why someone might be worried about starting jujitsu.



C PAIR WORK   Read the instructions aloud. Volunteers read the sentences aloud.



R



 2.24   PAIR WORK   Do the task  Read the first two



1  be a problem ​2  bother me ​3  I can handle ​ 4  I can handle ​5  enough ​6  concerns me



• Give Ss time to think of their responses. • Ss choose the correct responses individually.



FO



A



• Read the rest of the instructions aloud. Play the audio. Ss read along. • Ss share their answers with the class.



Answers



T



• Answer any questions about unfamiliar vocabulary.



express confidence and lack of confidence



SA L



1



A NEW CHALLENGE



E



9.3



LESSON OBJECTIVE ■



• Pairs practice the conversations.



EXTRA ACTIVITY



Refer Ss to the skills you listed on the board in the introduction to the lesson. Using the sentences in exercise 1C as a guide, Ss write two or three of their own sentences, based on the skills on the board. In pairs, Ss take turns reading their sentences to a partner and responding.



NO



The woman is worried about not being strong enough and about falling. The man says it is not about being strong, but about technique. And that falling won’t be a problem because she will learn to fall safely.



• Pairs practice the conversation several times.



• Ask pairs to perform the conversation for the class.



E



MIXED ABILITY



SA M



PL



Tell stronger Ss to cover the conversation in their books and answer the questions by just listening to the conversation, not reading it. Play the audio twice, if necessary.



T-90



C PAIR WORK   Ss practice saying the sentences in exercise 3B in pairs.



REAL-WORLD STRATEGY • Introduce the task  Tell Ss that they will learn a very common phrase to use when giving a reason for why they can or can’t do something. Explain that this phrase is used in casual, spoken conversation but not in formal conversation or in writing.



A Individually, Ss think of challenging sports or outdoor activities that people can do in or around their city. Alternatively, brainstorm activities as a class and write Ss’ responses on the board for their reference.



 2.25  Audio script p. T-174  Do the task  Read the instructions aloud.



• Play the audio.



B PAIR WORK   Read the instructions aloud.



• Check answers as a class.



• Ss do the task in pairs.



Answers



C GROUP WORK   Read the instructions aloud. Volunteers read the sample conversation aloud.



Robin invites Tim to go mountain biking. He does not accept.  2.25   Audio script p. T-174  Read the instructions aloud.



• Put pairs of Ss together to make groups of four or six.



• Ss read the information in the Real-world strategy box silently to themselves.



• Ss tell the class whether they can or can’t handle the activities and why or why not.



• Ask a volunteer to read the example sentence aloud. • Play the audio. Ss listen for the reason why Tim doesn’t like mountain biking. • Ask a volunteer to answer the question.



NO



• Ss practice the conversation in pairs.



• Pairs perform their conversations for the class. The class votes on the best reason. D PAIR WORK   Put Ss in pairs and assign who will be A and who will be B. • Give Ss time to read the instructions and situations.



E



• Check understanding of the task. Model one of the conversations with a volunteer. • Ss do the task in pairs.



PL



• Circulate and monitor, helping as needed.



3



PRONUNCIATION: Grouping words



A



 2.26   Give Ss time to read the instructions.



• Play the audio. Ss listen and repeat.  2.27   Read the instructions aloud.



SA M



B



• Ss do the task individually. • Play the audio. Ss check their answers. • Check answers with the class.



Answers



A Would you like / to go swimming / with me / on Sunday morning? B Thanks for the offer, / but I can’t. / I’m taking / my sister / to breakfast / for her birthday. A OK. / Well, / I go every Sunday morning. / What about / the next Sunday?



T-91



Before doing exercise 4C, build the dialogue below with the whole class to give them a model of the activity. Put the prompts on the board to elicit the examples in parentheses. Drill one exchange at a time and gradually build up the whole dialogue. Students practice in groups of four.



T



Tim doesn’t like mountain biking because he fell off his bike and broke his arm once.



• Ss complete the sentence individually.



TEACHER DEVELOPMENT ACTIVITY 2



Dialogue building



Answer



C Read the instructions aloud.



R



• Groups do the task.



FO



B



SPEAKING



SA L



A



4



E



2



morning / go skateboarding / skate park (In the A:  morning, we’re going to go skateboarding at the skate park.) B: not / problem (That won’t be a problem.) C: OK / great / used to / when / kid (OK, that’s great. I used to skateboard when I was a kid.) D: not sure / handle (I’m not sure I can handle that.) A: why ? (Why not?) D: thing / legs / not very strong (The thing is, my legs aren’t very strong.) B: maybe / watch (Well, maybe you can just watch.) C: you / fine (You’ll be fine.)



EXTRA ACTIVITY On separate slips of paper, write reasons why someone can’t do something, such as The thing is, I have too much work to do / I don’t like scary movies / I don’t have the right clothes for that. Put the slips of paper in a box or bag. A S chooses one of the papers and reads it aloud. They then have ten seconds to think of a sentence that might come before that one in the conversation.



B



 2.25 



Listen to the conversation. What does Robin invite Tim to do? Does he accept?



Read the information in the box about focusing on reasons. Then listen again. What’s the reason why Tim doesn’t like mountain biking?  2.25 



E



A



REAL-WORLD STRATEGY



SA L



2



FOCUSING ON REASONS You can use The thing is to focus on the reason why you don’t want to or can’t do something. Me, doing jujitsu? I’m not sure I can handle that! The thing is, I’m not very strong.



PAIR WORK



R



D



Complete the conversation with a reason why you can’t go swimming. Then practice the conversation with a partner. Who gave the best reason? A Would you like to go swimming with me on Sunday morning? B Thanks for the offer, but I can’t.



Student A: Go to page 158. Student B: Go to page 160. Follow the instructions.



FO



C



3



PRONUNCIATION: Grouping words



A



Listen and repeat. Focus on how words are grouped. A I don’t think / I’m strong / enough. B It’s not about / being strong, / it’s about / technique.



B



Group the words in the conversation. Mark the groups with a /. Then listen and check. A Would you like to go swimming with me on Sunday morning? B Thanks for the offer, but I can’t. I’m taking my sister to breakfast for her birthday. A OK. Well, I go every Sunday morning. What about the next Sunday?



C



PAIR WORK Work with a partner. Practice the conversation in B with a partner. Does your partner say the word groups correctly?



4



SPEAKING



A



Think of some challenging sports or outdoor activities that people can do in or near your city. Make notes.



B



Use your ideas to plan a weekend challenge for a group of people. Choose one activity for Saturday morning and one for Saturday afternoon.



C



Tell other pairs about your plan. They say whether or not they can handle the activities and say if they’d like to join your group.



T



 2.26 



E



NO



 2.27 



PL



PAIR WORK



GROUP WORK



SA M



So, in the morning we’re going to go skateboarding at the skate park. That won’t be a problem. I used to skateboard when I was a kid.



I’m not sure I can handle that. The thing is, my legs aren’t very strong.



91



A JOB SEARCH



E



write the main part of a résumé



SA L



9.4



LESSON OBJECTIVE ■



1



READING



A



Look at the two texts. What is each one from? Choose from the words in the box. You can use a dictionary or your phone to help with words you don’t know. a cover letter a job application



Career



a guidebook a passport application



uest.com



Local Jobs



Search Jobs



Events



Résumé Help



Join



Log In



FO



Description:



a job ad a résumé



R



FIND IT



RECOGNIZE TEXT TYPES



We’re looking for someone reliable and intelligent to join our growing team. The perfect applicant is ready for a new challenge. This is an excellent opportunity if you’re interested in a “people profession.” Salary is based on experience.



Responsibilities:



You will help us design our programs and increase our business. You must be able to deal with difficult customers calmly. Working hours are usually from 9:00 a.m. to 5:00 p.m., but you also have to work two evenings a week.



T



Qualifications:



NO



You need to have a two-year or four-year degree in education, business, or similar. You should have at least two years of work experience. You need strong communication skills and basic computer skills, and you must write well. You need to work well in a group and by yourself.



APPLY NOW



GLOSSARY



applicant (n) a person who applies for a job qualifications (n) skills or experiences that prepare you to do a job or activity



Jacob Bradley



PL



E



298 Willow Street, Denver, Colorado 80123 303-555-2910 [email protected]



PROFESSIONAL PROFILE



SA M



I have a degree in education with one year of experience as a teacher’s assistant at a high school. I’m bilingual (English and Spanish). My biggest accomplishment so far is starting an after-school technology program for teens. I’m also a soccer coach, and I play on a basketball team. I learn new things quickly and get along well with people of all ages.



EXPERIENCE



92



Read both texts. Answer the questions. 1 What kind of person does the employer want to hire? 2 If the person is hired, when will he or she have to work? 3 Compare Jacob’s profile with the qualifications needed. Do you think he should apply for the job?



B



 READ FOR DETAILS 



C



PAIR WORK THINK CRITICALLY Look at the first text again. What do you think the job is? You can think of several possibilities.



READING



• Explain that Ss will write part of a résumé.



FIND IT



RECOGNIZE TEXT TYPES Do the task Read the types of texts listed in the box aloud. Have a class discussion about what kinds of information would be included in each type of text.



PAIR WORK



THINK CRITICALLY Read the



instructions aloud.



• Ss discuss the question in pairs.



• Ss share their answers with the class.



HOMEWORK IDEAS



Ask Ss to look online for jobs in their city. Ss choose one or two ads and think about the kinds of skills and experience needed for the job. Ss share their ideas in the next class.



FO



A



E



C



• Introduce the task On the board, write résumé. Ask Ss if they know what a résumé is and if they have ever written one. If not, explain that a résumé is a short, usually one-page, list and brief description of your education, work experience, and skills, and it is used to apply for a job.



write the main part of a résumé



SA L



1



A JOB SEARCH



R



9.4



LESSON OBJECTIVE ■



• OPTIONAL ACTIVITY Allow Ss to use their phones or a dictionary to look up any unfamiliar words in the box. • Read the instructions aloud.



• Explain that at this point Ss do not have to read the whole texts; rather, they can just scan them to see what kind of information is included in each one. • Check answers as a class.



T



Answers



READ FOR DETAILS Read the instructions aloud.



• Ss read the two texts silently to themselves.



• Check understanding of new vocabulary. Ask Ss to give a definition or use these words in a sentence: quest, reliable, intelligent, perfect, based on, to deal with, basic, accomplishment. Ask a volunteer to give an example of the behavior of a “difficult customer.”



E



• Ss compare answers with a partner. • Check answers as a class.



PL



Answers



1 They want to hire someone who is reliable, intelligent, and calm; who likes challenges and to work with people; who has a college degree in education, business, or similar; at least two years of work experience; strong communication skills, basic computer skills, and a good writer. 2 The person will have to work from 9:00 a.m. to 5:00 p.m. and two evenings a week. 3 Answers will vary.



SA M



B



NO



The first text is from a job ad. The second text is from a résumé.



T-92



2



WRITING



D



E



• Introduce the writing task Books closed. On the board, write English teacher, bookstore manager, cook, car mechanic. Ask Imagine you are hiring someone to do one of these jobs. What kind of work experience should each one have? What kind on non-work activities would be good for each one to put on their résumé?



PAIR WORK Brainstorm follow-up questions, e.g., Did you enjoy that activity? What did you learn from that experience? Would you recommend that activity to someone else? How does that experience help you in your job?



SA L



• Ss read their partner’s résumé and discuss their activities and experiences.



• Ask What kind of job is your partner’s résumé a good fit for? Think of another related job. How can you change your partner’s résumé to fit that job?



A Do the task Read the instructions aloud. • Ss read the rest of the résumé silently to themselves. • Answer any questions about unfamiliar vocabulary.



EXTRA ACTIVITY



• Ss discuss the questions in pairs. • Ss share their answers with the class.



Display Ss’ résumés around the classroom. Ss walk around the class and read them, taking notes on what job(s) each résumé is a good match for. Ss share their ideas with the class.



Answers



WRITING SKILLS Read the instructions aloud.



• A volunteer reads the checklist aloud. • Ss do the task individually. • Check answers as a class.



Answers



T



He has done everything except include dates for his past jobs and his degree.



EXTRA ACTIVITY



NO



Ss close their books. Write parts of Jacob’s résumé on the board in mixed-up order. Ss say which section each part belongs in. Write them on the board and ask Ss which part of a résumé each bullet point belongs in.



E



WRITE IT



C Read the information in the Register check aloud. • Read the instructions aloud.



PL



• Ss do the writing task individually.



• Make sure Ss check their writing for accuracy. Alternatively, they can exchange papers with a partner and check.



SA M



HOMEWORK IDEAS



Assign the planning of the résumé, or even the writing of it, for homework and ask Ss to bring it to the next class.



T-93



FO



B



R



Main sections: Experience, Education, Skills, Activities He has been a teacher’s assistant and a barista. He still has his job as a teacher’s assistant.



WRITING



A



Read the rest of Jacob Bradley’s résumé. What are the four main sections? What jobs has he had? Which one does he still have?



EXPERIENCE Teacher’s Assistant, Fairmount High School, Denver, CO • Help plan and teach business and English classes to students in grades 10–12 • Organize classroom projects and day trips for the students Barista, Carlo’s Coffee, Denver, CO • Prepared hot and cold drinks for customers • Cleaned machines, work areas, and customer seating areas



EDUCATION Bachelor of Arts in Education, University of Colorado Boulder



SKILLS Fluent in English and Spanish; beginner-level Japanese Experienced in MS Office, Adobe Photoshop, web design Excellent time-management and communication skills



ACTIVITIES



WRITING SKILLS Read about how to write a résumé. Then look at Jacob’s résumé in exercise 2A and check (✓) the things he has done. What has he not done?   Use present verbs to describe a current job and past verbs to describe past jobs.   Include dates for your past jobs, and put the most recent one first.   Use bullet points and incomplete sentences (with no subject).   List your degrees or certificates. Include dates, and put the most recent ones first.   List skills that are useful for jobs. They can be skills you learned or personal skills.   List activities and interests that show you are active, creative, or good with people.



NO



B



Coach, Soccer for Kids (neighborhood program) Member, Hoops Community Basketball



T



• •



FO



• • •



R



•



SA L



E



2



E



REGISTER CHECK



PL



In résumé writing, people often use parallel structures in bulleted lists. Simple present verbs Simple past verbs Nouns to describe positions/people – Help plan and teach … – Prepared hot and cold drinks … – Coach, Soccer for Kids … – Organize classroom projects … – Cleaned machines … – Member, Hoops Community …



SA M



WRITE IT



C



Write the main part of a résumé. Begin with EXPERIENCE and end with ACTIVITIES. You can include real information or make it up. Follow the rules in exercise 2B and use parallel structures under each heading.



D



Exchange résumés with a partner. Ask your partner about one item from each of their resume sections: Experience, Education, Skills, and Activities. Do you have anything surprising in common? PAIR WORK



93



decide how to use your skills



SA L



A



LESSON OBJECTIVE ■



E



9.5



TIME TO SPEAK Design your perfect job



DISCUSS With a partner, talk about the skills and interests you need for your job – or a job you’d like to do. Compare them with your partner’s job. In engineering, you have to be good at math and physics. And you need to be interested in technology and computers.



B



R



In accounting, you have to be good at math, but you don’t need to know about physics. You also …



RESEARCH Now tell your partner about skills and interests you have, which you don’t need for the



I’m good at cooking. And I really like writing.



FO



job you chose in part A. Together, think of other jobs you could do in order to use these skills. You can go online to find the names of jobs you don’t know in English.



FIND IT



OK. So, you could be a journalist who writes about food and restaurants.



C



PREPARE With your partner, design a real or imaginary job for each of you that uses as many of your



T



skills and interests as possible. Invent a title for your job.



PRESENT Tell the class about your partner’s job and why it would be perfect for him/her.



E



AGREE The class chooses: (a) the most useful job, (b) the most amusing job, and (c) the coolest job.



PL



E



NO



D



SA M



To check your progress, go to page 155.



USEFUL PHRASES DISCUSS You have to be good at … You need to know a lot about … You have to be interested in …



94



RESEARCH / PREPARE You could make/help/sell/ design … You could be a / work in a …



PRESENT My partner’s job is … It would be perfect for him/ her because …



TIME TO SPEAK



LESSON OBJECTIVE



Design your perfect job



• Introduce the task Aim: Introduce the concept of a “perfect job.”



E



B FIND IT



PAIR WORK RESEARCH



their skills.



Pairs discuss their answers.



Aim: Ss research jobs that relate to



NO



• Read the instructions aloud. Volunteers read the example conversation aloud. •



Ss list the skills they have that they don’t need for the job they chose in part A. PAIR WORK



• OPTIONAL ACTIVITY Allow Ss to use their phones to research different jobs. C



PREPARE



•



Aim: Pairs design jobs that use their skills.



PAIR WORK



R



• Feedback for speaking activities* Give positive feedback when Ss produce accurate and appropriate language. *These tips can help you to create a safe speaking environment. They can also be used with other speaking activities. For more information, see page xxii.



Read the instructions aloud.



PROGRESS CHECK • Direct students to page 155 to check their progress. • Go to page T-153 for Progress check activity suggestions.



TEACHER DEVELOPMENT REFLECTION Either answer these questions yourself in a reflection journal or discuss them together with your peers.



• OPTIONAL ACTIVITY Allow Ss to use their phones to see if such a job actually exits and where it exists.



1 How easy was it for students to order the dialogue in Teacher Development Activity 1? How well did they listen to each other and cooperate in their groups?



PL



E



• Ss discuss their lists of skills with their partner and design jobs for each other.



• Suggest that Ss take notes about their discussion to use in the next presentation task. PRESENT



Aim: Pairs present their partner’s job.



• Read the instructions aloud. • Preparation for speaking* Tell Ss to practice what they are going to say in their own language. They should make notes and do the task again in English.



SA M



D



WHOLE CLASS On the board, write the categories most useful job, most amusing job, and coolest job. If appropriate, include other categories such as the best paying job, the most difficult job, the most dangerous job, the job that affects the most people.



FO



•



Volunteers read the example conversation aloud.



Aim: Ss choose jobs for different categories.



• Point to each category and have a class discussion on which job fits that category the best. Ask volunteers to explain their reasons.



Do the task Aim: Ss discuss their skills and



WHOLE CLASS



AGREE



•



T



•



Time on each stage



• Tell Ss that they should take notes during each presentation to help them discuss it with the class in the next activity.



• Direct Ss to the Useful phrases section at the bottom of the page. Remind them that they can use these at the relevant stages of the lesson. DISCUSS



C D



• If necessary, to minimize anxiety while giving a presentation, you can have Ss sit in a circle and give their presentation while seated.



• On the board, write Do what you love and you’ll never work a day in your life. Ask a volunteer to explain what it means. (If you love what you do in your job, your job will not feel like “work.”) Ask Ss if there is a similar saying in their own language. Ask Do you think it’s important for someone to use all their skills in their job? Do you think that there is one perfect job for everyone? Ask Ss if they know anyone who has the perfect job and, if so, to explain why it is the perfect job for that person.



interests.



decide how to use your skills



E



■



B



SA L



9.5



A



A



E



•



WHOLE CLASS Ss present their partner’s job to the class. If they did additional research about the job in the previous activity, encourage them to present that information to the class as well.



2 How could you adapt the idea of this activity? For example, could you give students sentences from a reading text to memorize and put in order? 3 How interactive was the pair work after the ordering activity? 4 How accurate were students’ contributions when you elicited the dialogue in Teacher Development Activity 2? 5 How natural was their pronunciation when you drilled them? 6 How interactive was the group work in exercise C after you had built the dialogue?



T-94



E



REVIEW 3 (UNITS 7–9) • Set a time limit of two minutes. Ss close their books and work in small groups to remember as much as they can about the grammar, vocabulary, and functional language they have learned in Units 7–9. Groups write words, phrases, and example sentences in each category.



• Ss take turns telling their partner about their taste in movies. • Ss share their partner’s response with the class.



• Check answers as a class.



1



3



SPEAKING



PAIR WORK   A volunteer reads the sample response aloud.



VOCABULARY



A Do the task  Ss work individually to fill in the chart and write a category for each group of words.



R



• Give Ss time to write their responses individually. • Ss talk about one of the topics in pairs.



• Ss check answers in pairs.



• Ss share their partner’s response with the class.



Answers Music: classical, EDM, hip-hop, jazz TV shows: game show, drama, reality show, soap opera Experiences: achievement, challenge, opportunity, success, College subjects: chemistry, education, physics, political science Employment: profession, career, retirement, wage



FO



• Check answers as a class.



T



• Encourage Ss to give a definition or an example of each word.



NO



B Ss work individually to add two more words or phrases to each category.



• Write the five categories from exercise 1A on the board. • Invite Ss to come to the board and write their two answers.



GRAMMAR



E



• Check the language summaries for Units 7–9 on pages T-167–169.



2



A Ss work individually to choose the correct words to complete the conversation.



PL



• Ss compare answers with a partner. • Check answers as a class.



Answers



SA M



1  Can ​2  used to like ​3  as good as ​4  seen ​ 5  haven’t been ​6  I‘ve been working ​7  I’ve been visiting ​ 8  I’ve visited ​9  need to ​10  as important as ​ 11  didn’t use ​12  didn’t have to



• Ss practice the conversation in pairs. • If time allows, challenge Ss to explain why each answer is correct.



T-95



SA L



B PAIR WORK   Give Ss time to think of their own answers. Encourage them to write their answers and pay close attention to correct grammar.



• Introduce the review  Before beginning the review, write Grammar, Vocabulary, and Functional Language on the board.



E



REVIEW 3 (UNITS 7–9) VOCABULARY



A



Complete the chart with the words and phrases below. Then write a category name for each group. career hip-hop reality show



challenge jazz retirement



classical



EDM physics success



achievement



education political science wage



chemistry



profession



FO



R



game show



drama opportunity soap opera



SA L



1



Add at least two more words or phrases to each group.



2



GRAMMAR



A



Circle the correct words to complete the conversation. A 1Can / Must I change the channel? I really don’t like scary movies. B Me either. I 2usually liked / used to like horror movies a lot when I was a teenager, but not anymore. New horror movies are not 3as good as / as better as old ones. A I agree. By the way, have you 4seen / been seeing any good movies recently? B Well, I 5don’t go / haven’t been to the movies in such a long time.6I work / I’ve been working so hard lately. 7 I visited / I’ve been visiting clients almost every day. I think 8I’ve visited / I’ve been visiting about 20 clients this month. A You 9need to / must have some fun. Your social life is 10as important as / more important as your job. Anyway, you 12didn’t use / didn’t used to be so serious about work in the past. B I know, but in the past, I wasn’t a father, so I 13didn’t have to / hadn’t to worry about the future … And hey, I do have a social life – watching TV with you!



B



PAIR WORK Has your taste in movies changed since you were younger? What kinds of movies did you use to watch? What do you watch today?



PL



E



NO



T



B



SPEAKING



PAIR WORK Talk to your partner about one of these topics. Answer your partner’s questions and give as many details as possible. ■ Choose a real or invented thing you have been doing a lot lately that makes you happy. Talk to your partner about it. Give and get details. ■ Choose a real or invented thing you have been doing that you’re not happy about. Why have you been doing it?



SA M



3



I’ve been learning to surf. I’ve been taking lessons since the beginning of summer. I’ve already made some progress, but I have to practice a lot more …



95



FUNCTIONAL LANGUAGE



A



Complete the conversation with the phrases below.



A B A



5 A



Dmitri? Wow. Is that you? Raheem! 1 Yeah. It’s been 2 What have you 3



R



since we graduated.  .  ? 4  . Working, playing tennis … What about you? What 5 doing? 6 really busy. I went back to school, so I’ve been working and studying. Nice! Hey, do you still play tennis? I’m on my way to the gym now. Come with me, and we can play together. 7 I can handle that. I haven’t played for about three years. 8  . We can take it easy. That won’t 9  , I broke my arm three years ago, and I stopped playing. But 10  . 11  . Look, some friends are coming over for dinner on Saturday. Would you like to join us? 12  , but I can’t. Actually, I’m going to be 13 busy this weekend. I have to study for my exams.  . Let me know 15 your mind. That’s 14



SPEAKING



Choose one of the situations below. Act it out in pairs. You have a job interview tomorrow, but you don’t feel very confident about it. Talk to your partner and describe how you feel. Go to page 90 for useful language.



PAIR WORK ■



E



I don’t think I’m prepared for my job interview tomorrow.



Why not? You have so much experience.



PL



That won’t be a problem. The thing is, I don’t know much about the company …



■



You and your partner were classmates a year ago. You haven’t seen each other since that time. Talk about what the two of you have been doing. Go to page 80 for useful language.



SA M



It’s been a long time. What have you been doing?



■



96



The same as usual. I’ve been …



You’re painting your apartment this weekend. Invite your partner to have lunch and then help you with the job. Go to page 70 for useful language. I’m painting my apartment this weekend. Would you like to come for lunch and help me?



B



I’d love to I’ve been too bad



FO



B A B



have you been I understand the thing is



T



B A



been up to I’m not sure thanks for asking



NO



A B A B A



be a problem I haven’t seen you not much



SA L



a long time if you change kind of



E



4



I’m sorry. Unfortunately, …



Change roles and repeat the role play.



4



FUNCTIONAL LANGUAGE



E



A Ss do the task individually.



1  I haven’t seen you ​2  a long time ​3  been up to ​ 4  Not much ​5  have you been ​6  I’ve been  ​7  I’m not sure ​8  be a problem ​9  The thing is ​ 10  thanks for asking ​11  I understand ​12  I’d love to ​ 13  kind of ​14  too bad ​15  if you change



5



SPEAKING



A PAIR WORK   Ss choose one of the three situations and prepare a conversation. They should make notes, but not write the full conversation. For extra support, refer Ss to the Functional language lessons from Units 7–9. B Pairs change roles and repeat their conversations.



SA M



PL



E



NO



T



• Choose a pair to perform their conversation for the class. If possible, choose a pair for each of the three situations.



FO



• Pairs have their conversations.



R



Answers



SA L



• To check answers, pairs read the conversations aloud.



T-96



WHY WE BUY



E



TEACHER DEVELOPMENT INTRODUCTION



Strategy 1: Classroom management – Checking understanding of texts



SA L



In this unit, we focus on checking understanding of texts. In the Student’s Book, a text is something the students either read or listen to. Involving more students in the checking stage will ensure that less confident students are not left behind and that more students are engaged. We’ll look at how teachers can check answers in a learner-centered way and encourage students to listen to one another. Helping students access a topic they are unfamiliar with will prepare them better for the comprehension and/or language tasks that go with the text.



10



Involving more students in the checking stage (Activity 1): Encourage greater student participation during feedback on a text. Try this in Lesson 10.2.



R



Helping students access a topic (Activity 2): Set up a fill-in-the-blank task by focusing on the content first. Try this in Lesson 10.2.



INTRODUCE THE THEME OF THE UNIT



C Read the instructions aloud. Allow Ss time to think about their answers. • Ss share their answers with a partner. • OPTIONAL ACTIVITY  Ss use their phones to access the video and then discuss if they had similar reasons as Andrea.



NO



T



Have a class discussion about buying habits. Ask How often do you shop for food/clothes? Do you bring a list of things to buy? Do you only shop when you need something? Do you stick to a budget? On the board, write impulse buy. Explain that an impulse buy is something you don’t really need and that you purchase without thinking about it. Ask Do you do a lot of impulse buying? Ask Ss how often, for example, they buy any candy, magazines, and small items that are next to the checkout at a supermarket or other large store.



FO



To find out more about checking answers, read Withholding Validation of Student Answers from Classroom Management Techniques, pp. 196–198. Please go to www.cambridge.org/evolve to download this material.



START SPEAKING



E



UNIT OBJECTIVES Read the unit objectives aloud. Tell Ss to listen and read along. Ask Ss to say any vocabulary they think they will use in the unit. Write their answers on the board. Ask them to write the words in their notebooks. Tell them that at the end of the unit they can check if they used the words.



A Ss look at the picture.



PL



• In pairs, Ss discuss the questions.



• Ss share their partner’s answers with the class. B Read the questions aloud.



• In pairs, Ss discuss the questions.



SA M



• Ss share their answers with the class.



T-97



REAL STUDENT



I bought new shoes last week because I started running every day for exercise, and my old sneakers were in really bad condition. So I had to get new running shoes and I really love them. They were expensive, but they are super comfortable and they look good, too.



HOMEWORK IDEAS If appropriate for your class, suggest that Ss keep a detailed list of things they buy during one week. They can put the items into the categories Need and Want. Since some items may be personal, explain that this list does not have to be comprehensive, but it should include some common purchases. Ask volunteers to share their lists in the next class and to talk about why they bought some of the items in both categories.



WHY WE BUY



UNIT OBJECTIVES



■ ■ ■



SA L



■



E



say what things are made of talk about where things come from question or approve of someone’s choices write feedback about company products design a commercial



■



PL



E



NO



T



FO



R



10



START SPEAKING



Imagine you’re in this store. Would you buy any candy? What kinds? You can go online to learn the words for different kinds of candy in English.



SA M



A



FIND IT



B



How did you decide which candy to buy, and how much? Do you think the child is choosing his candy for the same reasons? Do you think adults and children make decisions about what to buy for the same reasons? Why or why not?



C



Think of something you bought recently. Explain why you decided to buy it. For ideas, watch Andrea’s video.



What did Andrea buy? Were any of her reasons similar to yours?



97



10.1



LESSON OBJECTIVE



GREEN CLOTHES



VOCABULARY: Describing materials



A



Listen and say the words for materials. Then look at the picture. Which of these materials do you see? What other things do we wear that use these materials? PAIR WORK



leather wood



metal wool



plastic



Listen and say the adjectives. Which are opposites? Which describe something the man is wearing? fragile soft



hard strong



heavy warm



FO



 2.29 



artificial natural C



glass stone



R



cotton polyester B



SA L



1



 2.28 



light waterproof



INSIDER ENGLISH



Now go to page 150. Do the vocabulary exercises for 10.1.



LANGUAGE IN CONTEXT



A



Read the text from a clothing company’s website. What questions does it ask? Which ones can you answer?



B



Read again. Which material is more environmentally friendly: cotton or polyester? Why?



We use -friendly with a noun to say that something is not harmful or that it’s appropriate for a specific group of people. Common expressions with -friendly are eco-friendly, budgetfriendly, family-friendly, customerfriendly, and earth-friendly.



Women



NO



T



2



Eco



Men



Kids



say what things are made of



E



■



Sale



Shopping cart Search



About us



Are your clothes “green”?



E



For many of the things we buy, like paper products and cars, we know what’s green and what’s not. That knowledge helps us make eco-friendly choices. Our goal at Eco Stitch is to help you do the same with your clothing.



PL



Unless you’re wearing that wool sweater your grandmother knitted, you might not know what your clothes are made of. The names of the materials are written on the labels, but have you ever looked at them? Most people are interested in how fashionable the clothes are, not whether they’re cotton or polyester.



SA M



Even if you know what materials you’re wearing, do you know how eco-friendly they are? Cotton is taken from plants, and because it’s natural, many people think it is more environmentally friendly than polyester, which is artificial. However, a lot of chemicals are used by most cotton farmers, and large amounts of water are needed, too. Meanwhile, polyester is often made from recycled plastic bottles. It’s also warmer and GLOSSARY lighter than cotton, so less material is needed! green (adj) environmentally-friendly LEARN MORE. We’re here to help you make the best choices for you.



C



98



PAIR WORK Do you know what materials your clothes are made of? Is it important to you? For ideas, watch Angie’s video.



eco-friendly (n) good for the environment



Do you and Angie wear similar things?



VOCABULARY: Describing materials



A Do the task  Read the instructions aloud.



• Read the information in the Insider English box aloud.



• Introduce the task  Ask Ss if they can name any materials that clothes, furniture, or other household items are made of. Point to items in the room and ask what they are made of.



• Ss read the text silently to themselves. Answer any questions about unfamiliar vocabulary. • Check answers as a class.



• Tell Ss that they will learn words to talk about what things are made of.



Answers



Are your clothes green? (title) The names of the materials are written on the labels, but have you ever looked at them? Even if you know what materials you’re wearing, do you know how eco-friendly they are?



 2.28   PAIR WORK   Do the task  Read the



instructions aloud.



R



A



• Ss do the task in pairs. • Pairs share their responses with the class.



EXTRA ACTIVITY



FO



Answers



In the picture, we see: cotton (T-shirt), leather (jacket), metal (eyeglasses, zippers), and plastic (eyeglasses).



B



 2.29   Read the instructions aloud.



Answers



NO



• Ss share their answers with the class.



T



• Check understanding of the words in the box. Ask Are these words adverbs, adjectives, nouns, or verbs? (adjectives) Then ask volunteers to name something that can be described with each word. • Ss do the task individually.



Opposites: artificial/natural, fragile/strong, hard/soft, heavy/light All of these words describe things the man is wearing.



EXTRA ACTIVITY/HOMEWORK



PL



E



Ask Ss to choose three words and write a sentence for each. On the board, write the words from exercise 1B. Divide the class into teams. A S from Team A says one of their sentences, and Team B must say which word on the board is its synonym or antonym. More than one answer will be possible. Teams take turns saying a sentence and matching the words on the board.



SA M



C Direct Ss to page 150 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141.



2



say what things are made of



SA L



1



GREEN CLOTHES



E



10.1



LESSON OBJECTIVE ■



LANGUAGE IN CONTEXT • Introduce the task  On the board, write green clothes. Ask Ss to say what they think this means. (clothes that are made from materials that are safe for the environment and/or are made in factories that use methods that are safe for the environment) Then ask Do you shop for green clothes?



Ss reread the information in the Insider English box. As a class, brainstorm other possible expressions (user-friendly, pet-friendly, child-friendly, senior-friendly). In pairs, Ss think of examples of things for each of the expressions in the box. While they are thinking of examples, write the expressions on the board in columns. Pairs share their examples with the class. Write them on the board under the matching expression.



B Read the questions aloud. • Ss do the task individually. • Check answers as a class.



Answers Polyester is more environmentally friendly because cotton farmers use a lot of chemicals and large amounts of water. Polyester uses recycled plastic bottles. It’s also warmer and lighter than cotton, so it uses less material.



C PAIR WORK   Read the questions aloud. Allow Ss time to think about their answers. • Ss discuss the questions with a partner. • OPTIONAL ACTIVITY  Ss use their phones to access the video and then discuss if they wear similar things as Angie. REAL STUDENT



To tell you the truth, I don’t really know the material of my clothes, but if you ask me, I really feel comfortable with my plastic shoes. They really make me feel so comfortable.



T-98



• Introduce the task On the board, write I drink coffee every day. Coffee is often drunk at breakfast. Coffee is drunk by 157 million Americans. Ask Do we know who is drinking coffee in all the sentences? (no) What is the subject in each sentence? (I, Coffee, Coffee) On the board, write active and passive. Explain that a person can do an action, like walk, run, talk. A thing, like coffee, can’t do an action but something can be done to it. When we talk about something that has an action done to it, we use the passive. Underline the verbs in each sentence. Ask Is the action in each sentence happening in the past, present, or future? (the present) Explain that Ss will learn how to talk about something that is generally true in the present using the passive.



4



SPEAKING



A



PAIR WORK Read the instructions and the words in the box aloud.



FIND IT



E



GRAMMAR: Simple present passive



• Ss make notes of their answers individually.



• OPTIONAL ACTIVITY Allow Ss to use their phones to do research on the material of their choice. B



PAIR WORK Read the instructions aloud. Volunteers read the example dialogue aloud.



• Pairs discuss the materials in exercise 4A. • Pairs share their answers with the class. C



CLASS ACTIVITY As a class, Ss compare their ideas and discuss what they’ve learned about the materials.



FO



• Check answers as a class.



Answers 1 sometimes



R



A Do the task Give Ss time to read the information in the grammar box and the Notice box silently to themselves. • Ss do the task individually.



2 a past participle



EXTRA ACTIVITY



NO



T



Ss reread the information in the Notice box. In pairs, they write four or five sentences using by to show who does an action. Make sure they understand that they should use the simple present passive in their sentences. B Direct Ss to page 138 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129. C



PAIR WORK



Read the instructions aloud.



E



• Ss complete the sentences individually. Tell Ss they can check the irregular verb chart at the back of their books, as needed. Circulate and monitor.



PL



• Check answers as a class.



Answers



1 are needed 2 are sold 3 are bought 5 are made 6 are written



4 are worn



SA M



• In pairs, Ss discuss if the sentences are true for their country.



EXTRA ACTIVITY



Make a game out of reviewing the past participle of verbs. Make a list of 20–30 common verbs in their base form. Set a time limit for Ss to write the past tense and the past participle forms of each verb. Whoever gets all the forms correct wins. Alternatively, play in pairs or teams.



T-99



SA L



3



GRAMMAR: Simple present passive



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 In the passive, we always / sometimes say who or what does the action. 2 For the simple present form of the passive, use is or are + a simple present verb / a past participle.



SA L



E



3



Simple present passive



We can use by to show who does the action. A lot of chemicals are used by cotton farmers.



Cotton is taken from plants. Large amounts of water are needed. B



Now go to page 138. Look at the grammar chart and do the grammar exercise for 10.1.



PAIR WORK Complete the sentences with the simple present passive of the verbs in parentheses ( ). Then discuss whether each sentence is true for your country. 1 Warm clothes for more than half of the year. (need) in supermarkets. (sell) 2 A lot of clothes more often than other kinds of pants. (buy) 3 Jeans by a lot people. (wear) 4 Hats of waterproof material. (make) 5 Most coats in English. (write) 6 Most of the labels on clothes



4



SPEAKING



Think of ways the materials below are used. Make notes. You can go online to learn more.



cotton B



glass



plastic



T



FIND IT



PAIR WORK



wood



NO



A



FO



R



C



PAIR WORK Are the materials in exercise 4A good or bad for the environment? To explain why, say how each material is used.



E



Plastic is really bad. So many things are made of plastic – like bottles. And they’re just thrown away.



PL



That’s true, but some bottles are recycled. And plastic bottles are lighter than glass bottles, so it takes less energy to transport them on trucks.



Compare your ideas with others in the class. What did you learn about the materials? CLASS ACTIVITY



SA M



C



99



10.2



GLOBAL OR LOCAL?



A



PAIR WORK Look at the picture. What products and food items do you see? Guess where they came from.



B



 2.30  Read and listen. Lucy, an economics student, is interviewing Monty. Where does Monty think his laptop, coffee, and sandwich come from? Are his ideas the same as yours? 2.30 Audio script



Lucy Monty



Read and listen again. Why did Monty buy his laptop? What does he know for sure about his sandwich?



2



VOCABULARY: Production and distribution



E



PL



GLOSSARY brand (n) a product that is made by a particular company



Listen and repeat the verbs. Find and underline eight of these verbs in the interview in exercise 1B. Then answer the questions.  2.31 



SA M C



Yeah. And how about your sandwich? Well, I know it’s fresh because it was made right in front of me. I’m not sure about the things in it, though. The tuna was probably caught and frozen weeks ago, but maybe the tomatoes were grown here. I hope so. It’s good when fruit and vegetables are produced locally. OK, thanks very much. I think I’ll get one of those sandwiches now. Talking about food always makes me hungry!



 2.30 



deliver pick



design produce



Which words are about: 1 moving products from one place to another? 2 creating and making things?



B



E



FO Lucy



C



catch manufacture



100



Lucy Monty



T



Monty



Thanks for helping me with my project, Monty. So, my first question is, do you know where your laptop comes from? Well, it’s an American brand, but it probably wasn’t made in the US. I guess it was designed there and then manufactured in China. But I didn’t think about that when I bought it. I just wanted a good laptop for a good price. I understand. And how about your coffee? I guess the coffee beans were imported. They weren’t grown here in Canada, that’s for sure! They were probably shipped from Brazil. I think that’s where some of the best coffee comes from, and this is really good.



NO



Lucy



SA L



LANGUAGE IN CONTEXT



talk about where things come from



R



1



A



LESSON OBJECTIVE ■



export ship



freeze store



import



3 getting fish? getting fruit? 4 keeping things for a long time?



Now go to page 150. Do the vocabulary exercises for 10.2.



Talk about … 1 three kinds of food people grow or pick in your country. 2 three things that companies in your country design or manufacture. 3 three things your country exports and three things it imports. PAIR WORK



grow transport



LANGUAGE IN CONTEXT



C



E



• Pairs compare answers.



• Give Ss time to think of their own answers.



Answers



• Ss compare answers with a partner.



He bought his laptop because he wanted a good one for a good price. What he knows for sure about his sandwich is that it is fresh (because it was made right in front of him).



• As a class, Ss share their reasons for why they think some items came from certain countries.  2.30   Read the instructions aloud.



• Play the audio. Remind Ss that they are listening for Monty’s ideas.



2



Answers Monty thinks his computer was manufactured in China but designed in the US. He thinks his coffee beans came from Brazil. And he thinks the tomatoes on his sandwich were locally grown.



Introduce the vocabulary   • On the board, write product / produce / production and distribute / distribution. Explain that to distribute means to give something to a number of people. Elicit and discuss the meaning of product, produce, and production. • Volunteers read the vocabulary in the box.



A



T



TEACHER DEVELOPMENT ACTIVITY 1



Involving more students in the checking stage



NO



Teachers usually check comprehension of a text by nominating individual Ss to give each answer. Often, for correct answers, the teacher says Yes or Good, and moves on to the next question. However, this doesn’t tell teachers whether other Ss have the same answer, or give them a chance to contribute. Here’s another approach to doing feedback:



E



• Set up exercise 1B, but ask Ss to close their books and listen only. • Ss compare answers.



PL



• Do feedback like this:



• Nominate S1 to answer the first question.



VOCABULARY: Production and distribution



FO



• Check answers as a class.



Alternative instructions for exercise 1A



 2.30   Read the instructions aloud.



• Play the audio.



A PAIR WORK   Read the instructions aloud.



B



talk about where things come from



SA L



1



GLOBAL OR LOCAL?



R



10.2



LESSON OBJECTIVE ■



 2.31   Do the task  Ss underline the words individually and decide which of the four categories each belongs in.



• OPTIONAL ACTIVITY  Allow Ss to use dictionaries or their phones to help with words they don’t know. • Ss discuss their answers with a partner. • Check answers as a class.



Answers Eight underlined words: designed, manufactured, imported, grown (x2), shipped, caught, frozen, produced 1  deliver; export; import; ship; transport ​ 2  design; grow; manufacture; produce ​ 3  caught; pick ​ 4  freeze; store



• If the answer is correct (or incorrect), nod or say “Interesting,” but don’t comment further.



B Direct Ss to page 150 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141.



• Nominate S2 e.g., “What do you think?”



C PAIR WORK   Read the topics aloud.



• Give S2 time to respond.



SA M



• Nod. Nominate a S3 e.g., “Do you agree with what they said?” • Give S3 time to respond. • Briefly summarize their comments, and confirm the correct answer(s).



• Pairs discuss the topics. • OPTIONAL ACTIVITY  Allow Ss to use their phones or a computer to search for information about each of the topics. • Ss share their partner’s responses with the class.



• Repeat procedure with coffee and sandwich.



T-100



GRAMMAR: Simple past passive



TEACHER DEVELOPMENT ACTIVITY 2



• Introduce the grammar Write on the board Coffee is drunk by 157 million Americans. Coffee was drunk by 157 million Americans. Ask What is the subject in each sentence? (Coffee, Coffee) What is the only difference in the sentences? (the tense – present and past) Write on the board active and passive. Remind Ss that they learned the simple present passive in Lesson 1. Ask a volunteer for a definition of passive. (When we talk about something that has an action done to it, we use the passive.)



SA L



Helping students access a topic



When students do fill-in-the-blank tasks, they rarely think about the overall context, often just completing them mechanically. However, the context is extremely important as it shows students when or why they might want to use a grammatical form in the future. Here is a way to get students interested in the topic and task in exercise 3C, and encourage them to think about the context.



• Explain that Ss will learn how to talk about something that was generally true in the past using the passive.



• Ask Ss to close their books.



A Do the task Give Ss time to read the information in the grammar box silently to themselves. • Check answers as a class.



• Tell Ss that the words are from two paragraphs.



R



• Ss do the task individually.



• On the board, write key words from exercise 3C, e.g.: 1 roses Ecuador truck airport Miami 2 coat this city local companies ship gas



1 a past participle



2 do not use



B Read the instructions aloud. Make sure Ss understand that they must complete the sentences with the simple past passive. • Ss do the task individually. Circulate and monitor. • Read the information in the Accuracy check aloud.



FO



• In pairs, Ss decide how these words fit together to make a paragraph.



Answers



• Invite different pairs to tell the class their version of each paragraph. • Ss read the paragraphs in exercise 3C to see how similar their versions are. • Ss move on to the simple past passive task.



T



• Ss exchange paragraphs with a partner and check them for accuracy.



Answers 1 4 7 9



NO



• Check answers as a class. were grown 2 were cut 3 were stored were taken 5 were transported 6 was made wasn’t / was not imported 8 was produced wasn’t / was not shipped 10 were saved



EXTRA ACTIVITY



C Direct Ss to page 138 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129.



D Read the instructions aloud. • Ss do the task individually. Circulate and monitor.



FIND IT



• Check answers as a class.



MIXED ABILITY Ask weaker Ss to complete the sentences. Then work with them as a group to correct any mistakes in grammar or spelling. Give the other Ss in the group a chance to say whether their groupmates’ sentences are correct or not before you make any corrections yourself.



SA M



PL



E



Ss reread the sentences in the grammar box and then rewrite them so that they are in the simple present passive. They can also look back at Lesson 1, exercise 3C and rewrite those sentences in the simple past passive.



T-101



E



3



4



SPEAKING



A



GROUP WORK Read the instructions aloud. Ask volunteers to read the example conversation aloud.



FIND IT



• Ss do the activity in small groups. • OPTIONAL ACTIVITY Allow Ss to use their phones or a computer to research where their items come from. • Circulate and monitor. B



CLASS ACTIVITY Read the instructions aloud.



• Ss discuss the questions in small groups.



GRAMMAR: Simple past passive



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 For the simple past form of the passive, use was or were + a past participle / a simple past verb. 2 In questions and negative sentences, use / do not use did or didn’t.



SA L



E



3



Simple past passive



B



My laptop wasn’t made in the US. The beans weren’t grown in Canada.



Complete the paragraphs with the simple past passive of the verbs in parentheses. Check your accuracy. Then discuss with a partner: How do the two people feel about imported things? Who do you agree with more?



ACCURACY CHECK



Do not use the base form of a verb after be with the passive. Use the past participle.



R



The tuna was caught weeks ago. The coffee beans were imported.



The coffee was export from Brazil. ✗ The coffee was exported from Brazil. ✓



FO



back



C



Now go to page 138. Look at the grammar chart and do the grammar exercise for 10.2. Complete the sentences with simple past passive verbs and your own ideas. You can go online to get more ideas. Then share them with a partner. 1 My phone  .  . 2 Most of the food I eat  . 3 A lot of the cars in my country



4



SPEAKING



A



Make a list together of five things you have with you. Guess what country they came from. You can go online to check where these types of things usually come from.



PL



E



D FIND IT



GROUP WORK



OK, let’s start with Carrie’s bag. The company is American, so I guess it was made in the US.



SA M



FIND IT



My coat 6 (make) in this city. It 7 (not, import). I like to support local companies. And because my coat 8 (produce) locally, it 9 (not, ship) across the world. That’s important to me because a lot of resources, like gas, 10 (save).



NO



T



I bought some roses this morning. The flower shop owner told me they 1 (grow) on a rose farm in Ecuador. After they 2 (cut), they 3 (store) in a refrigerated truck and 4 (take) to the airport. Then, after landing in Miami, they 5 (transport) by truck to her shop. Isn’t that cool?



B



Are you sure? Maybe it was designed in the US and made in India. Does it have a label?



CLASS ACTIVITY Share what you found out in exercise 4A with the class. Which things were made the furthest away? Were you surprised about where any of the things were made? Why? Which items were you not able to find out about?



101



1



WHAT TO BUY?



E



FUNCTIONAL LANGUAGE futon



air mattress



A



FO



R



sofa bed



question or approve of someone’s choices



SA L



10.3



LESSON OBJECTIVE ■



 2.32  Look at the pictures. Which one do you think is the most comfortable? Then read and listen. Which two things do Ryan and Andrea talk about? Which one will Ryan get? 2.32 Audio script



B True, but how often do people stay with you? A Well, not very often, actually. You know, I could get an air mattress. B Now that’s a good idea. It’s a lot cheaper, and you can just keep it in the closet when you aren’t using it. A OK, you convinced me. I’ll get an air mattress. B That’s what I would do.



Complete the chart with expressions in bold from the conversation.



PL



B



E



NO



T



A Hey, Andrea. Look at this picture. What do you think of this sofa bed? It’s on sale. B A sofa bed? Why would you want to buy that? A My friend Faruk is visiting me from Istanbul. And I don’t have a place for him to sleep. B I see. But do you really need a sofa bed? You already have a couch. A Yeah, but it’s too small to sleep on. And Faruk will be here for a week. I want him to be comfortable. And after that, it’ll be good for other friends who come to stay.



SA M



Questioning someone’s choices 1 to buy/get that? 2 a sofa bed? Are you sure you want to get that?



C



102



Approving of someone’s choices Now that’s 3 That’s what 4 I think you made the right choice.



Put the conversation in the correct order (1–4). Then listen and check. Yeah, but it’s not great. I could borrow my sister’s camera, I guess. That’s what I would do. Are you sure you want to get that? Your phone has a camera, right? I’m going to buy this new camera.



 2.33 



 .  .



FUNCTIONAL LANGUAGE • Introduce the task  Explain that to question someone’s choice means to ask them if they are making the right decision, and usually the question is followed by the reason why they are questioning that decision. Point out that when you question someone’s choice it is a good idea to use a gentle, calm tone of voice so as not to sound like you are judging someone. Explain that to approve of something means that you think that it is good or right.



• Ss do the task individually. • Check answers as a class.



Answers



1  Why would you want ​2  Do you really need ​3  a good idea ​4  I would do



• At this point, ask Ss if there are any equivalents to the phrases in their own language. Have a brief class discussion about questioning and agreeing in their own country/culture. Ask Do you question the choices of friends? Older family members? Is it an easy conversation to have?



• Read the instructions aloud. Play the audio. Ss read along. • Point out the expressions in bold.



FO



 2.32   Do the task  Before you play the audio, discuss with the class which of the three beds looks the most and the least comfortable. Ask Ss if they have ever slept on each of the beds and if they liked it or not.



NO



Answers



C



T



• If necessary, play the audio again for Ss to answer the questions. • Check answers as a class.



Ryan and Andrea talk about a sofa bed and an air mattress. Ryan will get the air mattress.



• Pairs practice the conversation several times.



• Ask pairs to perform the conversation for the class.



E



B Ss look at the headings in the chart. Check Ss’ understanding.



• Tell Ss that in this lesson they will learn phrases to question and to approve of someone’s choices. A



question or approve of someone’s choices



SA L



1



WHAT TO BUY?



R



10.3



LESSON OBJECTIVE ■



 2.33   Ss do the task individually.



• Play the audio for the class to check their answers. • Pairs practice the conversation.



Answers 3, 4, 2, 1



EXTRA ACTIVITY For the conversation in exercise 1A, Ss replace sofa bed with one of these items: big dining room table, new expensive camera, a new smartphone, a bigger TV. Ss work in pairs to make any appropriate changes to the conversation. Pairs practice their conversations and then role play them for the class.



MIXED ABILITY



SA M



PL



E



Tell stronger Ss to cover the conversation in their books and answer the questions by just listening to the conversation, not reading it. Play the audio twice, if necessary.



T-102



3



• Introduce the task  Explain that sometimes in conversation we “think out loud” about a decision we are making. As we talk to someone about this decision, we often change our minds in the moment. Ask Ss to share a time recently when they changed their minds about something. Ask if they find it helpful to think out loud when they are making decisions.



 2.35   Give Ss time to read the instructions.



A



• Play the audio.



• Ss listen and repeat the words.



 2.36   Read the instructions aloud.



B



• Tell Ss that in this lesson they will learn ways to say that they have changed their mind. A



PRONUNCIATION: Saying /u/, /ʊ/, and /aʊ/ vowel sounds



• Play the audio.



• Ss put the words in the correct categories. • Ss check answers in pairs.



 2.34   Audio script page T-174  Do the task  Read the



instructions aloud.



Answers



• Play the audio.



/u/ /ʊ/ /ɑʊ/ Faruk could now too good true



• Check answers as class.



R



Answers Tara wants to buy a purple scarf for her sister. Darcy thinks the blue scarf is better because it’s her sister’s favorite color.  2.34   Audio script p. T-174  Ss read the information



in the Real-world strategy box silently to themselves. Ask two volunteers to model the example conversation for the class. • Ss write their answers as they listen to the conversation. Play the audio. • Check answers as a class.



NO



Tara changes her mind about the color of the scarf she’s going to buy. She changes her mind because Darcy said she thinks that the blue scarf will look nice with her sister’s new coat.



C Give Ss time to read the conversation silently to themselves and complete the conversation individually. • Ss exchange conversations and practice their conversations.



E



MIXED ABILITY



SA M



PL



For weaker Ss, on the board, write the conversation from exercise 2C. Underline the parts that can be substituted: black bean chili, spicy, and I think you made the right choice. Work with them to write a new conversation with different foods and a new final reaction. As you work with weaker Ss, stronger Ss write their own new conversation, but challenge them to extend the conversation with two or three more lines.



T-103



• In pairs, Ss practice the words from exercises 3A and 3B.



4



SPEAKING



A Give Ss time to think of something they want to buy. Encourage them to make notes about their choices. B PAIR WORK   Read the instructions aloud. Volunteers read the example conversation aloud.



T



Answers



C Read the instructions aloud.



FO



B



E



REAL-WORLD STRATEGY



SA L



2



• Ss do the task in pairs.



C CLASS ACTIVITY   Read the instructions aloud. • Ss take turns telling the class about what their partner wanted to buy and their reaction.



REAL-WORLD STRATEGY



A



Darcy and Tara are shopping for gifts for their sister. Listen to their conversation. What does Tara want to buy? What does Darcy think about it?



B



 2.34  Read the information in the box about changing your mind. Then listen again. What does Tara change her mind about? Why?



SA L



 2.34 



E



2



R



CHANGING YOUR MIND You can say Now that I think about it or On second thought when you change your mind. OK, you convinced me. I’ll get an air mattress. That’s what I would do. But, now that I think about it, if you get the sofa bed, you could give me your couch! Complete the conversation with an expression from exercise 2B and a type of food. Then practice with a partner. A I’m going to have the black bean chili for lunch. B Are you sure you want to get that? It’s really spicy. A 1  , I’ll have 2  . B I think you made the right choice.



3



PRONUNCIATION: Saying /u/, /ʊ/, and /aʊ/ vowel sounds



A



Listen and repeat the different vowel sounds. /u/ you /ʊ/ would /aʊ/ couch  2.36 



T



 2.35 



Put the words in the correct categories. Then listen and check.



NO



B



FO



C



could now



Faruk too



good true



/u/



/ʊ/



/aʊ/



Practice the words from exercises 3A and 3B with a partner. Does your partner say the vowel sounds correctly?



4



SPEAKING



A



Think of something you want to buy. Use one of the categories below or your own idea.



PL



E



C



clothing



B



PAIR WORK



food



furniture



sporting goods



technology



Tell your partner what you want to buy. Your partner questions or approves of your choice.



SA M



Take turns.



I’m going to buy a bike helmet. Do you really need a new helmet?



Yes, I do. Mine broke in two pieces!



C



Tell the class what your partner wanted to buy and what you thought about it. Did your partner agree with your opinion? CLASS ACTIVITY



103



E



write feedback about company products



Jon is a fan of Cocobar’s chocolate.



R



Cacao beans are used to make Cocobar’s products.



LISTENING



A



PAIR WORK Look at the pictures and read the captions. What’s a fan? Talk about some companies that have a lot of fans.



B



 2.37  LISTEN FOR GIST Listen to the podcast with host Rachel. What do business owners Erica and Tianyu say about their relationship with customers?



C



 2.37  IDENTIFY SPEAKERS Listen again. Who gives this information? Write R for Rachel, T for Tianyu, or E for Erica. Sometimes more than one answer is possible. Then listen one more time and give answers for each item. 1 where the beans are from where the products are produced 2 how they want customers to feel about the products 3 why fans are important to the business 4 the kind of feedback fans give 5



D



PAIR WORK THINK CRITICALLY What are some reasons why people might be fans of the company Cocobar? Think about one of your favorite companies. Why are you a fan?



2



PRONUNCIATION: Listening for contrastive stress



PL



E



NO



T



FO



1



 2.38  Listen to extracts from the podcast. Focus on the underlined words. Are they stressed more or less than the other words? 1 I know your products are made from cacao beans that are imported from Peru, but they’re produced locally with other natural ingredients. 2 We don’t want them to just like our products – we want them to love our products.



SA M



A



104



LESSON OBJECTIVE ■



SA L



10.4



NOT JUST CUSTOMERS – FANS



B



Listen. Underline two words in each sentence that receive the most stress. 1 Some business owners care about customer reviews, but every business owner should. 2 I started making chocolate as a hobby, but it quickly became a business. 3 If our chocolate is a little more expensive, that’s because it’s also much higher quality.



C



Check (✓) the statement that is true. We often place additional stress on words with similar ideas. We often place additional stress on words with different ideas.



 2.39 



LISTENING



MIXED ABILITY



A PAIR WORK   On the board, write feedback. Define the word: information or opinions about something, such as a new product, that provide an idea of whether it is successful or liked. Ask Ss to give examples of feedback, perhaps from a website. Ask Do you think it is important for customers to give feedback to a company about their products? Do you think companies listen to feedback?



For weaker Ss, on the board, write the additional comprehension questions and read them together. Then play the audio for Ss to listen for the answers. While you are writing the questions on the board, stronger Ss write two or three of their own comprehension questions about the podcast. They exchange their questions with a partner and answer them without listening to the audio again.



R



• Elicit definitions of fan (someone who admires and supports something or someone, such as a famous person, type of music, sport, etc.)



D PAIR WORK    THINK CRTICIALLY   Read the questions aloud.



FO



• Pairs look at the pictures and discuss the questions. • Ss share their ideas with the class. B



• Ss discuss the questions in pairs.



 2.37   Audio script p. T-000   LISTEN FOR GIST   Remind



• Ss share their partner’s responses with the class.



Ss that when you listen for gist, you are listening to understand the main idea, not to hear and understand all of the details. • Play the audio. Ss do the task individually.



• If time allows, determine if there is one company that all the Ss are a fan of and why.



2



T



• Check answers as a class.



Answers



PRONUNCIATION: Listening for contrastive stress



A



NO



They say they want their customers to be fans, and they explain how that helps the company.



C



Answer



• Explain that you will play the audio once for Ss to write the initial of who gives the information. Play the audio again. Ss do the task individually.



E



PL



• Ask comprehension questions: What is the name of the program? (Business Matters) Does the company make one kind of chocolate product? (no) How do you know? What word does Rachel use? (variety) What word does Rachel use to describe the products? (delicious) What do Tianyu and Erica want to talk about? (customers) What does Tianyu say about true fans? (They are honest.)



Answers



1  R – The beans are from Peru. 2  R – The products are produced locally. 3 E and T – Erica says they want customers to love their products. Tianyu says he wants customers to be fans. 4 E and T – Tianyu says that fans buy their products, tell their friends to buy the products, and advertise for the company on social media. Erica says that fans give feedback about products. 5 E and T – Erica says fans say when they’re not happy. Tianyu says fans give honest feedback.



• Play the audio. • Check answers as a class. Check that Ss can hear the rise-fall pattern of intonation.



Ss time to read the information so they know what information to listen for.



• Check answers as class.



 2.38   Give Ss time to read the instructions.



• Ss underline the stressed words.



 2.37   Audio script p. T-000   IDENTIFY SPEAKERS   Give



SA M



write feedback about company products



SA L



1



LESSON OBJECTIVE ■



E



10.4



NOT JUST CUSTOMERS – FANS



more



B



 2.39   Read the instructions aloud.



• Play the audio. • Ss do the task individually. • Check answers as a class.



Answers 1  Some; every 2  hobby; business 3  expensive; quality



C Read the instructions aloud. • Ss do the task individually. • Check the answer with the class.



Answer We often place additional stress on words with different ideas.



T-104



WRITING



EXTRA ACTIVITY



E



• Introduce the task Ask Have you ever given feedback to a company about their product? How did you do it? Was it positive or negative feedback? Explain that Ss will write a post giving their feedback to a company about a product.



On the board, write sentence stems, such as Although I like the beach … / I used to go to that restaurant a lot, however … / Although we used to shop at that store, … / I love chocolate, however … . Ss complete the sentences in any way that makes sense to them. Ss share their completed sentences with the class.



A Do the task Read the instructions and questions aloud. • Ss read the feedback silently to themselves. • Answer any questions about unfamiliar vocabulary. • Ss discuss the questions in pairs.



WRITE IT



• Ss share their answers with the class.



Answers



C Read the instructions aloud.



Jon’s feedback is about Cocosations chocolate bars. His feedback is positive. Adriana’s feedback is about the SUPERSPORT P2 sports watch. Her feedback is a little bit of both – positive and negative.



D



PAIR WORK Ss exchange feedback and answer the questions.



HOMEWORK IDEAS



WRITING SKILLS Read the instructions aloud.



• Ss read the information in the Register check silently to themselves. • Ss do the task individually. • Check answers as a class.



Answers



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PL



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NO



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1 Although I usually buy Cocomax bars, I’ll probably buy Cocosations from now on. 2 It’s true that the old plastic screen looked a little cheap. However, it was stronger than the glass screen.



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• Ss write their feedback.



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B



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3



Assign the writing of the feedback for homework. Ss bring their feedback to the next class and discuss it with a partner.



WRITING



A



Read the feedback that fans posted on two company websites. What products do the fans give feedback about? Is the feedback positive, negative, or a little bit of both?



Adriana 4 posts



I’m a big fan of SUPERSPORT watches. I used to have a SUPERSPORT P1, but I lost it, so yesterday I went out and bought the new SUPERSPORT P2. I notice the screen of the new watch is made of glass. In the old model, the screen was made of hard plastic. I’m not sure glass is a good idea. It’s true that the old plastic screen looked a little cheap. However, it was stronger than the glass screen, and that’s very important for a sports watch. Otherwise, the P2 is really good and looks cool.



R



36 posts



I ordered two boxes of Cocosations last week. The chocolate bars were delivered this morning, and my mom and I immediately tried them. They’re fantastic! The caramel in the middle is not too sweet, and it goes well with the dark chocolate on the outside. We noticed a little salt was included in the caramel, and that’s the magic touch. Salted caramel is very popular now. Although I usually buy Cocomax bars, I’ll probably buy Cocosations from now on. This is another great product from my favorite candy company – thanks, Cocobar!



FO



Jon



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E



3



GLOSSARY



feedback (n) an opinion from someone about something that you have done or made otherwise (adv) except for what you have just said; in other ways



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WRITING SKILLS You can use however and although to contrast ideas. Read the sentences and underline the contrasting ideas in each sentence. 1 Although I usually buy Cocomax bars, I’ll probably buy Cocosations from now on. 2 It’s true that the old plastic screen looked a little cheap. However, it was stronger than the glass screen.



WRITE IT



But and though are informal ways to show contrasts in writing. However and although are often used in more formal writing. Informal I used to have a SUPERSPORT P1, but I lost it. I used to have a SUPERSPORT P1, though I lost it. Formal I used to have a SUPERSPORT P1. However, I lost it. Although I used to have a SUPERSPORT P1, I lost it.



E



Think of two products you’re a fan of that are made by two different companies. Write feedback for each product. Describe the products and say what you like about them and what you don’t like or how you think the companies can improve the products. Use however and although to contrast ideas.



PL



C



NO



B



REGISTER CHECK



Exchange feedback. What products did your partner write about? Are the posts positive, negative, or a mixture of both? PAIR WORK



SA M



D



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LESSON OBJECTIVE



design a commercial



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E



10.5



TIME TO SPEAK Shopping psychology



Seven Reasons Why We Buy



Looks good



Pleasure



Makes life easier



R



Fear



A



DISCUSS Look at the picture of the seven reasons why we buy. In groups, think of some examples of things that are bought for each reason.



DISCUSS People often buy things for more than one reason. Look at the things in the box. What are



T



B



Saves money



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Needs



Self-improvement



fast food



C



NO



some reasons people buy these things? phone/internet plans



toothpaste



RESEARCH Talk about commercials you’ve seen for the things in part B. You can go online to watch some commercials. Which reasons for buying do the commercials make you think about? Are they the same as the reasons you discussed in part B?



D



PREPARE Imagine you work for an advertising company. With your group, choose a product that is



E



FIND IT



E F



PL



used by most people. Think about reasons why people might want to buy it. Then, as a group, think of an idea for a commercial for the product.



PRESENT Describe your commercial to the class. AGREE The class chooses the best commercial.



SA M



To check your progress, go to page 156.



USEFUL PHRASES DISCUSS … are bought for / because / in order to …



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RESEARCH / PREPARE You see a (person/ thing). They (do something). And then … At the end, …



Shopping psychology



F



Do the task Aim: Ss discuss why people buy products. DISCUSS



Ss think of examples.



PAIR WORK In pairs, Ss discuss specific reasons for buying the products in the box. RESEARCH



NO



C



Ss say what they liked about each commercial. Discuss if the reason for buying the product was clear in the commercial.



• Ss vote on the best commercial. *These tips can help you to create a safe speaking environment. They can also be used with other speaking activities. For more information, see page xxii.



PROGRESS CHECK



• Direct students to page 156 to check their progress. • Go to page T-153 for Progress check activity suggestions.



Aim: Ss research commercials.



TEACHER DEVELOPMENT REFLECTION



• Read the instructions aloud.



FIND IT



•



GROUP WORK Put two pairs of Ss together. Groups share their ideas about the products they discussed in part B.



E



• OPTIONAL ACTIVITY Ss use their phones to find and watch commercials for the products in part B. Suggest that they research commercials from several years ago – or even many years ago – to see if and how the commercials for those products have changed.



PL



• Groups discuss the questions. PREPARE



Aim: Groups create a commercial.



• Read the instructions aloud. •



GROUP WORK



Ss choose a product to advertise.



• Ss use their ideas from parts B and C and think of reasons people would want to buy their product.



Either answer these questions yourself in a reflection journal or discuss them together with your peers. 1 It’s often teachers that eventually confirm the answers to a listening or reading text. How could students be given more responsibility for this stage? 2 In daily life, people often look at headings and scan a text to see what an article is about. Do you ever ask your students to do the same thing in class? Why or why not? 3 Your class will read an article called “K-POP and its influence on fashion.” You suspect this isn’t a familiar topic to some of your students. Which of these ideas would you use to help them access the topic? •



• Suggest that Ss can sketch out a few scenes and make some simple notes of their ideas to help them in their presentations in the next task.



In groups, Ss brainstorm and write down everything they know about K-POP.



•



• OPTIONAL ACTIVITY Ss can perform and make a video of their commercials using their phones and present it to the class.



Ss brainstorm and write their own questions before they read the text, e.g., Who is the most successful K-POP band? When did K-POP start?



•



Ss use their phones to research K-POP. They exchange information with other groups.



SA M



D



Aim: Groups choose the best commercial.



WHOLE CLASS



Aim: Ss think of specific reasons for buying



• Read the instructions aloud. •



AGREE



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DISCUSS



products.



WHOLE CLASS Suggest that Ss take notes of what they liked about each commercial to use in the next activity.



•



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B



Aim: Groups present their commercials to



• Feedback for speaking activities* When Ss speak, focus on their performance rather than their accuracy. Give them feedback based on how well they completed the task.



• Direct Ss to the Useful phrases section at the bottom of the page. Remind them that they can use these at the relevant stages of the lesson.



GROUP WORK



PRESENT



the class. •



• Books closed. Ask Do you enjoy watching TV commercials or do you ignore them? Do you ever buy something because of what you saw in a commercial? Briefly discuss how commercials get people to buy products. Write ideas on the board.



•



C



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E



• Read the instructions aloud. Ss look at the picture and the seven reasons. Determine if any of the reasons are the same as the ones on the board. Elicit some examples of commercials that use the reasons.



D



B



Time on each stage



• Introduce the task Aim: Introduce the concept of shopping psychology.



A



design a commercial



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A



E



TIME TO SPEAK



LESSON OBJECTIVE



F



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10.5



E



• Preparation for speaking* Give Ss time to make notes about what they are going to say. They can do the task twice: once with notes and once without.



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11



Strategy 2: Teaching grammar – Personalized practice



E



TEACHER DEVELOPMENT INTRODUCTION



Personalization – using language to express real, personally meaningful messages about our own lives – is one of the most effective and enjoyable ways of practicing grammar. In this unit, we try out two activities that begin with personalized sentence writing, and then use this as a springboard for conversation.



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PUSHING YOURSELF



Sentence stems (Activity 1): Ss work with a range of sentence stems, choosing those that are most relevant to them and writing personalized sentences. You will have the opportunity to try this in Lesson 11.1.



Read, look up, and say (Activity 2): Ss are challenged to hold personalized sentences in short-term memory, listen, and respond. You can try this in Lesson 11.2.



INTRODUCE THE THEME OF THE UNIT



• OPTIONAL ACTIVITY  Allow Ss to look up definitions of any words on the board and/or look up other words they can use to discuss the questions. • In pairs, Ss discuss the questions.



• Ss share their answers with the class.



T



On the board, write challenge and push yourself. Have a class discussion on challenges. Ask Is studying English a challenge? Do you have to push yourself to study and do your homework? Do you have any tricks, methods, or special ways to push yourself to do something you don’t want to do? Do you think it’s important to have challenges in your life?



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For more ideas about grammar practice, read Penny Ur’s article, Providing effective grammar practice for learners, at http://www.cambridge.org/elt/blog/2017/10/11/ providing-effective-grammar-practice-for-learners/. Please go to www.cambridge.org/evolve to download this material.



NO



UNIT OBJECTIVES Read the unit objectives aloud. Ss listen and read along. Ask Ss to say any vocabulary they think they will use in the unit. Write their answers on the board. Ask them to write the words in their notebooks. Tell them that at the end of the unit they can check if they used the words.



START SPEAKING



E



A Read the instructions aloud. • Ss look at the picture.



• In pairs, Ss discuss the questions.



PL



• Ss share their partner’s answers with the class. B Read the instructions aloud.



SA M



• Brainstorm adjectives that Ss can use to answer the questions. Write them on the board for Ss’ reference. For example, write scared, terrified, excited, happy, enthusiastic, calm, interested, worried, anxious, confident, strong.



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C Read the question aloud. Allow Ss time to think about their answers. • Ss share their answers with a partner. • OPTIONAL ACTIVITY  Ss use their phones to access the video and then discuss if they agree with Andrea. REAL STUDENT



People push themselves to do difficult things because they want to feel successful. For example, I have a friend who decided to go to school in a country where he doesn’t speak the language very well. It’s really difficult for him because he can’t communicate very easily, but he wants to stay there because he knows he will get a good education.



PUSHING YOURSELF



UNIT OBJECTIVES



■ ■ ■



SA L



■



E



talk about how to succeed talk about imaginary situations give opinions and ask for agreement write a personal story talk about a person you admire



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PL



E



NO



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FO



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11



START SPEAKING



Where do you think this woman is? Why do you think she’s there? What challenges do you think she’s dealing with?



SA M



A B



Talk about something you did that was challenging. How did you feel before you did it? while you did it? after you did it?



C



Why do you think people push themselves to do difficult things? For ideas, watch Andrea’s video.



Do you agree with Andrea?



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talk about how to succeed



SA L



SECRETS OF SUCCESS



E



11.1



LESSON OBJECTIVE ■



1



LANGUAGE IN CONTEXT



A



Read the article by Ross Rivera. What is failure? Does Ross think it is a good or bad thing? Why?



B



Read again. What qualities does the article say are good for employees to have?



MORE?



As a technology writer, I spend lots of time making sure each article is as good as my last one. I’ve had a lot of success in my career. But could this be a bad thing?



R



DO I NEED TO



C



NO



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FO



I write about a lot of tech companies that fail, but people in the industry actually see failure as normal and an important part of later success. Evan Williams and Noah Glass, for example, once set up a podcasting company that didn’t work out. They got over it – and joined some friends to start Twitter. A lot of international companies also agree that you have to work at success. Managers often promote employees who keep up the hard work and don’t give up during bad times. That really makes someone stand out from the crowd. I’ve been thinking about how I can fail more, and I think I figured it out. I like my writing job and don’t want to give it up,, so I’m moving on … to writing music reviews! And if that doesn’t work out … well, I just hope failure is good for me. Evan Williams – Ross Rivera PAIR WORK Do you think the change Ross is going to make is a good idea? Why or why not?



INSIDER ENGLISH We say I’m moving on to mean I’m starting something new or I’m ready for something new.



VOCABULARY: Succeeding



A



Find the expressions in the text and complete them with the correct preposition. Then listen and check. 1 set 6 give 7 stand 2 work something 8 figure something 3 get something 9 give something 4 work 5 keep



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PL



 2.40 



E



2



Now go to page 151. Do the vocabulary exercises for 11.1.



B



C



Which of these statements do you agree with the most? Why? If your job is making you unhappy, give it up, and set up your own business. It’s good to stand out and not be like everyone else. If you want to be successful, never give up – keep up the hard work, no matter what. If something goes wrong, don’t get upset – get over it.



PAIR WORK



1 2 3 4



I don’t think it’s a good idea to give up your job. You can do something fun on weekends instead.



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LANGUAGE IN CONTEXT



2



• Introduce the task  Have a brief class discussion about success. Ask Have you ever received good advice about how to succeed in a job? What do you think is the most important thing a person can do to succeed? A Do the task  Read the questions and the information in the Insider English box aloud.



VOCABULARY: Succeeding



• Introduce the task  Books closed. Ask Ss to try to remember the phrasal verbs that Ross used in his article. Tell them to write the verbs in their notebooks. A



 2.40   Do the task  Read the instructions aloud.



• Ss do the task individually.



• Play the audio. Ss listen and check.



• Ss read the article silently to themselves.



• Ask Ss how many of the words they were able to remember and write down from the introduction task.



R



• Go over any other unfamiliar vocabulary. • Check understanding. Ask What is a technology writer? (a person who writes articles about technology) Who does “people in the industry” refer to? (people who work for tech companies) What did Evan Williams and Noah Glass do before Twitter? (They started a podcasting company.) What will Ross Rivera try next? (writing music reviews)



• Check answers as a class.



Answers



FO



• Ss do the task individually. • Check answers as a class.



1 up ​2 out ​3 over ​4 at ​5 up ​ 6 up ​ 7 out ​ 8 out ​9 up



MIXED ABILITY



T



Possible answer



talk about how to succeed



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1



SECRETS OF SUCCESS



E



11.1



LESSON OBJECTIVE ■



A failure is something that is not successful. It can be a good thing because it may lead to future success.



NO



• Review  Tell Ss to close their books. Call out one of the phrasal verbs in bold and ask Ss to use it in a sentence or give a definition.



EXTRA ACTIVITY



E



Tell Ss to write three to five comprehension questions about the article and exchange them with a partner to answer. B Read the instructions aloud.



PL



• Ss read the article again silently to themselves. • Check answers as a class.



Possible answer



Getting over failure, working at success, keeping up the hard work, not giving up



Pair a weaker S with a stronger one and ask them to write a definition for each phrasal verb, e.g., set up = to plan how to do something and then begin it. Pairs share their definitions with the class.



B Direct Ss to page 151 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141. C PAIR WORK   Read the instructions and the statements aloud. A volunteer reads the example response aloud. • Ss discuss the questions in pairs. Set a time limit of two to three minutes for each statement. • Ss share their partner’s answers with the class.



EXTRA ACTIVITY On the board, write the following pieces of advice for success: Believe in yourself. Have a dream. Take many risks. Only do work you care about. Build a great team. Use your time wisely. In pairs, Ss rank the advice from most important (1) to least important (6). Ss present their rankings to the class.



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C PAIR WORK   Ss discuss the questions in pairs. • Ss share their partner’s responses with the class.



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GRAMMAR: Phrasal verbs



TEACHER DEVELOPMENT ACTIVITY 1



• Introduce the task  Books closed. Review the phrasal verbs from earlier in this lesson. Ss call out the phrasal verbs. Write them on the board. Ask volunteers to use each one in a sentence. On the board, write I set up a new company. My brother helped me set it up. Ask What is the phrasal verb in both sentences? (set up) Where is the word “it” in the second sentence? (between set and up.) Does the meaning of the verb change? (no) Review object as a part of speech. Ask What is the subject of the second sentence? (brother) What does it refer to in the second sentence? (a new company) What is the action? (set up) What does the action? (brother) What receives the action? (it / the new company) Explain that sometimes phrasal verbs can be separated by an object and that will learn more about that in this section.



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Sentence stems



This activity helps Ss to personalize language and encourages meaningful conversations. • Use exercise 3D but offer more sentence stems using phrasal verbs from the lesson, e.g.:



• At the moment, I’m working at … I’d like to give up …



• I can’t figure out … I think it would be interesting to set up …



R



• Ss choose three or four stems and use them to write sentences. They should choose (or create) stems that are relevant to their own life experiences.



A Do the task  Give Ss time to read the information in the grammar box and the Notice box silently to themselves. • Check answers as a class.



Answers 1 Some ​2 sometimes ​3 sometimes



NO



C PAIR WORK   Read the instructions and the example aloud. • Ss rewrite the sentences individually.



• Ss compare their answers in pairs. Provide Ss with options of who might say each sentence: a friend, your boss, your teacher, your parent.



Answers



E



2  You can figure it out. ​3  We’re working at it. ​ 4  Don’t give it up. ​5  You’ll get over it. ​6  Keep it up.



D Model the task with one or two examples of your own. • Ss complete the sentences with their own ideas.



SA M



PL



• Ss share their answers with a partner.



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• Ss converse in small groups. Set a minimum time limit for the conversations. Find out which group can keep going the longest!



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B Direct Ss to page 139 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129.



• Nominate a S to read aloud one of their sentences and ask follow-up questions. Then give a sentence of your own and invite the class to ask you questions about it. Emphasize how each sentence can be used as a starting point for an interesting conversation.



FO



• Ss do the task individually.



E



3



4



SPEAKING



A Read the instructions aloud. • Give Ss time to think and write notes about a time that they failed at something. Emphasize that Ss don’t have to use an event that is true for them; they can talk about someone they know or make something up. On the board, write Oh, that’s not so bad. Explain that this is a good response to use when someone tells you about a failure because it lets them know that the failure only seems very bad to the speaker, not the listener. • Alternatively, assign this for homework and ask Ss to bring their notes to class to do exercise 4B. B GROUP WORK   Three volunteers read the sample conversation aloud. • Put Ss in small groups to discuss. • A S from each group reports their group’s discussion to the class.



EXTRA ACTIVITY/HOMEWORK Ss research people who failed at something at first but then had success. Suggest that they go online and search the term “famous failures.” Ss share their findings in the next class. To ensure that Ss don’t all research the same person, you can assign a specific “famous failure” to each S, e.g., J. K. Rowling, Steve Jobs, Bill Gates, Albert Einstein, Abraham Lincoln, Steven Spielberg, Walt Disney, Michael Jordan.



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 All / Some phrasal verbs have an object. 2 We can always / sometimes put the object after the two words of a phrasal verb. 3 We can always / sometimes put the object between the two words of a phrasal verb.



Phrasal verbs



Rewrite each sentence using it. Compare with your partner. Then discuss who might say these things (your boss? teacher? friend?). 1 You should set up a new company. 4 Don’t give up your job. You should set it up. 2 You can figure out the solution. 5 You’ll get over the disappointment. PAIR WORK



FO



C



Now go to page 139. Look at the grammar chart and do the grammar exercise for 11.1.



3 We’re working at the solution.



T



B



Give up can have an object or it can have no object. You have a good job. Don’t give it up. Keep trying. Don’t give up.



R



If that doesn’t work out, I hope failure is good for me. They set up a company. They set it up. I figured out the answer. I figured it out. I don’t want to give up my job. I don’t want to give it up. They got over the failure. They got over it.



E



GRAMMAR: Phrasal verbs



SA L



3



6 Keep up the good work.



Complete the sentences with your own ideas. Then share them with a partner. 1 I’ll never give up … 2 I’d like to figure out … 3 If you want to stand out, you can …



4



SPEAKING



A



Think of a time in the past when something didn’t go well for you, a friend, or a family member. It can be true or you can make it up. What effects did the failure have? Were any of the effects positive? Take notes.



B



GROUP WORK Share your ideas with the group. What happened after the failures? Did any of the failures lead to successes?



PL



E



NO



D



SA M



My teammate passed the ball to me in a really important soccer game – but I missed it, and we lost the game. That sounds really tough! How did you deal with that?



Well, at first I was embarrassed. But I practiced harder for the next game.



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11.2



NOW THAT’S INTERESTING!



LESSON OBJECTIVE



LANGUAGE IN CONTEXT



A



Look at the picture. What do you know about crocodiles? How dangerous are they? Why?



B



Read and listen to an interview with a successful businesswoman. What unusual and surprising question does Miles ask?



C



Read and listen again. How does Selma decide what she would do? Why does she use that approach?



 2.41 



R



PAIR WORK



Selma Miles



A



 2.42  Listen and repeat the words. Which words are nouns? verbs? both nouns and verbs? You can use a dictionary or your phone to help you. Then find and underline nine of the words in the conversation in exercise 1B.



advantage purpose



B



C



Selma



VOCABULARY: Opportunities and risks



SA M



FIND IT



Miles



PL



2



Selma



the river. Um … I’d research ways to protect myself. If I spent $100,000 on a “crocodile-proof” suit, I’d still make $900,000! You’re really thinking about this seriously … In business, you have to consider all of the options – compare the advantages and disadvantages – and then decide if the risk is worth it. And if your research showed the risk was high? I wouldn’t do it. I wouldn’t be able to spend a million dollars if I ended up inside a crocodile!



E



Selma



Miles



T



Selma Miles



So, let’s get right to it. Why do you think you’ve been so successful? Is it because you’ve taken risks? I think that’s a big part of it – yes. Would you risk everything for money and success? Even your life? My life? In what kind of situation? Well, … would you swim across a river full of crocodiles if I offered you a million dollars? Now that’s interesting! Let’s see … if I succeeded, the reward would be fantastic. That much money would have a big effect on my life. But I’d have to consider the risk carefully – and think about how to reduce it. So, I’d find out about the number of crocodiles in



NO



Miles



FO



2.41 Audio script



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1



 2.41 



talk about imaginary situations



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■



consider research



disadvantage result



effect reward



goal risk



option situation



Now go to page 151. Do the vocabulary exercises for 11.2.



Are you a risk-taker? What risks do you take? Which ones do you avoid? Why? For ideas, watch Angie’s video. GROUP WORK



Is Angie a risk-taker?



11.2



LESSON OBJECTIVE



LANGUAGE IN CONTEXT



2



• Introduce the task Have a class discussion on decision making. Ask Do you think you are a risk-taker, or do you prefer to always be safe? Do you think a lot before making a decision? Do you think about pros and cons? A



• Play the audio. • Ss do the task individually.



• Check answers as a class.



Answers Miles asks, “Would you swim across a river full of crocodiles if I offered you a million dollars?” PAIR WORK



• OPTIONAL ACTIVITY Allow Ss to use dictionaries or their phones to help with words they don’t know. • Check answers as a class.



Answers



Read the instructions aloud.



• Play the audio. • Ss check answers in pairs.



Nouns: advantage, disadvantage, effect, goal, option, purpose, result, situation Verbs: consider Both: reward, research, risk



T



2.41



FO



2.41 Read the instructions aloud.



• Ss check answers in pairs.



Answers



NO



• Check answers as a class. Ask Ss to read aloud the part of the conversation where they found the answer.



HOMEWORK IDEAS Ss use the internet to look up any of the new vocabulary words that they don’t know and to find examples of the words being used in Englishlanguage articles or blogs. Ss share their findings in the next class.



She thinks about it seriously. She considers all the risks and all the benefits, and then decides if the risk is worth it. This is like what she would do in business.



E



EXTRA ACTIVITY



PL



In pairs, Ss think of another imaginary situation that involves a choice, similar to the one in exercise 1B. Pairs get together with another pair and take turns discussing each question.



SA M



C



R



• Ss share their partner’s answers with the class. • Play the audio.



2.42 Do the task Read the directions aloud.



• Ask volunteers to read the vocabulary in the box. Ask Ss to say which words they already know. Ask them to say if they included any of the words in their conversation from the introduction to Lesson 11.2. Ask them to give a short definition or example of each word, if possible.



FIND IT



• Ss compare answers with a partner. B



VOCABULARY: Opportunities and risks



• Introduce the task If necessary, review the definitions of noun and verb. Ask volunteers to give definitions and examples of each term.



A Do the task Read the instructions aloud. • Give Ss time to think of their own answers.



talk about imaginary situations



E



■



SA L



1



NOW THAT’S INTERESTING!



B Direct Ss to page 151 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141. C



GROUP WORK



Read the instructions aloud.



• Give Ss time to think about their answers individually. • Ss discuss the questions in small groups. • OPTIONAL ACTIVITY Ss use their phones to access the video and then discuss if Angie is a risk-taker or not. REAL STUDENT



I’m not really good at taking risks. But as an example, I remember once when I was in high school and I decided to skip because I didn’t want to be in class. There were so bad consequences that I wouldn’t repeat it again.



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GRAMMAR: Present and future unreal conditionals • Introduce the task  Review conditional sentences. On the board, write If it rains, we won’t go to the beach. Ask When will the actions happen? (the future) Is the situation real or unreal? (real)



Read, look up, and say



Here we show Ss a simple technique to help them memorize grammar structures, be attentive to one another’s ideas, and take opportunities to practice conversation.



• Explain that this sentence is an example of something that can or will really happen in the future; now Ss will learn how to talk about unreal, or imagined, situations in the future.



• Write on the board: 1 read 2  look up 3 say



A Do the task  Give Ss time to read the information in the grammar box. • Ss do the task individually.



Answers



• Ss do the task individually. Circulate and monitor.



When Ss have completed the sentences in exercise 3C, demonstrate the “read, look up, and say” technique: read (silently) and memorize sentence 1, close the Student’s Book, look up at the Ss, and say the sentence. Point out the steps on the board. Ss ask follow-up questions using the words on the board, e.g., Where would you run? When would you train? They answer using unreal conditionals. Then nominate a confident S to use the same technique and invite other Ss to ask questions.



FO



1  the simple past  2  would + verb



C Read the instructions aloud. Make sure Ss understand that they must complete the sentences with something that has not yet happened in real life.



who when why what how where



R



• Check answers as a class.



B Direct Ss to page 139 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129.



E



TEACHER DEVELOPMENT ACTIVITY 2



SA L



3



T



• Read the information in the Accuracy check aloud.



• Ss converse in small groups, taking turns to listen and respond to one another’s sentences. Encourage them to memorize and say their sentences rather than reading them off the page, and to use a variety of question words to develop conversations.



NO



• Ss exchange sentences with a partner and check them for accuracy. • Check answers as a class. Volunteers write their sentences on the board.



Answers



1  would/wouldn’t + verb ​2  the simple past  ​3  would/wouldn’t + verb ​4  simple past ​ 5  would/wouldn’t + verb ​6  subject + simple past



E



FAST FINISHERS



PL



Ss write additional unreal conditional sentences with the following prompts: If I lived in another country, … / If I were the leader of my country, … / … I would move to a private island. / … , I would be famous. D PAIR WORK   Read the questions aloud.



SA M



• Ss discuss the questions in pairs.



• Ss share their partner’s responses with the class.



T-111



4



SPEAKING



A Read the instructions aloud. Model the task by completing the sentence with your own answer. • Ss do the task individually. B PAIR WORK   Ss compare their questions from exercise 4A and choose their two best questions. C GROUP WORK   Read the instructions aloud. Volunteers read the sample conversation aloud. • Work with another pair. Ask and answer your two favorite questions from exercise 4B. • Circulate and monitor. • Ss share their group’s most interesting ideas with the class.



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 In the if clause, use would + verb / the simple past to describe an imagined situation. 2 In the main clause, use would + verb / the simple past to describe a predicted result.



E



GRAMMAR: Present and future unreal conditionals



SA L



3



Present and future unreal conditionals



Would you swim across a river full of crocodiles if I offered you a million dollars? If I succeeded, the reward would be fantastic. If I spent $100,000 on a “crocodile-proof” suit, I’d still make $900,000! I wouldn’t be able to spend a million dollars if I ended up inside a crocodile!



Complete the sentences with your own ideas. Check your accuracy. Then share your answers with a partner. 1 If I had to run a marathon, I  .  . 2 I would save money if I if I had to give up one thing. 3 I  , I would be excited. 4 If my friends  . 5 If I were really strong, I  . 6 My parents would be happy if



ACCURACY CHECK



Do not use would in the if clause. Use the simple past.



If the risk would be high, I wouldn’t do it. ✗ If the risk were high, I wouldn’t do it. ✓



T



FO



C



Now go to page 139. Look at the grammar chart and do the grammar exercise for 11.2.



R



B



D



Ask and answer the questions. 1 Which sport would you choose if you wanted to play a new one? 2 If you started a new business, what would it be? 3 Where would you fly if you owned a plane?



4



SPEAKING



A



Think of three different activities to complete the question below. They can be silly, serious, easy, or extreme. Be creative! Take notes. Would you … if I offered you a million dollars?



B



PAIR WORK Compare your activities. Choose your two favorite “Would you …” questions.



C



Work with another pair. Ask and answer your questions from exercise 4A. Say what you would need to know before deciding.



PL



E



NO



PAIR WORK



SA M



GROUP WORK



Would you walk on a tightrope if I offered you a million dollars? I think I would. First, I’d find out …



111



11.3



LESSON OBJECTIVE



IT’S NOT WORTH IT



give opinions and ask for agreement



R



SA L



E



■



FUNCTIONAL LANGUAGE



A



Look at the photo of the man. How does he feel, and why? Then read and listen to two people talking about him. What are his problems? What do his friends think he should do?



FO



1



 2.43 



2.43 Audio script



B Yeah, I agree with you. It’s not worth it. A But I wouldn’t leave right away. I’d find a new job before I left. B Hmm, not me. I wouldn’t stay at a job if I didn’t like it. And I wouldn’t go out and get another job immediately. It would be a chance to start something new, right? I mean, Milo doesn’t like his job, so maybe he should think about a new career. A Good point. He needs to find something he likes.



Complete the chart with expressions in bold from the conversation.



PL



B



E



NO



T



A Milo just texted me again from his office. He’s really unhappy with work. B I know. But I guess it’s hard to give up a good job. A Yeah, especially when it pays so well. But he has to work long hours, he’s stressed, and he can’t stop thinking about work, even on the weekends. B That’s not good. A And he’s a hard worker. He really pushes himself. But he thinks he’s getting nowhere. If I had his job, I’d leave. Don’t you think?



Asking for agreement



SA M



Don’t you 1 …,2 … , you know? Don’t you agree?



C



112



 ?



Agreeing  ?



it pays so well. with you. Yeah, I 5  . Good I see what you mean. 3



4



Put the conversation in the correct order (1–4). Then listen and check. Good point. I should call them today, right? I applied for that job two weeks ago, but I haven’t heard from the company yet. I would. You need to show them you’re really serious about the job. I think you should call them. Then they’ll know you’re interested. Don’t you agree?



2.44



FUNCTIONAL LANGUAGE



C



• Introduce the task  Explain that Ss will learn words and phrases they can use to agree with someone or to ask someone to agree with them. A



 2.43   Do the task  Read the instructions aloud as Ss look at the picture. As a class, discuss how the man feels and why he might feel that way.



Answers



• Pairs practice the conversation.



EXTRA ACTIVITY



R



Tell Ss to look at the conversation in exercise 1C. Ask pairs to write a similar conversation using some of the expressions in the chart in exercise 1B. They can use one of these situations: X e-mailed someone to ask them on a date but hasn’t heard back; X has very friendly neighbors, but they always have loud parties; X was invited to a close friend’s wedding, but it is the week before final exams. Pairs practice their conversations and then role play them for the class.



T



Milo’s problems: He’s unhappy with work. He has to work long hours, he’s stressed, and he can’t stop thinking about work, even on the weekends. He thinks he’s getting nowhere. Milo’s friends think that maybe he needs a new career – something he likes.



• Play the audio for Ss to check their answers.



FO



• Check answers as a class.



• Ss do the task individually.



3, 1, 4, 2



• Point out the expressions in bold. Ask Ss if they are familiar with any of these phrases. • If necessary, play the audio again for Ss to answer the questions.



 2.44   Audio script p. T-174  Read the sentences aloud.



Answers



• Play the audio. Ss read along.



give opinions and ask for agreement



SA L



1



IT’S NOT WORTH IT



E



11.3



LESSON OBJECTIVE ■



• Pairs practice the conversation several times.



NO



• Ask pairs to perform the conversation for the class.



MIXED ABILITY



Tell stronger Ss to cover the conversation in their books and answer the questions by just listening to the conversation, not reading it. Play the audio twice, if necessary.



E



B Ss look at the headings in the chart. Check Ss’ understanding. • Ss do the task individually.



PL



• Check answers as a class.



Answers



SA M



1  think ​2  right ​3  Yeah, especially when  ​   agree with ​5  point 4



T-112



3



• Introduce the task  Explain that it is often important to use gentle words, or to soften your comments, when you offer an opinion. Tell Ss that the words they use are important but so is their intonation, or the way they say those words. Tell Ss that they will learn how to soften comments when giving an opinion. A



PRONUNCIATION: Saying /ʃ/ and /ʤ/ sounds  2.46   Give Ss time to read the instructions.



A



• Play the audio.



• Ss listen and repeat the words and sentences.  2.47   Read the instructions aloud.



B



 2.45   Audio script p. T-175  Do the task  Read the



• Ss do the task individually.



instructions aloud.



• Play the audio. Ss listen and check



• Play the audio.



• Check answers as a class.



• Check answers as a class.



Answers



Answer



/ʃ/ /ʤ/ especially job should eject fashion



R



They both noticed that Milo doesn’t seem very happy at work these days.



B



 2.45   Audio script p. T-175  Ss read the information in the Real-world strategy box silently to themselves.



• Play the audio again.



4



• Check answers as a class.



SPEAKING



A PAIR WORK   Read the instructions aloud.



Answers



• Ss decide which topic they will discuss and which side of the argument they will take.



B Individually, Ss think and write notes about opinions and points that support their part of the argument.



T



The opinions they soften: Callie thinks the job is not right for Milo. Noah thinks Milo should quit and look for another job.



EXTRA ACTIVITY



E



NO



On the board, write She bought an expensive watch. He quit his job. They moved to a new city. In pairs, Ss work to make short conversations that include a phrase asking for agreement and one for agreeing. Tell them they should use expressions to soften their opinions about each situation. They use the conversation they listened to in exercise 2B as a guide. Volunteers perform one of their conversations for the class.



PL



C Give Ss time to read the conversation silently and think of what phrases they will add to the conversation. • Ss practice the conversation in pairs, changing roles at least once. • Pairs perform one of their conversations for the class.



SA M



C PAIR WORK   In pairs, Ss practice saying the words in exercises 3A and 3B.



FO



• Model the sentences, emphasizing a gentle, kind intonation.



T-113



E



REAL-WORLD STRATEGY



SA L



2



• If necessary, as a class, brainstorm different points that can be used for each side of the argument.



MIXED ABILITY Work with weaker Ss and choose one of the topics. Provide Ss with one or two points they can make for either side of the argument. Ask them how they can add expressions to soften the opinions. C PAIR WORK   Read the instructions aloud. Volunteers read the sample conversation aloud. • Ss do the task in pairs. • Pairs report on their topic and opinions to the class.



REAL-WORLD STRATEGY



A



 2.45  Listen to a conversation between Noah and Callie, two of Milo’s colleagues. What did they both notice?



B



Read the information in the box about softening an opinion. Then listen again. Which opinions do Noah and Callie soften?



SA L



 2.45 



E



2



SOFTENING AN OPINION You can use I guess or I feel like to soften an opinion. I guess it’s hard to give up a good job. / I feel like it’s hard to give up a good job.



Complete another conversation with expressions from exercise 2B. More than one answer is possible. Then practice with a partner. A That exam was really strange. there were some errors in the questions. we should ask the teacher about it. Don’t you agree? B Yeah, I see what you mean.



3



PRONUNCIATION: Saying /ʃ/ and /ʤ/ sounds



A



Listen and repeat. Focus on the sounds of the letters in bold. 1 /ʃ/ pushes He really pushes himself. 2 /ʤ/ just Milo just texted me.



B



 2.47  Which words have the /ʃ/ sound, and which have the /ʤ/ sound? Put the words in the correct categories. Then listen and check.



FO



R



C



job eject



should



/ʃ/



/ʤ/



NO



especially fashion



T



 2.46 



PAIR WORK Practice saying the words in exercises 3A and 3B with a partner. Does your partner say the /ʃ/ and /ʤ/ sounds correctly?



4



SPEAKING



A



PAIR WORK Together, choose one of these topics to discuss. Choose opposite sides of the argument.



E



C



PL



1 Technology is driving people apart. vs. Technology is bringing people together. 2 Get a degree or certificate before getting a job. vs. You don’t need a degree. Get a job and learn while you work. 3 Pets are good for people. vs. Pets are a lot of trouble.



On your own, think about opinions and points that support your side of the argument in exercise 4A. Take notes.



C



Give your opinions. Try to get your partner to agree. You can use expressions to soften some of your opinions. When you’re finished, tell the class which topic you chose and whether you agreed in the end.



SA M



B



PAIR WORK



Technology is definitely driving people apart. Everyone just looks at their screens all the time. No one talks anymore.



True, but they’re still communicating. 113



LESSON OBJECTIVE



write a personal story



E



■



SA L



11.4



OUTSIDE THE COMFORT ZONE



1



READING



A



Read the article. Then read about point of view (POV) below. Which POV does the writer use? Why do you think she uses it?   First person: The writer talks about herself and her own experiences.   Second person: The writer speaks directly to the reader.   Third person: The writer talks about other people’s experiences.



B



NOTE TAKING Read the article again. What is your “comfort zone”? Is it good or bad? Why? How does the article suggest “leaving your comfort zone”? Take notes. Then compare your notes with a partner.



R



IDENTIFY POINT OF VIEW



COMFORT ZONE



FO



LEAVING YOUR



SEARCH



Maybe you’ve had the same job for several years. Or maybe you do the same things for fun over and over again. You’re in your “comfort zone.” On the one hand, you feel safe, successful, and … comfortable. On the other hand, you aren’t challenging yourself, and your life is pretty boring. Is it worth it to change?



NO



T



Research shows there are a lot of advantages to doing new activities outside of your routine. Challenges help you think in new ways and learn new things about yourself. And they help you see that one bad event isn’t the end of the world.



PL



E



Don’t worry – you don’t have to begin by running a marathon! Start small. How about going to a new restaurant? At the gym, you might try a class you’ve never taken before. If you’re into hip-hop, try listening to EDM or classical music! These are all small changes, but the benefits are huge.



SA M



So the next time you’re ordering your favorite coffee, think about choosing something different. You might hate it … or you might discover your new favorite drink!



114



GLOSSARY benefit (n) something that helps you



C



What is your comfort zone? Are you doing things that are outside that comfort zone? How does it make you feel?



D



How far is “too far” to push yourself out of your comfort zone? Is there a risk to changing things in your life?



PAIR WORK



THINK CRITICALLY



write a personal story



SA L



1



LESSON OBJECTIVE ■



E



11.4



OUTSIDE THE COMFORT ZONE



C PAIR WORK   Read the questions aloud.



READING



• Ss discuss the questions in pairs.



• Introduce the task  On the board, write comfort zone. Ask Ss if they are familiar with the term. Ask a volunteer to define it. Give an example of something that is in your comfort zone and something that is outside of it (e.g., teaching English / skydiving).



• Ss share their partner’s responses as a class.



HOMEWORK IDEAS



Ss think about their comfort zone when it comes to learning English. On the board, write What ways to study or practice are you comfortable using? What other things can you do to improve your English that are out of your comfort zone? Ss take notes of their answers and bring them to the next class to share with their classmates.



• On the board, write point of view. Remind Ss that it means the position from which a text is written.



• Ss do the task individually. • Volunteers share their answers and discuss their reasons for choosing them.



Answers



FO



A  IDENTIFY POINT OF VIEW   Do the task  Read the instructions and the information about a point of view aloud.



R



• Explain that Ss will read a personal story about someone’s comfort zone and then write their own personal story.



D  THINK CRITICALLY   Read the questions aloud. • Give Ss time to think of their answers. • Ss discuss their ideas in pairs. • Discuss the questions with the class.



NO



T



The writer uses second person. By using you and your, the writer makes a strong connection between her readers and herself. It’s more personal and has a stronger effect on the reader. It can make readers start thinking about themselves and their own situations.



EXTRA ACTIVITY



E



Check Ss’ understanding of the different points of view listed in exercise 1A. Ask volunteers to give examples of books, articles, or readings in this book that are told from the different points of view. B  NOTE TAKING    Read the instructions aloud.



PL



• Ss read the article again, take notes, and answer the questions for themselves. • Ss compare notes with a partner. • Check answers as a class.



Possible answers



SA M



Your comfort zone are the things that make you feel comfortable and that you usually do frequently or for a long time. It can be good because it makes you feel safe, successful, and comfortable. But it can also be bad because it doesn’t challenge you and can make life feel boring.



T-114



WRITING



D



• Introduce the task On the board, write memoir and autobiography. Explain that a memoir or autobiography is a type of text in which a writer tells true stories about their own personal experiences. The writer uses the first person. Often, these stories include descriptions of how the writer overcame a fear or met a challenge.



PAIR WORK



the question.



HOMEWORK IDEAS



SA L



Assign the writing of the story for homework. Ss bring their stories to the next class and discuss them with a partner.



• Ask Do you like to read memoirs or autobiographies? Ask Ss to share any that they have read and give an example of a fear the writer had to overcome.



EXTRA ACTIVITY



Post Ss’ stories in the classroom. Ss walk around and read the stories and take notes on other advice they would give the writer. Then they share their advice with the class. The writer says if the advice would have worked for them. If you have a large class, assign two or three different stories to each S.



• Explain that Ss will write a personal story about a time they pushed themselves out of their comfort zone. A Do the task Read the instructions aloud.



R



• Ss read the story silently to themselves. • Answer any questions about unfamiliar vocabulary.



Answers



WRITING SKILLS Read the instructions and the information about comparing facts and ideas aloud.



• Ss do the task individually. • Check answers as a class.



Answers



NO



B



T



Marty’s fear was riding escalators. He overcame his fear by slowly practicing to go on escalators. He first went on a short escalator and then tried longer ones, until he felt confident about them.



On the one hand, I was afraid to ride escalators. On the other hand, I was tired of being afraid.



E



WRITE IT C Read the instructions aloud.



PL



• Ss read the information in the Register check silently to themselves.



SA M



• Ss write their review.



T-115



FO



• Ss discuss the questions in pairs. • Ss share their answers with the class. Ask Ss to read aloud the part of the story where they found the answers.



Ss exchange stories and answer



E



2



WRITING



A



Look at the pictures and read Marty’s story. What was his fear? How did he overcome it?



FO



R



SA L



E



2



Conquering a fear



WRITING SKILLS Read about comparing facts and ideas. Then underline the two opposite ways of thinking in Marty’s story. We use On the one hand, … and On the other hand, … to compare two different facts or two opposite ways of thinking about a situation. On the one hand, I was afraid to ride escalators. On the other hand, I was tired of being afraid.



SA M



PL



B



E



NO



T



I have a surprising secret: I used to be really frightened of escalators. Yes, escalators: those moving stairs you see everywhere. It’s actually a very common fear. For years, if I saw an escalator, I would do anything to avoid it. If I did get on, my heart would beat really fast. My friends told me that very few people fall off escalators. “I know,” I’d say, “but I don’t want to be that one!” Then one day I thought, “Enough! I’m going to deal with this now.” I decided to start with a short escalator and then try the longer ones. At first, it wasn’t too bad. The hardest part was facing an escalator in a subway station that went deep underground. That first step was awful! I was sure I was going to fall, but I held on and didn’t give up. And the more I practiced, the easier it got. Now I ride those moving stairs with confidence! I learned something useful from this. On the one hand, it’s good to push yourself out of your comfort zone. On the other hand, you don’t want to push yourself too far, too fast. Take it slow! You might surprise yourself.



WRITE IT



C



Write a story about a time when you pushed yourself out of your comfort zone. It can be true, or you can make it up. Use on the one hand and on the other hand to compare facts or ideas. Give advice to the reader.



D



Exchange stories. Would your partner’s advice work for you? PAIR WORK



REGISTER CHECK First-person stories often contain a lot of personal details and feelings. Articles in the third person often contain more facts and neutral information. Notice the differences between a sentence in Marty’s story and a sentence that could be in an article about Marty. My friends told me that very few people fall off escalators. According to the National Institutes of Health, there are only 10,000 escalator injuries per year in the US that result in emergency room visits.



115



11.5



TIME TO SPEAK Success stories



LESSON OBJECTIVE



talk about a person you admire



A



Lin-Manuel Miranda



Misty Copeland



DISCUSS Look at the pictures. What do you know about these people? What areas have they been successful in? Tell a partner.



B



Angela Merkel



Neil DeGrasse Tyson



FO



Indra Nooyi



R



SA L



E



■



RESEARCH Look at the categories of successful people below. In groups, make a list with one



athletes



entertainers



Who would you want to: ■  teach your class? ■  help you do something you’re afraid to try? ■  show you how they do their job?



D



politicians



■  ■ 



teach you a new skill? give you advice about money?



DECIDE Look at the magazine. Who would you put on the cover?



E



Choose the person your group admires most from part C.



E



PRESENT Share your choice with the class. Explain what skills or



PL



knowledge this person can offer and how their struggle for success helped them. Answer any questions about the person.



F



scientists



DISCUSS Imagine these people are going to help you achieve success in different parts of your life.



NO



C



businesspeople



T



successful person from each category. You can go online for ideas. What were some of the challenges these people faced? What did they do to succeed?



FIND IT



AGREE As a class, choose the best person for the cover.



SUCCESS MAGAZINE



?



SA M



To check your progress, go to page 156.



USEFUL PHRASES DISCUSS I know him/her! He/She is … I would want … to … because … That would be …



116



DECIDE I’d put … on the cover because … … is a good choice because … I wouldn’t choose … because …



PRESENT We chose … because … We felt that … We admire … for his/her …



Success stories



• Introduce the task Aim: Introduce the concept of admiration.



•



• Explain that to admire someone doesn’t only mean that you like them personally, but also that you respect the kind of person they are. In fact, we can admire people that we have never met. Give an example of a person you admire and explain why you admire them.



B



RESEARCH Aim: Ss make a list and find out more information about the successful people from different categories.



C



NO



• OPTIONAL ACTIVITY Allow Ss time to use their phones to research more information about the challenges each person faced and how they succeeded. They can also take notes on any other biographical information to use later in their presentations. GROUP WORK



• Go around the class and ask each S to vote for one person and explain the reasons for their choice.



• Tally the votes. *These tips can help you to create a safe speaking environment. They can also be used with other speaking activities. For more information, see page xxii.



• Read the instructions aloud.



D



Ss discuss how each person can help them. Make sure they give reasons for their answers and take notes that they can use in their presentations later in the lesson.



E



GROUP WORK



PL



•



DECIDE Aim: Groups decide on who to put on the magazine’s cover.



Groups discuss which of the people they have discussed should go on the cover of the magazine. Suggest they also discuss how the photo might illustrate the person’s success (e.g., what they should be doing, what they should be wearing, etc.). GROUP WORK



SA M



•



• Encourage Ss to practice what they will say about the person they chose. Make sure they know that both of them will have to present part of their information. • Preparation for speaking* Give Ss time to make notes about what they are going to say. They can do the task twice: once with notes and once without.



E



PROGRESS CHECK • Direct Ss to page 156 to check their progress. • Go to page T-153 for Progress check activity suggestions.



Ss discuss their ideas in groups.



Aim: Ss discuss how the people they chose could help them. DISCUSS



AGREE Aim: The whole class decides on who should be on the cover of the magazine.



• Tell Ss that they will choose one of the people to be on the cover, but they can’t vote for the person that they presented.



T



• Read the instructions and the questions aloud.



•



WHOLE CLASS Suggest that Ss take notes during each presentation to help them make their decision in the next step.



• Write each person’s name on the board.



In pairs, Ss share what they know about



• Ss share their partner’s answers with the class.



Time on each stage



FO



PAIR WORK



the people.



FIND IT



F



Do the task Aim: Ss discuss famous people and their success. •



C



• Feedback for speaking activities* Give positive feedback when Ss produce accurate and appropriate language.



DISCUSS



• Read the instructions aloud.



D



• If necessary, to minimize anxiety while giving a presentation, you can have Ss sit in a circle and give their presentation while seated.



• Direct Ss to the Useful phrases section at the bottom of the page. Remind them that they can use these at the relevant stages of the lesson. A



talk about a person you admire



SA L



■



B



E



E



TIME TO SPEAK



LESSON OBJECTIVE



R



11.5



A



F



PRESENT Aim: Groups present their person to the class.



TEACHER DEVELOPMENT REFLECTION Either answer these questions yourself in a reflection journal or discuss them together with your peers. 1 How many stems did you offer students in Teacher Development Activity 1? How easy did students find it to personalize these? Did all students write the same number of sentences, or were there differences? If there were differences, why was this? 2 The activity also aims to encourage conversation by demonstrating, giving a minimum time limit, and introducing a competitive element. Were these methods effective? Why or why not? What else could you do to encourage students to develop conversations from sentences? 3 Teacher Development Activity 2 introduced students to the “read, look up, and say” technique. Did you find it easy to demonstrate this technique? Were all the students happy to use it? Why or why not? 4 If students asked you, what would you say are the benefits of this technique, rather than simply reading sentences aloud from the page?



T-116



TEACHER DEVELOPMENT INTRODUCTION Strategy 3: Speaking – Giving feedback



E



LIFE’S LITTLE LESSONS



SA L



A good way for a teacher to help students develop their range of language is by giving them feedback on the language they produce in speaking activities. When students do oral practice of new language, they usually like to know how well they are using this language. For more open speaking activities, the teacher or students can choose what they receive feedback on. It helps to remember that developing a student’s range doesn’t only mean focusing on grammar. It can also include a focus on vocabulary, functional language, or pronunciation.



12



Different ways of giving feedback (Activity 1): You ask how Ss would like to get feedback from you. You can try this in Lesson 12.2.



R



Feedback on different kinds of language (Activity 2): You ask Ss what language they would like feedback on. You can try this in Lesson 12.3.



INTRODUCE THE THEME OF THE UNIT



C Read the questions aloud. Allow Ss time to think about their answers. • Ss share their answers with a partner. • OPTIONAL ACTIVITY  Ss use their phones to access the video and then discuss if they agree with Andrea.



T



On the board, write life lesson. Ask Is a life lesson something you learn in school or in books? (no) Give an example of one of your own life lessons. Ask Ss to give examples of one of their life lessons.



FO



You can read more about teachers’ feedback on language in William Littlewood’s Communicative Language Teaching, pp. 90–91. Please go to www.cambridge.org/evolve to download this material.



START SPEAKING A Read the instructions aloud.



NO



UNIT OBJECTIVES Read the unit objectives aloud. Ss listen and read along. Ask Ss to say any vocabulary they think they will use in the unit. Write their answers on the board. Ask them to write the words in their notebooks. Tell them that at the end of the unit they can check if they used the words.



E



• Ss look at the picture.



• In pairs, Ss discuss the question.



PL



• Ss share their partner’s answers with the class. B Read the instructions aloud.



• Give Ss time to think of what might have happened in the five minutes before the accident in the picture. • Ss share their stories with the class.



SA M



• Ask if Ss have had a similar experience as the one in the picture, and if they learned anything from it.



T-117



REAL STUDENT



Hmm, I think the woman learning a lesson. Maybe she notice her kitchen sink was broken and asked her husband to fix it. It doesn’t looks like he knows how to fix sinks, so maybe she learned a lesson and decided to call a professional.



LIFE’S LITTLE LESSONS



UNIT OBJECTIVES



■ ■ ■



SA L



■



E



talk about accidents talk about extreme experiences describe and ask about feelings write an anecdote about a life lesson plan a fun learning experience



■



PL



E



NO



T



FO



R



12



START SPEAKING



Look at the picture. What do you think is happening?



SA M



A B



What might have happened in the five minutes before this accident? Make up a story.



C



Who do you think learned a lesson in this picture? What lessons do you think he or she learned? For ideas, watch Andrea’s video.



Does Andrea think the same thing as you?



117



1



LANGUAGE IN CONTEXT



A



Look at the picture. What do you talk about at mealtimes? Then read and listen to Lorena, Talya, and Mark’s conversation. What do their stories have in common?



talk about accidents



SA L



IT WAS AN ACCIDENT!



E



12.1



LESSON OBJECTIVE ■



 2.48 



R



2.48 Audio script



Read and listen again. Answer the questions. 1 What feelings did Lorena have about her ketchup accident? 2 What lesson did Talya learn from her father’s accident? 3 Where did Mark’s chicken leg go?  2.48 



We use You’ve never seen anything like it to mean that something was incredible or very unusual.



VOCABULARY: Describing accidents



A



Listen and repeat the verbs. Which verbs are actions and which are feelings? Then find and underline ten of these verbs in the conversation in exercise 1A.



PL



2



 2.49 



PAIR WORK



SA M



be mad at feel bad (about) pull out



B



C



118



INSIDER ENGLISH



E



B



NO



T



FO



Lorena When I was a kid, I picked up the ketchup bottle from the dinner table and started shaking it to mix it up. The lid came off, and ketchup spilled everywhere! You’ve never seen anything like it! Everyone was mad at me. I felt bad about it, but it was also funny. Anyway, it was an accident! Talya I know what you mean. One time, I was in a restaurant somewhere with my parents. My dad was cutting his steak, and suddenly his knife slipped, and his peas flew everywhere. He was so embarrassed, but my mom said, “It’s not what happens – it’s how you deal with it.” So we laughed, got up from the table, and quickly picked up all of the peas. Mark That reminds me … I was eating in a restaurant once, and I knocked something off my plate. I looked on the floor but couldn’t see anything. Then the woman at the next table reached into her open purse on the floor and pulled out a chicken leg! She said nothing. She didn’t blame me – she just gave me the chicken leg. I’m sure she never left her purse open in a restaurant again!



blame knock off shake



damage leave on slip



destroy leave open spill



fall out pick up



Now go to page 152. Do the vocabulary exercises for 12.1.



PAIR WORK Describe an accident you had or saw during a meal, and say how people reacted. For ideas, watch Celeste’s video.



What accident did Celeste see?



2



VOCABULARY: Describing accidents



• Introduce the task  Explain that harmless means not hurting anyone in a serious way. Have a brief class discussion about harmless accidents. Ask Have you seen someone have a harmless accident in public recently? Was it embarrassing for them? What do you feel when you see someone have a harmless accident in public? A



 2.48   Do the task  Read the first two sentences of the instructions aloud.



• Introduce the task  Books closed. In order to check understanding, write the verbs in the box in exercise 2A on the board. Set a time limit of two minutes. Ss write sentences using as many of the words as they can within the time limit. Call time. Ss read their sentences to the class. If necessary, correct any mistakes. A



• Give Ss time to look at the picture and think of their answers.



• Ss do the task in pairs.



FO



• Ask Ss how many of the words they were able to use in the sentences they wrote during the introduction.



• Read the last two sentences of the instructions as well as the information in the Insider English box aloud. • Play the audio as Ss read along. Answer any questions about unfamiliar vocabulary.



NO



Answer



The stories are all about funny accidents that happened during a meal.



EXTRA ACTIVITY



PL



E



Ss reread the Insider English box. They work individually to write a brief description of an event and use You’ve never seen anything like it! Tell Ss they can use a real event or use their imagination to think of a funny event. Ss share their description with the class.  2.48   Read the instructions aloud.



• Play the audio again.



• Check answers as a class.



SA M



B



Answers



Actions: blame, damage, destroy, fall out, knock off, leave on, leave open, pick up, pull out, shake, slip, spill Feelings: be mad at, blame, feel bad (about)



T



• Check understanding. Ask What is another word for “kid”? (a young child) Where did Lorena’s accident happen? (in her house at the dinner table) Who was embarrassed? (Talya’s father) Who learned a lesson in Mark’s story? (the lady at the next table) • Check answers as a class.



 2.49   PAIR WORK   Do the task  Read the instructions aloud.



• Check answers as a class.



• Ss share their answers with the class.



• Ss do the task individually.



SA L



LANGUAGE IN CONTEXT



talk about accidents



R



1



IT WAS AN ACCIDENT!



E



12.1



LESSON OBJECTIVE ■



Answers 1  Lorena felt bad but also thought it was funny. 2 Talya learned, “It’s not what happens. It’s how you deal with it.” 3  Mark’s chicken leg fell into a woman’s open purse.



MIXED ABILITY Weaker Ss can make flash cards of the vocabulary with the words on one side and the definition and an example sentence on the other side. Stronger Ss can choose a few verbs and write sentences about an accident they have had (or can imagine).



B Direct Ss to page 152 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141. C PAIR WORK   Read the instructions aloud. Allow Ss time to think about their answers. • Ss share their answers with a partner. • OPTIONAL ACTIVITY  Ss use their phones to access the video and then discuss the accident that Celeste saw. REAL STUDENT



A week ago, my family and I went to a restaurant. We really love the pizza. So, that day, the waitress spill the drink on the table. Immediately she tried to clean, but was late. The drink spill on the woman’s dress, but she say “don’t worry, it’s okay” and then she’ll smile.



T-118



GRAMMAR: Indefinite pronouns



4



• Introduce the task  Books closed. Review pronouns. Ss call out any pronouns they can think of and use them in a sentence. Ask What do we use pronouns for? (to stand in the place of a person, place, or thing) On the board, write indefinite pronoun. Explain that sometimes we use a pronoun when the specific person, place, or thing is not important or we don’t know it or can’t remember it.



SPEAKING



A Read the instructions aloud.



SA L



• Give Ss time to think and take notes about a small or amusing accident that they have had. Alternatively, assign this for homework and have Ss bring their notes to class to do exercise 4B. B GROUP WORK   Read the instructions aloud. Volunteers read the sample conversation aloud.



• Put Ss in small groups to describe their accident and ask each other questions about it. Make sure they say what lesson they learned from the accident.



A Do the task  Give Ss time to read the information in the grammar box silently to themselves. • Ss do the task individually.



• Ask a S from each group to report their group’s discussion to the class.



• Check answers as a class.



Answers



EXTRA ACTIVITY/HOMEWORK



C PAIR WORK   Read the instructions and the information in the Accuracy check box aloud. • Ss complete the sentences individually. • Ss discuss their sentences in pairs. • Ss share their partner’s responses with the class.



T



Answers



NO



1 anything ​2 Someone ​3 No one ​ 4 something ​ 5 Everyone ​6 somewhere



D Model the task with one or two examples of your own. • Ss complete the sentences with their own ideas.



SA M



PL



E



• Ss share their answers with a partner.



Ss research life lessons. Suggest that they search online using the term “life lessons.” They will find quotes from famous people. Ss choose one or two that they feel they have already learned because of an experience that they have had in their own lives. Ss take notes on their experience and how the life lesson relates to it. Ss share their life lesson and experience in the next class.



FO



B Direct Ss to page 140 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129.



R



1  all ​2  any- ​3  “none”



T-119



E



3



GRAMMAR: Indefinite pronouns



A



Circle the correct answers. Use the sentences in the grammar box to help you. 1 Indefinite pronouns with every- describe some / all members of a group. 2 Indefinite pronouns with some- / any- are usually used in questions and negative sentences. 3 Indefinite pronouns with no- mean “only one” / “none.”



SA L



E



3



Indefinite pronouns Ketchup spilled everywhere. Everyone was mad at me. I knocked something off my plate.



PAIR WORK Complete the sentences with indefinite pronouns. Check your accuracy. Then say if the sentences are true for you or if you agree. 1 I didn’t have for breakfast this morning. once borrowed my headphones and damaged them. 2 ever leaves their windows open at night here. 3 It’s too cold. 4 I spilled on my clothes earlier today. has accidents, but they shouldn’t feel bad about them. 5  . 6 I once lost my keys. They fell out of my pocket



ACCURACY CHECK Be careful with the spelling of no one. It is not one word like the other indefinite pronouns.



Noone saw me spill my drink. ✗ No one saw me spill my drink. ✓



Complete the sentences with your own ideas. Then share with a partner. by accident, but nobody 1 I damaged  , but 2 I looked everywhere for at someone’s house. Everybody 3 Once, I spilled  .



NO



D



T



FO



C



Now go to page 140. Look at the grammar chart and do the grammar exercise for 12.1.



R



B



I was in a restaurant somewhere. You’ve never seen anything like it! She said nothing.



 .  .



SPEAKING



A



Think about a time when you had a small or amusing accident. What happened? How did you feel? What did you learn from the accident? Take notes.



PL



E



4



GROUP WORK Describe your accident and say what you learned. Listen to the other stories and ask questions to find out more. Whose accident was the funniest? Who learned the most valuable lesson?



I got a new phone a few weeks ago, but I didn’t buy a case for it right away. I was walking home when I dropped my phone on the sidewalk.



SA M



B



Oh, no! Was there glass everywhere?



Yeah, there was. Luckily, someone lent me their phone for the day. I learned my lesson: get a case for your phone.



119



12.2



LEARNING UNDERWATER



LESSON OBJECTIVE



A



Look at the picture. Would you like to do this? Why or why not?



B



Read Bryce’s social media post. How long has he been taking his diving course? What has he learned?



C



Read the post again. Which two things made Bryce feel good today? Friends



5



2



9



FO



Wall



SA L



LANGUAGE IN CONTEXT



R



1



Profile



talk about extreme experiences



E



■



I’m exhausted … but day two of my diving course was terrific! Last night, I said that I was feeling miserable after a difficult start. But today, I’m thrilled. Elena (my instructor) told me that I had done really well. She said that I was concentrating on my dives, and that had made a huge difference because I’d stayed calm today.



T



I definitely didn’t feel calm this morning when Elena told us we were going to learn to deal with air problems. Then she said we would be at a depth of 45 feet (15 meters), so we couldn’t swim to the surface quickly. She said we would have to work as a team and share air. We practiced a few times just below the surface of the water. And then we went down deep. I was terrified. But in the end, everything was fine. And while we were down there, hundreds of tiny fish swam past us. It was a magnificent sight. Suddenly, I realized I was enjoying myself.



NO



So, the five things I’ve learned about diving are: concentrate, stay calm, work as a team, practice, and enjoy it. That’s good advice for whatever you’re doing, I guess.



2



VOCABULARY: Describing extremes



A



Find and underline eight of the words in the post in exercise 1B. Then match all of the words to the synonyms. One item has two words that mean the same. Listen and check.  2.50 



exhausted terrific



SA M



PL



1 2 3 4 5 6



enormous starving



E



boiling miserable



B



C



FIND IT



very beautiful or good  , very big very cold very good very happy very hot



7 8 9 10 11



huge thrilled



magnificent tiny very hungry very sad very scared very small very tired



Now go to page 152. Do the vocabulary exercises for 12.2.



PAIR WORK Think of a surprising situation you have heard about recently. You can go online to read recent news stories. Describe it with extreme adjectives.



Did you know four hikers got lost on Mount Elbrus last year? Fortunately, they were rescued!



120



freezing terrified



They must have been miserable! Were they freezing?



1



LESSON OBJECTIVE



LANGUAGE IN CONTEXT



2



• Introduce the task Books closed. On the board, write I climbed Mt. Everest. It was nice. Explain that the second sentence is grammatically correct, but there is still something strange about it. Ask volunteers for their ideas. (Climbing Mt. Everest is an extreme experience and the adjective nice isn’t an accurate way to describe it.) Ask Ss to say what adjectives can be substituted for nice, such as amazing, terrifying, thrilling, fantastic, or exhausting. Allow them to use their phones or a dictionary, if available.



A



• OPTIONAL ACTIVITY Allow Ss to use their phones or dictionaries to help with words they don’t know. • Play the audio. Ss listen and check.



• Ss check their answers with a partner.



R



• Check answers as a class.



Answers



• Ss share their partner’s answer with the class. B Read the instructions aloud. • Ss read the social media post silently to themselves.



HOMEWORK IDEAS



NO



He’s been taking the course for two days. He’s learned to deal with air problems and to concentrate, stay calm, work as a team, practice, and enjoy it.



B Direct Ss to page 152 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-141.



C Read the instructions aloud.



C



• Ss do the task individually.



E



• Check answers as a class.



Answers



His instructor thinks he did well. And hundreds of tiny fish swam past him.



PL



Ss use a thesaurus to find at least two other words that are synonyms or antonyms for each word in the box in exercise 2A. Then they think of an extreme experience and write a short description of it using the appropriate words they have found in the thesaurus. They bring their vocabulary lists and experiences and share these in the next class.



T



• Answer any questions about unfamiliar vocabulary.



FO



• Ss compare answers with a partner.



Answers



2.50 Read the instructions aloud.



1 magnificent 2 enormous; huge 3 freezing 4 terrific 5 thrilled 6 boiling 7 starving 8 miserable 9 terrified 10 tiny 11 exhausted



• Give Ss time to think of their own answers.



• Check answers as a class.



VOCABULARY: Describing extremes • Ss do the task individually.



A Do the task Read the instructions aloud.



• Ss check answers in pairs.



talk about extreme experiences



E



■



SA L



12.2



LEARNING UNDERWATER



EXTRA ACTIVITY



Read the instructions aloud.



• Volunteers read the example conversation aloud. • Give Ss time to think of a surprising situation and take notes on what to say about it. • OPTIONAL ACTIVITY If appropriate, allow Ss to use their phones to research a surprising situation that happened in the news recently. • In pairs, Ss tell each other about the experiences.



SA M



Challenge Ss to write three to five comprehension questions and exchange them with a partner to answer.



FIND IT



PAIR WORK



T-120



GRAMMAR: Reported speech



4



• Introduce the task  On the board, write Joe said, “I am a student.” Say This is direct speech. The exact words that Joe said are in quotes.



SPEAKING



A PAIR WORK   Read the instructions aloud.



• In pairs, Ss talk about one of their extreme experiences.



SA L



• Elicit that we often use a different tone of voice when we repeat the exact words someone has said – we imitate their voice. Give the example My sister told me, “You can’t do that!” Explain that in written English we use quotes to indicate the exact words someone has said. Explain that now Ss will learn about reporting what someone else has said in spoken and written English. Tell Ss that, as they look at the example sentences in this lesson, they should pay special attention to the change in tense of the verbs in the reported speech.



TEACHER DEVELOPMENT ACTIVITY 1 Different ways of giving feedback



Alternative instructions for exercise 4B



This activity helps Ss understand different ways you can give feedback. • Before Ss do exercise 4B, say you will give feedback on their use of reported speech.



• Tell Ss you can either give feedback by correcting them immediately or you can write down errors and correct them later.



R



A Do the task  Give Ss time to read the information in the grammar box. • Ss do the task individually.



• Give an example of immediate feedback. On the board, write the error He said that he has never try rock climbing before.



FO



• Check answers as a class.



Answers



• Ask a S to say this and correct it He said that he had never tried rock climbing before.



is / are ➔ was / were can ➔ could will ➔ would did ➔ had done have done ➔ had done



• Remind Ss that you also can write down the error and correct it later.



T



EXTRA ACTIVITY



E



NO



Write the direct speech and the reported speech in the grammar box in exercise 3A on separate strips of paper and put them in a bag or box. A S chooses one of the papers, says if it is direct or reported speech, and then changes it to its opposite. If the sentence is reported speech, they change it to direct speech, and vice versa. Continue until all Ss have had a turn. Pay special attention to the correct use of tenses in Ss’ sentences. B PAIR WORK   Read the instructions aloud. • Ss complete the sentences individually.



PL



• Check answers as a class.



Answers



SA M



1  She said that we couldn’t have a break. 2  She told us we were going to start early. 3  She said it would be a long day. 4  She told me that I had taken too many risks. 5  She said it was an important rule. 6  She told us that we had worked hard.



• In pairs, Ss take turns saying a sentence on the left and changing it to reported speech.



C Direct Ss to page 140 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-129.



T-121



E



3



• Ss do the exercise. Monitor, listen for errors, and either correct immediately or note them down to correct after Ss finish the exercise. • Ask Ss if they thought their way of getting feedback worked well.



B PAIR WORK   Read the instructions aloud. A volunteer reads the sample report aloud. • Ss share their partner’s experience with another partner. C PAIR WORK   Read the instructions aloud. • Ss find the person they heard about and report what they heard. Ss say if the reports about their experience were correctly reported.



HOMEWORK IDEAS Ss research articles about extreme experiences that contain some direct quotes from the person who experienced it. (Interviews will work well for this.) Ss summarize what the person said about the experience using reported speech. Ss share their article in the next class.



GRAMMAR: Reported speech



A



How do these words change in reported speech? Write them below. Use the sentences in the grammar box to help you. is / are ➔ / can ➔ did ➔ have done ➔ will ➔



SA L



E



3



Reported speech



R



PAIR WORK Change the comments to reported speech. Then cover the sentences on the right and practice with a partner. You say a sentence on the left, and your partner says, “He/She said … ” Take turns. 1 “We can’t have a break.” She said that we  .  . 2 “We’re going to start early.” She told us we  . 3 “It will be a long day.” She said it  . 4 “You took too many risks.” She told me that I  . 5 “It’s an important rule.” She said it  . 6 “You’ve worked hard.” She told us that we



C



NO



T



B



Reported speech She said (that) it was difficult. She said (that) they were doing well. She said (that) they had done well. She said (that) they had done well. She said (that) they could do it. She said (that) it would be difficult. She said (that) it was going to be easy.



FO



Direct speech “It’s difficult.” “They’re doing well.” “They did well.” “They’ve done well.” “They can do it.” “It will be difficult.” “It’s going to be easy.”



Now go to page 140. Look at the grammar chart and do the grammar exercise for 12.2.



SPEAKING



A



PAIR WORK Think of an extreme experience you had. Use one of the ideas below or your own ideas. Tell your partner about your experience and say how you felt. Change roles.



PL



E



4



a challenging activity extreme or unusual weather



a long trip



Work with a different partner. Tell him or her about your last partner’s experience. PAIR WORK



SA M



B



a fun day out an amazing place



David went rock climbing last week. He said that he had never tried it before. He said that he had been terrified, but he would do it again.



C



PAIR WORK Go to the person your partner talked about. Tell him or her what your partner said about him or her. Did your partner get all the details correct?



121



1



FUNCTIONAL LANGUAGE



A



Look at the picture. What do you think is happening? How do you think the people feel? Then read and listen. What was the problem? How was it solved?  2.51 



R



2.51 Audio script



A Yeah. What did you do? B I called the booking company and told them about the problem. They apologized and said they’d find me another hotel while I waited. Then they told me they had a room – in a five-star hotel! And I didn’t have to pay anything more. A I bet that made you feel good. B Yeah. I couldn’t stop smiling. It turned into a dream vacation!



Complete the chart with expressions in bold from the conversation.



E



B



NO



T



FO



A So, what happened to you last weekend? I got your text. You said you were at a hotel on the coast, or somewhere, and you were having problems … B Yeah, one big problem! I reserved a room online with a hotel-booking website, not directly with the hotel. And when I got to the hotel, there was no reservation! A Oh, no! You must have been furious. B Actually, I was shocked. Then I was mad at myself for not checking with the hotel before I got there. A So, what happened? B Well, first they said I should call the booking company. But then they checked the computer and told me there were no rooms available anyway. What a nightmare!



describe and ask about feelings



SA L



A HOTEL NIGHTMARE



E



12.3



LESSON OBJECTIVE ■



Describing your feelings



Asking about or guessing others’ feelings



1



4



PL



2 3



It was a horrible/fantastic experience.



C



SA M 122



I bet that made you feel bad. How did that make you feel?



Circle the correct response. Then practice with a partner. I finally passed my driver’s test. a How did that make you feel? b I bet that made you feel bad. You must have been excited about the news. a What a nightmare! b Actually, I was shocked. The airline lost my bags. a It was a horrible experience. b You must have been furious. How did you feel after the exam? a I bet that made you feel good. b Great! I couldn’t stop smiling.



PAIR WORK



1 A B 2 A B 3 A B 4 A B



5



HOTEL



1



FUNCTIONAL LANGUAGE



B Ss look at the headings in the chart. Check Ss’ understanding.



• Introduce the task  Books closed. Review the adjectives that Ss learned in Lesson 12.2 that can be used to describe extreme experiences.



• Ss do the task individually. • Check answers as a class.



• Say different types of extreme experiences and ask Ss to call out adjectives that can describe the experiences. Write the words on the board. Ask Ss if they can think of any other words that can describe a feeling and write these on the board.



• At this point, ask Ss if there are any equivalents to the phrases in their own language. Have a brief class discussion about talking about feelings in their own country/culture. Ask Do you ever tell people how you honestly feel? Is complaining, or talking about negative feelings, OK?



R



• Tell Ss that in this lesson they will learn phrases to describe how they feel about something that happened to them. They will also learn phrases to use when asking about someone else’s feelings.



Answers



1  Actually, I was shocked. ​2  What a nightmare! ​ 3  I couldn’t stop smiling. ​4  You must have been furious. ​ 5  I bet that made you feel good.



FO



A



 2.51   Do the task  Before you play the audio, discuss the picture with the class. Ask Ss if they have ever had a problem staying at a hotel. Discuss how the man in the picture feels and why.



C PAIR WORK   Ss do the task individually. • Check answers as a class.



Answers



• Read the instructions aloud.



1 a ​2 b ​3 b ​4 b



• Play the audio. Ss read along.



T



• Point out the expressions in bold. Ask Ss if they thought of any of these words during the introduction to the lesson.



NO



• If necessary, play the audio again for Ss to answer the questions. • Check answers as a class.



• Pairs practice the conversation several times.



• Ask pairs to perform the conversation for the class.



Answers



describe and ask about feelings



E



A HOTEL NIGHTMARE



SA L



12.3



LESSON OBJECTIVE ■



EXTRA ACTIVITY In pairs, Ss use the phrases in the conversations in exercise 1C to write a new conversation. If necessary, brainstorm a situation with the class that can be the basis for the conversation, such as You lost your passport in the airport, but then a good-looking person found it and returned it to you; You planned a beach party but a tropical storm came on suddenly. Everyone went to your house and had a great time anyway.



PL



E



Problem: The hotel didn’t have the man’s reservation, and there were no available rooms. Solution: He called the booking company and they found him a room in a better hotel, and he didn’t have to pay anything more.



• Pairs practice the conversation.



MIXED ABILITY



SA M



Tell stronger Ss to cover the conversation in their books and answer the questions by just listening to the conversation, not reading it. Play the audio twice, if necessary.



T-122



 2.54   Read the instructions aloud.



B



• Ss do the task individually.



• Introduce the task  Explain that in conversation it is helpful to the listener to sum up your story and give it a definite ending. This allows the listener to move on to another topic and participate in the conversation with their own story.



• Play the audio. Ss listen and check. • Check answers with the class.



Answers



/id/: decided; exhausted /t/: checked; knocked; looked; passed /d/: called; reserved



• Tell Ss that in this lesson they will learn ways to end a story in conversation. A



 2.52   Audio script p. T-175  Do the task  Read the instructions aloud.



C PAIR WORK   In pairs, Ss practice saying the conversation.



• Play the audio.



• Checks pronunciation of the -ed endings with the class.



• Check answers as a class



Answers



Answers



• Tell Ss to write their answers as they listen to the conversation. Play the audio. • Check answers as a class.



Answers



SPEAKING



FO



 2.52   Audio script p. T-175  Ss read the information in the Real-world strategy box silently to themselves.



4



R



/id/: exhausted, decided, needed, waited /d/: happened, apologized



Jimmy’s presentation started late because his coworker left her laptop at home, and it had their presentation on it. It made him feel mad at first, but then he felt bad for his coworker (because her daughter was sick).



B



E



REAL-WORLD STRATEGY



SA L



2



TEACHER DEVELOPMENT ACTIVITY 2



T



He uses the phrase in the end to finish his story. Their boss was happy.



A Give Ss time to read the expressions and think of and take notes about a situation that goes with it. Make sure they understand that they can use their imagination to make up a funny story.



NO



C PAIR WORK   Give Ss time to think of a situation to talk about and take notes on what to say. • Ss practice their conversations.



• Circulate and offer help, as needed.



D PAIR WORK   Put Ss in pairs and assign who will be A and who will be B.



E



• Give Ss time to read the instructions, look at the pictures, and to think of how they will talk about their experience to their partner. • Check understanding of the task. Model one of the conversations with a volunteer.



3



PL



• Ss do the task in pairs.



PRONUNCIATION: Saying -ed at the end of a word



SA M



• Introduce the task  Write on the board: wanted, talked, lived. Remind Ss that -ed at the end of words can be pronounced three different ways: as an /id/ sound: wanted; as a /t/ sound: talked, or as a /d/ sound: lived. Elicit a few more examples of each sound and write these on the board.



A



 2.53   Give Ss time to read the instructions.



• Play the audio.



• Ss listen for the -ed sound at the end of words.



T-123



Feedback on different kinds of language Alternative instructions for exercise 4B This activity lets Ss choose what language features you give feedback on. • Before Ss do exercise 4B, remind them that the speaking activity is a chance for them to practice all the language from the lesson: the functional language (talking about feelings), the vocabulary (adjectives), and the pronunciation (correct -ed endings). • Ask Ss which two language features you should give them feedback on. Put Ss in pairs to discuss this. • Take a vote on the four language features and establish which two most of the class want feedback on. Check whether they want immediate or delayed feedback or both. • Ss do the exercise. Circulate and give feedback. • Ask Ss why it’s sometimes useful to give feedback just on two language features. Point out to them that it is often more helpful to limit the focus rather than try to correct everything.



B PAIR WORK   Read the instructions aloud. Volunteers read the sample conversation aloud. • Ss do the task in pairs.



REAL-WORLD STRATEGY



A



Listen to Jimmy telling Mi-young about a presentation. Why did it start late? How did that make Jimmy feel?



B



 2.52  Read the information in the box about ending a story. Then listen again. What expression does Jimmy use to end his story? How did his story end?



SA L



 2.52 



E



2



ENDING A STORY You can use In the end or After all that to end a story. The expressions often show there were some problems before the situation ended. Yeah. I couldn’t stop smiling. After all that, it turned into a dream vacation!



PAIR WORK



R



D



PAIR WORK Tell your partner about a time when you had some problems, but things ended in a good way. Use one of the expressions from the box to end your story. Take turns.



Student A: Go to page 158. Student B: Go to page 160. Follow the instructions.



FO



C



3



PRONUNCIATION: Saying -ed at the end of a word



A



Listen. Focus on the sound of the -ed at the end of each word in bold. /id/ waited /t/ shocked /d/ happened  2.53 



Match the words below with the correct sound for their -ed endings. Then listen and check.



called exhausted passed



checked knocked reserved



T



 2.54 



decided looked



/id/



/t/



/d/



NO



B



HOTEL



Practice the conversation with a partner. Does your partner say the -ed endings correctly? A What a day. I’m exhausted. B Why what happened? A You know that project I’ve been working on? Well my boss decided that we needed to do the whole thing over. And the thing is he waited until we were almost done to tell us! B What a nightmare! I hope he apologized at least.



4



SPEAKING



A



Choose one of these expressions and think of an experience that goes with it. Use a personal experience or make one up. Include your feelings about what happened. Take notes. ■  What a nightmare! ■  What a great experience! ■  What an exhausting day! ■  What a fantastic trip!



SA M



PL



E



C



B



Tell your partner about your experience. Your partner asks about or guesses how you felt. Change roles and repeat. PAIR WORK



My friend and I were hiking last weekend, and we got lost. Oh, no! Weren’t you scared? 123



write an anecdote about a life lesson



E



LESSONS LEARNED?



FO



R



SA L



12.4



LESSON OBJECTIVE ■



1



LISTENING



A



You are going to hear Tasha Roberts give a talk. Look at the pictures. What do you think she’s going to talk about?



B



Listen to the talk. Were your ideas in exercise 1A correct? What other example does Tasha give? What’s the main point she illustrates with these examples?



C



Listen again. Tasha defines some words in her talk. Complete the definitions as you listen. You will need to change the form of some of the words. 1 Constantly means something happens  .  . 2 Temporarily means something happens  . 3 A creature of habit is someone who  . 4 An intention is something that you



D



Which statement below do you think Tasha would agree with? Why? Which one do you agree with? You can easily learn from your mistakes. You can learn from your mistakes, but it’s difficult. You can’t learn from your mistakes.



PREDICT



THINK CRITICALLY



2



PRONUNCIATION: Listening for ’ll Listen. Focus on the difference in the uncontracted and contracted forms. You will be able to stop telling that same bad joke! You’ll be able to stop telling that same bad joke!



 2.56 



SA M



A



PL



E



PAIR WORK



NO



 2.55  LISTEN FOR DEFINITIONS



T



 2.55  LISTEN FOR MAIN IDEAS



124



B



Listen. Focus on the words in bold. Circle the vowel sound you hear. 1 /u/ /ʊ/ You’ll know how to make little lessons turn into life lessons. 2 /i/ /ɪ/ We’ll soon go back to our old habits. 3 /eɪ/ /e/ They’ll learn from this experience.



C



Circle the correct word to complete the statement. When the ’ll comes after a vowel sound, that vowel sound is often shortened / lengthened.



 2.57 



A  PREDICT   Read the instructions aloud.



• Ss discuss the questions in pairs.



• Ss look at the pictures and discuss the question in pairs.



• Ss share their partner’s responses with the class.



• Ss share their ideas with the class.



2



 2.55   Audio script p. T-175   LISTEN FOR MAIN IDEAS   Remind Ss that when you



• Ss do the task individually. B



• Check answers as a class.



 2.56   Read the instructions aloud.



• Play the audio.



• Play the audio. Ss do the task in pairs.



 2.57   Read the instructions aloud.



FO



• Play the audio.



Answers



• Ss do the task individually.



Tasha talks about spilling coffee on her computer. She also gives the example of telling a bad joke and no one laughing. The main point is that we make mistakes and learn lessons from them, but sometimes we make the same mistake again.



• Check answers with the class.



Answers 1 /ʊ/ 2 /ɪ/ 3 /e/



T



 2.55   Audio script p. T-175   LISTEN FOR DEFINITIONS   Give Ss time to read the



sentences so they know what words to listen for.



NO



• Explain that you will play the audio once for Ss to complete the sentences, and then play it a second time for Ss to confirm their answers. • Check answers as a class.



Answers



PRONUNCIATION: Listening for ‘ll



A



listen for main ideas, you are listening to understand the general topic, not to hear and understand all of the details.



C



SA L



D PAIR WORK    THINK CRTICIALLY   Read the questions and statements aloud.



LISTENING



B



write an anecdote about a life lesson



R



1



LESSONS LEARNED?



E



12.4



LESSON OBJECTIVE ■



C Ss do the task individually. • Check answer as a class.



Answers shortened



1  all the time ​2  for a short time ​ 3  does the same things in the same way ​ 4  want and plan to do



PL



E



• Ask additional comprehension questions: What two examples does Tasha give about learning a lesson? (telling a bad joke and putting a coffee cup near your computer) What does “ruin” mean? (to destroy) For how long did Tasha stop putting her coffee next to the computer? (about a week)



MIXED ABILITY



SA M



For weaker Ss, stop the audio at the point where the definition of each word is given and give them time to write their answers. Stronger Ss can write the definitions of three or four other words in Tasha’s talk and share them with the class.



T-124



WRITING



D



PAIR WORK



Read the instructions aloud.



• Volunteers read the example conversation aloud.



• Explain that Ss will write an anecdote about an important life lesson that they have learned.



• Ss share what they learned from their partner’s anecdote with the class.



E



• Introduce the task Ask Do you learn important lessons from seeing what other people do or from things that you do yourself? Are you a quick learner, or do you need to learn the same lesson over and over again?



• Ss exchange anecdotes and answer the questions. • Ss underline the different expressions with similar meanings in their partner’s anecdote.



SA L



3



A Do the task Ask What do you think a “wrong lesson” is? Have you ever learned a wrong lesson? Read the instructions aloud.



HOMEWORK IDEAS



Assign the writing of the anecdote for homework. Ss bring their anecdotes to the next class and discuss them with a partner.



• Ss read the anecdote silently to themselves. • Answer any questions about unfamiliar vocabulary. • Ss discuss the questions in pairs.



R



• Ss share their answers with the class. The wrong lesson: He learned (at ten) that he could wait until the last minute and still do a magnificent job. The lesson he learned in the end: He learned how to manage his time well. He also realized that it would have been better if his parents had let him fail when he was ten because he would have learned a valuable lesson (about time management) a lot earlier.



B



WRITING SKILLS Read the instructions aloud.



T



• Ss read the information in the Register check silently to themselves. • Ss do the task individually.



2 wait



3 until the last minute



WRITE IT C Read the instructions aloud.



NO



• Check answers as a class.



Answers



4 magnificent



• Ss discuss the questions in pairs.



SA M



PL



E



• Ss write their anecdotes.



T-125



FO



Answers



5 talk



A



Read Gavin’s anecdote. What wrong lesson did he learn? What did he learn in the end?



Read about using expressions with similar meanings. Then find expressions in exercise 3A that have similar meanings to 1–5 and write them in the correct place. We often use different expressions with similar meanings to make our writing more interesting and to avoid repeating the same words. I learned 1 This taught me = 2 delay = 3 until the day before X = 4 terrific = 5 presentation = REGISTER CHECK WRITING SKILLS



E



NO



B



T



FO



This taught me that I could wait until the last minute and still do a magnificent job. But it was the wrong lesson to learn, and I spent the next ten years trying to unlearn it. In high school and college, everything was harder, but because of my volcano, I told myself I could wait until the last minute. I failed a lot before I learned how to manage my time well. I think now that it would have been better if my parents had let me fail when I was ten. I would have learned a valuable lesson a lot earlier.



R



When I was ten, my teacher told me I had to write a report about volcanoes and make a model volcano. I delayed working on the project until the day before my presentation, and then I told my parents after dinner. At first, they were mad at me, and I felt really bad, but then they said they’d help me. We researched volcanoes online and went to a craft store just before it closed to buy things to make the volcano. We worked on it until midnight, and I wrote the report. The next day, I gave a terrific talk. All of my classmates said I had made a cool volcano, and the teacher took a picture of me with it.



E



WRITING



SA L



3



PL



WRITE IT



Write an anecdote about an important lesson you learned. Think of a time when you changed your behavior based on something that happened in the past. Write at least two paragraphs. Use different expressions with similar meanings to avoid repeating the same words.



SA M



C



D



In writing anecdotes, we often use longer sentences with conjunctions. It is similar to how we speak when we tell someone a story. At first, they were mad at me, and I felt really bad, but then they said they’d help me.



Exchange stories. Talk about the lessons you learned. Have you learned the same lesson? How would you change your behavior based on your partner’s lesson? PAIR WORK



The lesson you learned is such a good one. Managing your money is important. I would like to be better at that! I know what you mean! I liked your lesson about being nice to servers in restaurants. I learned that, too, when … 125



karaoke



bowling



E



SA L



go-karting



plan a fun learning experience



A



T



FO



paddle-boarding



LESSON OBJECTIVE ■



R



12.5



TIME TO SPEAK Skillful fun



RESEARCH With a partner, talk about fun activities you’ve done where you learned or practiced



B



NO



some skills. Look at the pictures to help you think of ideas. You can go online to learn the names in English of activities you like. Then choose the activity you’ve done that you enjoyed the most.



FIND IT



DISCUSS Move around the class and tell others about the activity you chose in part A. Explain why it was fun, and try to persuade them that they’ll enjoy it, too. Listen to what others say about their activities.



C



DECIDE Work in groups. Tell the group about an activity you heard about in part B (not your own



E



PRESENT Tell the class about the activity your group chose in part C. Try to persuade your classmates that they’ll enjoy it.



PL



D



E



activity) that sounded fun. Say what the person told you about it. The group chooses the best activity.



AGREE Imagine the class is going to do one of the activities from part D together. Choose something that would be good for everyone. Avoid anything that anyone would be scared to do.



SA M



To check your progress, go to page 156.



USEFUL PHRASES PREPARE Once, I went/did/tried … It was terrific! At first, I was terrified, but then …



126



DECIDE … told me that … He/She said that … I think it sounds fun. I’d like to try it.



AGREE Nobody else wants to … … said he/she was terrified of … Most of us would like to …



E A



■



Skillful fun



• Introduce the task Aim: Introduce the concept of learning new skills.



•



• Books closed. Ask Do you enjoy learning new skills? What is one new skill that you have learned in the last year? Have a brief class discussion about ways to learn new skills. Write Ss’ ideas on the board.



RESEARCH



experiences.



Do the task Aim: Ss research fun learning E



PAIR WORK Ss discuss fun activities where they learned new skills.



• OPTIONAL ACTIVITY Ss use their phones to research examples of other activities they like.



NO



DISCUSS Aim: Ss discuss their favorite learning experience with classmates.



GROUP WORK Ss discuss all the presentations and discuss which one would be the best activity for the whole class to try.



WHOLE CLASS Groups share their choice and reasons with the class. *These tips can help you to create a safe speaking environment. They can also be used with other speaking activities. For more information, see page xxii.



•



PROGRESS CHECK



• Read the instructions aloud.



• Direct students to page 156 to check their progress.



•



• Go to page T-153 for Progress check activity suggestions.



C



Ss stand up and talk to their classmates about their favorite learning experience – what they did, what skills they learned. They try to persuade their classmates to try their activity. To keep Ss moving around the classroom, set a time limit for each conversation that is long enough for Ss to fully discuss their activities with each other. Say “time” when you think it is appropriate for Ss to move on to new classmates. WHOLE CLASS



Aim: Ss decide on one fun learning activity.



PL



DECIDE



E



B



AGREE Aim: Groups choose an activity for the whole class.



•



T



• Ss choose which activity they enjoyed, or think they would enjoy, the most.



WHOLE CLASS Groups take turns presenting their activity to the class. Encourage Ss to ask follow-up questions after each presentation and to take notes to use in the next activity. If necessary, to minimize anxiety while giving a presentation, you can have Ss sit in a circle and give their presentation while seated.



FO



• Read the instructions aloud. Ss look at the pictures. Determine if any of the activities are similar to the ones on the board from the introduction. •



Time on each stage



R



A



C



• Feedback for speaking activities * Monitor and make a note of the strong points of each group, e.g., good use of unit vocabulary, interesting questions, or natural-sounding interactions. You can use your notes to give feedback at the end of the lesson.



• Direct Ss to the Useful phrases section at the bottom of the page. Remind them that they can use them at the relevant stages of the lesson.



FIND IT



plan a fun learning experience



E



TIME TO SPEAK



B



D



SA L



12.5



LESSON OBJECTIVE



• Read the instructions aloud. •



Ss in each group talk about another Ss’ activity that they thought would be fun. GROUP WORK



• Groups choose the best activity.



SA M



• Preparation for speaking* Tell Ss to practice what they are going to say in their own language. They should make notes and do the task again in English.



D



PRESENT



Aim: Groups present their activity.



• Read the instructions aloud. •



Ss practice their presentations. Remind them that they should talk about what the activity is, why it was fun, and what someone can learn from it. GROUP WORK



TEACHER DEVELOPMENT REFLECTION Either answer these questions yourself in a reflection journal or discuss them together with your peers. 1 Were you surprised by students’ choices in the two Teacher Development Activities? Why or why not? 2 From your point of view, which is easier: immediate or delayed feedback? Why? 3 What are arguments in favor of immediate feedback? What are arguments in favor of delayed feedback? 4 Was it easier to give feedback when you only had to focus on two language features? Why or why not? 5 Some students say, “I want you to correct all of my mistakes, all of the time.” Is this practical? What can you say to a student who says that? 6 How important is it to balance this kind of feedback with praise for what students are doing well?



T-126



2



GRAMMAR



SA L



• Introduce the review  Before beginning the review, write Grammar, Vocabulary, and Functional Language on the board.



E



REVIEW 4 (UNITS 10–12)



A Ss work individually to complete the paragraph. • Ss compare answers with a partner.



• Set a time limit of two minutes. Ss close their books and work in small groups to remember as much as they can about the grammar, vocabulary, and functional language they have learned in Units 10–12. Groups write words, phrases, and example sentences in each category.



• Check answers as a class.



Answers



• Check answers as a class.



1 would become ​2 is ​3 knows ​ 4 are produced ​ 5 are transported ​ 6 bought ​7 would be ​8 were used ​ 9  would consume ​10  wasn’t / weren’t



VOCABULARY



• If time allows, challenge Ss to explain why each answer is correct.



1



A Ss work individually to circle the word that doesn’t belong.



R



B PAIR WORK   Give Ss time to think of their own answers. Encourage them to write their answers and pay close attention to correct grammar.



• Ss check answers in pairs. • Check answers as a class.



FO



• Ss take turns telling their partner about their breakfast.



• Encourage Ss to give their reasons for why the word doesn’t belong.



3



Answers 1 ship ​2 option ​3 freezing ​4 knock off ​ 5 warm ​ 6 leather ​7 manufacture



NO



• Ss check answers in pairs. • Check answers as a class.



1 leather ​2 warm ​3 manufacture ​4 ship ​ 5 option ​ 6 knock off ​7 freezing



• Encourage Ss to give their reasons for why the word belongs in that category.



E



C Ss work individually to add two more words or phrases to each category. • Write the seven categories from exercise 1A on the board.



PL



• Invite Ss to come to the board and write their two answers.



SA M



• Check the language summaries for Units 10–12 on pages T-170–172.



T-127



SPEAKING



• PAIR WORK   A volunteer reads the sample response aloud. • Give Ss time to write their responses individually.



T



B Ss work individually to put the circled words in the correct categories.



Answers



• Ss share their partner’s response with the class.



• Ss talk about their lost items in pairs.



1



VOCABULARY



A



Which word or phrase doesn’t belong in each set? Circle it. 1 Materials: cotton glass plastic



SA L



E



REVIEW 4 (UNITS 10–12) polyester



ship



soft



strong



pick



produce



transport



store



light



option



3 Production:



design



freezing



grow



4 Distribution:



deliver



export



knock off



5 Opportunities:



advantage



goal



purpose



reward



warm



6 Accidents:



blame



damage



destroy



leather



spill



7 Extremes:



huge



manufacture



starving



terrific



tiny



FO



R



2 Describing materials: artificial



Look at the words you circled in exercise 1A. Add them to the correct set.



C



Add two more words or phrases that you know to each category.



2



GRAMMAR



A



Complete the paragraph with the correct form of the verbs in parentheses ( ). “The planet will get hotter in the next 100 years,” said many scientists in 2017. In fact, they said that the planet 1 (become) 3°C hotter before 2100. That is a major problem, and what we consume has a huge impact. Everyone 2 (be) worried about the planet, but no one 3 (know) how to solve the problem. We often consume fruits and vegetables that 4 (produce) in other parts of the country. Those items 5 (transport) by trucks or planes, and that increases pollution. If everyone 6 (buy) their food from local farmers, the world 7 (be) less polluted. Another problem is the use of chemicals. In the past, not so many chemicals 8 (use) by farmers. Certainly, people 9 (consume) more organic food if it 10 (not be) so expensive.



PL



E



NO



T



B



B



What did you have for breakfast this morning? Where do you think those food items were produced? How far do you think they were transported?



3



SPEAKING



PAIR WORK



Talk to your partner about the questions below. Ask for and give details. What is something you said you would do this year that you have actually done? What is something you said you would do but haven’t done?



SA M



PAIR WORK



■ ■



This year I said I’d exercise more often. I’ve been doing my best to go to the gym at least three times a week. And I won’t give up. I said I’d give up my job and set up my own company. I’ve been doing a lot of research, and I’m considering different options, but I’m still working at my old job. 127



A



Use the words and phrases below to complete the conversation. actually feel angry think about it would agree



are you sure right what a



don’t you agree that’s what what you mean



E



FUNCTIONAL LANGUAGE



SA L



4



A



SPEAKING



Choose one of the situations below. Act it out in pairs. Tell your partner about something you’re thinking of buying. Your partner questions or approves of your choice. Go to page 102 for useful language.



PAIR WORK ■



NO



5



T



FO



R



A I need to find a new apartment quickly. B But your apartment is so nice and comfortable. 1 you want to move? A The thing is, I don’t really get along with my roommate. He’s so messy, 2  ? 3 with you. B Yeah, I  ? A It’s impossible to share a place with a person like that, 4 5  . B I see A And last week he had friends over, and there were dozens of dirty glasses on the kitchen table. 6 nightmare!  . B I bet that made you 7  , I was furious! A Angry? 8 I’d do. B Why don’t you talk to him about it again? 9 10  , he’s usually a pretty good listener. I’ll have a talk A Yeah, now that I with him tonight.



E



I just saw a fantastic suitcase on sale for only $99.99. Well, it’s on sale, and …



Discuss with your partner. Which is better: working for a big, global company or setting up your own company? Give your opinions. Try to get your partner to agree. Go to page 112 for useful language.



PL



■



Why would you want to buy a new suitcase? You aren’t planning to travel this year.



SA M



I think it’s better to set up your own business. You can be more creative, and you’ll probably make more money. You know what I mean?



■



Talk to your partner about a good or bad experience you had on your last vacation. Your partner asks about or guesses how you felt. Go to page 122 for useful language. It was an amazing trip, but on the last day, I overslept and missed the plane back.



I called the airline company, and they said that I would have to wait for the next flight …



B



128



That’s a really good point, but you have to consider the risks …



Change roles and repeat the role play.



I bet that made you feel horrible. And what did you do then?



4



FUNCTIONAL LANGUAGE



E



A Ss do the task individually.



1  Are you sure ​2  don’t you agree ​3  would agree ​ 4  right ​5  what you mean ​6  What a ​7  feel angry ​ 8  Actually ​9  That’s what ​10  think about it



5



SPEAKING



A PAIR WORK   Ss choose one of the three situations and prepare a conversation. They should make notes, but not write the full conversation. For extra support, refer Ss to the Functional language lessons from Units 10–12. • Pairs have their conversations.



SA M



PL



E



NO



T



• Choose a pair to perform their conversation for the class. If possible, choose a pair for each of the three situations.



FO



B Pairs change roles and repeat their conversations.



R



Answers



SA L



• To check answers, pairs read the conversations aloud together.



T-128



SA M



PL



E



NO



T



SA L



FO



1 • Ss work in groups to think of situations in their own lives where they can use the grammar pattern. Set a time limit of three minutes. • Groups share their ideas with the class. Write their ideas on the board. • As a class, vote on the three most common or useful situations. • In pairs or small groups (depending on the situations chosen), Ss write a role play for each situation. Allow them time to practice their role plays and encourage Ss to memorize them. • Pairs or groups do their role plays for the class. 2 • On the board, write ten sentences using the grammar pattern but include one grammar mistake in each one. • In pairs or small groups, Ss work together to write all the sentences correctly. • The first pair or group to write all the sentences correctly wins. 3 • Let a S volunteer “be the teacher.” • Give Ss time to read the information and sentences in the grammar box. • Ss close their books. • A volunteer comes to the board and explains the grammar pattern to the class, writing example sentences on the board. The “teacher” then asks other Ss to give example sentences to show that they understand the grammar pattern. • This activity can also be done in groups, with Ss taking turns being the teacher until all Ss have had a chance to “teach” the grammar pattern. 4 • Ss write three to five true sentences about themselves using the grammar pattern. • Each S stands up and says their sentences one time (e.g., I can sing well.). The other Ss in the class listen and try to write the sentences they hear. • After all Ss have read their sentences, point to a S (S1) and have them say a sentence about another S (S2) based on what S2 wrote (e.g., Mari can sing well.). If the sentence is incorrect, you or S2 can correct the fact or grammar. • S1 then points to another S (S3) to say one of the sentences about another S (S4). Then S3 points to another S (S5), etc. Continue until all Ss have said a sentence about another S in the class.



5 • Using the grammar pattern, Ss write two true sentences and one false sentence about themselves or about any topic that they know about. • Pairs exchange sentences and try to guess which sentence is the false one. 6 • Ss close their books. Set a time limit. Individually or in teams, Ss write as many sentences as they can using the grammar pattern. • The person or team with the most correct sentences wins. 7 • Play “Telephone.” Put Ss in rows of at least four students. • Whisper a sentence that uses the grammar pattern to the last S in each row. • When you say “Go!” the last S whispers the sentence to the next S in the row, who whispers it to the next S in the row, etc. • When the first S in each row hears the sentence, they write it on the board. • The first team to write the correct sentence wins. 8 • Divide the class into two teams. Write a sentence on the board with a blank using the grammar pattern and two spaces for each team’s answer. For example: . I want to meet a person who Team A: Team B: • Ss discuss ideas in their groups. Set a time limit. • One S from each group writes the group’s answer on the board. • Once both groups have written an answer, discuss them as a class. If the teams have different answers, discuss whose answer is correct and encourage self-correction. Give a point for each correct sentence. • Write a new sentence with a blank and have a new S from each group write the group’s answer. • Continue as time allows. The team with the most points wins.



R



The grammar practice exercises form an integral part of the lesson. They provide controlled practice of the target language and prepare students to use new grammar with confidence. Students can complete them individually or in pairs. Below is a list of ideas to practice using new grammar in an engaging way.



E



GRAMMAR REFERENCE AND PRACTICE: TEACHER TIPS



T-129



E



GRAMMAR REFERENCE AND PRACTICE



SA L



1.1 INFORMATION QUESTIONS  (page 3) Information questions To ask about … places times reasons things



Which Who Whose How



a specific group of things or people people who things belong to ways to do things



Examples Where do you live? When’s your birthday? Why did you try to call me earlier? What’s your email address? What color do you like the best? Which floor is your apartment on? Who’s your boss? Whose phone is this? How do you make chocolate cake?



FO



R



Question words Where When Why What



A Complete the questions with the words in the box. Then match them with the answers. How What When Where Which Who Whose Why can we get some coffee? does the movie start? keys are these? would you like to drink? are all the windows open?



d  b a e c



T



 Where When Whose What Why



NO



1 2 3 4 5



a b c d e



Oh, they’re mine. Thanks. At 6:30, I think. Because it’s too hot in here. There’s a café on the corner. Just some water, please.



1.2 INDIRECT QUESTIONS  (page 5)



PL



E



Indirect questions Questions within questions Do you have any idea where he was born? Can you tell me if she plays any sports? Do you know



Questions within statements I’d like to know where he was born. I want to find out if she plays any sports. I wonder



SA M



A Put the words in the correct order to make indirect questions. 1 have / Do / idea / where / born / you / your roommate / was / any / ? Do you have any idea where your roommate was born?        2 know about / my cousins / I wonder / if / anniversary party / my parents’ / . I wonder if my cousins know about my parents’ anniversary party. 3 and Eva / you / married / know / if / Ramiro / are / Do / ? Do you know if Ramiro and Eva are married? 4 to / retire / when / like / my boss / I’d / know / is going to / . I’d like to know when my boss is going to retire. 5 people / I / those / want / are / to / who / find out / . I want to find out who those people are. 129



Present perfect with for and since



How long has your car been outside? It's been outside for two years. How long have you had your comic books? I’ve had them since I was 12. Have you ridden your bikes lately? No. We haven’t ridden them since college.



SA L



Present perfect with ever and never (for experience) Have you ever played video games? Yes, I have. I’ve played them many times. No, I haven’t. I’ve never played them. Has he ever traveled to another country? Yes, he has. He’s traveled to ten countries. No, he hasn’t. He’s never traveled anywhere.



E



2.1 PRESENT PERFECT WITH EVER, NEVER, FOR, AND SINCE  (page 13)



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A Make complete sentences or questions in the present perfect from these words. Add for or since when needed. 5 he / ever / visit / your family / ? 1 you / ever / buy / car / ? Has he ever visited your family? Have you ever bought a car? 6 Nadia / not play / computer games / she was 16 / . 2 We / not see / Maria / a few years / . Nadia hasn’t played computer games since she was 16. We haven’t seen Maria for a few years. 7 Roberto / has / his car / a long time / . 3 They / never / clean / their garage / ! Robert has had his car for a long time. They’ve never cleaned their garage! 8 I / not eat / meat / 2015 / . 4 You / live in / the same house / 11 years / . I haven’t eaten meat since 2015. You’ve lived in the same house for 11 years.



2.2 PRESENT PERFECT WITH ALREADY AND YET  (page 15)



NO



Present perfect with already and yet already



E



I’ve already made folders. She’s already tried the camera.



yet I haven’t tried the camera yet. He hasn’t made folders yet. Have you tried the camera yet? Yes, I have. / No, I haven’t. Has he made folders yet? Yes, he has. / No, he hasn’t.



SA M



PL



A Look at the sentences. Write sentences with opposite meanings. Use the words in parentheses ( ). 1 I haven’t used my new computer yet. (already / three times) I’ve already used my new computer three times. 2 Ken hasn’t downloaded any apps yet. (already / ten new apps) Ken has already downloaded ten new apps. 3 My parents haven’t seen my apartment yet. (already / twice) My parents have already seen my apartment twice. 4 I’ve already ridden my new bike. (not / yet) I haven’t ridden my new bike yet. 5 Vicky has downloaded new apps. (not / any apps / yet) Vicky hasn’t downloaded any apps yet. 6 I’ve already chosen my online profile photo. (not / yet) I haven’t chosen my online profile photo yet.



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3.1 ARTICLES  (page 23)



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Articles



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SA L



Use a / an … when something isn’t definite: Is there a ferry in your city? with jobs: I’m studying to be an engineer. Use the … for something you’ve mentioned before: How often does the ferry run? for something your listener knows: He works in the city. with ordinals: What time does the first ferry leave? with superlative adjectives: Where can I find the most unusual sculptures? for only one thing: Don’t sit in the sun too long. Don’t use an article … with noncount nouns or plural nouns: Where can I play music? I like to draw monuments. when you talk about something in general: Hostels are usually cheap. for the names of countries*, cities, and continents: I’m from Russia. I live in Moscow. for the names of parks, streets, single mountains, and lakes: Central Park is on Fifth Avenue. *but: the United States (the US), the United Kingdom (the UK), the Philippines



NO



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A Complete the sentences with a, an, the, or – (no article). a   the  – Russian embassy in my city. I think embassy is on 1 There’s Fourth Avenue. an – – 2 I’m engineer, and I design bridges and tunnels. a the sculpture of a horse near river. Have you seen it? 3 There’s – the information about city at your hotel. Then you can email me 4 You can get the information.



3.2 MODALS FOR ADVICE  (page 25) Modals for advice Affirmative statements Negative statements



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Yes/no questions Should I take a bus? You should take the You shouldn’t take Yes, you should. subway. the bus. No, you shouldn’t. Could I take a train? You could get the train X Yes, you could. to Terminal 3. No. That’s not possible. Would you take the subway? I wouldn’t take that I’d walk. It’s not too far. route. Yes, I would. No, I wouldn’t. shouldn’t = should not   wouldn’t = would not   I’d = I would



Information questions Which line should I take? How should I book my ticket?



What would you do?



131



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A Match the questions (1–5) with the responses (a–e). Then practice with a partner. 1 Should I meet you at the airport? c a You should go in the morning. b No. I’d check the schedule online. 2 How do I get to the library from here? d c Yes. Let’s meet in the parking lot. 3 Do you know when the bus leaves? b d You could take the subway to Oak Street. 4 Would you take a train to Chicago? e e No, I wouldn’t. It takes too long. I’d fly. 5 What is the best time to take the ferry? a



4.1 BE GOING TO AND WILL FOR PREDICTIONS  (page 35)



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be going to and will for predictions She’ll be shocked. = She’s going to be shocked. She won’t like it. = She’s not going to like it. I think they’ll be late. = I think they’re going to be late. I don’t think he’ll retire soon. = I don’t think he’s going to retire soon. NOTE: We don't use will to make a prediction about something when there is evidence. Instead, we use be going to. The sky is dark. It’s going to rain. NOT The sky is dark. It’ll rain.



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A Put the words in the correct order to make sentences. 1 embarrassed / be / He’ll / really / .  He’ll be really embarrassed. 2 be / it / I / think / fascinating / will / .  I think it will be fascinating. 3 to / disappointed / going / They / are / be / .  They are going to be disappointed. 4 won’t / surprised / She / be / probably / .  She probably won’t be surprised. 5 will / don’t / be / I / amusing / think / it / .  I don’t think it will be amusing. 6 going / enjoy / He / to / it / not / is / .  He is not going to enjoy it.



4.2 WILL FOR SUDDEN DECISIONS; PRESENT CONTINUOUS FOR FUTURE PLANS  (page 37) Present continuous for future plans Are we staying with your cousin? They’re staying with Leo’s cousin. They’re not staying in a hotel.



PL



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will for sudden decisions I’ll deal with renting tents, OK? OK, and I’ll check places to stay. Just a minute. I’ll check online. A



Circle  the correct words to complete the sentences. Then check (✓) the correct column.



SA M



1 Thanks for inviting me to the movies. I’ll pay / I’m paying for the tickets.



Sudden decision ✓



2 He’ll drive / He’s driving to Miami next weekend to visit his parents.



3 Do you want to come with us? OK, I’ll book / I’m booking a room for you.



✓ ✓



4 We’ll meet up / We’re meeting up at the Hilton Hotel at 6:30.



✓



5 I’ll take / I’m taking my kids to the zoo tomorrow. They’re very excited.



✓



6 The traffic isn’t moving! What’s going on? I’ll check / I’m checking on my phone.



132



Future plan



✓



Information questions Where did she search? How did she find it? Who helped her? What happened next?



A Choose the correct verb for each sentence. Use the simple past. make



not ask



return



tell



dropped her new coffee cup on the floor. Did return you Marina’s books to her? discovered my favorite jacket in the back of my closet. I made a wonderful dinner for us when he got home. He Did tell they you about their trip to Bolivia? didn’t ask him for his email address. I



She



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1 2 3 4 5 6



drop



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discover



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Simple past Sentences, yes/no questions, short answers The ring disappeared in the sand. She didn’t find it. Did she find the ring? Yes, she did. / Yes. She found it. No, she didn’t. / No. She didn’t find it.



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5.1 SIMPLE PAST  (page 45)



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5.2 PAST CONTINUOUS AND SIMPLE PAST  (page 47) Past continuous and simple past



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Event in progress Action that interrupts While/When I was looking at some art, the subway came. The subway doors were closing when I looked up. While/When you were talking to Joe, your earring fell off. It was raining a lot when we left the restaurant. NOTE: The order can change. The subway came when/while I was looking at some art. When I looked up, the subway doors were closing.



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A Write sentences. Use the simple past and past continuous of the verbs. 1 I / give my friend a ride to the airport / when / my car break down I was giving my friend a ride to the airport when my car broke down.  2 When / I wash the dishes, / my ring fall off When I was washing the dishes, my ring fell off. 3 When / I look up, / the train leave the station When I looked up, the train was leaving the station. 4 Finn lose his phone / while / he walk in the park Finn lost his phone while he was walking in the park. 5 While / they have a picnic, / it start to rain While they were having a picnic, it started to rain.



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6.1 QUANTIFIERS (page 55) With noncount nouns Almost all of the graffiti looks ugly. There’s so much graffiti. There’s a little / very little / so little graffiti. There’s almost no graffiti. There’s almost none.



A Complete the sentences with the correct words from the box.



SA L



With count nouns Almost all of the walls have graffiti. There are so many walls with graffiti. There are several walls with graffiti. There are a few / very few / so few walls with graffiti. There are almost no walls covered with graffiti. There are almost none.



E



Quantifiers



many This store isn’t usually busy. I don’t know why there are so few sandwiches. I didn’t bring much food. I just brought a no seats left. This bus is crowded. There are almost several I’m not sure exactly how long the trip is, but I think it takes little rain. It’s been very dry recently. There’s been very much noise! Be quiet! There’s no need to make so



FO



1 2 3 4 5 6



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few little many much no several



people here.



hours.



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6.2 PRESENT AND FUTURE REAL CONDITIONALS  (page 57)



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NO



Present real conditionals The present real conditional shows the usual result of a present situation. It can describe something that is generally true, a fact, or a habit. Condition (if/when clause) Result (main clause) If there is a lot of garbage in the street, people often leave more trash there. When you speak angrily to noisy neighbors, they don’t stop making noise. Future real conditionals The future real conditional shows the likely result of a possible future situation. Condition (if clause) Result (main clause) If you explain your feelings clearly, they will understand. If she talks to him calmly, he’ll probably listen. If you make a special area for graffiti, people won’t paint on other buildings. ’ll = will   won’t = will not



A Complete the sentences with the correct form of the verbs in parentheses ( ). Present situations: isn’t are 1 When crime (not be) a problem, neighborhoods (be) safe. drive listen (drive) to work, I (listen) to the traffic report before I leave. 2 If I Future situations: play (play) music loudly this weekend, she will/’ll get (get) angry. 3 If my sister’s neighbors will/’ll be recycle (be) less trash if people (recycle). 4 There



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7.1 USED TO  (page 67)



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used to You can use used to for actions that happened regularly in the past but do not happen now, and for states that were true in the past but are not true anymore. Affirmative Negative Questions Short answer I / You / Did you use to listen to Yes, I did. didn’t use to like pop music? He / She / used to buy CDs. pop music. No, I didn’t. What did you use to like? We / They



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A Complete the sentences with the verbs in parentheses ( ) and the correct form of used to. Did use to go 1 you to school with Terry Johnson? (go) used to be famous all around the world. (be) 2 That company used to listen to the radio, but I don’t have a radio now. (listen) 3 I didn’t use to eat chocolate, but now he loves it. (not eat) 4 He did use to be she married to? (be) 5 Who used to meet my friends at the local coffee shop. (meet) 6 I



7.2 COMPARISONS WITH (NOT) AS … AS  (page 69)



PL



E



NO



T



Comparisons with (not) as … as We can use as … as to say that two things are the same or similar; not as … as means the first thing is less than the second thing. Subject Verb as Adjective as is good The new series as as the first series. isn’t funny Subject Verb as Adverb as hard train I as often as my brother does. don’t train much Subject Verb as Noun as had many ringtones My old phone as as my new one. didn’t have much memory



SA M



A Are the sentences true (T) or false (F)? Change one or two words in each false sentence to make it true. 1 F Tablet screens are as big as TV screens. Tablet screens aren’t as big as TV screens. 2 F Birds can fly as fast as planes. Birds can’t fly as fast as planes. 3 T Movies aren’t as long as series. 4 T Buses don’t have as many seats as movie theaters. 5 F Shoes aren’t as expensive as socks. Socks aren’t as expensive as shoes. 6 F A lake has as much water as an ocean. A lake doesn’t have as much water as an ocean.



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8.1 PRESENT PERFECT CONTINUOUS  (page 77)



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Present perfect continuous Use the present perfect continuous for an action or event that started in the past and continues into the present time. What have you been doing? Have you been going out lately? Yes, I have. I’ve been painting pictures recently. I haven’t been going out lately. No, I haven’t. What has she been doing? Has he been playing soccer recently? Yes, he has. She’s been making sushi lately. She hasn’t been eating out recently. No, he hasn’t.



T



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A Complete the conversation with the present perfect continuous of the verbs in parentheses ( ). are doing A What 1 you 2 at work these days? (do) 3 ’ve been designing software. (design) B I 4 Have been working you 5 with other people? (work) A That’s interesting. 6 7 have ’ve been working  . I with a guy in our Japan office. (work) B Yes, I A Will you have the opportunity to go to Japan? has been planning a trip for me, but it won’t happen this month. (plan) B I think so. My boss 8 have been having you 10 any fun lately? (have) A So, 9 haven’t haven’t been going out  ! I 12 at all, but I have some free time this B No, I 11 weekend. (not go out) Let's meet up!



NO



8.2 PRESENT PERFECT VS. PRESENT PERFECT CONTINUOUS  (page 79)



PL



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Present perfect vs. present perfect continuous Present perfect Present perfect continuous I’ve been cleaning the bathroom. I’ve cleaned the bathroom. I’ve been making cookies. That’s why the kitchen I’ve made some cookies. is a mess. She’s worked for the company for 24 years. She’s been working for the company for three So far, we’ve watched four episodes of the series. months. We’ve watched that movie twice. I’ve been going to the gym three times a week.



SA M



A Complete the sentences with the verbs in parentheses ( ). Use the present perfect or the present perfect continuous. ’ve been riding 1 I my mountain bike a lot recently. (ride) ’ve written six pages so far. (write) 2 My essay is going well. I haven’t been waiting long. (not wait) 3 We just got here. We have been working on my car. (work) 4 Sorry about my dirty clothes. I ‘ve been living here since 1998. (live) 5 I was born in this town. I ’s been practicing every day. (practice) 6 She’s getting better on the guitar. She haven’t finished it. (not finish) 7 You can’t look at my painting. I ’s made them before. (make) 8 He knows how to make cookies. He



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9.1 MODALS OF NECESSITY: HAVE TO, NEED TO, MUST  (page 87) Modals of necessity: have to, need to, must



NOTE: We mainly use must in formal situations. Students must enroll in four classes each semester.



Why do you have to / need to get a degree? Do you have to / need to choose a major? Yes, I do. / No, I don’t.



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I have to / need to take enough courses to get a degree. I don’t have to / don’t need to choose a job yet.



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A Complete the sentences with the correct form of the words in parentheses ( ). needs to 1 He call the office in San Francisco right away. (need to) didn’t have to buy us a gift, but it was very nice of you. (not have to) 2 You must reply within ten days. (must) 3 The college did have to you do last night? (have to) 4 How much homework doesn’t need to make a decision now. (not need to) 5 She Do have to we have a degree to get a job at that company? (have to) 6



9.2 MODALS OF PROHIBITION AND PERMISSION  (page 89)



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Modals of prohibition and permission Use can’t and must not + the base form of a verb to say what is prohibited or what is not allowed. Must not is stronger than can’t. When speaking, we often use can’t instead of must not. Prohibition: can’t, must not Permission: can, may, could You can / may take short breaks. You can’t waste time. They can / may work from home on Fridays. We can’t leave work early. Can / Could / May I email you? You must not do chores around the house. Yes, you can / may. They must not take their laptops out of the building. No, you can’t / may not.



SA M



PL



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A Cross out the word or phrase that does not work in We often use please when asking for each sentence. permission. 1 The official company handbook says: “You Can I please come to work late tomorrow? can / must not / can’t have drinks at your desk because Can I come to work late tomorrow, please? they might spill.” Don’t use could in statements. This 2 We need to be in the office four days a week, but we shows a possibility, not permission. can / may / could work from home on Fridays. 3 A Can / Must / Could I use your laptop? B Sure. No problem. 4 A May I come to work a few minutes late tomorrow? B Yes, you can / could / may. 5 Employers can’t / must not / couldn’t hire people without experience. 6 You can / can’t / may have the meeting in my office tomorrow. There’s enough room for everyone.



137



10.1 SIMPLE PRESENT PASSIVE  (page 99)



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All the furniture is made from wood. The dish is cooked in the oven. The snacks are sold at local supermarkets. Where are these plants found? Is the sport played in Mexico? The dish isn’t eaten in the summer. This technology is used in hospitals. The animals aren’t seen during the day.



T



A Write the sentences in the passive. 1 They make all the furniture from wood. 2 You cook the dish in the oven. 3 They sell the snacks at local supermarkets. 4 Where do you find these plants? 5 Do they play the sport in Mexico? 6 You don’t eat the dish in summer. 7 They use this technology in hospitals. 8 You don’t see the animals during the day.



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Simple present passive We use the passive when we’re more interested in the action, or in the person or thing receiving the action – and less interested in, or don’t know, the person or thing doing the action. We can use by to say who or what is doing the action. The furniture is made in this factory. The chairs are used in restaurants. Where are the beds sold? The price isn’t written on the label. Are the beds sold in the US? The beds aren’t sold in the US. Yes, they are. / No, they aren’t. The meals are cooked by a famous chef.



10.2 SIMPLE PAST PASSIVE  (page 101)



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Simple past passive



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My laptop was designed in the US. This dress was designed by my friend. The coffee beans were imported. My laptop wasn’t made in the US. The coffee beans weren’t grown in Canada.



Was the fruit picked and frozen right away? Yes, it was. / No, it wasn’t. Were the computers shipped from China? Yes, they were. / No, they weren’t. Where were the computers shipped from? Who were the computers shipped by?



SA M



PL



A Circle  the correct active or passive verb. 1 I bought / was bought a tablet online. It shipped / was shipped to me right away. 2 These pictures painted / were painted by my sister. She trained / was trained really well. 3 My house built / was built more than 100 years ago. I have no idea who built / was built it. 4 These shoes made / were made locally, but those imported / were imported from Italy. 5 She sent / was sent the birthday card on Tuesday, and it delivered / was delivered the next day. 6 I caught / was caught this fish last summer and froze / was frozen it right away.



138



Things hardly ever work out the first time. You need to stand out. Don’t give up when it gets tough.



With object, separable They set up a company. (They set it up.) I figured out the answer. (I figured it out.) Keep up the hard work. (Keep it up.) Give up candy and you’ll feel better. (Give it up.)



With object, inseparable



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Phrasal verbs No object



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11.1 PHRASAL VERBS  (page 109)



Get over the problem. (Get over it.) Work at something you’re good at. (Work at it.)



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A Complete the sentences. Put the second word of the verb and it in the correct order. it up  1 When did you set up / it ? it out  . out / it 2 I just can’t figure at it  . at / it 3 She’s really working it up  . up / it 4 I’ve decided to give over it over / it soon. 5 You’ll get it up  . up / it 6 I hope you keep



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11.2 PRESENT AND FUTURE UNREAL CONDITIONALS  (page 111)



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E



NO



Present and future unreal conditionals The present and future unreal conditional describes the possible result of an imagined situation in the present or future. Condition (if clause) Result (main clause) If you had a million dollars, what would you do? If I had a million dollars, I’d start a business. If I had a million dollars, I wouldn’t work. If I offered you a million dollars, would you swim across a river full of crocodiles? Yes, I would. No, I wouldn’t.



SA M



A Complete the sentences with the correct form of ’d = would   wouldn’t = would not the verbs in parentheses ( ). The condition (if clause) can also be in the had  1 If Viggo (have) a better job, second part of the sentence. Note there is no  would be he  (be) happier. comma when the result (main clause) is first. What would happen if I won the race? would walk (walk) to work if he 2 Lorenzo lived (live) closer. You would be famous if you won the race. 3 I would consider (consider) moving to Japan if didn’t have I (not have) a cat. started wouldn’t see (start) a business, we (not see) our friends much. 4 If we were ’d/would do (be) you, I (do) more research before making a decision. 5 If I didn’t help (not help) her. 6 Mara wouldn’t know (not know) what to do if her parents



139



with noNo one / Nobody blamed me for the accident. There’s nowhere to eat in this area. Is there really nothing in the fridge?



SA L



Indefinite pronouns Indefinite pronouns are used when the noun is unknown or not important. with everywith somewith anyCan someone pass me Anyone can make Everyone was mad a mistake. the ketchup? at me. My wallet fell out of my I can’t find the salt The peas flew anywhere. bag somewhere. everywhere. Can I help you with Would you like I ate everything on anything? something to eat? my plate.



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12.1 INDEFINITE PRONOUNS  (page 119)



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12.2 REPORTED SPEECH  (page 121)



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A Circle  the correct indefinite pronouns. No one is two words. The other 1 I asked someone / anyone about the café, but he didn’t know indefinite pronouns are one word. nothing / anything about it. 2 The kids want to watch anything / something on TV. Is there anything / everything good on right now? 3 Let’s go anywhere / somewhere nice for lunch. Does anybody / nobody know a great restaurant? 4 No one / Anyone can join the company gym, and it’s free. It doesn’t cost anybody / anything. 5 I’ve made something / anything for dinner. It’s nothing / something special, but I hope you like it. 6 Everyone / Anyone loves this beach. They say there’s nowhere / everywhere like it.



PL



E



NO



Reported speech Reported speech tells us what someone says in another person’s words. In reported speech, we use a reporting verb – for example, say or tell – which is often followed by a that clause. What someone said Tense/Verb How it’s reported (reported speech) (direct speech) She said that she played baseball. Simple present “I play baseball.” Present continuous “I’m working all day.” He said he was working all day. “I spoke to Ken.” He told me that he had spoken to Ken. Simple past Present perfect “I’ve seen the report.” She told me she had seen the report. Future with going to “I’m going to quit my job.” He said he was going to quit his job. Future with will “I’ll call you soon.” She said that she would call me soon. He told me he could see me on Friday. can “I can see you on Friday.”



SA M



A Write what the person said. 1 He said that he was thrilled with the idea. 2 She said she couldn’t come to the party. 3 He told me he was going to eat out. 4 She told me that she wouldn’t be home. 5 He said that he was going shopping.



140



“I’m thrilled with the idea.” “I can’t come to the party “I ’m going to eat out “I won’t be home “I ’m going shopping



 .”  .”  .”  .”



R



SA L



4 • Play “Telephone.” Put Ss in rows of at least four Ss. • Whisper a vocabulary word to the last S in each row. • When you say “Go!” the last S whispers the word to the next S in the row, who whispers it to the next S in the row, etc. • When the first S in each row hears the word, they write it on the board. • Give S one point if the word is correct but misspelled and two points if it is spelled correctly. The first team to write a correct word wins. • For more of a challenge, whisper three vocabulary words to the last S, or whisper a sentence that uses the vocabulary word. 5 • Write the vocabulary words on the board. • Challenge Ss to write one sentence using as many of the vocabulary words in that sentence as they can. • Ss read their sentences to the class. Ss can vote on the best sentence. • Alternatively, Ss can write a short paragraph of no more than five sentences using all of the vocabulary words in the paragraph. 6 • Write the vocabulary words on index cards. Make enough copies for Ss to play in small groups. • Put the cards face down on a table in front of each team. • One S (S1) chooses a card but does not look at it. Instead, S1 holds the card on their forehead with the word facing out so their team can see it. • Each person on the team takes turns giving one clue about the word. S1 tries to guess the word. • Continue until each S in the group has a chance to guess a word. • For an extra challenge, include vocabulary words from previous units for a review.



SA M



PL



E



NO



T



FO



The vocabulary practice exercises form an integral part of the lesson. They provide controlled practice of the target language and prepare students to use new vocabulary with confidence. Students can complete them individually or in pairs. Below is a list of ideas to practice using new vocabulary in an engaging way. 1 • Quickly come up with simple gestures for each of the vocabulary items. • Tell Ss to cover the vocabulary pictures and/or words. Do one of the gestures and ask a volunteer to say the word. • Alternatively, let a S do one of the gestures and then point to another S to say the word and do a different gesture, and so on. 2 • Provide Ss with index cards and let them make flashcards for each of the vocabulary words. On one side they should write the word, and on the other side they can write the definition or draw a picture of the word. • Encourage Ss to include more information on the card, for example, a synonym, an antonym, and a sample sentence. • Ss can use the cards to review new vocabulary in pairs. S1 can use their cards to quiz S2 in several ways: by showing the picture and asking for the word; by reading the example sentence, by leaving the vocabulary word blank for S2 to say; by saying a synonym and an antonym and having S2 say the vocabulary word, etc. 3 • Divide the class into teams and play “Hangman.” • Team A chooses a word, and one S from Team A (S1) writes on the board. • One S from Team B (S2) guesses a letter. If they are correct, S1 writes the letter on the board. If the letter is not in the word, S1 draws a head (a circle) on the board. • Ss from Team B take turns guessing letters that are in the word. If they are incorrect, S1 draws a body (another circle), arms, legs, eyes, and mouth for each incorrect letter. • The game continues until Team B correctly guesses the word or guess incorrectly enough times that a whole body is drawn. • Teams switch roles.



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VOCABULARY PRACTICE: TEACHER TIPS



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VOCABULARY PRACTICE



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1.1 DESCRIBING PERSONALITY  (page 2)



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A Match the adjectives (1–12) with the definitions (a–l). 1 brave h a caring only about yourself b often giving people money or presents 2 cheerful k c telling the truth 3 easygoing d d relaxed and not worried 4 generous b e likes to be with people and meet new people 5 helpful i f worried 6 honest c g able to learn and understand things easily 7 intelligent g h not afraid of dangerous or difficult situations 8 nervous f i willing to help 9 reliable l j quiet and doesn’t laugh a lot 10 selfish a k happy 11 serious j l able to be trusted or believed 12 sociable e B Complete the sentences with the correct words. There is one extra word.



intelligent  . I’m sure Lucy will do well on her exams. She’s really cheerful  . Max is always smiling and laughing. He’s very honest  . Maria says what she thinks. She’s always sociable  . My uncle doesn’t enjoy meeting people. He’s not very reliable  . David always does what he says he’s going to do. He’s



NO



1 2 3 4 5



T



cheerful helpful honest intelligent reliable sociable



1.2 GIVING PERSONAL INFORMATION  (page 4)



PL



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A Cross out the word that does not work in each sentence. 1 Kelly is single / married / born. 2 Marcos was born / retired / raised in Quito. 3 Leila lives alone / with her cousin / single. 4 My parents raised / celebrated their anniversary / retired last month.



SA M



B Number the sentences in the correct order (1–4). Story 1 3 Now he’s married to Nina. 2 He lived alone during that time. 1 Ivan was single until he was 34. 4 They celebrated their third anniversary last week.



141



Story 2 2 She was raised in Incheon. 4 Now she lives alone near her parents. 1 Ji-soo was born in Seoul. 3 She lived there with her parents and brother.



Circle  the correct answers. 1 My sister usually gives me her old clothes, but today I bought a special / brand new coat. 2 This bag is really modern / useful. I can put a lot of stuff in it. 3 I think your bike is useless / in good condition. You should keep it. 4 My brother says DVD players are outdated / damaged. People watch things online now. 5 Martina bought a used / fancy car, but she’d prefer a new one. 6 Everyone has smartphones these days. They’re very plain / common.



T



B



FO



R



SA L



A Match the expressions (1–12) with the definitions (a–l). 1 brand new d a not ordinary or usual b decorative, complicated, or expensive 2 common f c old and not useful anymore 3 damaged l d completely new 4 fancy b e in good shape 5 in good condition e f existing in large numbers 6 modern i g helping you do things 7 plain k h not helpful; doesn’t work well 8 outdated c i using the newest design or technology 9 special a j not new; owned by someone else before you 10 used j k not decorated 11 useful g l broken or harmed 12 useless h



E



2.1 DESCRIBING POSSESSIONS  (page 12)



NO



2.2 TECH FEATURES  (page 14)



A Complete the sentences with the correct words. delete set up 1 2 3 4 5 6



devices storage



folder sync



home screen try



model work



SA M



PL



E



set up work I my new computer by myself. Now the sound doesn’t  . folder  . I put all of my travel apps in one try the new weather app? It’s pretty cool. Did you home screen  . I have a picture of my cat on my model  . My old phone is fine. I don’t need the newest sync my phone with my computer so I can listen to my music on both I need to devices  . delete storage some photos because I don’t have enough for them all. 7 I need to



B Cross out the word that does not work in each sentence. 1 This is the best device / folder / model the electronics company has made. 2 Can you help me sync / set up / delete my new phone? 3 I want more folders / home screens / storage on my phone. 4 I need to try / sync / delete my photos. 5 It’s easy to delete / set up / work an online profile.



142



A Complete the sentences with the correct words. embassy



fire station



hostel



monument



sidewalk



tunnel



fire station  . Firefighters work in a hostel  . A large house where people can stay cheaply is a clinic for medical treatment or advice. People can go to a sidewalk  . A path by the side of a road that people walk on is a tunnel is a long passage under the ground or through a mountain. A monument helps people remember a famous person or important event. A embassy is an official building of a government in another country. An bridge to get across a river. People drive across a



R



1 2 3 4 5 6 7 8



clinic



SA L



bridge



E



3.1 CITY FEATURES  (page 22)



T



FO



B Complete the sentences with words from exercise A. embassy and got a visa. Then I flew to San Francisco and stayed in a 1 I went to the American hostel for a week. bridge tunnel over the river was closed, so I drove through the instead. 2 The clinic to see a doctor. I got there before it opened, so I waited outside on the 3 I went to the sidewalk for 15 minutes. monument fire station in memory of the Great Fire next to the where my 4 There’s a large husband works. He’s a firefighter.



NO



3.2 PUBLIC TRANSPORTATION  (page 24)



PL



E



A Match the words (1–10) with the definitions (a–j). 1 arrival d a to arrange to have a seat on a plane or a hotel room at a particular time b an arrangement to have something kept for a person or for a special purpose 2 book a c the price that you pay to travel on a plane, train, bus, etc. 3 departure j d the act of coming to a place 4 direct h e a particular way or direction between places 5 fare c f a subway route 6 line f g a list of times when buses, trains, etc., arrive and leave 7 reservation b h going straight from one place to another without changing trains, buses, etc. 8 route e i a building where you can get onto a plane, bus, or ship 9 schedule g j the act of leaving a place 10 terminal i



SA M



B Complete the sentences with words from exercise A. fare  ? 1 Is the ticket expensive? How much is the Departure arrival is at 9:00 a.m., and is at 11:30 a.m. It’s a short flight. 2 direct  . 3 We don’t need to change trains. The trip is book a flight for the trip. I hope I can get a good price. 4 I still need to schedule again? 5 What time should we leave? Can we look at the bus reservation for dinner? The restaurant gets busy on Saturdays. 6 Did you make a



143



SA L



A Match the -ed adjectives (1–8) with the definitions (a–h). 1 frightened f a showing you think something is funny b a little angry 2 fascinated e c sad because something wasn’t as good as you expected 3 annoyed b d red-faced and worried what others will think of you 4 shocked g e very interested 5 amused a f afraid 6 embarrassed d g very surprised, usually in a bad way 7 disappointed c h happy because something you didn’t expect happened 8 surprised h



E



4.1 DESCRIBING OPINIONS AND REACTIONS  (page 34)



T



FO



R



B Complete the words with the endings -ed or -ing. . 1 That movie was frightening . 2 Olga isn’t coming to the party. I’m so disappointed  to see me. 3 My friends were really surprised  . 4 I didn’t think the joke was amusing when we saw the price. It was really expensive! 5 We were shocked  . 6 I had to sing in front of 50 people. It was so embarrass ing . 7 That noise is really annoying by some of the animals at the zoo. 8 The kids were fascinated



4.2 MAKING DECISIONS AND PLANS  (page 36)



PL



E



NO



A Match the expressions (1–10) with the definitions (a–j). 1 look into g a make necessary plans and preparations for something to happen b find out about something 2 check b c take action in order to achieve something or solve a problem 3 deal with c d not remember 4 get in touch with e e contact someone 5 arrange a f give someone information about something 6 forget d g examine the facts about a situation 7 think about j h get together with people 8 meet up h i make someone remember something 9 let (someone) know f j consider something 10 remind i Circle  the correct answer for each sentence. 1 Did you get in touch with / look into prices for the hotel? 2 We thought about / met up with cost before we planned our trip. 3 How are you dealing with / forgetting your long work hours? 4 Did you check Carol / let Carol know about our plans? 5 Sara arranged / reminded Joe to book three hotel rooms.



SA M



B



144



5.1 LOSING AND FINDING THINGS  (page 44)



Circle  the correct word or phrase for each sentence. 1 Sofia dropped / fell off one of her earrings on the floor. 2 Did you return / get your bag back from the airport? 3 I searched for / located my credit card everywhere. 4 The police discovered / appeared our car in another town. 5 A lot of things returned / disappeared from our office last summer. 6 He got / left his books behind in the classroom. 7 I think my hat fell off / left behind when I got on the train. 8 I lost my phone, but it located / appeared on my desk two days later.



T



FO



B



R



SA L



E



A Match the verbs (1–10) with the definitions (a–j). 1 appear d a give something back b find something for the first time 2 disappear g c leave a place without taking something with you 3 discover b d suddenly be seen 4 drop h e look somewhere carefully in order to find something 5 fall off j f find exactly where something is 6 get (something) back i g become impossible to see 7 leave (something) behind c h let something you are carrying fall 8 locate f i have something again after it was lost 9 return a j suddenly go to the ground 10 search (for) e



NO



5.2 NEEDING AND GIVING HELP  (page 46)



SA M



PL



E



A Choose the words that mean the same as the underlined words. Circle  a or b. 1 I often get lost when I’m in a new city. b ask someone for directions a don’t know where I am 2 Did Vicky give you a ride to class today? a tell you how to get to class b drive you to class in her car 3 I feel sorry for Tom. He lost his grandfather’s watch. a am happy for b am sad for 4 I need to figure out which subway line to take. a try to understand b tell someone 5 Mari showed me where to get the bus on the map. a explained b listened to me explain 6 Carl was in trouble at the airport because he left his passport at home. a found a solution b had a problem 7 I’m grateful when strangers give me directions on the street. a appreciate it b feel embarrassed 8 Sonny took care of his cousin when he was sick. a visited his cousin b stayed with his cousin and helped him



145



6.1 URBAN PROBLEMS  (page 54) A Complete the sentences with the correct words.



E



a Yeah. I feel sorry for her. b A friend gave me a ride home. c A stranger showed me where it was on a map. d Yes. My neighbor warned me before I got to the bus stop. e Yes, she did. I was really grateful.



SA L



B Match the questions (1–5) with the answers (a–e). 1 How did you find the hotel after you got lost? c 2 Did your aunt take care of you when you were sick? e 3 Did you figure out the bus wasn’t running? d 4 What happened after your car broke down? b 5 Did you hear that Sara was in trouble at work? a



R



air concrete graffiti land noise pollution space traffic trash



FO



concrete graffiti wall with painted on it. 1 Just outside our office, there’s an ugly land space  , but they have a lot of 2 Tall buildings need only a little inside them. trash 3 Some people eat as they’re walking and throw their right on the sidewalk. noise from the 4 My house isn’t right next to the highway, but I can hear the traffic  . pollution air in the from cars. 5 It’s hard to breathe because of all the



NO



T



B Use words from exercise A to complete these sentences. Sometimes more than one answer is possible. traffic makes a lot of noise / pollution  . 1 The 2 The concrete / land has graffiti / trash / concrete on it. pollution air in the  . 3 There’s a lot of



6.2 ADVERBS OF MANNER  (page 56)



PL



E



A Complete the sentences with the adverb form of the words in parentheses ( ). loudly  1 Sandra speaks (loud) when she’s on the phone. politely (polite), even when he’s upset. 2 Duncan speaks clearly (clear). 3 It’s hard to understand Jeff because he doesn’t speak beautifully (beautiful), but she can’t paint at all. 4 Mia draws safely dangerously (safe) or (dangerous)? 5 Does your bus driver drive correctly (correct)? 6 How many questions did you answer calmly angrily (calm) or (angry) when you told her the news? 7 Did Ida react completely (complete) after the tree fell down. 8 The city cleaned up the street



SA M



B Cross out the word that does not work in each sentence. 1 John and Kara drive their motorcycles dangerously / clearly / safely. 2 We need to speak completely / politely / calmly if we want people to listen to us. 3 Trish writes beautifully / clearly / loudly, so she can make the sign for our meeting. 4 When you talk angrily / loudly / safely, I stop listening to you. 5 Melvin answered most of the questions correctly / dangerously / clearly, and he passed the test.



146



7.1 MUSIC (page 66)



E



Circle the type of music that matches the definition. 1 a type of popular music with a strong beat, often played with electric guitars and drums: classical / rock 2 a type of popular music from Jamaica with a strong beat: reggae / folk 3 modern music with a strong beat that many young people like listening and dancing to: country / pop 4 a form of music developed mainly in the 18th and 19th centuries: classical / EDM 5 music that people often play without looking at written music: jazz / folk 6 a style of harsh, distorted rock music played loudly on electric instruments: reggae / heavy metal 7 a type of pop music with a strong beat in which people often speak the words: hip-hop / jazz 8 music written and played in a traditional style: rock / folk 9 a style of popular music from the southern and western US: country / reggae 10 a type of dance music with a strong beat usually played at clubs and festivals: classical / EDM Cover exercise A and complete the words with the missing letters. 1 r e g g a e 2 c l a s s i c a l 3 h e a v y m e t a l 4 c o u n t r y 5 j a z z 6 f o l k 7 h i p – h o p 8 r o c k



T



FO



B



R



SA L



A



NO



7.2 TV SHOWS AND MOVIES (page 68)



Match the kinds of TV shows or movies with the emojis. 1 science fiction e a d 2 romantic comedy c b e 3 horror a 4 game show b c f 5 musical f 6 comedy d



B



Complete the actor’s story with kinds of TV shows or movies from exercise A.



PL



E



A



When I was 18, I was on a 1



game show



, and I won $2,000! That was my



first time on TV. I really liked it, so I tried out for a small part in a TV series, and I got it. It was science fiction



2



SA M



I did a



horror



3



, and my character traveled through time. It was so cool! After that, movie. I’m not crazy about scary stuff usually, but it was better



to act in it than to watch it! I think I want to try something lighter next time, though. Something fun, like a 4



a regular a



147



6



romantic comedy comedy



5



musical



, where my character falls in love with a celebrity. Or maybe , where I get all the laughs. But I don’t think I’ll do . My singing voice isn’t that great!



8.1 DESCRIBING EXPERIENCES  (page 76)



E



A Complete the sentences with the correct words. Then change the underlined words so the sentences are true for you.



1 2 3 4 5



SA L



challenge change chore opportunity success



chore  . I think washing dishes is a boring challenge  . Passing my driver’s test was a difficult success  . Tina’s surprise birthday party was a great change in my style. I want a new hairstyle. I’m ready for a opportunity to travel to Argentina. I’d love to have an



R



B Circle  the correct words to complete the paragraph.



I had an interesting experience at work last month. I had to work on a group 1project / change with three other people. We had to design a new website for our company. It was a difficult 2opportunity / job, but



FO



we thought of an interesting 3chore / process – we each took one part of the design to work on and then showed each other our work. I designed the homepage. The new website was a 4success / challenge, so our boss was happy. I hope to have 5an opportunity / a change to work with the group in the future.



8.2 DESCRIBING PROGRESS  (page 78)



T



A Complete the sentences with the correct words. You will use one of the words twice.



have trouble with this. I’m sure we’ll take it easy. We have plenty of extra time. We can have time for a break while I’m doing this. I don’t waste time. If we want to finish this, we can’t do our best on this. We’ll have to save a lot of time. I’m sure we can do this quickly and This is very complex work. We really need to concentrate on this. spend a lot of time on this. I’ll have to



E



1 2 3 4 5 6 7 8



NO



concentrate do have save spend take waste



PL



B Which sentences from exercise A are possible before the sentence below? Check (✓) the sentences.   . It’s a really difficult job.” “    2



 ✓ 3



 ✓ 4



 ✓ 5



   6



 ✓ 7



 ✓ 8



SA M



 ✓ 1



148



A Complete the sentences with the correct words. There are four extra words. biology engineering



business law



chemistry medicine



computer science physics



economics political science



SA L



architecture education



E



9.1 COLLEGE SUBJECTS  (page 86)



FO



R



medicine 1 I’m studying because I want to help sick people. 2 My cousin studied architecture in college, and now he designs buildings. physics much. I just remember it was about energy and heat and light 3 I didn’t study and stuff. biology 4 My younger sister wants to study so she can understand plants and animals better. 5 Ruby is interested in politicians and power. Her degree is in political science  . business because I need to know how to buy and sell products and run 6 I’m studying a company. economics 7 When you study  , you learn about the impact of money on people, companies, and countries. engineering 8 My degree is in  . I’m hoping to improve the roads and bridges in my country.



NO



T



B Cover exercise A and complete the words with the missing letters. 1 I have a degree in a r c h i t e c t u r e. 2 Did you study b i o l o g y in school? 3 My mother studied e c o n o m i c s in college. 4 I’d like to take some e d u c a t i o n courses. 5 I’ve never studied c h e m i s t r y. 6 My parents want me to study b u s i n e s s. 7 I’m studying c o m p u t e r s c i e n c e right now. 8 P h y s i c s is a fascinating subject.



9.2 EMPLOYMENT  (page 88)



E



A Complete the sentences with the correct words. There is one extra word. apply



employer



fire



hire



PL



I just finished college, and now I’m going to 1 2



profession



experience. I’d like to earn a



SA M B



149



wage



6



4



employer salary



salary



working hours



who will



wage



working hours



for jobs as a computer tech. It’s a great



apply



 , and there are a lot of jobs. The 3



to 5:00 p.m. I hope I can find an



a 7



profession



5



for most jobs are from 9:00 a.m. hire



someone without much



 , but because it’s my first job, I might need to work for



and get paid by the hour.



Circle  the correct answers. 1 Sarah is already saving for her employer / retirement even though she’s only in her twenties. 2 I don’t know exactly what I want to do, but I’d like to have a career / salary in medicine. 3 My boss says she’ll fire / hire anyone who steals information from the company. 4 Lydia has three new wages / contracts to design websites for people. 5 When you’re self-employed, it’s important to manage / hire your time well.



Circle  the correct adjectives. Which sentence does not include opposites? 1 Leather is artificial / natural. 2 Stone is heavy / light. 3 Metal is hard / soft. 4 Glass is fragile / strong. 5 Cotton is hard / soft. 6 Polyester is artificial / natural. 7 Wool is warm / waterproof.  Item 7 does not include opposites. 8 Wood is fragile / strong.



SA L



A



E



10.1 DESCRIBING MATERIALS  (page 98)



FO



R



B Complete the sentences with some of the materials from exercise A. Wool  is natural and very warm. 1 Glass can feel cold and is fragile. 2 Wood comes from trees. 3 Metal is hard, heavy, and sometimes stronger than stone. 4 Leather is natural and can help keep you dry but is not totally waterproof. 5



10.2 PRODUCTION AND DISTRIBUTION  (page 100) Circle  the correct word to complete each sentence. 1 What time did they deliver / store your package? 2 How can I design / transport these TVs to New York? 3 I caught / froze a lot of fruit and vegetables this year. 4 Do they import / export these cars from Japan? 5 The children produced / picked a lot of apples yesterday. 6 My uncle’s company manufactures / grows furniture.



NO



T



A



SA M



PL



E



B Cross out the word that does not work in each sentence. 1 Yesterday, I caught / froze / picked some peas and beans. 2 He delivered / shipped / stored the package to your house yesterday. 3 Did your company design / grow / manufacture these shoes? 4 We deliver / import / transport our products to customers around the world. 5 My country exports / grows / manufactures a lot of vegetables.



150



11.1 SUCCEEDING  (page 108)



SA L



E



A Match the first parts of the sentences (1–9) with the second parts of the sentences (a–i). 1 I really need to figure b  a out as well as I hoped. b out how to fix this. 2 The two friends decided to set f c out in the photo. 3 It took me a long time to get h d up the hard work until next summer. 4 I was so tired, I just had to give e e up before the end of the race. 5 With his green hair, he really stands c f up the company six years ago. 6 You’ll get your degree if you can keep d g up coffee and drink only water and juice. 7 To become a good skier, you have to work i h over my bad exam results. 8 Unfortunately, my plan didn’t work a i at your technique. 9 While I was sick, I decided to give g The professor said to the class, “You’ll never 1



R



B Complete the text with five of the two-word verbs from exercise A. Use the correct form. the solution to this problem. It’s almost



 figure out



thought, “I’m really going to 3



in my class. So I



stand out



FO



impossible!” But I decided I would be the one who did. I wanted to 2



this – all day if necessary.” But at midnight I was still no



work at



closer to finding the answer. So unfortunately, I had to 4 else in the class gets the answer, or I’ll never



5



give up



 . I thought, “I hope nobody



it!”



get over



11.2 OPPORTUNITIES AND RISKS  (page 110)



PL



E



NO



T



A Match the expressions (1–12) with the definitions (a–l). a something you want to do in the future 1 advantage j b a choice 2 consider i c the possibility of something bad happening; to do something 3 disadvantage l although something bad might happen 4 effect k d the set of things that are happening at a particular time and place 5 goal a e something that happens because something else has happened 6 option b f why you do something 7 purpose f g t he study of a subject to get new information; to study a subject to get 8 research g more information 9 result e h something good that you get because you have done something good 10 reward h i to think about something carefully 11 risk c j something good that helps you 12 situation d k a change caused by something else l something that makes a situation more difficult



SA M



B Complete the paragraph with words from exercise A. My 1



goal 



is to study English in Australia for a year. I can study in Melbourne or Sydney.



I’ll probably take the second 2



Sydney after that. It’s a 3 my life. One



5



advantage



option risk



 . I plan to quit my job at the end of the year and go to  , but I think it’s worth it. It’ll have a big 4



is that my English will be excellent when I return. A



that I won’t make much money while I’m in Australia. I might



7



consider



after I get there, but I want to spend most of my time studying. The main 8



abroad is to study as much as I can.



151



effect 6



disadvantage



on is



getting a part-time job purpose



of my year



12.1 DESCRIBING ACCIDENTS  (page 118)



E



Circle  the correct verbs to complete the sentences. 1 She picked up / pulled out the broken glass from the table. 2 I dropped and broke my phone and felt bad about / blamed it. 3 My ring shook / slipped off my finger and disappeared. 4 I spilled / knocked off some coffee on my new white rug. 5 My brother damaged / destroyed his bike, but he can still ride it. 6 Did you leave the lights open / on? 7 When I opened the door of my car, two bags of groceries fell out / pulled out. 8 Don’t leave open / shake that box. You don’t know what’s in it.



SA L



A



T



FO



R



B Match the first parts of the sentences (1–8) with the second parts of the sentences (a–h). a the back door open. 1 He left his computer d b bad about the accident. 2 I picked up h c the glass onto the floor. 3 Someone left a d on by accident. 4 I hope you aren’t mad e e at Susan. 5 He pulled all the things g f shook it. 6 She feels really b g out of the cupboard and cleaned it. 7 His hand slipped, and he knocked c h my keys from the floor. 8 I picked up the bottle and f



12.2 DESCRIBING EXTREMES  (page 120)



PL



E



NO



A Match the first parts of the sentences (1–10) with the second parts of the sentences (a–j). 1 It’s the most enormous TV I’ve ever seen. It’s e a boiling. b thrilled. 2 I stood in the snow and waited for two hours. I was d c exhausted. 3 What time are we having dinner? I’m h d freezing. 4 We had a terrific view of Rio from the plane. It was f e huge. 5 Aren’t you too hot in that big sweater? You must be a f magnificent. 6 I can’t read this. The writing is j g miserable. 7 She said it was the best gift she’d ever had. She was b h starving. 8 The kids had a great vacation, but now it’s over, so they’re g i terrified. 9 I haven’t slept for 36 hours. I’m c j tiny. 10 I’m scared of spiders. When I see one, I’m i B Complete the sentences with all possible words. Use each word once.



SA M



boiling enormous exhausted freezing huge magnificent miserable starving terrific terrified thrilled tiny



 terrified 1 When I opened the box and saw what was in it, I was / boiling exhausted freezing / / 2 I don’t feel good. I’m starving  . enormous huge / / 3 Look at the size of that dog! It’s magnificent terrific /  . 4 Wow, look at that view. It’s



thrilled . miserable / tiny



/



 !



152



E



PROGRESS CHECK: INTRODUCTION



Using Progress checks Informal test • Ss keep their books closed. • Read the first Prove it instruction aloud. Repeat if necessary. • Give Ss time to write their answers. • Repeat the steps above with the next four Prove it instructions.



• When Ss have finished, they pass their papers to another team.



• Ss check other teams’ answers using the Student’s Book. Monitor and answer questions.



• The winning team is the one with the most correct words or phrases.



E



Class project • Split the class into five groups. Give each group one of the Prove it instructions.



PL



• Give each group a large piece of paper. Groups make posters with the words, phrases, and sentences. • Tell groups to put extra details on their posters, for example, pronunciation information or pictures of vocabulary items. • Each group puts their poster on the wall for other groups to read. Homework • Ss complete the Progress check at home. Remind Ss that they should not look at their books. They should prove how much they remember.



SA M



If possible, allow students to use online dictionaries and reference materials to improve their work. They can also ask a partner for suggestions.



FO



NO



• Ss work together to write the words and phrases.



• Check Ss answers in class before beginning the next unit.



T-153



• correcting spelling and punctuation errors



T



• Ss keep their books closed. Read the Prove it instructions aloud.



R



• choosing more appropriate vocabulary



Pair checking • Ss complete the Progress check individually and then compare with a partner. If they have different answers, they should check that both are correct.



Teams • Put Ss in groups of four.



Writing At the end of each unit, Ss will have the chance to return to, and improve, their written work from lesson 4. Encouraging students to check their own writing increases learner autonomy. Ss can improve their writing by: • adding extra sentences • using more complex grammatical structures



• Check answers as a class, or take Ss’ notebooks to check.



Pair testing • One S reads a Prove it instruction aloud while the other writes the words.



SA L



Progress checks help students regularly assess their learning. The Now I can sections relate to the communicative objectives of the unit grammar and vocabulary, functional language, and writing. The Prove it exercises challenge students to show what they have learned during the unit. Progress checks can be conducted in class or at home. Below is a list of ideas for conducting Progress check activities.



Now I can …



SA L



Can you do these things? Check (✓) what you can do. Then write your answers in your notebook.



E



PROGRESS CHECK Prove it



Write six adjectives that describe people’s personalities.



ask information questions.



Write three questions using different question words.



give personal information.



Write four expressions we use to give personal information.



use indirect questions.



Change the direct question into an indirect question: What hobbies are you into?



make introductions and end a conversation.



Write one sentence to introduce yourself, one sentence to introduce a friend, and one sentence to end a conversation.



write an email to get to know someone.



Look at your email from lesson 1.4. Can you make it better? Find three ways.



Prove it



FO



Now I can …



UNIT



describe possessions.



Describe the condition of your phone and your favorite pair of shoes.



use the present perfect with for and since.



Complete the sentence: I’ve



talk about tech features.



Give your opinion about the most useful and least useful features on a phone.



use the present perfect with already and yet.



Complete the sentences with your own information and already or yet. I’ve today. I haven’t .



switch from one topic to another.



Introduce a new topic of conversation, and then change the topic.



write an ad for something I want.



Look at your ad from lesson 2.4. Can you make it better? Find three ways.



.



Prove it



Name four city features in your area.



use articles.



Complete the sentences with a, an, the, or – (no article). I live in busy neighborhood. There’s embassy on my street. I see tourists go in and out of building all day long.



PL



E



talk about city features.



talk about public transportation.



Write two things you need reservations for and three kinds of transportation that have a schedule.



use modals for advice.



Choose two famous things to see in your city. Write advice about how to get there from a main train or bus station.



SA M



2



T



for



NO



Now I can …



1



R



use adjectives to describe personality.



UNIT



ask for and give directions in a building.



Write a question you can ask to find the restrooms in your school. Then write the answer.



write a personal statement for a job application.



Look at your personal statement from lesson 3.4. Can you make it better? Find three ways.



UNIT



3



153



UNIT Now I can …



Prove it



How many pairs of -ed and-ing adjectives can you think of? Make a list.



make predictions with be going to and will.



Make two predictions about tomorrow.



talk about decisions and plans.



Talk about a decision you need to make. Who can you get in touch with to help you with it? What do you need to look into first?



use will for sudden decisions; use the present continuous for future plans.



Complete the conversation: A What are you doing this weekend? B I .



offer and respond to reassurance.



Write two things you can say to offer reassurance and two things you can say to respond.



write an email describing plans for an event.



Look at your email from lesson 4.4. Can you make it better? Find three ways.



talk about lost and found things.



Write two or three sentences about something you lost. Describe how you lost it and say whether you located it again.



use the simple past.



Make a list of five regular simple past verbs and five irregular simple past verbs.



talk about needing and giving help.



Describe when you were grateful for someone’s help. Describe a time when you took care of someone.



use the past continuous and the simple past.



Complete the sentence: While I was studying,



give and react to surprising news.



Complete the conversation: A I found a ring in the trash. B



write a short story.



Look at your story from lesson 5.4. Can you make it better? Find three ways.



PL



E



NO



5



Prove it



FO



UNIT Now I can …



R



describe opinions and reactions.



T



4



SA L



Can you do these things? Check (✓) what you can do. Then write your answers in your notebook.



UNIT Now I can …



.



Prove it



talk about urban problems.



Write six words to describe urban problems. Which are the two biggest problems where you live?



use quantifiers.



Write three sentences about urban problems where you live. Use the quantifiers almost all, several, and so much.



SA M



6



E



PROGRESS CHECK



use adverbs of manner.



Answer the questions: How should bus drivers drive? How do you speak in class?



use future real conditionals.



Complete the sentence: I neighbors talk loudly tonight.



express concern and relief in different situations.



Write three things you can say to express concern and three things you can say to express relief.



if my



write a post giving my point of view. Look at your post from lesson 6.4. Can you make it better? Find three ways.



154



Now I can …



SA L



Can you do these things? Check (✓) what you can do. Then write your answers in your notebook.



E



PROGRESS CHECK Prove it



talk about different kinds of music.



Write down as many kinds of music as you can. Say which ones are your top three favorite kinds. Say which ones you don’t like.



use used to.



Write three sentences about things you used to do at different stages of your life but don’t do now.



talk about TV shows and movies.



What have you watched on TV in the past week? Say what kinds of shows/movies they were.



UNIT



7



R



make comparisons with (not) as … as. Choose two movies or TV shows that are similar. Say which you prefer, and explain why one isn’t as good as the other. Write two ways to refuse an invitation and two ways to respond to a refusal.



write a movie review.



Look at your review from lesson 7.4. Can you make it better? Find three ways.



Now I can …



Prove it



FO



refuse invitations and respond to refusals.



Complete the sentence with as many nouns as possible: Cleaning the house is a difficult .



use the present perfect continuous.



Write two things you have been doing lately. Write two things you haven’t been doing.



describe progress.



Write a short paragraph about how you’ve been spending your time lately. Say if you’ve been making good progress.



catch up with people’s news.



Write down two expressions to ask about someone’s news and two expressions to answer those questions.



write a post about managing my time.



Look at your post from lesson 8.4. Can you make it better? Find three ways.



PL



Prove it



talk about college subjects.



Write down as many words for college subjects as you can.



use modals of necessity.



Write down two things you have to do soon and two things you don’t need to do.



talk about employment.



What the difference between salary and wage? What’s the difference between apply, hire, and fire?



SA M



8



NO



Think about a project you’ve been doing but haven’t finished. Write about what you’ve done so far.



E



use the present perfect and the present perfect continuous.



Now I can …



UNIT



T



describe experiences.



use modals of prohibition and permission.



Write three rules for studying at a library. Use can, can’t, and must not.



express confidence and lack of confidence.



Write a response to the statement saying how confident you are: A I want you to run a marathon with me. B



write the main part of a résumé.



Look at your résumé from lesson 9.4. Can you make it better? Find three ways.



UNIT



9



155



UNIT Now I can …



Prove it



What materials are the clothes you’re wearing today made of? Are they warm? Waterproof? Light?



use the present simple form of the passive.



Write two sentences about things that are recycled and two sentences about things that aren’t recycled.



talk about production and distribution.



Write four sentences about products in your country. Use the verbs export, manufacture, grow, and design.



use the past simple form of the passive.



Write sentences using these passive verbs and your own ideas: was made, were imported, and was invited.



question or approve of someone’s choices.



Write two expressions you can use to question someone’s choices and two expressions to approve of someone’s choices.



write feedback about company products.



Look at your feedback from lesson 10.4. Can you make it better? Find three ways.



talk about succeeding.



Complete the sentences with the missing particles: Don’t give . You can figure it .



use phrasal verbs.



Rewrite the sentence using it: Deal with your problem, and work out a solution.



talk about opportunities and risks.



Write at least four sentences about a good opportunity you had. Were there any risks? What were the advantages?



use present and future unreal conditionals.



Answer the questions: What would you buy if someone gave you $1,000? If you were a famous person, who would you be?



give opinions and ask for agreement.



Write three things you can say when you want someone to agree with you and three things you can say to agree with someone.



write a personal story.



Look at your story from lesson 11.4. Can you make it better? Find three ways.



156



Prove it



describe accidents.



Write sentences using these expressions: damage, be mad at, knock off, feel bad about.



use indefinite pronouns.



Write one sentence each using these words: everyone, somewhere, anything, no one.



describe extremes.



Write the extreme adjectives that mean the same as these phrases: very big, very cold, very good, very hot, very sad, very tired.



use reported speech.



Change these sentences to reported speech, beginning with Karen said that: “Tom left for Miami on Sunday.” “Rita will finish her report soon.”



describe and ask about feelings.



Write two ways to describe your feelings about a good situation and two ways to ask about someone’s feelings.



write an anecdote about a life lesson.



Look at your anecdote from lesson 12.4. Can you make it better? Find three ways.



SA M



12



PL



UNIT Now I can …



E



NO



11



Prove it



FO



UNIT Now I can …



R



describe materials.



T



10



SA L



Can you do these things? Check (✓) what you can do. Then write your answers in your notebook.



E



PROGRESS CHECK



You’re at a party at Mariana’s home in San Francisco. Read the information in the box.



Name Relationship to Mariana Job



Friend Engineer at Domia Engineering



Home



Live in Los Angeles Visiting San Francisco this week



Interests



Basketball, music, going to restaurants



R



2



Sam Prentiss (male) or Sarah Prentiss (female)



Introduce yourself to Student B. Then ask questions to get to know B. When you’re finished, end the conversation and say goodbye.



2.3 EXERCISE 2D



FO



1



STUDENT A (page 7)



SA L



1.3 EXERCISE 2D



E



PAIR WORK PRACTICE (STUDENT A)



STUDENT A (page 17)



Read the sentences. Your partner asks short questions to show interest. Take turns. 1 I’m really busy right now. You are? Why are you busy?



4.3 EXERCISE 2C



NO



3 I’m learning Chinese.



T



2 That restaurant serves great food.



STUDENT A (page 39)



Tell Student B these things. Respond to Student B’s reassurance. ■ You’re worried about hosting a birthday party for a friend next week. ■ You haven’t sent invitations, ordered food, or cleaned your house yet. ■ You’re not sure what kind of cake to make.



2



Listen to a few of Student B’s worries about a long walking trip. Reassure him or her after each one. Then point out the good side of the situation: The weather will be good, and the mountain views will be amazing.



PL



E



1



5.3 EXERCISE 2D



STUDENT A (page 49)



SA M



Say the surprising things below. Your partner will react by repeating the surprising words or phrases. Then your partner will say some surprising things. You react by repeating key words or phrases. 1 A friend of mine has seven TVs in his house. 2 I lost my toothbrush and then I found it later in the washing machine. 3 I know a guy who asked his girlfriend to marry him in a text message.



157



SA L



1 Read the information below. Tell the story to Student B. Add details. ■ You went to a movie last night. ■ There was smoke in the movie theater (it was only burned food). ■ Someone fell down in a dark movie theater (but didn’t get hurt). ■ It was a strange night, but you had fun.



E



6.3 EXERCISE 2D  STUDENT A  (page 59)



2 Listen to Student B’s story. Express concern and relief when you think it’s necessary.



7.3 EXERCISE 2E  STUDENT A  (page 71)



a classical music concert



a horror movie



R



1 Invite your partner to one of the events below. Your partner refuses the invitation. Respond to your partner’s refusal. a baseball game



FO



2 Your partner invites you to an event. Refuse the invitation. Then give one of the reasons below. I don’t really like that kind of music. I think it’s sort of … I think those movies are kind of … I think that sport is sort of …



8.3 EXERCISE 2D  STUDENT A  (page 81)



NO



T



1 Imagine you are in these situations. Tell Student B about them. Listen to the reaction. 1 I’ve been thinking about not eating meat anymore. 2 My brother wants a pet. He says he might get a snake. 3 How about coming with me to see the new James Bond movie? 2 Student B will tell you some things. Make comments after each one using That would be and an adjective. Use the words below or your own ideas.



E



amusing difficult nice silly strange surprising wonderful



9.3 EXERCISE 2D  STUDENT A  (page 91)



SA M



PL



Ask your partner a question. Your partner says “No” and gives a reason. Then your partner asks you a question. You say “No” and give a reason using The thing is. Take turns. 1 Could you drive me to the airport? 2 Could you take care of my dog while I’m on vacation? 3 I’m going to paint my apartment. Can you help me?



12.3 EXERCISE 2D  STUDENT A  (page 123) 1 Look at the picture. Imagine this happened to you. Tell your partner about the experience. Answer your partner’s questions. Use In the end or After all that to end your story. 2 Listen to Student B’s story. Ask questions about how your partner felt.



158



You’re at a party at Mariana’s home in San Francisco. Read the information in the box.



Name Relationship to Mariana Job Home Interests



Coworker Teacher at Central High School San Francisco, near Mariana’s house Swimming, music, movies



Introduce yourself to Student A. Say you’ve heard a lot about A. Then ask questions to get to know A. When you’re finished, end the conversation and say goodbye.



2.3 EXERCISE 2D



STUDENT B (page 17)



R



2



Pietro Gomez (male) or Teresa Gomez (female)



FO



1



STUDENT B (page 7)



SA L



1.3 EXERCISE 2D



E



PAIR WORK PRACTICE (STUDENT B)



Read the sentences. Your partner asks short questions to show interest. Take turns. 1 The weather forecast is bad.



It is? What’s the weather going to be like tomorrow?



2 I need a new laptop.



4.3 EXERCISE 2C



T



3 I watched a great movie last night.



STUDENT B (page 39)



Listen to a few of Student A’s worries about a party. Reassure them after each one. Then point out the good side of the situation: There are still several days to prepare for the party, and Student A’s friend will appreciate all the work they did.



2



Tell Student A these things. Respond to Student A’s reassurance. ■ You’re nervous about a five-day walking trip in the mountains with friends this summer. ■ You’re worried about wild animals and about getting lost. ■ You think you aren’t strong enough to walk for five days.



E



NO



1



5.3 EXERCISE 2D



STUDENT B (page 49)



SA M



PL



Your partner will say some surprising things. You react by repeating the surprising words or phrases. Then you say the surprising things below. Your partner will react by repeating key words or phrases. 1 My dog ate my earphones this morning. 2 I was in the park, and a helicopter landed on the grass near me. 3 I was eating in a restaurant the other day, and I found an earring in my ice cream.



159



1 Listen to Student A’s story. Express concern and relief when you think it’s necessary.



7.3 EXERCISE 2E  STUDENT B  (page 71)



SA L



2 Read the information below. Tell the story to Student A. Add details. ■ You flew to Miami last weekend. ■ The airport was crowded and hot, and everyone was annoyed. ■ You couldn’t find your passport; you got worried; you found it after a while. ■ It was a difficult trip, but you got to Miami on time.



E



6.3 EXERCISE 2D  STUDENT B  (page 59)



R



1 Your partner invites you to an event. Refuse the invitation. Then give one of the reasons below. I don’t really like that kind of music. I think it’s sort of … I think those movies are kind of … I think that sport is sort of …



a country music concert



FO



2 Invite your partner to one of the events below. Your partner refuses the invitation. Respond to your partner’s refusal. a romantic comedy



a basketball game



8.3 EXERCISE 2D  STUDENT B  (page 81)



T



1 Student A will tell you some things. Make comments after each one using That would be and an adjective. Use the words below or your own ideas.



NO



awful boring fantastic great impossible interesting surprising 2 Imagine you are in these situations. Tell Student A about them. Listen to the reaction. 1 Let’s hide your brother’s car keys and see what he does. 2 I’ve decided to get up early every morning and go for a run. Come with me. 3 It’s our teacher’s birthday tomorrow. We could give her some flowers.



E



9.3 EXERCISE 2D  STUDENT B  (page 91)



PL



Your partner asks you a question. You say “No” and give a reason using The thing is. Then ask your partner a question. Your partner says “No” and gives a reason. Take turns. 1 Can we have a meeting after the lunch break? 2 I have a surfboard that I never use. Do you want it? 3 Why don’t we have a barbecue this weekend?



SA M



12.3 EXERCISE 2D  STUDENT B  (page 123)



1 Listen to Student A’s story. Ask questions about how your partner felt. 2 Look at the picture. Imagine this happened to you. Tell your partner about the experience. Answer your partner’s questions. Use In the end or After all that to end your story.



160



Insider English hold on a sec



Meeting someone you’ve heard about It’s great to meet you, Mia. I’ve heard good things about you. Oh, that’s nice. I’ve heard a lot about you. Good things, I hope. Useful phrases Do you know who this is? Which one is he/she? I think this is … He/She is the … Who did you learn about? This person is a good leader because he/she is … Who is the best one? So, do we all agree? We decided that … should be our president, because … We chose him/her because …



E



Making introductions Hello, I’m Nina. I’m Mia, Jodi’s sister. This is Rafe, my husband. This is Nina, Jodi’s coworker.



NO



T



Asking and answering questions about people Whose class are you in? Which neighborhood do you live in? What are you doing these days? Where did you go to school? How can I help? Can you tell me where he was born and raised? Do you know if he likes broccoli? I’d like to know what sports or hobbies he’s into. Do you have any idea …? I want to find out … I wonder …



FO



R



SA L



Verbs Giving personal information be born be into be married be raised be single celebrate live alone live with my family retire



Adjectives Describing personality brave cheerful easygoing generous helpful honest intelligent nervous reliable selfish serious sociable



E



UNIT 1 LANGUAGE SUMMARY



PL



Saying how you know someone How do you know Jodi? I work with her. I’m her sister/friend/coworker.



SA M



Ending a conversation I should let you go. Sorry, I have to go now. It was really nice to meet you. It was nice talking to you.



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-161



Insider English now Glossary collect legal



NO



Talking about things you’ve had for a while Have you ever felt that way? I’ve never played computer games. Our car has been outside for two years. We haven’t ridden these bikes for years. I’ve had my comic books since I was 12.



T



FO



R



Adjectives Describing possessions brand new common damaged fancy in good condition modern outdated plain special used useful useless



SA L



Verbs Tech features delete set up sync try work



Nouns Tech features device folder home screen model storage



PL



E



Talking about things you own I’ve already downloaded a lot of apps. I haven’t tried many of them yet. Have you tried the camera yet? Yes, I have.



Introducing new topics So, you know I’m interested in old toys. And guess what? I just bought two more online.



Using short questions to show interest I just bought two more online. You did? Cool! Tori is in town. She is? I haven’t seen her since she moved. Useful phrases I think … is/are essential because … I think … isn’t essential because … I think they are bringing this because … I think we should bring … because … How long have you had your special item? I’ve had it for/since … We chose … because … We also chose …



SA M



Changing the subject By the way, have you heard that Tori is in town? Oh, before I forget, … Staying on track Anyway, they looked good in the photos.



T-162



E



UNIT 2 LANGUAGE SUMMARY



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



Nouns City features bridge clinic embassy ferry fire station highway hostel monument parking lot sculpture sidewalk tunnel



E



UNIT 3 LANGUAGE SUMMARY Insider English Sorry, one more question.



SA L



Public transportation arrival departure fare lines reservation route schedule terminal



Glossary cast



R



Adjectives direct



Repeating details to show you understand Can you tell me how to get to meeting room C? Meeting room C … Uh, it’s upstairs on the fifth floor. How do I get to the stairs? The stairs? Go down that hallway, and they’re on your right. Useful phrases I think … I don’t think … In my opinion … … isn’t very well known. … is a good choice because … I think we should include … Let’s say … first. Then we can talk about … Next, we should … Finally, we can tell the class about …



T



Asking and answering questions about your city Is there a ferry in your city? What time does the first ferry run? I’m studying to be an engineer. Where can I find the most unusual sculptures? Hostels are usually cheap. Where can I play music?



FO



Verbs book



NO



Talking about how to get from one place to another What should I do? You should ask a New Yorker. You shouldn’t look at those maps. You could get the AirTrain. I wouldn’t take the subway. I’d get a taxi. Could I take a train? Yes, you could. No, you couldn’t.



PL



E



Asking for directions Can you tell me how to get to meeting room C? How do I get to the stairs? Which way is the elevator? Do you know which floor the cafeteria is on? Which floor are the restrooms on?



SA M



Giving directions It’s upstairs on the fifth floor. Go down that hallway, and they’re on your right. Go through the lobby, and it’s on the left. It’s downstairs in the basement. Take the elevator to the third floor.



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-163



E



Making plans for a trip I’ll deal with renting tents, OK? OK, and I’ll check places to stay. Are we staying with your cousin? They’re staying with Leo’s cousin. They’re not hiring a guide.



SA L



R



Useful phrases We can … Here’s a good idea. We need … I (don’t) think … will like … They’re going to … They’ll also … We/I think they’ll be … We/I don’t think they’ll … This is our best idea. We think it’s perfect for …



SA M



Responding to reassurance I hope so. I really appreciate it. Thanks, but I feel so bad.



T-164



Glossary lyrics professional



Using at least to point out the good side of a situation Maybe I’ll text my parents and cancel … No, don’t do that. It’s no problem. At least you’re not missing your main class today.



PL



Offering reassurance It’ll be fine. These things happen sometimes. There’s no need to worry. You’ll be fine. Don’t worry about it. It’s no problem.



Insider English ASAP (as soon as possible)



FO



NO



Describing opinions and reactions It’s going to be embarassing for her. This costume is awful! It’s going to scare her. She’ll be shocked. She won’t like it. I think she’ll laugh.



Verbs Making decisions and plans arrange check deal with forget get in touch with let (someone) know look into meet up remind think about



T



Adjectives Describing opinions and reactions amused amusing annoyed annoying disappointed disappointing embarrassed embarrassing fascinated fascinating frightened frightening shocked shocking surprised surprising



E



UNIT 4 LANGUAGE SUMMARY



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



Insider English subway train Glossary monster narrow down



R



Needing and giving help be grateful (to someone) be in trouble break down feel sorry (for someone) figure out what to do get lost give (someone) a ride show (someone) where to go take care (of someone) warn (someone) that …



SA L



Verbs Losing and finding things appear disappear discover drop fall off get (something) back leave (something) behind locate return search (for)



E



UNIT 5 LANGUAGE SUMMARY



Useful phrases A few weeks/months/years ago … When/While I was … Then suddenly … Later … Seriously? You’re kidding! That’s a great story! They won’t believe that. Let’s say that … I think it’s true. It’s not true. No way! I (can’t) believe that …



NO



T



Talking about needing and giving help While I was looking at some art, the train came. The train came while I was looking at some art. When the train came, I was looking at some art. When I looked up, the doors were closing.



FO



Repeating words to express surprise You’ll never guess who was standing behind me. Who? An old school friend from Seoul. From Seoul? Are you serious?



Talking about lost and found things Agustín Aliaga lost his wedding ring. He didn’t find it in the water. She looked everywhere. She couldn’t locate it.



Giving surprising news I had a real surprise this morning. You’ll never guess who was standing behind me. You’re not going to believe this. I can’t believe it.



SA M



PL



E



Reacting with surprise Are you serious? Is that true? You’re kidding! Seriously?



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-165



Insider English think twice



FO



R



Glossary creepy steal



Using though to give a contrasting idea Was everyone OK? Yes. No one was hurt. It was a dangerous situation, though. Useful phrases It looks amazing/strange/real. It’s a great idea. I’m not sure about it. That’s true, but … Well, it also … So, you’re saying … But then … If we …, we’ll have to … People will/won’t … I (don’t) think … will … I (don’t) think it will work. I (don’t) think we can … We’ll need to … It will be too …



NO



T



Talking about urban problems Almost all of the land is concrete. There’s so much traffic. I love living close to so many people. I expected a lot of noise. If you talk to them calmly and politely, they’ll probably listen. I wake up several times a night. I see a little grass here and there. I see a few trees. There’s very little space. In Alaska, there’s almost none.



SA L



Adverbs Adverbs of manner angrily beautifully calmly clearly completely correctly dangerously loudly politely quietly safely



Nouns Urban problems air concrete graffiti land noise pollution smoke space traffic traffic jam trash



PL



E



Talking about problems and solutions If there is a lot of garbage in the street, people often leave more trash there. When you speak angrily to noisy neighbors, they just keep making noise. If you explain your feelings clearly, they will understand. They will understand if you explain your feelings clearly. If you make a special area for graffiti, people won’t paint on other buildings.



SA M



Expressing concern Are you all right? I was really worried! Is/Was everyone OK? Is anything wrong? Expressing relief I’m so relieved I’m glad to hear that. What a relief! That’s such a relief.



T-166



E



UNIT 6 LANGUAGE SUMMARY



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



Nouns Music classical country EDM folk heavy metal hip-hop jazz pop reggae rock



E



UNIT 7 LANGUAGE SUMMARY Insider English thanks to + something or someone



R



Glossary dramatic



FO



Discussing your changing tastes in music What did you use to listen to then? I used to like country music. I didn’t use to buy much music.



SA L



TV shows and movies animated movie comedy documentary drama game show horror musical reality show romantic comedy science fiction soap opera talk show thriller



Softening comments Are you free on Saturday? I’m sorry. Unfortunately, I’m going to be kind of busy all weekend. Useful phrases I used to like …, but now I don’t like it so much. I’ve always liked … My favorite … is/was … I think everyone / most people / some people … I don’t think many people / anyone … I think this is true. I disagree. I think this is partly true. I agree that …, but I disagree that …



NO



T



Talking about TV shows and movies Many viewers think that personal devices are as good as TVs. Nothing is as much fun as watching reality shows with your friends. Watching a horror movie at home isn’t as frightening as watching it in a dark theater. Do you like watching on your device as much as watching on a big screen?



E



Refusing invitations Maybe after that. / Maybe later. I’d love to, but … But thanks for asking. I’m sorry. Unfortunately, …



SA M



PL



Responding to a refusal Oh, that’s too bad. I understand. Let me know if your plans change. Let me know if you change your mind.



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-167



Insider English It’s worth it. It’ll be worth it.



PL



E



NO



Talking about progress I’ve been making good progress. I’ve been getting nowhere. I’ve been having problems with that. I’ve been having trouble with that. I haven’t had time to do that. I haven’t had a chance to do that. I’ve been doing my best. I’ve been taking it easy. I’ve been spending a lot of time doing that. I’ve been concentrating on that. I’ve wasted a lot of time. I’ve saved a lot of time.



Answering The same as usual. I’ve been (really) busy. Not much.



Using that would be to comment on something Why don’t we go and have lunch together? I know a great Chinese restaurant. Really? That would be great! I love Chinese food.



T



Talking about what you’ve been doing What have you been doing? I’ve been painting pictures of nature. I haven’t been going out at all. Have you been going out? Yes, I have. / No, I haven’t.



FO



R



SA L



Verbs Describing progress concentrate on something do your best get nowhere have a chance to do something have problems with something have time to do something have trouble with something make good progress save (a lot of ) time spend (a lot of ) time doing something take it easy waste (a lot of ) time



Nouns Describing experiences achievement challenge change chore job opportunity process project success



E



UNIT 8 LANGUAGE SUMMARY



Useful phrases … makes me happy. I enjoy … I don’t really like … I’m not interested in … I’ve been spending a lot of time … I haven’t had (much) time to … I want to spend more/less time … You could … Or you could … What about …ing …?



Saying how long it’s been It’s been a long time. I haven’t seen you since last spring / for a long time.



SA M



Asking about someone’s news What have you been up to? What have you been doing? What’s going on with him? How have you been?



T-168



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



Nouns College subjects architecture biology business chemistry computer science economics education engineering law medicine physics political science



Insider English See how it goes.



R Focusing on reasons Me, doing jujitsu? I’m not sure I can handle that! The thing is, I’m not very strong. Useful phrases You have to be good at … You need to know a lot about … You have to be interested in … You could make/help/sell/design … You could be a / work in a … My partner’s job is … It would be perfect for him/her because …



NO



T



Talking about college subjects I have to get a degree first. I don’t have to choose a job yet. Applicants must take 120 credits of any subject to get a degree. Why do you need to get a degree? Don’t you have to choose a major?



Glossary applicant deadline degree major qualifications



FO



Verbs Employment apply fire hire manage



SA L



Employment career contract employer profession retirement salary wage working hours



E



UNIT 9 LANGUAGE SUMMARY



Discussing rules for working and studying at home You can’t waste time. You must not miss your deadlines. You can take short breaks. May I email you?



PL



E



Expressing confidence That won’t be a problem. That doesn’t bother me. I think I can handle that.



SA M



Expressing lack of confidence I’m not sure I can handle that. I don’t think I’m strong enough. That concerns me a little.



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-169



SA L



T NO



Saying what things are made of Cotton is taken from plants. Large amounts of water are needed. A lot of chemicals are used by cotton farmers.



PL



E



Talking about where things come from The tuna was caught weeks ago. The coffee beans were imported. My laptop wasn’t made in the US. The beans weren’t grown in Canada. The coffee was exported from Brazil.



Changing your mind Ok, you convinced me. I’ll get an air mattress. That’s what I would do. But, now that I think about it, if you get the sofa bed, you could give me your couch! Are you sure you want to get that? It’s really spicy. On second thought, I’ll have the soup. Useful phrases … are bought for / because / in order to … You see a (person/thing). They (do something). And then … At the end, …



SA M



Questioning someone’s choices Why would you want to buy/get that? Do you really need a sofa bed? Are you sure you want to get that? Approving of someone’s choices Now that’s a good idea. That’s what I would do. I think you made the right choice.



T-170



Glossary brand eco-friendly feedback green otherwise



FO



Adjectives Describing materials artificial fragile hard heavy light natural soft strong warm waterproof



Insider English -friendly



R



Verbs Production and distribution catch deliver design export freeze grow import manufacture pick produce ship store transport



Nouns Describing materials cotton glass leather metal plastic polyester stone wood wool



E



UNIT 10 LANGUAGE SUMMARY



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



SA L R



Glossary benefit



Softening an opinion I guess it’s hard to give up a good job. I feel like it’s hard to give up a good job.



NO



T



Talking about how to succeed If that doesn’t work out, I hope failure is good for me. They set up a company. They set it up. I figured out the answer. I figured it out. They got over the failure. They got over it. I don’t want to give up my job. I don’t want to give it up. You have a good job. Don’t give it up. Keep trying. Don’t give up.



Insider English I’m moving on.



FO



Verbs Succeeding figure something out get over something give something up give up keep something up set something up stand out work at something work out Opportunities and risks consider effect research result reward risk



Nouns Opportunities and risks advantage disadvantage effect goal option purpose research result reward risk situation



E



UNIT 11 LANGUAGE SUMMARY



PL



E



Talking about imaginary situations Would you swim across a river full of crocodiles if I offered you a million dollars? If I succeeded, the reward would be fantastic. If I spent $100,000 on a “crocodile-proof” suit, I’d still make $900,000! I wouldn’t be able to spend a million dollars if I ended up inside a crocodile!



Useful phrases I know him/her! He/She is … I would want … to … because … That would be … I’d put … on the cover because … … is a good choice because … I wouldn’t choose … because … We chose … because … We felt that … We admire … for his/her …



SA M



Asking for agreement Don’t you think? …, right? …, you know? Don’t you agree?



Agreeing Yeah, especially when it pays so well. Yeah, I agree with you. Good point. I see what you mean.



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



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UNIT 12 LANGUAGE SUMMARY Insider English You’ve never seen anything like it!



R



FO



Ending a story Yeah. I couldn’t stop smiling. In the end, / After all that, it turned into a dream vacation! Useful phrases Once, I went/did/tried … It was terrific! At first, I was terrified, but then … … told me that … He/She said that … I think it sounds fun. I’d like to try it. Nobody else wants to … … said he/she was terrified of … Most of us would like to …



SA M



PL



E



Talking about extreme experiences “It’s difficult.” She said (that) it was difficult. “They’re doing well.” She said (that) they were doing well. “They did well.” She said (that) they had done well. “They’ve done well.” She said (that) they had done well. “They can do it.” She said (that) they could do it. “It will be difficult.” She said (that) it would be difficult. “It’s going to be easy.” She said (that) it was going to be easy.



Asking about or guessing others’ feelings You must have been furious. I bet that made you feel good. I bet that made you feel bad. How did that make you feel?



T



NO



Talking about accidents Ketchup spilled everywhere. Everyone was mad at me. I knocked something off my plate. I was in a restaurant somewhere. You’ve never seen anything like it! She said nothing.



SA L



Verbs Describing accidents be mad at blame damage destroy fall out feel bad (about) knock off leave on leave open pick up pull out shake slip spill



Adjectives Describing extremes boiling enormous exhausted freezing huge magnificent miserable starving terrific terrified thrilled tiny



Describing your feelings Actually, I was shocked. What a nightmare! I couldn’t stop smiling. It was a horrible/fantastic experience.



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Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



I was born in Detroit, but I was raised in the country. I lived with my family – my parents, brother, and sister – on a farm. My brother and I were into sports, especially baseball. After high school, I moved back to Detroit. I lived alone in a small apartment – I didn’t have any roommates. And I was single – I didn’t have a girlfriend at that time. But I have a wife now. Alicia and I were married five years ago, and we celebrated our anniversary last Wednesday. My parents took us out to dinner. They retired a year ago, so they have a lot of free time.



Track 1.08 Lesson 1.3, page 7, Exercise 2C



NO



Yadira Luke Yadira Luke Yadira Luke Yadira



What are you looking at, Luke? It’s a website that sells old stuff. I’m interested in old watches. You are? That’s cool. Yeah. My dad taught me how to fix them. He was a watchmaker. He was? Interesting! I have an old watch that doesn’t work. You do? Well, give it to me, Yadira. I can take a look at it. Hey, that would be great.



E



Track 1.17 Lesson 2.3, page 17, Exercise 2C



I found a gold watch on the street yesterday. You did? What did you do with it? Nothing. It’s here in my bag. It is? Can I see it?



PL



A B A B



Track 1.20 Lesson 2.4, page 18, Exercises 1B and 1C Why do some people collect things? Have you ever wondered? I have, but I’ve never found the answer. So this week, I’ve invited someone who can maybe – just maybe – help me understand why people collect stuff. He’s Felix Moss, and he’s a collector. Felix, welcome to the podcast. Thanks, Hana. Now, you’re a big fan of auto racing. And you collect things from race cars. Give me some examples of the kinds of things you collect. Well, I have an old tire. Um … An old tire. Felix, most people want to get rid of old tires! Why do you want to own something like that? It’s useless, right?



SA M



Hana



Felix Hana



Felix Hana



Excuse me, do you know which floor the pool is on? The pool? It’s downstairs in the basement. Thank you. Which way are the stairs? The stairs … Um … Go down that hallway, and they’re on your left. OK. Thanks. Oh, do you know if the pool is open late? Late? I think it closes at 10.



Track 1.35 Lesson 4.3, page 39, Exercises 2A and 2B Liam



Hi. I’m Jessica, Nathan’s sister. Hello, Jessica. I’m Leo. I work with Nathan. Nice to meet you, Leo. I’ve heard a lot about you. Good things, I hope!



Track 1.16 Lesson 2.3, page 17, Exercises 2A and 2B



Man Woman



Ava



Liam Ava



T



Jessica Leo Jessica Leo



Track 1.27 Lesson 3.3, page 26, Exercises 2A and 2B



FO



Hello. I’m Ji-soo, Jodi’s friend. Hi. Nice to meet you. I’m Nathan, Jodi’s brother. It’s great to meet you, Nathan. I’ve heard a lot about you. Good things, I hope! Of course!



Felix Hana



Man Woman Man Woman



Track 1.07 Lesson 1.3, page 7, Exercises 2A and 2B Ji-soo Nathan Ji-soo Nathan Ji-soo



Hana



Well, I can’t put it on my car! So it is useless as a tire. But that’s not why I bought it. I’ve loved racing since I was six years old. So I collect stuff – like tires – to bring the sport into my life – and into my living room. That’s interesting… . Wait a minute. Are you saying you have this tire in your living room? Yeah. And it is useful in a way. I made a table from it. Wow! That’s pretty cool! So what else is in your living room?



SA L



Man



Felix



R



Track 1.05 Lesson 1.2, page 4, Exercise 2A



E



STUDENT’S BOOK AUDIO SCRIPTS



Liam



I accepted that job in Buenos Aires, but it’s really far from you and my other friends. Don’t worry about it. We’ll keep in touch – and I’ll even come and visit you! And I don’t know Buenos Aires very well. I know, but it’ll be fine. At least it’s an interesting city, and the pay is good. Yeah, that’s true. Thanks, Ava.



Track 1.38 Lesson 4.4, page 40, Exercises 1B and 1C Cindy Min-soo Cindy Min-soo Cindy Min-soo Cindy Min-soo Cindy Min-soo



Cindy Min-soo Cindy



So, I have two ideas for the event. One is a barbecue in the park. Hmm, maybe not. They just had a barbecue two weeks ago. What’s your other idea? It’s a quiz show, like on TV, and they work in teams to answer questions. That’s interesting, but probably too difficult. I guess you’re right. Do you have any ideas? Well, how about going to a local baseball game? There are lots of games at Green Park Stadium. I’m sorry, but I don’t think it’s a good idea – not everyone likes baseball. But … Yeah, you’re right. OK, my other idea – and this is a little unusual – is to make a video of a pop song. What do you mean? Who’s the singer? The students are the singers. They choose a song they like and practice it. Then, when they feel ready, we make a video of them. That is so cool! They’ll love it! And we can post the video online. It’ll be a great memory for them. OK, I’ll look into it a little more and then get in touch with you. Then we can let the students know. Great! Hey, can we sing with them? I love singing!



Track 1.39 Lesson 4.4, page 40, Exercise 2A 1 There are lots of games at Green Park stadium. 2 And we can post the video online.



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Track 1.60 Lesson 6.4, page 60, Exercise 2B



Jenny



1 Won’t there be a lot of accidents? 2 Drones are more useful than I thought. 3 And drones usually use batteries, so they cause almost no pollution compared to delivery trucks.



A Hi, it’s me. Sorry about the noise – I’m calling from the top of a mountain, and it’s really windy. B The top of a mountain?



Track 1.53 Lesson 6.3, page 58, Exercise 1C Hi, Mom. It’s Kerry. Where are you? You’re late. Is anything wrong? No. Everything’s fine. I just had to buy a few things at the market. That’s such a relief. I was really starting to worry.



Track 1.54 Lesson 6.3, page 59, Exercises 2A and 2B



NO



A Did you go to the street festival last night? I heard there were some problems. B Yeah. It was really crowded, and some people fell down. Two people were hurt and had to go to the hospital. I was OK, though. A I’m so relieved! I was really worried.



Track 1.58 Lesson 6.4, page 60, Exercises 1B and 1C



E



Traffic! It can cause a lot of problems, like traffic jams, noise, and pollution. Today on Talking Tech, we’re discussing an interesting solution to the traffic problem – drones for delivering packages. And who better to discuss the topic than Elsa Fisher? She works for Giro-Home, a start-up company that plans to deliver packages by drones in the future. Welcome, Elsa. Thanks, Doug. So, tell us … how are drones going to solve the traffic problem? Well, they aren’t going to solve the problem. But if we use drones to deliver packages, it will help. The United States Postal Service and FedEx deliver over six and a half billion packages a year. They use trucks to carry those packages, and that’s a lot of trucks on the road! It sure is. But if drones deliver packages, there will be hundreds, or even thousands, of drones in the air at one time. Won’t there be a lot of accidents? No, there won’t. Drones have technology called “sense and avoid.” They know when something is in the air around them – like trees, buildings, and other drones – so they can fly safely around those things. OK, but …



PL



Doug



SA M



Elsa Doug Elsa



Doug



Elsa



Doug



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Track 2.14 Lesson 8.3, page 81, Exercises 2A and 2B Rosa



Juliet



So, Marina, how was your job interview this morning? Really great. They offered me the job! Wow, congratulations! What a relief! Yeah, and everyone was so friendly. I was really nervous, though. Of course. A job interview is a big thing.



Track 1.55 Lesson 6.3, page 59, Exercise 2C



Nate Victor Nate



Hey, Nate. Do you want to go to a concert on Friday? I’m sorry, but I have other plans. Oh, that’s too bad. How about Saturday? The band is playing both nights. What band is it? Born Nervous – a really great heavy metal band. Actually, I don’t like heavy metal. The concerts are sort of crazy. But thanks for asking.



Are you free on Friday for lunch? I could invite some of my friends, too. That would be wonderful! I’d love to meet them. Do they speak English?



Track 2.15 Lesson 8.3, page 81, Exercise 2C A Lenny got another speeding ticket. His parents are thinking about taking away his car. B That would be awful! He loves his car.



T



Ruby Marina Ruby Marina Ruby



Victor Nate Victor



FO



Kerry Mom Kerry Mom



SA L



Track 1.46 Lesson 5.3, page 49, Exercise 2C



Track 2.06 Lesson 7.3, page 71, Exercises 2B and 2C



R



Eric Jenny Eric Jenny



You’ll never guess what was in my apartment when I got home last night. What? A bird. A bird? You’re kidding! How did it get in? I left a window open. So I guess it just flew in.



E



Track 1.45 Lesson 5.3, page 49, Exercise 2A and 2B



Track 2.18 Lesson 8.4, page 82, Exercises 1B and 1C Travis



Naomi Travis Naomi



Travis Naomi



Travis Naomi



Travis



Welcome to Tools for Life. I’m Travis Townsend, your personal life coach, and today I’m going to help you use your time wisely. Well, actually, my guest – time management expert Naomi Moore – is. Hi, Naomi. Hello, Travis. Let’s not waste any time. You have one minute to give us your top tip … Easy! Do small jobs right away. Ask yourself, “Can I do this in less than five minutes?” If the answer is yes, just do it. That’s it. How long did that take? A few seconds? That was definitely under a minute! Great! So, this technique has been saving me time for years. Here’s a quick example. This morning I had several emails. I opened the first one and asked myself, “Can I answer this in less than five minutes?” The answer was yes, so I responded right away. I did that with three more emails. Done, done, and done. So, it felt like such a big achievement even though – actually – it didn’t take very long. Exactly. And after that, I quickly paid a few bills online. Then I didn’t need to put those tasks on my to-do list. Or even think about them when I got to my bigger jobs. It’s really about making space in your head as well as saving time. Interesting. It’s a great tip. I know I’m going to love trying this, and so will you, listeners!



Track 2.25 Lesson 9.3, page 91, Exercises 2A and 2B Robin Tim



So, Tim, you’ll have to come mountain biking with us sometime. Um … well, thanks for the invitation, Robin. But I’m not sure I can handle a mountain bike. The thing is, I fell off my bike and broke my arm when I was a kid, and since then I’ve never really liked biking.



Track 2.52 Lesson 12.3, page 123, Exercises 2A and 2B



Darcy Tara Darcy



Mi-young How did your presentation go at work yesterday, Jimmy? It was stressful. My coworker left her laptop at home – the Jimmy laptop with our presentation on it. Mi-young I bet that made you mad. Jimmy At first, yes. But then I found out her daughter was sick, so I felt bad for her. Anyway, her husband was at home with their daughter and emailed her the presentation. Mi-young That’s good. Jimmy Yeah, we started a little late, but in the end, our boss was happy with it.



Tianyu Rachel Tianyu



Erica Rachel Erica Tianyu Rachel



Tasha







We are constantly learning little lessons – it’s happening all the time. You tell a joke and no one laughs. You learned a lesson. You decide never to tell that joke again. You put a cup of coffee near your computer. It spills and ruins everything on your desk. You learned a lesson. You start drinking your coffee somewhere else. But how many of these lessons stay with us? How many are really life lessons? I say very few. Sure, we can change temporarily – for a short time – before we go back to our old ways. My father always said that he was a creature of habit, doing the same things in the same way. I think we’re all a little like that. Remember that spilled cup of coffee? It was mine. The next day, I drank my coffee at the kitchen table with the best intentions – I wanted and planned to change. That lasted … for about a week. Then, without realizing it, I was drinking coffee at my desk again. Did I learn a lesson? No, I did not. So, what’s the secret? How do we actually learn lessons and change our behavior? By the end of this talk, you’ll know how to make little lessons turn into life lessons. And you’ll be able to stop telling that same bad joke! So first, …



FO



Erica



Track 2.55 Lesson 12.4, page 124, Exercises 1B and 1C











T



Erica Tianyu Rachel



This is Business Matters. I’m your host Rachel Varick, and today I’m talking with business owners Tianyu Hao and Erica Knight. They own Cocobar, a company that makes a variety of chocolate products. Welcome. Thank you. Thanks, Rachel. Now, I know your products are made from cacao beans that are imported from Peru. And then they’re produced locally with other natural ingredients. However, we’re not focusing on your delicious products today. We’re talking about the people who buy them. That’s right. Our customers are really important to us. And we don’t want them to just like our products – we want them to love our products. Yes, we want every Cocobar customer to turn into a Cocobar fan. Why is that so important to you? It should be important to every business owner. Fans help a company in many ways. For example, they not only buy our products again and again, but they also tell their friends to buy them. They often talk about us on social media, too. And what company doesn’t want free advertising? So true! And they give us feedback about our products. But how useful is it? Isn’t feedback from fans always good? No, not always. When they’re not happy, they tell us. True fans are honest – because they really want to help us improve. That’s very interesting, Tianyu. Well, thank you both for talking …



NO



Rachel



SA L



Track 2.37 Lesson 10.4, page 104, Exercises 1B and 1C



R



Tara



What are you looking at, Tara? Some scarves. I think I’m going to buy this purple one for Steph. Are you sure you want to get the purple one? Her favorite color is blue. On second thought, maybe you’re right. And the blue one would look nice with her new coat.



E



Track 2.34 Lesson 10.3, page 103, Exercises 2A and 2B











Track 2.44 Lesson 11.3, page 112, Exercise 1C



PL



E



A I applied for that job two weeks ago, but I haven’t heard from the company yet. B I think you should call them. Then they’ll know you’re interested. Don’t you agree? A Good point. I should call them today, right? B I would. You need to show them you’re really serious about the job.



Track 2.45 Lesson 11.3, page 113, Exercises 2A and 2B Noah



SA M



Callie Noah



Milo doesn’t seem very happy at work these days, don’t you think? Yes. I’ve noticed that, too. I guess it’s not the right job for him. Yeah, it’s too bad. I feel like he should quit and look for another job.



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T-177 T-185 T-209 T-217 T-241 T-245



• There is a Vocabulary activity for each lesson 1 and 2 of the Student’s Book.



SA M



PL



E



NO



T



FO



• There is a Speaking activity for each unit of the Student’s Book, which encompasses the grammar and vocabulary points of each unit.



R



Grammar teacher’s notes Grammar activities Vocabulary teacher’s notes Vocabulary activities Speaking teacher’s notes Speaking activities • There is a Grammar activity for each lesson 1 and 2 of the Student’s Book.



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E



SA L



PHOTOCOPIABLE ACTIVITIES



Teacher’s notes for photocopiable activities:



SA L



E



GRAMMAR



1.1 WHO IS THE NICEST PERSON YOU KNOW?



• For Ss who need more support, put all Student As together and all Student Bs together. Ask Ss to write down the indirect questions. Then put Ss into Student A and B pairs.



page T-185 Information questions 35 minutes • PREPARE   Make one copy of the worksheet for each S.



• Review  Go through all the indirect questions and ask Ss to give you as many variations as they can, for example: Can you tell me who she asked for advice? Do you know who gave her advice? I wonder if she asked her mother for advice?



– Who is the nicest person you know? – My friend Elio. Everyone likes him because he is so friendly.



R



• Do the task  A Give each S a worksheet and ask Ss to complete each question. Check answers as a class. B Put Ss into pairs. Ss put an X next to the ten questions they would like to ask their partner. Tell Ss to take turns asking and answering questions. Encourage follow-up questions, for example:



2.1 WHAT HAVE YOU DONE?



page T-187 Present perfect with ever, never, for, and since 35 minutes • PREPARE   Make one copy of the worksheet for each group of four Ss and cut up the Sentence cards and Answer cards.



FO



• Introduce  Tell Ss some facts about yourself, for example, I went to the movie theater yesterday. Ss ask you information questions, for example, Which movie did you see? Who did you go with? Put Ss into pairs to do the same.



– Where did you meet him?



• Pairs ask each other the questions. They use never, for, and since when they answer. Model the conversation: – Have you ever bought a terrible souvenir? – No, I’ve never bought anything really bad. But I have received a terrible souvenir – a horrible T-shirt from New York. • Do the task  Ss work in groups of four. Decide which S is A, B, C, and D. Put all the Sentence cards in a pile and the Answer cards in a pile. One S takes the top card from the Sentence pile and one card from the Answer pile. The other three Ss each take a card from the Answer pile.



T



• Monitor and help where necessary. If Ss finish early, tell them to choose more questions.



• Introduce  Write some present perfect questions with ever on the board, for example: Have you ever bought a terrible souvenir? Have you ever lost your passport? Have you ever broken something expensive?



NO



• Review  Tell Ss to turn over the worksheet. Read some questions aloud and have Ss complete and repeat them. Ask the whole class some of the questions.



• As an extension task, put Ss into new pairs and tell them to choose new questions to ask each other.



1.2 DO YOU KNOW … ?



PL



E



page T-186 Indirect questions 35 minutes • PREPARE   Make one copy of the worksheet for each pair of Ss and cut into Student A and B halves.



Student A forms a question using the words on the Sentence card and adding the word on their Answer card (ever, never, for, or since). Students B, C, and D respond to that question according to the word on their Answer card (ever, never, for, or since): Sentence card: I / have / play / computer games. Answer card: ever



• Ss ask and answer the questions.



B:  I have never played computer games.



• Do the task  Ss work in pairs. Student A asks Student B indirect questions to find out the underlined information about Mario. Student B answers using the information about Mario in parentheses. Then Student B asks indirect questions about Daniela. Monitor and make sure Ss are using indirect questions correctly.



C:  I have played computer games for six years.



SA M



• Introduce  Put Ss into pairs. Ask them to complete the indirect questions to ask their partner.



A:  Have you ever played computer games?



D:  I have played computer games since I was 12 years old. • Review  Ss share their sentences with the class. As an extension, Ss ask and answer the questions from the sentence cards.



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Answers



page T-188 Present perfect with already and yet 35 minutes • PREPARE   Make one copy of the worksheet for each group of four Ss and cut out the cards.



Row 1: A ferry is a boat. I have a photo of the Eiffel Tower. X Many people speak X English in this town. The name of the film was City Life. Row 2: There is a book and a movie about it. My X children love X zoos. The train is late, and I have a job interview! The train station is a strange building. Row 3: X Cities need X parks. I have a dog and a cat. A nurse is someone who works in a clinic. I always have a problem when I’m driving a/the new car. Row 4: I saw the moon in the sky. There is a nice café near the mall. I’m going to the bank, and then I’m taking a walk. The second finisher in the race was Carlos Benitez. Row 5: The president stood up, so I took a picture of her. The movie theater is a long way from my house. X People are afraid of X change. There is a restaurant, but the food is terrible. Row 6: Do you have a house in the city center? X Money doesn’t give X happiness. The end of the book is very sad. Walk on the sidewalk, not on the highway! Row 7: The best hotel is the Hotel California. There was a road and a bridge. The Spanish Embassy is in the town center. The most expensive apartments are near the beach. Row 8: I had a cup of coffee in the kitchen. I don’t like X shopping, and I hate X cooking. The singer stopped for a minute, and we waited. The phone rang, but I didn’t hear it because I was in the shower.



SA L



E



2.2 HAVE YOU … YET/ALREADY?



• Introduce  Tell Ss to write down two present perfect sentences with already and two present perfect sentences with yet. Two sentences should be true and two should be false. For example: I haven’t had lunch yet. (true) I’ve already bought my mom’s birthday present. (false) • Put Ss into pairs to guess which sentences are true and which are false.



• Review  Go through each card and ask Ss as a class. Ask follow-up questions, for example: Have you checked your email today? (Yes, I have already checked my email.) What interesting messages have you gotten? (My friend Paula wrote and said …)



T



3.1 ONE OR MORE?



FO



• Ss give themselves a point each time their answer is yes. At the end, Ss count their points and the S who has the most points is the winner. Monitor and make sure Ss are using the present perfect in their answers correctly.



R



• Do the task  Ss work in groups of four. Put the cards in a pile. Ss take turns choosing a card. Each S answers the question with already or yet. For example: No, I haven’t checked my email yet.



NO



page T-189 Articles 35 minutes • PREPARE   Make one copy of the worksheet for each group of four Ss and cut it up. To save cutting, have Ss take turns finding two cards where the articles match. They fill in the blanks and cross off these cards. Ss continue until they have crossed off every card.



E



• Introduce  On the board, write this text and leave out the articles: I have (an) apartment on Chester Street near (the) zoo. (The) apartment is not very big, but it’s near work and I have (a) great view of (the) park.



PL



• Ss add the correct articles where necessary. If no article is necessary, Ss write an X.



SA M



• Do the task  Have Ss work in groups of four. Each S gets the same number of cards. Ss fill in the blanks. Ss then take turns putting a card down. If their card and the one before uses the same combination of articles (or no articles) in the blanks, Ss keep both cards. For example: A ferry is a boat. I have a dog and a cat.



• Monitor and help where necessary. The S with the most cards at the end is the winner. • Review  Go through all the cards and ask Ss to say what articles are needed.



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3.2 WHAT COULD/SHOULD … ? page T-190 Modals for advice 35 minutes • PREPARE   Make one copy of the worksheet for each S. • Introduce  Tell Ss about a problem you have and ask Ss to give you advice using the modals. For example: I want to go on vacation to [city popular with tourists from your country], but I don’t have a lot of money. How can I have a nice vacation that is not very expensive? • Do the task  Put Ss into small groups. Ss take turns reading a problem aloud. The other group members offer advice using the modals provided. Monitor and encourage Ss to use modals for advice. • Review  Ask Ss to share some of their advice with the whole class. • As an extension task, Ss write their own (not too serious!) problem on a piece of paper. Ss work in groups and give advice. Ask some Ss to read their problems to the whole class and say what advice was given. The class votes on the best advice for each problem.



5.1 LOST AND FOUND



page T-191 be going to and will for future predictions 35 minutes • PREPARE   Make one copy of the worksheet for each S.



page T-193 Simple past 35 minutes • PREPARE   Make one copy of the worksheet for each S and cut into Student A and B halves.



• Introduce  Tell Ss to complete these sentences:



• Introduce  Read these verbs aloud: ask, disappear, fall, find, happen, know, leave, look, lose, return, tell, want. Ss put them into two categories: regular and irregular simple past.



I’m going to … tonight. I think I’ll … tomorrow. I’m not going to …



Answers



• Put Ss into pairs to compare answers.



• Review  Discuss some of the situations as a class and ask Ss to make predictions. • As an extension, ask each group to write another situation. Ask them to pass this situation to another group and make predictions for the new situation.



• Do the task  Put Ss into pairs. Have them use the question frames to ask and answer questions in the simple past to complete the text. Make sure Ss understand the questions are numbered to match the blanks. • If Ss need more support, put all Student As together and all Student Bs together. Have them think of questions together. Then check the questions with Student As and Student Bs. Ss work in pairs to complete the activity. • Monitor and make sure Ss are using the simple past in questions and answers and filling in the text.



T



• Review  Review the answers as a class.



NO



page T-192 will for sudden decisions; present continuous for future plans 35 minutes • PREPARE   Make one copy of the worksheet for each S.



• Introduce  Read these sentences aloud to Ss and ask them to say if they are sudden decisions or plans: John sent me an email so I’ll answer it now. (sudden decision) Hanako is meeting me tomorrow. (plan) I don’t know Spanish, but I’ll learn. (sudden decision) We’re getting to the hotel at about six. (plan) She’s taking the exam in two weeks. (plan)



PL



E



• Do the task  A In pairs, Ss complete the conversation with the most appropriate future forms. Check answers as a class. Pairs read the conversation. B Ask Ss to plan Janice’s weekend in the chart. Ss can use the vocabulary in the box or their own ideas. C Tell Ss to take turns role playing and have Janice tell Simone what they are doing next weekend. Monitor and make sure Ss are using the present continuous for future plans. D Pairs compare their plans and decide which is the most interesting weekend. • Review  Ss tell you Janice’s plans for the weekend.



SA M



Irregular fall (fell), find (found), know (knew), leave (left), lose (lost), take (took), tell (told)



FO



• Monitor and make sure Ss are using will (not) / is (not) going to in their predictions.



Regular ask, disappear, discover, happen, look, return, search, want



R



• Do the task  A Ss work in small groups. Ask them to predict what is going to happen in each situation. Ask them to think of as many predictions as possible. B Ask Ss to change groups so that the new groups contain Ss from different groups. Ss report back what their group predicted in each situation and see if the other groups had the same predictions.



4.2 FUTURE PLANS



SA L



E



4.1 WHAT’S THE FUTURE?



• As an extension task, Ss tell one another about their real weekend. As a class, find out whose weekend will be the most interesting.



Answers



1 ’ll speak ​2 are you doing? ​3 ’m not working ​4 ’ll have ​ 5 ’ll get ​6 Will you tell ​7 ’re camping ​8 ’ll be



5.2 WHAT WAS HAPPENING? page T-194 Past continuous and simple past 35 minutes • PREPARE   Make one copy of the worksheet for each S. Give each group one die. (If you don’t have dice, make one out of a sugar cube or use a dice app on a smartphone.)



• Introduce  Write these sentences on the board and ask Ss to complete them with their own ideas. While I was coming to class today, … When I heard the news about … , I … Pairs compare and discuss. • Do the task  A Put Ss into small groups. S1 rolls the dice followed by the other four Ss until they have rolled a total of five times and written down the numbers. Ss make sentences with the past continuous and simple past using words from each column in the first chart. Tell Ss they will need to add some words of their own. See which group can make the most sentences in ten minutes. B Then tell Ss to do the same using the second chart. Monitor and help where necessary. • Review  Tell Ss to look at the first chart. Read five numbers between one and six aloud and ask Ss to make sentences. For example: 3, 1, 5, 4, 2. When I was working on my essay, a neighbor arrived. • Repeat with the second table. See which S can make the most interesting sentence.



T-179



6.1 HOW MUCH/MANY?



you / won’t / accident / drive / If / have / an / safely/ you (If you drive safely, you won’t have an accident.)



E



page T-195 Quantifiers 35 minutes • PREPARE   Make one copy of the worksheet and cut out one set of word dominoes for each group of three Ss. Each word domino has a pair of words.



traffic / be / the / we / There / if / subway / fewer / jams / will / use (There will be fewer traffic jams if we use the subway.)



SA L



• Ss put them in order to make present and future real conditionals (underline the first word).



• Put Ss into groups to say whether they agree or disagree with the statements.



• Introduce  Ss copy this chart into their notebooks.



• Do the task  Put Ss into groups of six and give each group a pile of cards. S1 takes a card. S1 completes the sentence to make a present or future conditional. S2 uses the end of that sentence to make a new conditional sentence. Ss continue around the group to add sentences until everyone has spoken. (You can expand the activity by having Ss continue the sequence for a second round.) Then another S takes a new card and starts a new sequence of sentences. Monitor and make sure Ss are saying full and correct present or future conditionals.



a few / several / so many a little / very little / so much Read these words aloud and ask Ss to put them in the correct column: cars, noise, space, streets, water, furniture, problems, people, trash, time, garages, cities, pollution, walls. a little / very little / so much noise, space, water, furniture, trash, time, pollution



• Elicit from Ss which quantifiers go with all these words (a lot of, almost none, all of the).



• Follow the example: factories



a few



changes



NO



all of the



• As a variation or extension, Ss can do this in writing rather than speaking. Ss write the sentence at the top of a piece of paper and pass it to another S to add another sentence below it. Each S can start off a sequence so that everyone is writing at the same time and not waiting for their turn.



T



• Do the task  Give one set of word dominoes to each group. Tell Ss to divide the word dominoes between themselves. S1 begins by putting down any word domino. S2 adds a word domino so that the quantifier matches the noun (or the noun matches the quantifier). Ss take turns choosing the next word domino to put down.



• Review  Ask Ss to complete each of the sentences. Take some of the sentences and ask Ss to complete and add new sentences to them.



FO



a few / several / so many cars, streets, problems, people, garages, cities, walls



R



Answers



(= all of the factories, all of the changes, a few factories, a few changes)



E



• Tell Ss to take turns putting down word dominoes to the left or right. If a S makes a mistake with the noun or quantifier, they must take back the word domino and miss a turn. The first S to use all of their word dominoes is the winner. Monitor and help where necessary.



PL



• Review  Ask groups of Ss to arrange all the word dominoes in a line. The nouns and quantifiers should all match. All the dominoes should be used.



7.1 HE USED TO … page T-197 used to 35 minutes • PREPARE   Make one copy of the worksheet for each group of three Ss and cut it up into Student A, Student B, and Student C parts.



• Introduce  Put Ss into pairs. Tell them to complete these sentences without asking their partner. You used to have



   



You didn’t use to like You used to go to You didn’t use to be able to



. much.



 



a lot.



 



.



page T-196 Present and future real conditionals 35 minutes • PREPARE   Make one copy of the worksheet for a group of six Ss and cut it up into cards. To save cutting, have Ss take turns choosing a sentence from the worksheet.



• Review  Ss make positive and negative sentences about the three musicians, for example: Elena used to study music at college.



SA M



6.2 WHAT WILL HAPPEN?



• Ss ask their partner questions to check if they were right: Did you use to have a cat?



• Introduce  On the board, write the jumbled sentences:



• Do the task  Ss work in groups of three. Tell Ss to take turns completing the information about the three musicians by asking and answering questions with used to. Monitor and help where necessary.



trash / a / When / lot / I / angry / I / get / see / of (When I see a lot of trash, I get angry.)



• As an extension task, Ss write down three extra questions with used to that they could ask one of the musicians, for example: Vincent, did you use to play music at school?



a / building / police / call / If / graffiti / you / new / see / on / the (If you see graffiti on a new building, call the police.)



• Put Ss into pairs to ask and answer the questions and make up answers.



T-180



8.2 IS IT HAPPENING NOW?



page T-198 Comparisons with (not) as … as 35 minutes • PREPARE   Make one copy of the worksheet and cut out one set of cards for each pair of Ss. To save cutting, ask Ss to take turns going through the cards on the worksheet and making comparisons.



page T-200 Present perfect vs. present perfect continuous 35 minutes • PREPARE   Make one copy of the worksheet for each pair of Ss.



Watching a movie on a smartphone is as better as watching it on TV. (better good)



SA L



• Introduce  Write these sentences on the board and ask Ss to correct them:



E



7.2 IT’S NOT AS EASY AS …



• Introduce  Ss complete these two questions using the present perfect: Have you finished … this week? Have you ever … ? • Ss complete these two questions using the present perfect continuous: Have you been … recently? Has anyone you know been … recently? • Then put Ss into pairs to ask and answer the questions.



Actors in soap operas are so good as actors in movies. (so as) Your favorite movie is not as interesting my favorite movie. (interesting as my) • Pairs say whether they agree or disagree with the sentences.



• Do the task  Explain that Ss will take turns going through the squares from start to finish. Ss can move one square at a time: up, down, across, or diagonally (in any direction). If the square uses present perfect continuous, they take another turn. If the square uses present perfect, their turns ends.



FO



• Do the task  Tell Ss to work in pairs and give each pair a set of cards. Ss take turns taking a card and making comparisons between the two things using (not) as … as. Encourage Ss to make as many comparisons as possible. Monitor and help where necessary.



• Now hand out the worksheet. To check that Ss understand the present perfect vs. the present perfect continuous, ask: Can we say, “I’m happy because I’ve been finishing my homework”? (no) Can we say, “We’ve been waiting for hours!”? (yes)



R



Horror films are not popular as comedies. (not as popular)



NO



8.1 WHAT’S BEEN GOING ON?



page T-199 Present perfect continuous 35 minutes • PREPARE   Make one copy of the worksheet and cut out one set of cards for each group of three Ss. To save cutting, have Ss go through each of the cards and make present perfect continuous sentences about each one.



PL



E



• Introduce  Ss work in small groups. Give them three minutes to write down as many sentences as they can about what has been happening recently in their country and the world, for example, Oil prices have been going up. See which group has the most sentences, and share ideas as a class. • Do the task  Ss work in groups of three. They take turns taking a card. They give reasons to explain the situations using the present perfect continuous. Encourage Ss to give as many reasons as possible, using positive and negative sentences. Monitor and make sure Ss are using the present perfect continuous correctly.



SA M



• Review  Ss share aloud the squares where it is possible to use the present perfect continuous.



T



• Review the task  Go through all the cards and ask Ss to make as many comparisons as they can. If Ss disagree with any of the comparisons, have them say why and make an alternative comparison.



Answers



Row 1: We have been waiting for hours. Gabriela has been working on a new project. She has won a prize. Now we have come to the end. It has been a bad day. The children have been enjoying their vacation. Steve has missed the plane. Row 2: I’m happy because I have finished my homework. Emily, are you taking your umbrella? It has been raining all day. The plane has taken off and will arrive soon. Come on! The show has started. Andray has been worrying about you. Jones has been running 100 meters in 9:43. They have spent a lot of time there. Row 3: The train has arrived at last. Your idea has saved a lot of time. Sara, have you been listening to me? The author has written seven books. Who has finished? The students have been complaining. Don’t worry. She has given it back to me. Nobody has been speaking to me.



• Review  Go through each of the cards and ask Ss to share at least two present perfect continuous sentences about each of them.



T-181



E



• Review  Ss read each paragraph aloud using the correct modals. Then Ss share their ideas about which college would be the best for these four Ss.



Row 4: The movie has ended. I have brought Amy with me. What has been happening recently? Sorry, I have forgotten. We have been getting nowhere. Let’s go. The taxi has come. I’m afraid she has left college. We have been talking for hours. Row 5: He has bought a new car. Wayne, have you decided? Sorry, I haven’t been feeling well. I have gotten a million emails today. They have been traveling for hours. Your dog has bitten me! I have been learning Spanish. We have known each other for years. Row 6: Teresa, have you started yet? We have been living here for six years. Karla has come back from France. They have met twice before. Lucy, have you missed me? I have been waiting for hours! She has been doing too much. Mark, have you seen Eric today? Row 7: We have reserved a table for 8:00. Everybody has been doing a great job. Ow! I have cut my hand! Daniela, have you heard the news? What has been going on here? Sit down. The game has begun. I have been sitting here all day. The bus has stopped. Let’s go.



Answers



SA L



1  don’t have to be ​2  need to have ​3  don’t need to have ​ 4  must go ​5  have to do ​6  have to know ​7  must pass 8  have to attend ​9  need to study ​10  must be ​ 11  don’t have to go ​12  must make  ​13  don’t need to take ​14  must be ​15  have to have



9.2 RULES OF THE JOB



R



page T-202 Modals of prohibition and permission 35 minutes • PREPARE   Make one copy of the worksheet for each S.



• Introduce  Write these company rules on the board. Ss work in groups and discuss whether they are good rules.



FO



You must answer every email within 24 hours. You can’t answer personal email at work. You can take as much vacation as you want. You must not eat or drink at your desk. You must sign a time card every day at work.



NO



T



• Do the task  Ss work in pairs – one as a manager and the other as the employee. Ss need to complete the sentences with modals of prohibition and permission to make the conversation. Ss then change roles and repeat the conversation. Monitor and make sure Ss are using modals correctly.



9.1 COLLEGE REQUIREMENTS



page T-201 Modals of necessity 35 minutes • PREPARE   Make one copy of the worksheet for each S.



E



• Introduce  Read these rules aloud. Ss check the things that they have to do at their jobs or in everyday life. Ask them to put an X next to the things that they don’t have to do. Wear a uniform or special clothes.



• Review  Go through the conversation and ask Ss to complete the sentences. Ask some pairs to come to the front of the class and perform the conversation.



10.1 TALKING ABOUT THINGS page T-203 Simple present passive 35 minutes • PREPARE   Make one copy of the worksheet for each pair and cut into Student A and Student B halves.



Work/Study on the weekend.



• Put Ss into pairs to compare sentences.



• Put Ss into pairs to compare and discuss.



• Do the task  A Ss work in pairs. Student A begins and makes passive sentences to read to Student B. Student B says what each object is. Then it is Student B’s turn to make and read the passive sentences for Student A to answer. Monitor and make sure Ss are using the passive correctly.



PL



Spend a lot of time on a computer.



• Introduce  Ask Ss to write down sentences about what is done in these places: factories, stores, farms, restaurants, the internet, your home. For example: factories: things are produced, workers are hired, things are sent to stores.



Get up early.



Know English.



SA M



• Do the task  A Ss complete the descriptions of each college with the correct form of the modals. Check answers as a class. B Put Ss into groups to discuss which college would be better for each S. Monitor and encourage Ss to use modals in their discussion, for example, Zoe needs to choose a college that has a clear study program.



T-182



10.2 TALKING ABOUT THE PAST



• Ss put them into three categories: No object With object, separable



Answers



With object, separable figure out, give up, get up, give keep up, put on, set up, grow up, lie down, stand out, up, turn on work out



R



No object



With object, inseparable



With object, inseparable belong to, get over, work at



• Do the task  Ss work in pairs to decide if each sentence is right or wrong. • Review  Go through the sentences as a class. Ss get one point for each correct answer. Ss lose two points for each incorrect answer. The group with the most points at the end is the winner.



NO



T



page T-204 Simple past passive 35 minutes • PREPARE   Make one copy of the worksheet and cut out one set of sentences for each group of 12 Ss. To save time cutting, have Ss complete and reorder the sentences on the worksheet.



• Introduce  Read the phrasal verbs aloud: belong to, figure out, get over, get up, give up, grow up, keep up, lie down, put on, set up, stand out, turn on, work at, work out.



FO



A: 1  is made (mirror) ​ 2  is written (dictionary) 3  are needed (glasses) ​ 4  is sold (popcorn, candy) 5  is washed and combed (hair) 6  is thrown; is recycled (trash) 7  are given (presents)  8  is taken; is put (milk) 9  are worn (socks) ​ 10  is kicked (soccer ball) 1  is worn (hat) ​ B:  2  is used (money) 3  is made; is opened and closed (door) ​ 4  are needed (scissors) ​ 5  is bought (ticket) ​ 6  is flown (plane) ​ 7  are washed; are dried (plates, utensils, bowls, etc.) 8  is blown (balloon) ​ 9  is kept (refrigerator) 10  is slept (bed)



page T-205 Phrasal verbs 35 minutes • PREPARE   Make one copy of the worksheet for each S.



E



Answers



11.1 DON’T GIVE UP



SA L



• Review  Go through all the questions and check that Ss have used the passive correctly and given the correct answer. As an extension, ask each pair to add four new sentences in the passive to read to one another and guess the correct answers.



• Introduce  Read sentences in the simple past active aloud and ask Ss to turn them into the passive. For example: They made it in China. (It was made in China.)



Incorrect: 2  Lucia’s honesty really stands her out. 3  It’s a new business and I think they set up it it up last year. 5  Excuse me, does this belong you to to you? 8 It was difficult at first, but then we got over our problems over. 9  His parents grew him up He grew up in a small town. 11  Pablo found a job but then gave up it it up. 14  There stands out Nothing stands out about him. 15  We’ll soon figure it out what to do.



E



• Do the task  Put Ss in groups of 12, 6, 4, or 3. Ss divide up the pieces of paper and make the sentences simple past passive. Ss then read the sentences to one another and put them in order. Monitor and make sure Ss are using the simple past passive correctly.



Answers



PL



• Review  Make sure the sentences are in the correct order and that Ss have used the simple past passive correctly.



Answers



SA M



A boat was sent out to catch fish. Then a place was found where there were lots of fish. The fish were caught in the sea. The boat was filled with lots of fish. The fish were frozen while they were at sea. The full boat was returned to the shore. The fish were taken off the boat. They were put on to trucks. The fish were transported to supermarkets. They were bought by customers. The fish were cooked and eaten for dinner.



T-183



12.2 REPORTING WHAT THEY SAID



page T-206 Future unreal conditionals 35 minutes • PREPARE   Make one copy of the worksheet for each group of three Ss. Give each group one die. If you don’t have dice, make one out of a sugar cube or use a dice app on a smartphone.



page T-208 Reported speech 35 minutes • PREPARE   Make one copy of the worksheet for each S. Cut the bottom half into strips and give a strip to each S. (Ss can share if it is a large class; Ss can have several strips if it is a small class.) To save cutting, Ss can read the sentences, take turns reporting what the people said, and fill in the chart.



SA L



E



11.2 WONDERING ABOUT THE FUTURE



• Introduce  Say If I wanted a challenge, I would run a marathon.



• Introduce  Put Ss into pairs. Ss should tell one another three pieces of information about themselves. Two should be true and one should be false. Ss report the information that they think is false to the whole class, and say why they think it is false. For example: Paulo said he was going to get up at 6:00 tomorrow. I don’t believe him because he told me he was going to a party tonight.



• Ask a S to continue on from this sentence using a future unreal conditional, for example: If I ran a marathon, I would train hard.



• Ss go up the ladders and down the snakes. Monitor and make sure Ss are making questions and answering them in the future unreal conditional.



12.1 GIVING MORE INFORMATION



NO



page T-207 Indefinite pronouns 35 minutes • PREPARE   Make one copy of the worksheet for each group of three Ss.



E



• Introduce  On the board, write anything, something, anyone, and nothing. Ss ask and answer questions using these indefinite pronouns, for example: Would anyone like something to drink? No, I don’t want anything. Demonstrate asking and answering questions using several other indefinite pronouns.



PL



• Do the task  Put Ss into groups of three. Give each group the story. Ss read the story once for comprehension. Then they rewrite the story giving more information about the indefinite pronouns. Monitor and help where necessary.



SA M



• Review  Ask each group to share their story with the class. Compare their similarities and differences.



T-184



• Do the task  A Explain the situation: Ss own an adventure travel company and they have interviewed four people for a job. Each S takes a strip and reports to the other Ss what the four people said, changing direct speech to reported speech. The Ss listen and write notes in the chart. Monitor and make sure Ss are using reported speech and not just reading the strips aloud. Then put Ss into small groups. Ss must decide to whom to give the job. Each group reports their decision back to the class.



T



• Review  Ask Ss to choose questions from the worksheet and ask them of other Ss in the class.



• The class discusses whether they agree it is false and then check with the S who said it.



FO



• Do the task  Tell Ss to work in groups of three. Ss roll the die and move along the board. When Ss land on a square, they unscramble the question, ask it, and answer it, for example: What would you do if you needed a lot of money quickly? If I needed a lot of money quickly, I’d ask a friend.



R



• Ss continue this around the class. Then put Ss into large groups. One S thinks of a future unreal conditional and the other Ss in the group continue it.



• Review  Go through all the strips and tell Ss to change the direct speech to reported speech. As an extension, put Ss into groups of four. Each S takes a turn being one of the candidates, and the other Ss ask them new questions. Ss write down the answers. At the end, Ss report back all the answers and make a decision about which candidate to hire.



E



1.1 GRAMMAR



A Complete the information questions. B Work in pairs. Choose ten questions to ask your partner. Who is the nicest person you know? My friend Elio. Everyone likes him because he is so friendly.



is your favorite book?



did you last see a really good movie?



do you usually go on vacation?



In this class, can you remember about your first day at work/college?



is it important to know English?



did you meet your best friend?



NO



do you want to go next weekend? is the best time to visit your country?



is the coolest place to go in your town?



Among your friends, job is the most interesting?



E PL



SA M



did you get to school?



do you prefer: summer or winter?



T



last name is the longest?



is better: coffee or tea?



good are you at sports?



lives in your apartment/ house?



FO



often do you get up very early?



R



is the nicest person you know?



does most of the housework in your family?



SA L



WHO IS THE NICEST PERSON YOU KNOW?



is social media popular?



did you dream about last night?



well can you cook?



In your family,



you relax?



do



is the most famous person in your country?



Evolve Level 3 Teacher’s Edition PHOTOCOPIABLE



birthday is next?



do you need to buy soon?



© Cambridge University Press 2020



T-185



E



1.2 GRAMMAR



SA L



DO YOU KNOW … ? Student A



FO



R



A Work in pairs. Ask Student B indirect questions to find out the underlined information about Mario. Mario was born in Italy but now 1lives in New York. He has one very good 2friend from Italy. They often meet and 3talk. Mario met his friend 4on vacation two years ago. It was a 5great vacation! This year they want to go on vacation together 6somewhere. Mario is very busy at work, but he has 7some free time in August. Maybe 8 his friend isn’t working in August. 1 Can you tell me why he lives in New York ? 2 I wonder who . 3 Do you have any idea what ? 4 Do you know where ? 5 I’d like to know why . 6 I wonder if . 7 Do you know how much ? 8 Can you tell me whether ?



Student B



NO



T



B Now answer Student B’s questions about Daniela with the information in parentheses. Daniela works in an office. (She’s an IT specialist.) She started to work in this company a long time ago, (in 2008) but she doesn’t like her job. (She works long hours.) There is only one good thing about her job. (The money is good.) So she doesn’t know whether to stay. (She will probably leave.) She asked somebody (her best friend) for advice, and she told her to keep the job. Daniela wanted to speak to her boss about it. (She didn’t have time this week.) Or can her coworkers help her? (with her job)



E



A Work in pairs. Answer Student A’s questions about Mario with the information in parentheses. Mario was born in Italy but now lives in New York. (He works there.) He has one very good friend (Damien) from Italy. They often meet and talk. (about Italy) Mario met his friend on vacation (in Florida) two years ago. It was a great vacation. (The hotel was fantastic!) This year they want to go on vacation together somewhere. (maybe Paris) Mario is very busy at work, but he has some free time (two weeks) in August. Maybe his friend isn’t working in August. (His friend doesn’t know yet.)



SA M



PL



B Now ask Student A indirect questions to find out the underlined information about Daniela. Daniela 1works in an office. She started to work in this company 2a long time ago, but 3she doesn’t like her job. There is only 4one good thing about her job. So she doesn’t know whether to 5stay or find a new job. She asked 6 somebody for advice, and she told her to keep the job. Daniela wanted to 7speak to her boss about it. Or can 8 her coworkers help her? job she does 1 Do you have any idea what ? 2 Do you know when ? 3 Can you tell me why ? 4 I want to find out . 5 I wonder if . 6 Do you know who ? 7 Can you tell me whether ? 8 I’d like to know how .



T-186



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



E



2.1 GRAMMAR



SA L



WHAT HAVE YOU DONE? Work in groups of four. Take turns: one student turns over the top card from the sentence pile. Then Students A, B, C, and D take turns making sentences using the word on their answer card.



I / have / play / computer games. Have you ever played computer games?



C:



B:



I have never played computer games.



D:



I have played computer games for six years. I have played computer games since I was 12 years old.



R



A:



FO



Sentence cards



Mike / collect / toy cars / five years.



she / be interested in clocks / she was a child.



we / have / that picture / 2015.



I / know / her sister / a long time.



my mom / see / all the stuff in my bedroom.



you / keep / that library book / eight weeks!



I / be interested in comics.



you / wanted / sell it?



we / lived / here / the summer.



I / do / yoga / elementary school.



they / play / those old CDs.



you / ride / a horse?



they / show / you / their photos?



Sara / want / a bigger apartment / years.



you / borrow / something and / lose / it?



Student A: since Student B: ever Student C: never Student D: for



Student A: for Student B: since Student C: ever Student D: never



Student A: never Student B: for Student C: since Student D: ever



Student A: for Student B: never Student C: ever Student D: since



Student A: for Student B: ever Student C: never Student D: since



Student A: never Student B: since Student C: ever Student D: for



Student A: ever Student B: for Student C: since Student D: never



Student A: ever Student B: never Student C: since Student D: for



Student A: ever Student B: since Student C: never Student D: for



Student A: since Student B: ever Student C: for Student D: never



Student A: for Student B: never Student C: since Student D: ever



Student A: since Student B: never Student C: for Student D: ever



Student A: since Student B: ever Student C: for Student D: never



Student A: ever Student B: since Student C: for Student D: never



Student A: for Student B: never Student C: since Student D: ever



SA M



PL



E



Student A: ever Student B: never Student C: for Student D: since



NO



Answer cards



T



I / have / play / computer games.



Evolve Level 3 Teacher’s Edition PHOTOCOPIABLE



© Cambridge University Press 2020



T-187



E



2.2 GRAMMAR



SA L



HAVE YOU … YET/ALREADY?



Work in groups. Take turns choosing a card. Each student answers the question with already or yet. Give yourself one point each time your answer is yes. The student who has the most points is the winner.



Have you checked your email today?



Have you decided what phone to buy next?



Have you downloaded an app this week?



Have you said “Hello” to your teacher?



Have you called your best friend this week?



Have you planned your next vacation?



Have you synced your phone with your computer this month?



Have you driven an electric car?



Have you used your microwave today?



Have you watched anything online this week?



Have you watched the latest Star Wars movie?



Have you decided what to do after this class?



Have you gone online today?



Have you learned any new words in this lesson?



Have you shared anything on social media today?



Have you done your English homework?



Have you made a mistake with the present perfect in this lesson?



Have you bought anything online this week?



Have you had any coffee today?



Have you ridden a motorcycle?



Have you opened your refrigerator today?



Have you washed your hair this week?



Have you turned on a device today?



R



FO



T



NO



E PL



SA M T-188



Have you decided where to have dinner tonight?



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



E



3.1 GRAMMAR



SA L



ONE OR MORE?



In this matching game, you collect cards by matching what is written in the blanks. Work in groups of four. Divide up the cards and fill in the blanks with the missing articles. Write X if there is no missing article.



Student A puts down the first card. Then Student B puts down a card. If the blanks match, Student B keeps both cards. If they do not match, then both cards stay on the table. Students take turns trying to match and collect cards. The student with the most cards at the end is the winner.



movie theater is long way from my house.



I had of coffee in kitchen.



train is late, job



is building.



train station strange



nurse is someone who works in clinic.



I always have problem when I’m driving new car.



I’m going to bank, and then I’m taking walk.



second finisher in race was Carlos Benitez.



people are



There is restaurant, but food is terrible.



end of book is very



afraid of change.



house in city center?



money doesn’t give happiness.



sad.



Walk on sidewalk, not on highway!



best hotel Hotel



There was road and bridge.



Spanish Embassy is in town center.



most expensive apartments are near beach.



PL



SA M is California.



name of film was



City Life.



T



There is nice café near mall.



E



president stood up, so I took picture of her.



dog cat.



NO



moon sky.



I have and



many people English



FO and I have interview!



zoos.



cities need parks.



Do you have



speak in this town.



My children love



There is book and movie about it.



I saw in



I have photo of Eiffel Tower.



R



ferry is boat.



cup



I don’t like shopping, and I hate cooking.



for we waited.



singer stopped minute, and



phone rang, but I didn’t hear it because I was in shower.



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-189



E



3.2 GRAMMAR



SA L



WHAT COULD/SHOULD … ? Work in groups. Read the problems and give advice. You can use the phrases below. I’d … I wouldn’t … You could/should …



FO



R



Hello! Every day I spend four hours going to and from work. I don’t live in the city, so I take a train and then the subway. It’s a great job, but all this traveling is really tiring. I see the people on the train more often than I see my family! Victor



T



Dear Sir/Madam, We live in a nice apartment near the city center. It was a very quiet neighborhood, but we now have some new neighbors and everything has changed. They play loud music late at night, shout at one another, throw things at the wall … . I’m sure you understand. I am afraid to speak to them because maybe they will shout at me. Charlotta



E



NO



Hi! I am a first-year college student. I have to pay for college and this is an expensive city, so I need a job. I can’t work every day because I have my studies. But my weekends are free, and I can work during the vacations. What work can I find? Rob



SA M



PL



Dear internet users, I am 78 years old and I want to say that this city does nothing for old people like me. My children are all married and have gone to different cities. I live alone now, and there is very little for me to do. I can’t really do sports. My eyes are weak, so I can’t look at computer screens for a long time. I don’t have a car, so I can’t visit people. What can I do here? Karla



Help! I’m going to visit New York in two months for a business trip. I’m really excited! This is very important for my company, and it will be my first time in the United States. But I’m worried about my English! My reading and writing are OK, but I make a lot of mistakes when I speak, and I often don’t understand what people say. How can I improve my English in just two months? Maria



T-190



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



E



4.1 GRAMMAR



SA L



WHAT’S THE FUTURE?



T



FO



R



A Work in groups. What do you think will (not) / is (not) going to happen in these situations?



SA M



PL



E



NO



1 You go to a party and come home very late. You realize that you’ve left your key to the apartment on the table! Your apartment is on the sixth floor, there are no lights on, and everyone is asleep. But you can see a small window is open, and there is a tree next to the building. You decide to climb up to the window and get in your apartment. 2 You are a server in a restaurant. You are not happy with your job. You work long hours and the customers like you, but you don’t earn much money. You decide to go to your boss and tell her that you will leave your job. 3 It is your friend’s birthday today, but you have forgotten! You are going to her party this afternoon. You don’t have a present for her, and it is a national holiday, so all the stores are closed. 4 You are in a café. A woman comes in and sits at a different table. She writes something on a piece of paper, gives you the paper, and goes out quickly. On the paper there is a telephone number and a message: “Call Andrei now.” 5 You are on vacation in Spain. You have no more euros, so you go to the ATM. You put your bank card in the ATM, and the machine says you have no money left in your bank account. It is Wednesday and your flight home is on Saturday. 6 You work for an international bank. Your boss speaks to you and says the bank wants you to work in Seattle for a year. The work will be good, and the money will be good. But your family does not want you to go to a different country for a year. You speak to them about it. 7 You are driving down the highway in your car. You are going carefully because the weather is very bad today: snow and ice. A police car comes next to your car, and the police tell you to stop. You stop and a police officer asks you to get out of the car. 8 You are a student. You have not studied very hard this year because you have a job in a pizza restaurant. You got 23 percent on your last math test. Your math teacher wants to see you in her classroom.



B Change groups. Tell the other students what your group thinks about each situation. Do the other students agree? Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-191



E



4.2 GRAMMAR



SA L



FUTURE PLANS



FO



R



A Work in pairs. Complete the conversation with the most appropriate future form. Janice Hello, Simone? I can’t really hear you. Simone Sorry, I 1’ll speak / ’m speaking louder. It’s noisy here. Janice That’s better. What are your plans for next weekend? What 2will you do / are you doing? Simone I 3’m not working / won’t work because those are my days off. Are you free? Janice Yes, and I want to invite you to go on a trip with us. Can you come? Simone I 4’ll have / ’m having to ask Michelle, but it sounds great! What are the details? Janice Do you have a pen? Simone Just a minute, I 5’ll get / ’m getting one. Oh, there’s a pen here. 6Will you tell / Are you telling me what the plan is? Janice This might be a surprise, but we 7’ll camp / ’re camping. Simone I’ve always stayed in hotels, so this 8’ll be / ’s being an experience! Tell me more …



B Plan Janice’s weekend. Choose what time Janice and her friends will do each activity and write the activity next to the time. You can use some of the phrases in the box and your own ideas.



Friday 5:00 p.m. Arrive. 7:00 p.m.



go fishing play (soccer)



go sailing ride (horses)



T



cycle meet up



Saturday 9:00 a.m. 12:00 p.m. 3:00 p.m. 6:00 p.m. 9:00 p.m.



NO



climb hike



go swimming have (a picnic) walk (in the forest)



Sunday 9:00 a.m. 12:00 p.m. 3:00 p.m. 6:00 p.m. Leave.



E



C Take turns role playing. Have Janice tell Simone what their plans are for next weekend. At 7:00 on Friday, we’re having dinner.



SA M



PL



D Compare your plans for the weekend and decide which is the most interesting.



T-192



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



E



5.1 GRAMMAR



SA L



LOST AND FOUND Student A



Student B



NO



T



FO



R



Work in pairs. Ask and answer questions in the simple past. Find out information to complete the sentences. A Why did Ana go to the museum? B She went there because she loved art. Ana went to the museum because 1 , especially Greek statues. She brought her camera and spent the whole morning in the museum. Ana really wanted 2 . She found the statue on the second floor and asked 3 to take a photo of her next to it. Ana then needed to go home, so she got on the bus outside the museum. Twenty minutes later, Ana got off and walked 4 . Sergio, a student, got on the same bus ten minutes later, and he found a purse on a seat. It was Ana’s purse. Sergio gave the purse 5 , who checked it. There was some money inside and a camera but no name. They didn’t know what to do, so they decided 6 . They found lots of pictures of art, but then Sergio saw a picture of a Greek statue and a young woman. Sergio shouted, “I know that woman!” It was Ana, of course, and she lived 7 . Sergio took the purse with the camera and went to Ana’s apartment. When Ana opened 8 , she was very surprised to see her neighbor with her camera! Ana was so happy, but Sergio felt embarrassed. 1 Why to the museum? 5 Who the purse to? 6 What to do there? to do? 2 What 7 Where to take a photo? ? 3 Who to? 8 What ? 4 Where



SA M



PL



E



Work in pairs. Ask and answer questions in the simple past. Find out information to complete the sentences. A How long did Ana spend in the museum? B She spent the whole morning there. Ana went to the museum because she loved art, especially Greek statues. She brought her camera and spent 1 in the museum. Ana really wanted to see the famous statue of the Greek god Zeus. 2 She found the statue and asked an older woman to take a photo of her next to it. Ana then needed to go home, so she got on the bus 3 . Twenty minutes later, Ana got off and walked to her apartment. Sergio, a student, got on the same bus ten minutes later, and he found a purse 4 . It was Ana’s purse. Sergio gave the purse to the bus driver, who checked it. There was some money inside and a camera but no name. They didn’t know what to do, so they decided to look at the photos on the camera. They found 5 , but then Sergio saw a picture of a Greek statue and a young woman. Sergio shouted, “6 !” It was Ana, of course, and she lived near Sergio. Sergio took the purse with the camera and went 7 . When Ana opened the door, she was very surprised to see her neighbor with her camera! Ana was so happy, but Sergio felt 8 . in the museum? 5 What ? 1 How long the statue? 6 What ? 2 Where on the bus? 7 Where ? 3 Where the purse? 8 How ? 4 Where



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-193



E



5.2 GRAMMAR



SA L



WHAT WAS HAPPENING?



A Work in groups. Take turns rolling the die five times and write down the numbers. Match the numbers on the die with rows 1–5 to find words in the chart to make a sentence. Use the past continuous and simple past of the verbs. Add some words of your own to finish the sentence.



While I was talking to mom, Stacey called.



Roll 2



Roll 3



Roll 4



Roll 5



When



I



go



you



decide



While



Maria



have



somebody



arrive



When



Hugo



watch



Brad



call



While



the students



talk



a neighbor



shout



When



my uncle



work



a friend



cook



While



you



Stacey



wait



NO



T



FO



R



Roll 1



play



B Take turns rolling the die to make new sentences.



Roll 1



E



I finished my coffee while the stranger was speaking to me.



Roll 2



Roll 3



Roll 4



Roll 5



have



while



Santiago



open



My parents



drive



when



the children



speak



The doctor



help



while



two people



put on



My best friend



do



when



the stranger



leave



Everyone



finish



while



Camila



run



They



come



when



someone



pay



SA M



PL



I



T-194



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



E



6.1 GRAMMAR



SA L



HOW MUCH/MANY?



factories



a few



people



so much



pollution



very little



trash



a lot of



noise



almost none



work



so much



nature



a little



furniture



so much



water



a lot of



stuff



so much



time



buildings



so many



times



all of the



crowds



almost no



garbage



a few



changes



all of the



information



almost no



pictures



towns



so much



paper



a lot of



apartments



all of the



smoke



a little



grass



a lot of



garages



several



streets



several



jobs



several



delays



SA M



so many



FO



NO



E space



PL



very little



so many



very little



air



almost no



cars



R



all of the



T



Work in pairs. Take turns putting down a word domino. The quantifier and noun must match.



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-195



E



6.2 GRAMMAR



SA L



WHAT WILL HAPPEN?



Work in groups. Take turns choosing a card. Complete the sentence to make present or future conditionals. The next student uses the end of the last sentence to make a new conditional sentence. Continue around the group until everyone has spoken. Then another student takes a new card. If I see some beautiful graffiti, I will take a photograph. If I take a photograph, I will post it on social media. If I post it on social media, …



NO



If there is a lot of pollution, .



When I go to the park with my friends, .



T



If I play loud music tonight, .



FO



R



If I play loud music tonight, my neighbors will be angry. If my neighbors are angry, they will call the police. If they call the police, …



SA M



PL



E



When you travel to a new city, .



T-196



If there are too many people in a city, .



If I have some free time on the weekend, .



I will take



I look online.



it will



I speak quietly.



a photograph.



be expensive.



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



E



7.1 GRAMMAR



Student A



SA L



HE USED TO …



Work in groups of three. Take turns to complete the chart by asking and answering questions with used to. Did Vincent use to study music at college?



Student B



Vincent



Carlos



R



Elena ✓ ✗ ✗ ✓ ✓ ✗ ✗ ✓



FO



He/She used to … study music at college work in a café want to be a teacher play folk music feel nervous at concerts be in a band give a lot of interviews live in a small apartment



NO



PL



Student C



Elena



E



He/She used to … study music at college work in a café want to be a teacher play folk music feel nervous at concerts be in a band give a lot of interviews live in a small apartment



T



Work in groups of three. Take turns to complete the chart by asking and answering questions with used to. Did Carlos use to study music at college?



Vincent ✓ ✗ ✓ ✗ ✓ ✗ ✓ ✓



Carlos



Work in groups of three. Take turns to complete the chart by asking and answering questions with used to. Did Elena use to study music at college?



SA M



He/She used to … study music at college work in a café want to be a teacher play folk music feel nervous at concerts be in a band give a lot of interviews live in a small apartment



Elena



Vincent



Carlos ✗ ✓ ✗ ✓ ✗ ✓ ✗ ✓



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-197



E



7.2 GRAMMAR



Work in pairs. Take turns taking a card and making comparisons. Downloading music is not as expensive as buying a CD. Downloading music is as easy as buying a CD.



movies today / movies 20 years ago



short movies / long movies



reality shows / documentaries



English language movies / movies in my language



being on a talk show / being on a game show



singers / actors



watching a movie alone / watching a movie with friends



FO



R



downloading music / buying a CD



SA L



IT’S NOT AS EASY AS …



sitting at the front of the movie theater / sitting at the back



E



animated movies / horror movies



reading a book / watching a movie



TV / the radio



movies with special effects / movies with no special effects



rock music / pop music



SA M



PL



musicals / concerts



NO



T



being in a play / being in a movie



T-198



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



E



8.1 GRAMMAR



SA L



WHAT’S BEEN GOING ON?



Work in groups. Take turns taking a card. Explain the situations using the present perfect continuous. Valentina looks very tired today. • She’s been working very hard. • She hasn’t been sleeping well.



Mariana is sitting on the sofa and laughing.



Finally, Dima has enough money to buy a nice car!



The two schoolchildren are feeling terrible after the lesson.



R



Greg doesn’t have any time to meet his friends.



FO



Valentina looks very tired today.



Jane’s parents won’t allow her to go to the party.



NO



T



There won’t be a soccer game today.



Mateo can’t wear any of his old shirts. They are too small for him.



Olga feels great after her vacation.



E



Jake has decided to leave his job at the bank.



Steve and Sue’s apartment is a mess this morning!



Valeria doesn’t want to walk to college today.



Andreas isn’t answering any of my phone calls.



Elena wants to sit down and have a drink.



SA M



PL



It is the end of the month and Martin has no money.



The children have come home very dirty.



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-199



E



8.2 GRAMMAR



SA L



IS IT HAPPENING NOW?



Work with a partner. Take turns going through the squares from Start to Finish. Move one square at a time, up, down, across, or diagonally (in any direction). If you land on a square that uses the present perfect continuous, go again. If the square uses the present perfect, your turns ends.



The movie . (end)



Wayne,



(decide)



?



We a table for 8:00. (reserve)



The plane off and will arrive soon. (take) The author seven books. (write)



Come on, the show . (start)



Who



(finish)



?



What



recently? (happen)



Sorry, I



well. (feel)



Sorry, I



(forget)



We



.



I a million emails today. (got)



nowhere. (get)



They for hours. (travel)



Karla



They



here for six years. (live)



back from France. (come)



twice before. (meet)



me? (miss)



Everybody



Ow! I



Daniela,



What



a great job. (do)



my hand! (cut)



the news? (hear)



on here? (go)



We



SA M



yet? (start)



T-200



to me? (listen)



PL



He a new car. (buy)



I Amy with me. (bring)



Sara,



E



at last. (arrive)



a lot of time. (save)



It all day. (rain)



Lucy,



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



The children their vacation. (enjoy)



R



your umbrella? (take) Your idea



The train



Teresa,



Emily,



to the end. (come)



It a bad day. (be)



Andrey



Jones



FO



I’m happy because I my homework (finish).



for hours! (wait)



a prize. (win)



NO



START



on a new project. (work)



Now we



She



T



Gabriela



We



about you. (worry)



100 meters in 9:43. (run)



The students



Don’t worry. She it back to me. (give)



Let’s go. The taxi



I’m afraid she



. (complain)



(come)



.



college. (leave)



me! (bite)



I Spanish. (learn)



I for hours! (wait)



She too much. (do)



Sit down. The game . (begin)



I here all day. (sit)



Your dog



Steve



the plane. (miss)



They a lot of time there. (spend)



Nobody



to me. (speak)



We for hours. (talk)



We each other for years. (know)



Mark,



Eric today? (see)



FINISH



E



9.1 GRAMMAR



SA L



COLLEGE REQUIREMENTS



A Work in small groups. Complete the descriptions of each college with the correct form of the modals of necessity.



R



Free College We believe that you 1 (have to / be) a great student to be successful at our college. It is important that you develop all your skills, including social and physical skills, so you 2 (need to / have) a strong character and believe in yourself. You 3 (need to / have) a very high level of English because we have an academic English program here and provide a lot of help. However, you 4 (must / go) to these English classes as you 5 (have to / do) your final research project in English.



T



FO



The International College All our subjects are in English, so you 6 (have to / know) English very well. Therefore, students 7 (must / pass) our own English test to enter the college. The system is very strict and you 8 (have to / attend) at least 90 percent of the classes to pass. Students also 9 (need to / study) another foreign language because we believe that languages connect people, and you 10 (must / be) able to speak to people in their own language.



NO



College of the Future Education is about choices, so you don’t 11 (have to / go) to any of our lessons. Students are adults and 12 (must / make) their own decisions. Also, you don’t 13 (need to / take) any of the exams at the end of the year – that’s up to you. This college is not for everybody. You 14 (must / be) very independent, and you 15 (have to / have) excellent time-management skills, but it offers a very special learning experience.



SA M



PL



E



B Discuss which college would be better for these four students: Zoe is clever, but she is not very hardworking and needs people to tell her what to do. She knows English quite well, but her speaking is not very good. She wants to make friends at college and have a great time. Felipe wants to choose the college and major that is easiest for him. He learned German at school and doesn’t know English at all. He is not sure if college is for him, but he is going to try. Paula is shy and not very sociable. However, she is very intelligent, and although she doesn’t know English very well, she has a talent for languages and could learn it quickly. Alonso has decided to go to college after he worked in his mother’s shop for five years. He knew English well when he finished school but has forgotten a lot. He wants to get a good education and go back to his mother’s business.



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-201



E



9.2 GRAMMAR



SA L



RULES OF THE JOB



Work in pairs. One student is a manager and one student is an employee. Complete the sentences to make a conversation. Then change roles. = manager



Yes, we / talk / now.



I / explain / why?



Yes, you / explain / but you / still work.



I / come / to work earlier tomorrow?



Yes, you / do that but you / go / home early today.



I / leave / early today?



No. you / stay / until 6:00.



FO



R



I / speak / to you?



= employee



Sorry but I / waste / time.



NO



T



You / listen / to me!



I’m your boss and you / do / what I say.



I / give / you some advice?



You’re my boss so you / say / anything.



You / get / so angry.



I do but you / be / rude.



OK. I / go / now?



Yes, you / go.



PL



E



You / say / no to me!



SA M



You / speak / like that to me!



You / understand / my feelings.



T-202



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



E



10.1 GRAMMAR



Student A



(recycle). (put) in cartons.



FO



R



A Complete the passive sentences and read them aloud to your partner. 1 It (make) of glass and you look into it. 2 It (write) in two languages. 3 They (need) if you can’t see very well. 4 This food (sell) at the movie theater. 5 It (wash and comb). 6 It (throw) away, but then a lot of it 7 They (give) to people on birthdays. 8 This (take) from a cow, and then it 9 These (wear) inside your shoes. 10 It (kick) in a soccer game.



SA L



TALKING ABOUT THINGS



B Listen to your partner’s sentences and say the answers.



T



Student B



NO



A Listen to your partner’s sentences and say the answers.



(open and close).



(dry).



SA M



PL



E



B Complete the passive sentences and read them aloud to your partner. (wear) on your head. 1 This 2 It (use) to buy things. 3 It (make) of wood, and it 4 They (need) to cut paper and other things. 5 It (buy) on a bus or train. 6 This (fly) by a pilot. 7 They (wash) in a sink, and then they 8 It (blow) up for a party. 9 Food (keep) cool in this. 10 It (sleep) in at night.



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-203



E



10.2 GRAMMAR



SA L



TALKING ABOUT THE PAST



while they were at sea. (freeze)



The fish



off the boat. (take)



The fish



for dinner. (cook and eat)



with lots of fish. (fill)



The boat



The fish



They



SA M



Then a place



They



T-204



T



to supermarkets. (transport)



in the sea. (catch)



to the shore. (return)



PL



The full boat



NO



The fish



out to catch fish. (send)



E



A boat



FO



The fish



R



Work in small groups. Each take a piece of paper and make the sentence simple past passive. Then read aloud your sentences to one another, and put them in the correct order.



by customers. (buy)



where there were lots of fish. (find)



on to trucks. (put)



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



E



11.1 GRAMMAR



SA L



DON’T GIVE UP



Work in pairs. Decide if a sentence is correct ✓ or incorrect ✗. If you are right, you get the money (+1 point). If you are wrong, you lose (–2 points). See who has the most points at the end.



1 Don’t give up; everything will be OK in the end. 2 Lucia’s honesty really stands her out. 3 It’s a new business and I think they set up it last year.



5 Excuse me, does this belong you to? 6 If you keep this good work up, you’ll be fine. 7 I found the switch and turned it on.



FO



4 I think I’ve figured out the answer.



+1 / –2



R



✓ or ✗?



T



8 It was difficult at first but then we got our problems over.



NO



9 His parents grew him up in a small town. 10 I’m sorry things didn’t work out.



11 Pablo found a job but then gave up it. 12 I’m a bit lazy but I’m working on it.



E



13 Sorry but I need to lie down for a bit.



14 There stands out nothing about him.



PL



15 We’ll soon figure it out what to do.



SA M



Total



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-205



E



11.2 GRAMMAR



Roll a die



GROUP WORK



SA L



WONDERING ABOUT THE FUTURE and move along the board.



Put the words in order to make a question. Remember to use the word “if.”



28



20 what / you / do / it / snow / tomorrow?



19



you / move / to a different country / you / find / a good job?



10



SA M



what time / you / get up / you / not work or study?



START



T-206



what car / 21 you / buy /



you / live / to 100 / what / you / achieve?



27



22



you / have / you / be / famous / how / your life / enough change? money?



18



you / give up / one thing / what / it / be?



11



you / still work / you / have / a million dollars?



PL



you / work from home / you / have / the opportunity?



you / do / anything / you / get / enough money?



what present / you / choose / it / be / your birthday?



NO



where / you / go / you / want to take / a walk?



E



29



9



31



32



you / not like / your friend’s cooking / you / tell / them?



8 what / you / do / you / need / a lot of money / quickly?



Evolve Level 3 Teacher’s Edition PHOTOCOPIABLE



how / your life / be / different / you / be / 80?



17



what / you / do / you / be in bed and hear / a scream?



12 7



what / new skill / you / learn / you / have / the chance?



2



1



33



you / feel / nervous / you / give / a speech?



R



how / you / feel / you / be / on vacation alone?



you / swim / in a lake / it / be / winter?



.



26



FO



30



and down the snakes



T



Go up the ladders



how / you / feel / you / be / at the top of a mountain?



© Cambridge University Press 2020



what / you / do / you / want / speak / English perfectly?



23



there / be not / any classes / today / what / you / do?



Finish what / you / eat / you / be / on a diet?



25 where / you / hide / not want / anyone to see you?



24



15



16 what / you / do / you / be / president of this country?



13



you / cry / your team / lose / an important game?



14



what / your where / you / go out / it / be / friends / think / you / have / your best friend’s green hair? birthday?



6



where / you / go / on vacation / you / not have / much money?



3 you / choose / a new name / what / it / be?



5



you / see / a famous person / you / speak / to them?



4 a dog / bite / you / what / you / do?



E



12.1 GRAMMAR



SA L



GIVING MORE INFORMATION



Work in groups of three. Rewrite the story giving more information about the indefinite pronouns. You are driving somewhere late at night. You can’t see anything around you. “We are driving on a road in the forest. We can’t see anything because there are no lights and the trees are hiding the moon.”



R



You are driving somewhere late at night. You can’t see anything around you.



FO



You are tired but there isn’t anywhere to stop. After about ten minutes you can see something. It is a small hotel. Someone is standing outside the hotel and trying to shout something, but you can’t hear anything.



T



You stop the car somewhere. Everything seems very strange about this hotel.



NO



You walk inside. Everyone looks at you strangely. “Have I done anything wrong?,” you think.



Someone gives you a key and takes you somewhere.



E



You are in a room, but there is nothing in the room. There isn’t anything even to sit on.



PL



This is too strange! You need to do something. Could you call anyone?



You try to call someone, but something is wrong with your phone and it isn’t working.



SA M



Then you see something and you realize nothing and no one can help you now …



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-207



E



12.2 GRAMMAR



SA L



REPORTING WHAT THEY SAID



A You are an adventure travel company. You interviewed four people for a job. Report back what the four people said and write notes in the chart. Maria Martinez said she wasn’t working. Maria Martinez told me she wasn’t working. B Work in small groups. Decide to whom you will give the job.



Maria Martinez not working



What do they do?



Anton Ivanov



What experience do they have? What skills do they have? Why do they want the job? Maria Martinez: “I have traveled all over the world.”



T



Lisa Brown: “I have run three marathons.”



FO



R



What do they know about our company?



Lisa Brown



Anton Ivanov: “I work in a small tourism agency.”



NO



Maria Martinez: “I can speak English and German very well.” Hong Lee: “You are getting bigger.”



Lisa Brown: “I am a fitness instructor.” Anton Ivanov: “I don’t know much.”



Hong Lee: “I want to learn new skills.”



E



Anton Ivanov: “I can ski and dive.”



Lisa Brown: “It seems very interesting.”



PL



Maria Martinez: “I’m not working at the moment” Lisa Brown: “I work well on a team.” Hong Lee: “I play a lot of sports in my free time.”



SA M



Maria Martinez: “Your company has a great website.” Anton Ivanov: “I take groups of tourists to different countries.” Lisa Brown: “You have an office in Santiago.” Maria Martinez: “I want to meet people.” Hong Lee: “I am a business student.” Anton Ivanov: “I want to open my own adventure travel company one day.” Hong Lee: “I am very good with computers and technology.”



T-208



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



Hong Lee



Teacher’s notes for photocopiable activities:



• PREPARE   Ss work in groups of 12. Make one copy of the worksheet for each S. Cut the worksheet into halves. Cut the bottom half into 12 cards, one for each S. To make the groups smaller, give Ss several cards and have them give each neighbor a name. To save cutting, ask students to work in groups and take turns reading the cards aloud, saying the personality of the neighbor and where they live.



• Review  Ss report the results of the survey, for example: Seventy percent of us live with our families.



FO



• Introduce  Read the personality adjectives on the worksheet. Ss write a ✓ next to the adjectives that describe them, an ✗ next to the ones that don’t describe them, and a ? where they are not sure. Put Ss into pairs to compare and discuss.



SA L



page T-217 35 minutes



• Do the task  A Ask questions about the completed graph, for example: How many students are into board games? (50%) Were more people raised in a town or the country? (in a town) B Ss work in groups and ask one another questions about each category on the graph. Encourage follow-up questions, for example: ­– Andrei, do you want to retire before you’re 50? – No, I don’t. – Why not? – I really like my job. • Groups share all the personal information and each make a graph for their class. Monitor and help where necessary.



R



1.1 DESCRIBING PERSONALITY



E



VOCABULARY



• Do the task  Put Ss into groups of 12. Ss speak to the other Ss and find out who lives in which apartment. Next Ss read their cards and complete the chart. Monitor and help where necessary.



page T-219 35 minutes



• PREPARE   Make one copy of the worksheet for each S.



Answers



NO



T



• Review  Read the character descriptions on the cards and ask Ss to say the personality adjective. Then Ss think of another example for each adjective and read the example so that the other Ss can guess the adjective. For example: I don’t use my smartphone during English tests. (honest)



2.1 DESCRIBING POSSESSIONS



Apartment 1 cheerful ​2 helpful ​3 brave ​4 reliable ​ 5 serious ​ 6 easygoing ​7 sociable ​8 nervous ​9 honest ​ 10 selfish ​ 11 intelligent ​12 generous



page T-218 35 minutes



E



1.2 GIVING PERSONAL INFORMATION



PL



• PREPARE   Make one copy of the worksheet for each S. • Introduce  Ask Ss to write down the name of a friend or someone in their family who: was born after 2005; celebrated their anniversary last month; was raised in the capital city of their country; retired this year; is into winter sports; lives alone.



• Do the task  Ss work in pairs and ask each other the questions. Encourage follow-up questions and give a model. For example: – Gabriela, when do you buy a new cell phone? – When I want something more modern. – How often do you buy a brand new phone? • Monitor and help where necessary. At the end, Ss check their score. • Review  Ask the questions to the class. See if Ss have any alternative answers using the vocabulary for describing possessions. • As an extension, Ss work in pairs and add two more questions. Then have pairs ask and answer the new questions.



SA M



• Put Ss into pairs to tell one another personal information about each of these people.



• Introduce  Write the vocabulary for describing possessions on the board. Ss choose six words or expressions and give an example of something they own. Give Ss an example: damaged – My smartphone is damaged. It fell on the floor last week. Ss compare with a partner.



T-209



2.2 TECH FEATURES page T-220 35 minutes • PREPARE   Make one copy of the worksheet for each S. Cut the worksheet into halves.



SA L



• Monitor and help where necessary.



• Review  Read descriptions of the city features and ask Ss to write them in the order you say them. For example: It goes over a river. (bridge); You go here when you are sick. (clinic)



• Introduce  Ask Ss some concept-checking questions about the vocabulary, for example: If you need a document, do you delete it? (no); Cellphones, tablets, and laptops are all … ? (devices); What’s the first thing you do after you buy a new laptop? (set it up)



• Check that Ss have followed your order.



• As an extension activity with stronger Ss, ask them to make a story as they order the city features. For example: You are on a boat at sea. (ferry); The sea makes you sick. Get some medicine. (clinic)



• Do the task  A/B Ss work in pairs. Tell them to take turns reading their texts to each other. They tap the table for the blanks, and their partner chooses a word from the box to go in the text and writes it in the blank. Tell Ss they may need to repeat phrases and sentences. Monitor and help where necessary. C When they are finished, have pairs check their work together. Student A  1 devices ​ 2 work ​ 3 model ​4 storage ​ 5 tried ​ 6 set up ​ 7 sync ​8 home screen ​9 folders ​10 delete Student B 1 model ​2 storage ​3 works ​4 folders ​5 home screen ​6  sync ​7  tried ​8  delete ​9  set up ​10  devices



• Review  Ss turn over the worksheet. Read aloud both texts. Tap for the missing words and tell Ss to say the words.



R



Philadelphia



3.2 PUBLIC TRANSPORTATION page T-222 35 minutes



• PREPARE   Make one copy of the worksheet for each S. Cut the worksheet into halves.



• Introduce  On the board, write these stages of a trip, but mix up the order. Look at different schedules and routes. Decide that a direct flight is best. Choose the cheapest fare. Make a reservation and book your flight. Take a subway line to the airport. Go to the right terminal. Check the departure time. Text your friend with your arrival time. • Ss put the stages in the correct order. Some variation is possible.



3.1 CITY FEATURES page T-221 35 minutes



NO



T



• As a variation for Ss who need more support, put Student As in groups together and Student Bs in groups. Write the vocabulary on the board and tell Ss to complete their texts. Then put Student As and Student Bs in pairs. They dictate their full texts to one another. Ss write the tech features in the order that they hear them.



Answer



FO



Answers



E



• B Then ask each S to give a random number from 1–12 to each city feature on the second chart. Ss take turns telling their partner where to go by describing the city features in the order that they have numbered them. At the end, they check if their partner has followed their order.



• PREPARE   Make one copy of the worksheet for each S.



PL



E



• Introduce  Ask Ss to write down which city features they have used or seen in the last two days. Put Ss into pairs to compare and discuss, for example, I rode my bike through a tunnel to get to …



SA M



• Do the task  A Ss work in pairs. Tell them to begin at START on the first chart and to take turns reading the descriptions aloud and finding the next city feature. Each city feature has a letter, and they should write down the letters as they go and cross out the city feature. If Ss get the order of letters right, they make the name of a city.



T-210



• Do the task  A Ss complete the questions in the first column of the chart. Check answers as a class.



Answers 1 schedule ​2 book ​3 reservation ​4 direct ​5 route ​ 6 fare ​7 line ​8 terminal ​9 departure ​10 arrival



• B Put Ss into pairs. Have them ask and answer the questions. Monitor and help where necessary. • Review  Tell Ss to cover up the questions and say what vocabulary relates to each answer. Stronger Ss can try and remember the whole question. • As an extension task, Ss think of a different route (they could look the route up on their phones to make the answers authentic) and ask one another the same questions in pairs.



4.1 DESCRIBING OPINIONS AND REACTIONS



4.2 MAKING DECISIONS AND PLANS



• Ss compare ideas and discuss in pairs.



Possible answers Other adjectives are possible.



Answers



1 c ​2 f ​3 h ​4 a ​5 i ​6 e ​7 j ​8 d ​9 b ​10 g



• Then put Ss into pairs and have them ask and answer the questions. Encourage them to ask follow-up questions and give alternative answers. For example: – When do you usually arrange your summer vacation? – At least six months before. – Why do you arrange it so early? – The tickets are always cheaper. • Monitor and help where necessary.



embarrassing/ embarrassed surprising/ surprised fascinating/ fascinated amusing/ amused



T



disappointing/ disappointed amusing/ amused annoying/ annoyed shocking/ shocked



NO



shocking/ shocked annoying/ annoyed surprising/ surprised frightening/ frightened



• Do the task  Ss match the questions with the sets of answers. With stronger groups, you could ask Ss to cover up the answers and predict possible answers to each question before they match. Check answers as a class.



FO



• Do the task  Ss work in groups. Give each group a set of cards and have them put them face down. Ss take turns choosing a card and turning it over. The first person to correctly say the opinion and reaction – for example, It’s frightening. He is frightened – keeps the card. Ss must use both an -ed adjective and an -ing adjective to keep a card. Let Ss know that different adjectives may be appropriate for each card. Monitor and help where necessary.



• Introduce  Say some phrases with the vocabulary and ask Ss to say if they are correct or incorrect. Ss should correct the ones that are wrong. For example: forget your passport (correct); meet up at 6:00 (correct); remind to do your homework (incorrect, remind someone to … ); arrange a vacation (correct); get in touch with news (incorrect, news old friends); deal with happy news (incorrect, happy bad).



R



• Introduce  Ask Ss to write down a few words describing their reactions to or opinions about the last time they were frightened; an amusing film they have seen; something they were fascinated with when they were younger; a shocking story in the news; a surprising fact about themselves.



SA L



• PREPARE   Make one copy of the worksheet for each S.



• PREPARE   Make one copy of the worksheet for each group of Ss. Cut the worksheet into cards. To save cutting, have Ss go though the worksheet and say which adjectives apply to each situation.



frightening/ frightened fascinating/ fascinated disappointing/ disappointed embarrassing/ embarrassed



E



page T-224 35 minutes



page T-223 35 minutes



• Review  Ask the questions to Ss as a whole class. Then Ss cover up the questions and try to reconstruct the questions by looking at the answers.



• Review  Go through the cards and ask Ss to give their opinions and reactions. Tell Ss to say why they react in this way. For example: It’s frightening. Who is in the kitchen at this time? He is frightened. Maybe he needs to call the police.



SA M



PL



E



• As an extension activity, Ss write short conversations for some of the situations. For example: – I’m frightened. Who is it? I’m going to call the police. – Hello, this is the police. What’s the problem? • They can repeat their conversations in pairs. The other Ss must say which card their conversation relates to.



T-211



5.2 NEEDING AND GIVING HELP



page T-225 35 minutes



page T-226 35 minutes



• PREPARE   Make one copy of the worksheet for each S.



• PREPARE   Make one copy of the worksheet for each S.



• Introduce  Ask Ss to give synonyms of the words and phrases from the vocabulary for losing and finding things: find something new (discover); look hard for (search); forget somewhere (leave behind); suddenly not be there (disappear); suddenly be there (appear); give back (return); find exactly where something is (locate). Ss can use their phones or a dictionary to help them.



• Introduce  Ask Ss how they would respond if someone said these sentences to them: “Thank you, I’m so grateful to you.” (No problem.) “Can you help me? I’m lost and I need to find the train station.” “I’m in trouble. I need $500!” “Can you show me the exit?” “I need to go to the store. Will you take care of the baby?” “My washing machine broke down. Can I use yours?”



• Review  Tell Ss to share their stories with the class. Decide which one was the most interesting, funny, frightening, etc.



Answers



SA L



R



• Review  Ss share their answers to the discussion questions as a class.



Answers a



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1  Student returns library book after 22  years 2  The strange things people leave behind on the subway 3  Soccer team gets back trophy left at bus stop 4 Famous statue disappears from Metropolitan Museum of Art 5 Scientists discover underground city at the bottom of the sea 6 Ship lost in the Atlantic for 6 months suddenly appears in the Pacific 7  Family searches for $10 million lottery ticket 8  Tennis champion drops first prize 9  Teenager falls off ferry and swims 5K to land 10  Police dog locates stolen money in refrigerator



• Do the task  A Ss find the words and phrases in the word search and put them in the questions. Check answers as a class. B Then have Ss discuss the questions in small groups. Monitor and help where necessary.



FO



• Do the task  A Ss complete the newspaper headlines with the words in the box. Check answers as a class. B Then tell Ss to work in small groups. Ask Ss to choose a headline and give them some time to make up a story and tell the group about what happened. They need to use their imagination and give background details. If Ss need more support, make up a story about one of the headlines as a model. Then ask Ss to tell one another their stories. Monitor and help where necessary.



T-212



E



5.1 LOSING AND FINDING THINGS



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7.1 MUSIC



page T-227 35 minutes



page T-229 35 minutes



• PREPARE   Make one copy of the worksheet for each S.



• PREPARE   Make one copy of the worksheet for each group of two to four Ss. Cut the worksheet into one set of cards for each group of three Ss.



SA L



E



6.1 URBAN PROBLEMS



• Introduce  Ask Ss to rate each problem from 0 to 5 (0 = no problem, 5 = very serious problem): air pollution, graffiti, noise, smoke, traffic jams, expensive land, not enough space, ugly concrete buildings. Ss compare and discuss in pairs.



• Introduce  Play examples of the different types of music on a digital device or CD. Ss name the genre. Ss describe each genre and write down the key information on the board. Noisy. (heavy metal); Played by many instruments. (classical); Made by computer. (EDM)



• Do the task  A Ss complete the sentences with the words from the box. Check answers as a class. B Then put Ss into small groups. They discuss the sentences and say whether they agree or disagree with them. Monitor and help where necessary.



• Introduce the game by telling the class that you are thinking of a type of music. Then Ss ask you yes/no questions based upon the information on the board to figure out what type of music.



Answers



R



1 Graffiti ​2 traffic jams ​3 space; air ​4 smoke; pollution ​ 5 noise; traffic ​6 concrete ​ 7 land ​ 8 trash



FO



• Review  Discuss some of the sentences as a class.



• Do the task  Ss work in groups of two to four. Ss take turns taking a card. The other Ss in the group think of yes/no questions to ask to get enough information to make a guess. For example: Is it noisy? Is it played by many instruments? Is it made by computer?



6.2 ADVERBS OF MANNER



• Ss keeping asking questions until they have guessed correctly. Then it is the next S’s turn to pick a card. Monitor and help where necessary.



page T-228 35 minutes



• Review  Ask Ss who guessed correctly in one question? In two questions? In three questions? Ss share the questions that they asked to correctly guess the type of music.



T



• PREPARE   Make one copy of the worksheet for each S. Cut the worksheet into one set of cards for each group of 11 Ss. (In smaller groups, Ss can take more than one card.) To save cutting, Ss can work in pairs and take turns matching the cards to the adverbs of manner in the chart.



NO



• Introduce  Write Really on the board. Say Really in an aggressive way (for example, use a high-fall intonation pattern). Ask How did I say it? (angrily) Say Really in other ways that correspond to the adverbs of manner and ask Ss to tell you the adverb. Repeat with different words or phrases. Ss work in pairs and take turns saying words or phrases to one another and naming the adverb of manner.



PL



E



• Do the task  Put Ss into groups of 11, if possible. With smaller groups, some Ss can have two cards. Give each S a card. Ss read their sentences to one another and write in the chart the name of the S next to the adverb of manner. For example: “I went out of the room and didn’t say goodbye to anyone.” (left quietly) • Monitor and help where necessary. • Review  Go through all the cards and ask Ss to say which adverbs of manner apply to them.



SA M



• As an extension task, put Ss into pairs and have them expand the cards into conversations. Ss take turns role playing their conversations in front of the class. The other Ss listen and say how many different adverbs of manner apply to the conversation.



7.2 TV SHOWS AND MOVIES page T-230 35 minutes • PREPARE   Make one copy of the worksheet for each S.



• Introduce  Write the vocabulary on the board as anagrams. Ss write the correct word and give a definition. For example: slawohkt = talk show – when people give their opinions about news and interesting topics • Do the task  A Ss work in pairs. Tell them to take turns reading the descriptions aloud. Together they decide the genre. Check answers as a class. B Ss decide together which three shows or movies they want to see. Monitor and help where necessary.



Answers 1 thriller ​2 musical ​3 science fiction ​ 4 animated movie ​5 talk show ​6 soap opera ​7 horror ​ 8 game show ​9 romantic comedy ​10 documentary ​ 11 drama ​12 reality show ​13 comedy



• Review  Have Ss share their ideas with the class. • As an extension, Ss work in groups and add more information to one of the descriptions about what happens in the show or movie. They then present this to the class.



T-213



9.1 COLLEGE SUBJECTS



page T-231 35 minutes



page T-233 35 minutes



• PREPARE   Make one copy of the worksheet for each S.



• PREPARE   Make one copy of the worksheet for each S.



• Introduce  On the board write the nouns from the lesson that describe experiences: achievement, challenge, change, chore, job, opportunity, process, project, success. Ask volunteers to write a different adjective to go with each one. For example: great achievement, interesting challenge, big change, annoying chore, difficult job, nice opportunity, long process, team project, complete success.



• Introduce  Give each S a piece of paper with the name of another S in the class. They should write on the paper what (other) college subject they think this S would be good at or interested in. Then Ss find the people they wrote about, give their opinions, and say why. For example, Mario, I think you should study business because you said last lesson that you wanted to have your own company.



• Do the task  A Ss complete the text with the vocabulary for describing experiences. Check answers as a class. B Put Ss into small groups to discuss the questions. Encourage Ss to use the vocabulary for describing experiences as they discuss. Monitor and help where necessary.



• Do the task  A Tell Ss to complete the crossword with college subjects. Check answers as a class. B Put Ss into small groups to discuss the questions. Monitor and help where necessary.



SA L



FO



8.2 DESCRIBING PROGRESS



9.2 EMPLOYMENT



T



page T-232 35 minutes



• PREPARE   Make one copy of the worksheet for each pair.



NO



• Introduce  Dictate these sentences. Ss write them in two columns: those with a positive/neutral meaning and those with a negative meaning: We’re getting nowhere. (negative); That saves time. (positive); I did my best. (positive); I haven’t had time. (negative); We’ve been having problems. (negative); I’m taking it easy. (positive)



• Ss write the other expressions for describing progress in the correct column.



E



• Do the task  Ss work in pairs. They take turns imagining and telling stories while the other Ss tries to guess what sentence they picked. Monitor and help where necessary.



PL



• Review  Ss share their stories with the class. Who had the most interesting story? The funniest?



SA M



1 education ​2 computer science ​3 economics ​4 law​ 5 architecture ​6 biology ​7 physics ​ 8 engineering ​ 9 business ​ 10 chemistry ​11 medicine



• Review  Tell Ss to turn over the worksheet. Read the crossword definitions and have Ss say the college subjects. Then ask each group to report back on what they discussed and see if the rest of the class agree.



• Review  Go through the text again. Then discuss the questions as a class.



T-214



R



Answers



Answers 1 challenge ​2 change ​3 opportunity ​4 project ​5 process ​ 6 job ​7 chores ​8 success ​9 achievement



E



8.1 DESCRIBING EXPERIENCES



page T-234 35 minutes • PREPARE   Make one copy of the worksheet for each S.



• Introduce  Write the employment vocabulary on the board as anagrams. Ss correct the spelling and define the words, for example, rementtire = retirement. • Do the task  Put Ss into small groups. Tell one S to read card 1. As a group, they must discuss what to do and decide which card to go to next. They continue taking turns reading the cards until they reach a successful ending of the activity. (Sometimes they will need to start the whole activity again.) Monitor and help where necessary. • Review  Tell Ss to underline all the employment vocabulary on the worksheet. Ask some Ss to tell the class about what happened to them in the game.



10.1 DESCRIBING MATERIALS page T-235 35 minutes



Answers



• PREPARE   Make one copy of the worksheet for each S.



• Do the task  A Ss work in pairs and write down an object to match each description. The first Ss to finish are the winners. Monitor and help where necessary. B Ss work in pairs and write a description to match an object. The first Ss to finish are the winners. Monitor and help where necessary. • Review  Go through the descriptions and ask Ss to name different objects to match each description. There is more than one correct answer. Then Ss share their descriptions for the second task. Did Ss choose the same or different descriptions to describe each object?



1 C ​2 A  3 A  4 B ​5 C ​6 B ​7 A ​8 A ​9 C ​10 A ​ 11 B ​12 A ​13 C ​14 C ​15 B ​16 A ​17 C ​18 B



SA L



• Introduce  Name some objects and ask Ss to describe the materials: a watch (plastic, light, waterproof ); a sweater (wool, warm); a rock (stone, hard, heavy); a window (glass, fragile); a coin (metal, light). Put Ss into pairs to do the same.



11.1 SUCCEEDING page T-237 35 minutes



• PREPARE   Make one copy of the worksheet for each S. • Introduce  Ss complete the chart with phrasal verbs.



on work on; keep on



R



out stand out; work out; figure out



up give up; set up



• Then ask Ss to complete this quotation by Vince Lombardi: “The only place where success comes before work is   .” (the dictionary) Put Ss into small groups to give examples of why this quotation is true, using as many of the phrasal verbs for succeeding as possible.



FO



Possible answers



A 2  door ​3  T-shirt ​4  statue ​5  phone ​6  vase ​7  jacket ​ 8 scarf ​9 shower ​10 coat ​11 umbrella ​12 shirt ​ 13 lamp ​ 14 belt ​15 car ​16 skin ​17 sheep ​18 table ​ 19 cup ​ 20 flower B  Answers will vary.



• Do the task  A Ss complete the text about Greg with prepositions. Check answers as a class. B Ss complete the text about Jimena with verbs. Tell Ss they may need to change the verb form. Check answers as a class. C Ss choose the phrasal verbs in the text about Javier. Check answers as a class. D Put Ss into small groups to discuss their reactions to the three texts. Monitor and help where necessary. Get ideas as a class.



NO



T



10.2 PRODUCTION AND DISTRIBUTION page T-236 35 minutes



E



• Review  Go through the word cards and ask Ss to say which word or phrase goes after it. See if Ss can do this without looking at their student cards.



• PREPARE   Make one copy of the worksheet for each group of three Ss. Cut the worksheet into a Student A, B, and C card for each student.



A 1 up ​2 out ​3 out ​4 out ​5 over ​6 up B 1 stands ​2 figures ​3 give ​4 kept ​5 get ​6 worked ​ 7 worked C 1 work at ​2 stand out ​3 figure out ​4 gave up ​5 set up ​ 6  keep up ​7  works out



• Review  Go through the answers in the three texts again. Ask Ss more questions based on the texts, for example: How difficult is it today for people like Jimena to be successful? Do you think Javier made the right decision?



PL



E



• Introduce  Dictate some example sentences and tell Ss to copy them with the missing word: The flowers   in the forest. (grow); Our country doesn’t   have enough, so we need to it from   Asia. (import); It’s better to food locally.   (produce); They everything in that big building, sometimes for years. (store); The architect wants to   a completely new office. (design); Could   you the parcel to us this afternoon? (deliver)



Answers



SA M



• Do the task  Put Ss into groups of three. Give each group the production and distribution vocabulary words to share. Give each S their own Student A, B, or C card. Ss follow the number order and say whether their word or phrase can go after each of the production and distribution vocabulary words. For example: catch coffee beans computers fish Monitor and help where necessary.



T-215



12.2 DESCRIBING EXTREMES



page T-238 35 minutes



page T-240 35 minutes



• PREPARE   Make one copy of the worksheet for each S.



• PREPARE   Make one copy of the worksheet for each S.



• Introduce  Ask Ss to write each of the words for opportunities and risks on a separate card or piece of paper. On the other side they should write the translation in their first language. Then put Ss who share the same first language together to test one another: they take their partner’s cards one by one and ask them to translate the words either from English to their first language or from their first language to English.



• Introduce  Read these aloud and ask Ss to say the extreme adjective that means the opposite: very happy (miserable); nothing special (magnificent); full of energy (exhausted); very cold (boiling); very small (enormous/huge); not hungry at all (starving); terrible (terrific); completely uninterested (thrilled).



page T-239 35 minutes



• PREPARE   Make one copy of the worksheet for each group of two Ss.



E



• Introduce  Put Ss into small groups. Ss take turns acting out the words without saying them. The other Ss must guess the word. As a class, check that Ss understand the vocabulary words for describing accidents.



PL



• Do the task  Ss work in pairs and write the missing words and phrases in the crossword. Tell Ss that they need to use the correct form of the verb. Monitor and help where necessary. • Review  Check that Ss have completed the crossword correctly.



Answers



SA M



Across: 1 destroyed ​5 blame ​8 feel bad about ​9 slip ​ 11 knock off ​12 pull out ​13 spill Down: 2 damage ​ 3 was mad at ​4 left open ​6 left on ​ 7 shake ​8 fell out ​10 pick up



T-216



R



NO



12.1 DESCRIBING ACCIDENTS



1  terrific / miserable ​2  thrilled / freezing ​ 3  magnificent / huge / exhausted ​4  boiling / enormous ​ 5  huge / tiny / enormous / terrified ​6  starving  7  enormous / terrific / miserable ​8  thrilled / miserable



• Review  Ask the questions to the class with follow-up questions and encourage Ss to use extreme adjectives in their responses. For example: – Sandra, could you live for a week without the internet or social media? – Maybe, but it wouldn’t be easy. – Why not? – I spend an enormous amount of time on the internet.



T



• Review  Discuss each situation as a class. Ask Ss if they have ever been in or heard about situations like this in real life. Ask Ss what they would do in similar situations.



Possible answers



FO



A 1 research ​2 consider ​3 advantage ​ 4 disadvantage ​ 5 option ​6 reward ​ 7 goal ​8 effect ​9 purpose ​ 10 result B  Answers will vary.



SA L



• Do the task  A Ss complete the questionnaire with adjectives describing extremes. Check answers as a class. B Put Ss into pairs to ask and answer the questions. Ss check what their score means at the end. Monitor and help where necessary.



• Do the task  A Ss work individually to complete each situation with the vocabulary for opportunities and risks. Check answers as a class. B Ss then decide if each situation is an opportunity or risk and write O or R in the chart. C Put Ss into pairs to compare answers and discuss. Monitor and help where necessary.



Answers



E



11.2 OPPORTUNITIES AND RISKS



E



1.1 VOCABULARY



SA L



DESCRIBING PERSONALITY Work in groups. You are all neighbors and live in the same row of apartments. • Speak to the other students and find out who lives in which apartment. • Read your cards aloud and complete the chart.



brave cheerful easygoing generous helpful intelligent nervous reliable selfish serious



Name



Personality



R



Apartment 1 Apartment 2



FO



Apartment 3 Apartment 4 Apartment 5 Apartment 6 Apartment 7



T



Apartment 8 Apartment 9



Apartment 12



NO



Apartment 10 Apartment 11



honest sociable



• I love to meet people and make new friends. • My neighbor is nervous.



• I always do the cooking and cleaning for my parents. • My neighbor is brave.



• I am going to the doctor today, and I am worried about it. • My neighbor is honest.



• My apartment has mice, but I’m not afraid of them! • My neighbor is reliable.



• I always tell the truth and never lie. • My neighbor is selfish.



• I always do what I say I will do. • My neighbor is serious.



• Yesterday my sister wanted to borrow my bike. I didn’t need it, but I said no! • My neighbor is intelligent.



• I don’t speak much or laugh a lot. • My neighbor is easygoing.



• I finished college in one year! • My neighbor is generous.



• I am never worried or upset – life is great! • My neighbor is sociable.



• I am in apartment 12. • My friend asked to borrow $100 yesterday, and I gave them $200.



SA M



PL



E



• I am in apartment 1. I am usually happy and laugh a lot. • My neighbor is helpful.



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E



1.2 VOCABULARY



SA L



GIVING PERSONAL INFORMATION This is personal information about one English class.



Our English Class want to retire before they are 50 live with their family



R



live alone celebrated their last birthday at home



FO



were raised in the country are single are married are into board games were born in a different town



T



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%



NO



A Work in groups. Ask people in your group questions about the same personal information. Andrei, do you want to retire before you’re 50?



B Then collect information from all the groups and make a graph for your class.



E



Our English Class



want to retire before they are 50



PL



live with their family live alone



celebrated their last birthday at home



SA M



were raised in the country are single are married



are into board games



were born in a different town



T-218



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



E



2.1 VOCABULARY



Work in pairs. Ask each other the questions. Then check your score.



SA L



DESCRIBING POSSESSIONS



5 It’s your friends’ anniversary party. What do you wear? A a very fancy suit/dress B nothing very special. C a plain T-shirt and jeans



2 It’s your birthday next week. What present do you want? A something very expensive and fancy B a cake C I don’t need presents.



6 What is your computer like? A very modern B a little outdated but still useful C in good condition for a really old computer



FO



R



1 When do you buy a new cell phone? A when I want something more modern B when my cell phone is damaged C when I lose my cell phone



7 What is brand new in your kitchen? A Everything that is useful to me. B Most things are in good condition but not brand new. C Nothing.



4 What is a common problem with the stuff in your apartment/house? A There is no space for all my stuff. B Some stuff is not very useful. C There is too much useless stuff.



8 Your bathtub is damaged. What do you do? A Buy a brand-new bathtub. B Repair it. C Take a bath at my friend’s apartment.



SA M



PL



E



NO



T



3 You find a used book online. It’s cheap but a little damaged. Do you buy it? A No way! I want a brand-new book. B Why not? It’s in good condition. C Of course.



Your score Mostly As: You like a lot of stuff and you like the best! Mostly Bs: You are very practical. Mostly Cs: You don’t really care what you have.



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E



2.2 VOCABULARY



SA L



TECH FEATURES Student A



R



A Read the text to your partner. When you see a blank, tap the table. Your partner will write the missing words. I love tech stuff, and I already have a lot of 1 at home. But my phone is really old and doesn’t 2 very well now, so I wanted to buy a new 3 . I like to download movies, so I 4 5 need a phone with a lot of .I a few phones and chose this one. It was easy to 6 – it took me about ten minutes – and 7 with my tablet. I’ve put a picture of Real 8 9 Madrid on the , and there are some with my favorite apps. In fact, I have too much stuff on my phone now and need to 10 some files.



delete set up 1 2







devices storage



folders sync



3 4







FO



B Listen to your partner. When you hear a tap on the table, write the word from the box that completes the sentence. home screen tried



5 6







model work



7 8







9 10



Student B



NO



T



C Now check with your partner.



A Listen to your partner. When you hear a tap, write the word from the box that completes the sentence.



1 2



devices storage 3 4







home screen tried



5 6



PL







folders sync



E



delete set up







model works 7 8







9 10



SA M



B Read the text aloud to your partner. When you see a blank, tap the table. Your partner will write the missing words. I’m happy with my computer, and I don’t want to waste money on a new 1 . Yes, it’s slow and 2 3 there’s not enough space for all my documents, but it still and I’ve never lost any files or 4 . I’ve got a lovely picture of the sea on my 5 , and I want to keep that, too. There is a problem: I can’t 6 the computer with my phone. My sister is good with 7 computers, and she , but she couldn’t do it. She said that the problem is my phone, not my computer. She said I need to 8 everything – all the files and pictures – from my phone and 9 the phone again. She’s probably right. She knows a lot more about these 10 than I do.



C Now check with your partner.



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E



3.1 VOCABULARY



SA L



CITY FEATURES



FINISH



FO



R



A Work in pairs. Take turns to go from START to FINISH. Use the descriptions to find the next city feature. Cross out each city feature when you find it, and write one letter in each box below. At the end, you will have the name of a city.



monument Next: It is artwork in a museum.



clinic Next: It is an old building that has an important history.



sidewalk Next: Doctors and nurses work here.



a



h



p



l



e



T



ferry



sculpture Next: Call them if you see smoke.



embassy Next: It is a cheap place to stay.



tunnel Next: It goes over a road.



i



p



l



bridge Next: You can leave your car here.



fire station Next: It is a boat that takes cars and passengers.



hostel Next: You drive on this.



a



i



h



NO



highway Next: It goes under a road.



parking lot Next: This is next to the road.



E



They give visas here.



d



PL



START City



SA M



B Number each city feature from 1–12. Mix up the order of the numbers. Tell your partner where to go by describing the city features in the order of the numbers. See if your partner goes to the places in the right order. It goes across a river or sea. fire station



START



tunnel



hostel



monument



parking lot



highway



sidewalk



sculpture



embassy



ferry



bridge



clinic



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E



3.2 VOCABULARY



SA L



PUBLIC TRANSPORTATION Student A



A Complete the questions in the first column of the chart. Use the words in the box. arrival line



book departure direct fare reservation route schedule terminal



B Work in pairs. Ask your partner the questions. Write their answers in the chart under Student B.



Online.



Student B



R



You Yes, here you are.



FO



No, only by telephone.



No, you need to change.



Bogota to Dallas to Washington $650



There is a special airport bus. 1



T



Questions 1 Do you have a of flights from Bogota to Washington? 2 How do I a flight? 3 Can I make a through your website? 4 Is it a flight? 5 What is the ? 6 What is the ? do I take to the airport? 7 What bus 8 What do I fly from? 9 What is the time? 10 What is the time in Washington?



6:30



NO



Student B



7:30



A Complete the questions in the first column of the chart. Use the words in the box. book departure direct fare reservation route schedule terminal



E



arrival line



B Work in pairs. Ask your partner the questions. Write their answers in the chart under Student A.



Student A



SA M



PL



Questions 1 Do you have a of flights from Bogota to Washington? 2 How do I a flight? 3 Can I make a through your website? 4 Is it a flight? 5 What is the ? 6 What is the ? do I take to the airport? 7 What bus 8 What



do I fly from?



You Yes, it’s all on our website. Just tell me your details. Yes, of course. No, there is one stop. Bogota to Miami to Washington $700 The express bus takes you to the city. 2



9 What is the



time?



9:00



10 What is the



time in Washington?



7:00



T-222



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E



4.1 VOCABULARY



SA L



DESCRIBING OPINIONS AND REACTIONS



Work in small groups. Take turns choosing and turning over cards. The first person to correctly say the opinion and reaction keeps the card. The student with the most cards at the end wins. It’s frightening / He’s frightened.



Alex bought a book about the history of France. It was full of really interesting information.



Sara was waiting for a bus. It was raining and the bus was late again.



Pierre really wanted to see the new Superboy film, but he didn’t like it much when he watched it.



R



Olga saw a nice dress in a store. She asked the clerk the price. The dress cost $3,000!



FO



It was 4:00 in the morning and David was in bed. He woke up because he heard something in the kitchen. Something or someone!



Victoria’s grandmother (70) told Victoria that she wanted to run a marathon.



PL



E



Louis was hoping to pass the math test, but he got 58%, not 60%.



NO



T



Alberto smiled at the joke. It was kind of funny.



Isabella couldn’t sleep after she read The City of the Dead.



The parents came into their son’s bedroom. Usually the bedroom was very messy but not this morning.



Angelo couldn’t call his friend. He walked to his friend’s apartment, but he wasn’t at home.



Valentina went to a museum. She loved the Greek art and spent a long time looking at it.



Dimitry has worked for the company for ten years. Today he has found out that his company is closing.



The children were on a trip to the zoo. They laughed when they saw the monkeys.



SA M



The police asked Lucas for his phone number, but Lucas couldn’t remember it.



Sophia was carrying her coffee and ice cream to her table in the café. She fell and the coffee and ice cream went on the floor.



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-223



E



4.2 VOCABULARY



NO



T



R



I have a bad memory. / I am lazy. / I can’t remember everything! In a café. / On vacation again. / Online. Six months before. / A few weeks before. / I don’t; my family or friends do. On social media. / By phone. / I meet them face to face. Yes, and I’ve done this. / Yes, but I’ve never done this. / I can’t drive. I look online. / I ask people. / I trust the travel company. How much it will cost. / How much time I will have off work. / Who wants to go with me. To get some euros. / To bring a good book to read. / To pack my passport. My boss. / My family. / No one. Flying. / Speaking a different language. / Eating different food.



SA M



PL



E



a b c d e f g h i j



FO



Work in pairs. Match the questions (1–10) with the answers (a–j). Then ask and answer the questions with a partner. 1 When do you usually arrange your summer vacation? 2 How do you check that the hotel is good? 3 What do you sometimes forget before a trip? 4 Why does someone need to remind you about what you forget? 5 Who do you let know that you have arrived safely? 6 Have you ever thought about renting a car on vacation? 7 What is the most difficult thing to deal with on vacation? 8 How do you get in touch with people you’ve met on vacation? 9 Where do you like to meet up with these people again? 10 What do you need to look into before your next vacation?



SA L



MAKING DECISIONS AND PLANS



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E



5.1 VOCABULARY



SA L



LOSING AND FINDING THINGS



A Work in groups. Add the words to the titles of newspaper stories. Use the correct form of the word. disappear leave behind



1 STUDENT AFTER 22 YEARS



discover locate



drop return



fall off search



R



appear get back



6 SHIP LOST IN THE ATLANTIC FOR 6 MONTHS SUDDENLY IN THE PACIFIC



FO



LIBRARY BOOK



2 THE STRANGE THINGS PEOPLE ON THE SUBWAY



NO



T



FOR 7 FAMILY $10 MILLION LOTTERY TICKET



TROPHY



8 TENNIS CHAMPION FIRST PRIZE



PL



E



3 SOCCER TEAM LEFT AT BUS STOP



9 TEENAGER SWIMS 5K TO LAND



SA M



4 FAMOUS STATUE FROM METROPOLITAN MUSEUM OF ART



5 SCIENTISTS



UNDERGROUND CITY AT THE BOTTOM OF THE SEA



FERRY AND



10 POLICE DOG STOLEN MONEY IN REFRIGERATOR



B Choose a title and make up a story about what happened. Then share your story with your classmates. Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-225



E



5.2 VOCABULARY



s



i



r



t



r



o



u



b



l



e



f



o



h



l



n



e



c



h



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r



s



f



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t



o



m



u



d



e



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s



p



y



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g



a



w



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r



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g



f



m



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t



h



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k



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s



t



j



r



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d



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c



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r



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l



p



s



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a



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c



t



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t



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s



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d



g



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t



l



o



s



t



s



c



b



r



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k



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d



o



w



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a



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g



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f



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o



a



v



r



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c



i



p



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k



b



m



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f



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l



s



o



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y



i



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a



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a



p



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l



i



r



t



FO



a



R



A Find the words and phrases. Then put them in the questions.



SA L



NEEDING AND GIVING HELP



o



u t



NO



T



e



PL



E



for? Why? 1 Do you have any friends or people you know that you 2 There is a new worker in your office / new student at your school. What would you them about? in your town/city? 3 Is it easy to , do you go to friends or do you go to your family? 4 When you are in of you when you are sick? 5 Who what to do? 6 When you have a problem at school/work, do you usually ? 7 Have you ever helped anyone but they weren’t them the way? 8 Do people often stop you and ask you to ? 9 Is it dangerous to give strangers a



SA M



B Work in small groups. Discuss the questions.



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E



6.1 VOCABULARY



A Complete the sentences with the words from the box. air smoke



concrete graffiti land space traffic traffic jams



SA L



URBAN PROBLEMS



noise pollution trash



FO



R



1 is art, like photography and painting, and so there is nothing wrong with it. is to close the city center to cars so people can’t drive there. 2 The only way to stop to walk 3 We need more parks in cities because they are only the places where there is around, and you get fresh . in the air and create , so they should be far away from cities. 4 Factories put comes from like cars and trucks. Electric cars will make 5 Most of the loud cities much quieter. in town, like sidewalks and buildings. Modern cities are much uglier 6 There is a lot of than cities in the past. is so expensive in cities, young people cannot afford to live there. 7 Because on the streets because people are too lazy to put it in garbage cans. 8 There is a lot of



SA M



PL



E



NO



T



B Work in small groups. Do you agree or disagree with the sentences?



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



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6.2 VOCABULARY



SA L



ADVERBS OF MANNER



Work in groups. Choose a card and read your sentence aloud to the group. Then write everyone’s name in the correct place in the chart.



“It’s very simple: there are traffic jams because too many people have cars.”



“I painted a fantastic picture of a bridge last night.”



“Excuse me? Could you show me the way to the train station, please?”



“I was texting while I was driving.”



“I needed 60% to pass the exam, but I only got 38%.”



NO



Who … ?



spoke to you angrily.



did something beautifully. did something calmly.



explained something to you clearly.



E



failed completely. said something correctly.



PL



did something dangerously. spoke loudly. spoke to you politely. left quietly.



SA M



did something safely.



T-228



“Never speak to me again!”



R



“No, you can’t say many pollution. It’s much pollution.”



“Everyone was shouting and screaming, but I sat down and called the police.”



FO



“We climbed the mountain with a guide and lots of equipment.”



T



“I went out of the room and didn’t say goodbye to anyone.”



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



“I shouted at the teenagers because they were drawing graffiti on the walls.”



E



7.1 VOCABULARY



SA L



MUSIC



Work in small groups. Pick a card. Do not show the card to the other students or say what you picked. Take turns asking yes/no questions to guess what type of music the other students picked.



Heavy metal



Country



Reggae



Classical



Folk



FO



R



Hip-hop



Rock



Jazz



SA M



PL



E



Pop



NO



T



EDM



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



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7.2 VOCABULARY



A Work in pairs. Read the descriptions. Write the genre of TV show or movie. 1



SA L



TV SHOWS AND MOVIES Martin moves to a new apartment. Everything seems fine and he becomes good friends with his neighbor, Justin. But Justin has a secret and soon Martin will have a terrible decision to make …



2



A group of students are on vacation and they sing and dance their way around the US.



It is the year 2136. The people on planet Zog want to return to Earth. But what will they find when they go back there?



4



The lion and the monkey don’t like each other, but they have to work together to save their forest home from people who want to build a hotel there. Can they do anything to stop the hotel workers?



5



The president of South Anglia will answer questions about the future of this new country and her decision to become president.



6



In episode 16, there are more problems for the Gonzalez family: Daniela is refusing to go back to college and wants to work for her strange new “friend” Amanda.



7



The whole town is terrified and no one can go out after dark. Dracula is back and he wants blood. Tonight.



8



One of these six students could win $500,000 tonight. But first they must complete these difficult challenges.



9



Jane meets her new boss and immediately dislikes him. But this all changes when they are stuck in the office elevator for 12 hours …



NO



T



FO



R



3



750 million people in the world can’t read or write. This program explores the reasons why so many people don’t have basic skills.



11



Teresa must decide whether to go to the big city to follow her dreams or stay in her small town and care for her elderly parents.



12



Tonight viewers will decide that one of the five people in the house must leave the show. Will it be unpopular Greg or maybe Hanako after last week’s argument?



13



A chef wants to build an underwater restaurant, and she thinks of some very funny ways of getting the money.



PL



E



10



SA M



B Decide together which three you want to see.



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E



8.1 VOCABULARY



A Complete the text with nouns that describe experiences.



SA L



DESCRIBING EXPERIENCES Stella was working as a manager in a supermarket. She liked the company and the people she worked with, but she was bored with her job and needed a new 1 c 2 



or at least



3 



a  c



. Her boss agreed and he told Stella that there was a new o



because the company was opening supermarkets in different countries. This was an important 4 



p



for the company, and they really needed people to manage the whole



5 



p



of starting a new business in a foreign country. Stella knew it would be 6 



a difficult j



R



. She might need to spend years away from home, but she was



very hardworking – she even used to do 7 c



around the supermarket if they



the new supermarket would be a 8 s 9 



a



for her.



FO



didn’t have enough staff – and she had a lot of business experience. She was confident that , and this would be a great personal



SA M



PL



E



NO



T



B Work in groups. Discuss these questions. • What does Stella like about her job? What is the problem with it? • What challenges will she have at her new job? What could go wrong? • Do you think her experience makes her prepared for the new job? • Would you move abroad for a job opportunity? What would be its biggest challenge?



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8.2 VOCABULARY



SA L



DESCRIBING PROGRESS



Work in pairs. Choose a sentence, but do not tell your partner. Imagine a story to match your sentence and tell your partner. Then have them guess what sentence you chose. A: I really want to get 100% on my English exam. I study English every day at lunch. On Mondays, Wednesdays, and Fridays, I see an English tutor. On my way home each day, I listen to English podcasts, and in the evenings, my roommate quizzes me. If I have any free time, I study English! B: Are you concentrating on one thing? C: Yes, I am!



R



I’ve been making good progress.



NO



T



I’ve been getting nowhere.



FO



I’ve been taking it easy.



I’ve been spending a lot of time doing that.



I’ve been having problems. / I’ve been having trouble with something.



E



I’ve been concentrating on one thing.



SA M



PL



I haven’t had time to do something. / I haven’t had a chance to do something.



I’ve been doing my best.



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Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



I’ve wasted a lot of time.



I’ve saved a lot of time.



E



9.1 VOCABULARY



SA L



COLLEGE SUBJECTS A Complete the crossword with college subjects. 1



c



e



n



o



m



i



c



5



7



8 9



s



R



4



o



6



FO



3



2



10



Across Down 1 the teaching of children and adults 2 how machines can do complex things 3 the study of how people earn and spend money 5 the design and planning of buildings 4 study of the rules of a country 6 the study of nature, humans, and animals 7 the science of how things around us exist and work 9 how companies make money 8 how to design and build machines and buildings 10 the science of what things are made of 11 how to make people healthier



SA M



PL







E



NO



T



11



B Work in small groups. For each of the college subjects discuss: • What is interesting about this subject? • What skills do you need to do well in this subject? • What would be difficult about studying this subject? • What opportunities will this subject give you after you finish college? • Will this subject still be popular/useful in 20 years? Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



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E



9.2 VOCABULARY



SA L



EMPLOYMENT



Work in small groups. Begin from card 1. Discuss what you should do and decide which card to go to next. 1



2



Choose a career.



3



It is difficult to manage so many staff.



Chef – Go to 10. Architect – Go to 9.



Fire some of the bad workers. Go to 23. Do a management course. Go to 17.



You leave the restaurant – and this activity.



Go to 18.



10



13



Your salary is low.



Ask your employer for higher wages. Go to 14. Say nothing. Go to 23.



Your employer fires you!



Start the game again.



PL



E



Go to 14.



It’s an interesting course. Maybe you should change your profession.



Apply for a management job. Go to 8. Stay a chef. Go to 15.



SA M



Your employer wants to meet you to discuss progress.



Don’t worry about it! Go to 11. Manage the workers better. Go to 7.



The bridge is finished on time. What next?



Apply for a job at a bigger company. Go to 4. Well done! Tell your employer you are thinking of leaving. Go to 14.



It’s a great job, but some of the staff don’t like you much.



16



Your manager wants you to be head chef in a new, bigger restaurant.



The staff is very unhappy and complains to your employer.



Agree. Go to 5. Refuse. Go to 22.



Go to 14.



19 You realize that you will need to go back to college to change your profession. See you in three years …



22 Good decision! You will have a great career in a great profession, and have a happy early retirement.



12



15



18



Progress is still slow.



21



Your manager finds out. She tries to persuade you to stay.



Say you’re too busy. Go to 14. Who cares? Go to 16. First increase workers’ Manage them carefully. salaries. Go to 24. Go to 22.



14



This is very expensive, and it doesn’t get results.



8



Give the best workers higher wages. Go to 24. Agree. Go to 15. Give everyone a better Leave. Go to 19. salary. Go to 13.



T



Hire a lot of workers. Go to 18. Change the contract. Go to 6.



How are you going to do this?



11



NO



You have a contract to build a bridge, but you need to do it quickly.



Apply for it. Go to 12. Change your mind. Go to 20.



7



You can’t change the contract in the middle of the project! Think again!



9



You see a job with a higher salary but longer working hours.



R



6



In the new restaurant your working hours are very long and you aren’t happy.



T-234



Yes. Go to 13. No. Go to 21.



FO



5



17



Maybe you could also increase their wages a bit more?



4



23



20 Are you sure?



Yes, I’m leaving. Go to 12. Not really, I’ll speak to my employer. Go to 14. 24



Your restaurant is very busy. You don’t have enough staff.



This works well, but the staff thinks their working hours are too long.



Hire more staff. Go to 2. Increase their working hours. Go to 16.



Make them shorter. Go to 3. Say “After we build the bridge.” Go to 21.



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



E



10.1 VOCABULARY



NO



T



FO



R



A Work with a partner. Write down an object for each description. The first students to finish are the winners. water bottles 1 plastic / light 2 wood / strong 3 cotton / light 4 stone / heavy 5 plastic / artificial 6 glass / fragile 7 leather / natural 8 wool / soft 9 metal / light 10 light / warm 11 artificial / waterproof 12 cotton / warm glass / light 13 14 leather / strong 15 metal / heavy 16 natural / waterproof wool / natural 17 18 wood / hard 19 plastic / strong 20 fragile / natural



SA L



DESCRIBING MATERIALS



SA M



PL



E



B Work with a partner. Write descriptions for each object. The first students to finish are the winners. wood / heavy 1 table 2 eyeglasses 3 socks 4 hair 5 watch 6 dog 7 paper 8 pen 9 smartphone 10 soccer ball



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



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E



10.2 VOCABULARY



SA L



PRODUCTION AND DISTRIBUTION Work in groups of three. Take turns saying whether your word or phrase can go after the production and distribution vocabulary word. computers fish coffee beans catch



Production and distribution vocabulary 3 design



4 export



7 import



8 manufacture



9 pick



10 produce



13 transport



14 design



15 grow



1 coffee beans



2 tables



3 a system



7 plastic



8 computer screens



9 wood



13 by foot



14 an idea



6 grow



12 store



16 export



17 produce



18 store



4 in a factory



5 fruit



6 staff



10  things people 11 a service want



12 potatoes



15 fish



16  paper products



17 supermarkets



18 high prices



NO



Student B



11 ship



T



Student A



5 freeze



R



2 deliver



FO



1 catch



2 staff



3 transport



4 from a country



5 cotton



6 plants



7 an email



8 fresh flowers



9 tuna



10 to a different country



11 a product



12 choices



13 by email



14 new staff



15 roses



16  something not 17 business made here



18  fragile products



1 fish



2 the internet



3 fruit



4 locally



5 meat



6 beef



7 workers



8 software



9 mushrooms



10 a goal



11 a process



12 factories



13 by truck



14 a building



15 products



16 a factory



17  something artificial



18 buildings



SA M



PL



E



1 computers



Student C



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E



11.1 VOCABULARY



SA L



SUCCEEDING



R



A Complete the text with prepositions. Greg was studying economics at college, but he gave 1 because he thought it wasn’t for him. After that he had a few jobs, but nothing really worked 2 , and he didn’t have much money. So when it was the birthday of a friend’s young son, Greg didn’t know what he could afford. But then Greg figured something 3 . He decided to make a little toy for the boy. He took some wood and made some shapes out of it and painted them. The boy loved his present! He had lots of presents, but Greg’s stood 4 and he played with these shapes for hours. Greg was amazed but when he got 5 his shock, he realized that this could be an opportunity for him. Five years later Greg set 6 his own wooden toys company. The company is small but successful, and Greg is happy.



T



FO



B Complete the text with verbs. There are a lot of talented young doctors in our hospital, but Jimena really 1 out. 2 Anyone who meets her this out very quickly. She is a children’s doctor, and she loves working with young people and helping them at very difficult times. Jimena understands their problems very well because she has been blind since she was a teenager. She was a great student at school, but then she had a terrible accident and was in hospital for three months. Many people would 3 up in this situation, but Jimena went back to school, 4 up her 5 studies, and went to college. She is blind and you can never over that, but she 6 at her studies and passed all the exams. Everything 7 out in the end for Jimena.



E



NO



C Circle the correct phrasal verbs. Javier used to have everything: a job with a high salary, a big house, a fast car. He had to 1 work at / figure out his success and it wasn’t easy, but he was a rich man. Javier might not 2 work out / stand out from the crowd, but he is one of the most successful people you could meet. Everything changed this winter. Javier went on vacation to Thailand and never returned. Everyone wondered where he was and couldn’t 3 set up / figure out what happened. But now we know. Javier 4 gave up / got over his job at the bank, went to Thailand, and 5 set up / worked at his own café on the beach. Javier’s boss couldn’t understand why Javier didn’t 6 stand out / keep up his great work at the bank and come home. I don’t know either, but I hope his café 7 figures out / works out, and he is happier there.



SA M



PL



D Work in small groups. Discuss these questions. • What successes and failures have these people had? • Who has had the most success? • What will they do in the future?



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-237



E



11.2 VOCABULARY



A Complete each situation with the vocabulary for opportunities and risks. B Decide if the situation is an opportunity or risk. C Work in pairs. Do you agree?



SA L



OPPORTUNITIES AND RISKS



Opportunity (O) or Risk (R)?



Situation You have your own pizza business. You do some 1 r that most of your customers buy pizza online. You 2 c your restaurants and only having an online service.



FO



R



and find out closing all



T



You want to rent an apartment, but it is very expensive. You could share with a colleague from work. The 3 a is that you would save money. 4 The d is that you don’t know your colleague very well.



NO



You find a wallet in the street. There is a lot of money inside and an address. is to find the address and give the wallet back – maybe One 5 o you’ll get a 6 r . There is a lot of money in the wallet though …



E



is to get in You are not very healthy, and this year your 7 g good shape. A friend recommends a special drink to you. She says it helps people lose weight, but you worry about the 8 e on your health.



SA M



PL



of this email is You write an angry email to your boss. The 9 p to explain why you and your coworkers are unhappy with the company. You hope that the 10 r of your email will be that the company makes some changes.



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E



12.1 VOCABULARY



SA L



DESCRIBING ACCIDENTS



Work in pairs. Take turns reading your sentences and writing the words and phrases in the crossword. 1



d



e



s



t



r



o



y



e



2



d 3



5



w a



7



s



4



6



R



m 8



a



9



10



FO



d a t



12



NO



13



T



11



PL



E



Across it. 1 A bus drove over my phone and me if something goes wrong. 5 My parents always forgetting Janice’s birthday last week. 8 I still in the snow and ice. 9 Be careful that you don’t that vase. 11 Put it on the shelf carefully so you don’t the key because it was stuck in the door. 12 I couldn’t hot coffee on yourself. 13 It’s painful if you



SA M



Down your eyes so wear sunglasses. 2 The sun can my sister because she broke a chair in our room. 3 I . 4 I forgot to lock the door, so the apartment was the table, so anyone could take it. 6 The money was just it from side to side in its mouth. 7 The dog took the doll and began to . 8 I dropped my bag and all my books what had fallen on the floor. 10 Everyone rushed to



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-239



E



12.2 VOCABULARY



SA L



DESCRIBING EXTREMES A Work in pairs. Complete the questionnaire with adjectives describing extremes. B Ask and answer the questions. Then check your score at the end.



DO YOU LIKE EXTREMES?



FO



6 Could you eat nothing for two days? A No problem! B Maybe one day. (very hungry) C No, because I’d be after a couple of hours.



T



2 A friend invites you for a morning swim in a lake in winter. Do you agree? (very happy) to do it. A Yes! I’d be B I’ll think about it. (very cold). C No, the water will be



5 If you had a boring job with a(n) (very big) salary, would you give it up for a very interesting job with a(n) (very small) salary? A Yes, money is not everything. B I’d go and find an interesting job with a(n) (very big) salary. (very scared) of not C No! I would be having enough money.



R



1 Could you live for a week without the internet or social media? (very good). A Sure. It would be B Maybe, but it wouldn’t be easy. (very sad). C No way! I’d feel



NO



3 You are on a long walk in the country and see a(n) (very beautiful) castle at the top of a(n) (very big) hill. Do you climb the hill and visit the castle? A Why not? Exercise is good for you. B I’ll take a photo of it from here. (very tired). C Are you joking? I’m



SA M



PL



E



4 It’s the middle of summer, and it’s a(n) (very hot) afternoon. What do you want to do? A Go for a run. B Stay inside. (very big) lunch and C Have a(n) then sleep.



T-240



7 How do you like to celebrate your birthday? (very big) cake, and we A I make a(n) have a(n)  (very good) all-night party with music and games. B I have a quiet meal with close friends. (very sad) C I don’t. I always feel because I’m one year older. 8 Would you go on vacation by yourself? (very happy) because A I would be I could do what I want. B Maybe for a very short vacation. (very sad) without family C No, I’d feel or friends.



What your score means: Mostly As: You love extremes and you certainly have an interesting life. Mostly Bs: You are sensible and don’t like to do anything too extreme. Mostly Cs: You don’t like to take any risks so maybe life can be a little boring?



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



Teacher’s notes for photocopiable activities:



SA L



E



SPEAKING



UNIT 1 WHO AM I?



most points by saying things that are only true for them. Encourage Ss to think of things that are only true for them, and no one else.



page T-245 Pair work Unit 1 vocabulary: Describing personality; Giving personal information Unit 1 grammar: Information questions; Indirect questions 20 minutes • PREPARE   Make one copy of the worksheet for each S.



• Do the task  Divide the class into pairs. Give each S a copy of the worksheet. Go through the instructions and vocabulary and clarify any problems.



• Have a S read the instructions aloud, and then go through the questions and explain any new vocabulary.



R



• Do the task  Allow Ss five minutes to think about their true statement and take notes. Then put Ss into small groups to play the game. Encourage Ss to use the present perfect with for and since correctly. After 15 minutes, see who has earned the most points in each group. Ask groups to share some of their more interesting statements.



FO



• Introduce  Explain to Ss that they will each pretend to be a famous person, and they will each take turns asking questions to find out which famous person their partner is pretending to be.



• Give Ss an example of your own, such as: I’ve never heard a song by Ed Sheeran. Ss raise their hands if they haven’t either. If no one raises a hand, explain that you would get a point. If anyone raises a hand, explain that no one would get a point.



UNIT 3 TRAVEL AGENTS



T



• Explain that in the first part of the task, Ss will find out information about the famous person they chose to be. In the second part, Ss will ask their partner questions to find out which famous person they are.



• Review  For homework, ask Ss to ask a friend or family member if they have or haven’t done some of the things that their classmates have done. Ss report back to the class what they’ve learned.



NO



• A  Give Ss five to ten minutes to look up information about the famous person they chose. Circulate through the class and help with vocabulary.



• B  Put Ss into pairs. Remind them that each S will now pretend to be the famous person they took notes on. One partner asks questions to find out who the famous person is. Then they switch roles. Encourage Ss to act like their famous person would as they answer questions. • When everyone has completed the task, have the class guess a few of the Ss’  famous people by asking direct and indirect questions.



PL



E



• Review  For homework, ask small groups to practice making introductions with their famous people. Have a few Ss model their conversations for the class.



UNIT 2 I’VE NEVER …



SA M



page T-246 Group work Unit 2 vocabulary: Describing possessions; Tech features Unit 2 grammar: Present perfect with ever, never, for, and since; Present perfect with already and yet 20 minutes • PREPARE   Make one copy of the worksheet for each S.



• Introduce  Tell Ss they are going to play a game in small groups. Explain that Ss will make a true statement about something that they have or haven’t done. If the statement is only true for the speaker, that S gets a point. If the statement is true for anyone else in the group, no points are given. Explain that to win the game Ss try to get the



page T-247 Pair work / Group work Unit 3 vocabulary: City features; Public transportation Unit 3 grammar: Articles; Modals for advice 30 minutes • PREPARE   Make one copy of the worksheet for each S.



• Introduce  Explain that pairs will plan a trip to a city. Explain what a travel agent does (plans vacations and travel). Then ask what kinds of things a travel agent would plan, for example: how to get there, how to get around, where to eat. • Do the task  Divide the class into pairs. Give each S a copy of the worksheet. Go through the instructions and vocabulary, and answer any questions. • Explain that in part A, pairs will choose a city they’d like to visit. In part B, pairs will be put into small groups to exchange city names. Then each pair will answer the questions to plan a trip for another pair. Ss can use their phones to look up information. In part C, Ss will present their plans. Have the pair who wrote the city name say if they’d like to go on the trip and why or why not. • A Put Ss into pairs. Give pairs five minutes to complete the task. • B Have pairs complete the task. Circulate and help Ss to use modals for advice and transportation vocabulary.



T-241



UNIT 5 WHAT’S THE STORY?



• C After 20 minutes, put pairs into their groups again to present their plans. Circulate and monitor Ss for grammar and vocabulary. Then have groups present some of their plans to the class.



E



page T-249 Pair work Unit 5 vocabulary: Losing and finding things; Needing and giving help Unit 5 grammar: Simple past; Past continuous and simple past 20 minutes • PREPARE   Make one copy of the worksheet for each S.



SA L



• Review  For homework, Ss choose a city they think sounds interesting and create a list of places they suggest people visit. Encourage them to try to find a “secret spot.” Ss present their suggestions to the next class.



UNIT 4 SURPRISE PARTY



• Introduce  Ask Ss if they have ever had or been to a surprise party. How did they feel about it?



R



• Do the task  Give each S a copy of the worksheet. Go through the instructions and vocabulary and clarify any problems. Encourage Ss to be creative in imagining the story. • Give Ss 15 minutes to prepare their stories individually before they share them with a partner. Circulate through the class and make sure they are using the correct past tense verbs. Ask them to change partners and tell their new partner a different story. • When everyone has completed the task, have a few volunteers tell their stories to the class. Ask the class which stories were the most surprising or amusing. • Review  For homework, ask Ss to bring in one of their own photos to tell a story about it. Ss report back to the class.



T



• Do the task  Divide the class into pairs. Give each S a copy of the worksheet. A Pairs ask and answer questions about their activities and hobbies, and discuss their opinions of them. Tell Ss they will use their partner’s information to plan a surprise party. Give them 15 minutes to ask and answer questions and take notes on their partner’s answers. Remind them to ask follow-up questions.



• Introduce  Explain to Ss that they will take turns telling stories about the pictures. Ask the class to say what they notice about one of the pictures to get them thinking about how to describe things. Explain what confetti is in the first picture.



FO



page T-248 Pair work Unit 4 vocabulary: Describing opinions and reactions; Making decisions and plans Unit 4 grammar: be going to and will for predictions; will for sudden decisions, present continuous for future plans 30 minutes • PREPARE   Make one copy of the worksheet for each S.



NO



• B Change partners and have the new pairs work together to discuss fun activities and ideas for a surprise party for their original partner. Tell them to include activities they will find amusing and fascinating, but not frightening. Remind them to make predictions about which activities the person will like and how they think the person will react. Ss complete the party plan.



E



• Ss get together with their original partner. Pairs present their surprise party plans to each other. Circulate to make sure they are describing their opinions and making predictions about how they’ll react to the party.



PL



• When everyone has completed talking about their party, compare some of the ideas as a class. Who is happy? Who is worried?



SA M



• Review  For homework, Ss find a video of someone who has been surprised. Ss describe the event and the person’s reactions in the next class. If possible, have them show the videos they chose.



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UNIT 6 NEW SOLUTIONS



page T-250 Pair work Unit 6 vocabulary: Urban problems; Adverbs of manner Unit 6 grammar: Quantifiers; Present and future real conditionals 20 minutes • PREPARE   Make one copy of the worksheet for each S. • Introduce  Remind Ss that a questionnaire is a written list of questions that people are asked so that information can be collected. Discuss what kinds of improvements are being made at your school, for example, recycling or beautification programs. Divide the class into pairs and go through the instructions on the worksheet. • Do the task  A Give pairs ten minutes to prepare their questions. Remind Ss that they will each need a set of questions and that both partners should write them down. • B When the questions are ready, switch partners and ask Ss to interview each other and take notes.



• Do the task  Hand out the worksheets. Go through the instructions and clarify any problems with vocabulary. A  Ss complete the phrases in the chart with their own ideas and think of questions for the last two.



SA L



• Review  For homework, ask Ss to interview a teacher at the school using their questionnaires. In the following class, ask them to report on what differences they found, if any. Do teachers have different opinions than Ss?



E



• Introduce  Explain to Ss that they will interview their classmates to find who’s been doing different things.



• C Put Ss into small groups and ask them to discuss their answers. For each answer, members of the group should try to point out one positive and one negative result. Ask groups to discuss and then share some of their ideas with the class.



• B  Give Ss 15 minutes to circulate around the room and talk to their classmates. Tell Ss to take notes and ask follow-up questions. • C  When everyone has completed the task, have small groups ask and answer questions about what their classmates have been doing.



UNIT 7 A NEW TV SHOW page T-251 Pair work Unit 7 vocabulary: Music; TV shows and movies Unit 7 grammar: used to; Comparisons with (not) as … as 20 minutes • PREPARE   Make one copy of the worksheet for each S.



R



• Review  For homework, ask Ss to ask a friend or family member who is much younger or older what they’ve been doing and report back to the next class. Are people of different ages doing and thinking about different things?



UNIT 9 JOBS



page T-253 Group work Unit 9 vocabulary: College subjects; Employment Unit 9 grammar: Modals of necessity: have to, need to, must; Modals of prohibition and permission 45 minutes • PREPARE   Make one copy of the worksheet for each S.



FO



• Introduce  Review types of TV shows and movies and write them on the board to introduce the topic. Tell Ss they’re going to think of a new TV show or movie by combining different genres.



T



• Do the task  A Divide the class into pairs. Give each S a copy of the worksheet. Go over the instructions. Ask Ss to talk about the pictures in part A. Read the sample conversation with a S. Explain any new vocabulary and answer any questions. Point out the comparisons that use as … as in the conversation and remind Ss to compare types of shows in their discussion.



NO



• Give pairs ten minutes to talk about types of shows. Circulate and encourage Ss to make comparisons.



• Read the part B instructions. Ss look at the pictures. Read the sample conversation with a S. Ss talk about how to combine two different types of shows.



• When everyone has completed the task, compare some of the new shows in small groups or as a class. Ask the class which ones they’d like to watch.



PL



E



• Review  For homework, ask Ss to imagine an episode of the show they created and write a summary. Ss report their summaries during the next class.



UNIT 8 WHAT HAVE YOU BEEN DOING LATELY?



• Do the task  Divide the class into small groups. Give each S a copy of the worksheet. Go through the instructions and vocabulary and clarify any problems. A Ss read the job descriptions and decide which job to apply for. • B Give groups 20 minutes to hold their interviews. Circulate through the class and make sure they are using modals correctly. Encourage Ss to think of additional interview questions and encourage the interviewee to ask questions about the job, too. • When everyone has completed the task, have groups share some of the more successful interview answers they’ve heard. • Review  For homework, ask Ss to think about their responses. They take notes on their responses. Ask Ss to share their new responses in the next class.



SA M



page T-252 Whole class activity Unit 8 vocabulary: Describing experiences; Describing progress Unit 8 grammar: Present perfect continuous; Present perfect vs. present perfect continuous 30 minutes • PREPARE   Make one copy of the worksheet for each S.



• Introduce  Explain that Ss will apply for one of the jobs on the job site. Their group will ask questions to interview them. To introduce the topic, ask Ss what kinds of questions they’ve asked or have been asked in an interview.



T-243



UNIT 10 WHY WOULD YOU WANT TO BUY THAT?



• A Give Ss ten minutes to prepare their answers.



E



• B Ss take turns asking the questions and giving answers. Circulate through the class and make sure they are using the correct phrasal verbs. Give Ss about 20 minutes to complete the task.



SA L



page T-254 Pair work Unit 10 vocabulary: Describing materials; Production and distribution Unit 10 grammar: Simple present passive; Simple past passive 20 minutes • PREPARE   Make one copy of the worksheet for each S.



• When everyone has completed the task, have a few pairs share some of their discussions with the class. Who knew their partner the best? Ask the class if it seemed like the partners did a good job of guessing their answers.



• Review  For homework, ask Ss to try the activity with a close friend or family member and report back in the next class. Were they more successful?



• Introduce  Explain to Ss that they will see pairs of items and will discuss with a partner which one they’d buy. Remind Ss of questioning and approving someone’s choices, as well as the vocabulary for describing materials on page 98.



• Give Ss five minutes to take notes individually on the list. Then divide the class into pairs to discuss which items they would want and why. Circulate through the class and make sure they are using the vocabulary and passive. If you notice pairs are in agreement, tell Ss they can choose a different opinion to make a more interesting conversation.



R



page T-256 Pair work/Group work Unit 12 vocabulary: Describing accidents; Describing extremes Unit 12 grammar: Indefinite pronouns; Reported speech 30 minutes • PREPARE   Make one copy of the worksheet for each S.



FO



• Do the task  Give each S a copy of the worksheet. Go through the instructions and read the example conversation with the class. Ss talk about the pairs of items. Offer help with vocabulary to describe the items, as needed.



UNIT 12 STORY TIME



T



• When everyone has completed the task, ask a few pairs to share their discussions with the class. Does the class generally agree or are there different opinions?



• Introduce  Give each S a copy of the worksheet. Ask them to explain what they see in the pictures. Explain to Ss that they will imagine they are one of the people in the pictures and they will make up a story about the picture.



UNIT 11 WHAT IF … ?



NO



• Review  For homework, Ss ask a friend or family member about some of the pairs of items. Ss report back in the next class. Do other people have different ideas?



PL



E



page T-255 Pair work Unit 11 vocabulary: Succeeding; Opportunities and risks Unit 11 grammar: Phrasal verbs; Present and future unreal conditionals 30 minutes • PREPARE   Make copies of the worksheet and give one to each pair of Ss.



• Introduce  Tell Ss they will try to predict their partner’s answers to imaginary situations.



SA M



• Do the task  Divide the class into pairs. Give each pair a copy of the worksheet and ask them to cut it in half. Go through the instructions and any new vocabulary. Clarify any problems. Give an example using a S in the class. For example, If (Carlos) could take a month off work, I think he would go fishing every day.



T-244



• Do the task  A Go through the instructions and clarify any problems. Explain that Ss will tell their stories, then switch partners and retell their first partner’s story. • Give Ss five minutes to prepare their stories. Circulate through the class and help with vocabulary. Then put Ss into pairs. Ss take turns telling their stories to each other, asking about or guessing their partner’s feelings. • B After ten minutes, play the telephone game. Put Ss into small groups of about five or six. Make sure Ss understand what whisper means (talk in a very quiet voice). Ss stand in a line. The first person tells their story to the person next to them, who listens and repeats, and so on down the line. Once the story reaches the end of the line, the last person retells the story to the group, and the first person checks how accurate it is.



• Review  For homework, ask Ss to bring in an old photo and tell the class a story about it in the next class.



E



UNIT 1  SPEAKING



SA L



WHO AM I?



R



A Choose a famous person: an actor, a singer, a world leader, or a well-known character from TV or movies. Use the ideas below to think of information about the person. You can use your phone to find out more information. • where the person is from • where the person lives • how the person became famous • what the person’s family and friends are like • other things the person does or likes



SA M



PL



E



NO



T



FO



B Use the information you found in part A to pretend you are the famous person. Ask and answer questions with a partner to find out which famous people you are pretending to be. Ask questions, such as: • What do you do for work? • Where do I know you from? • What are you doing these days? • Who are your friends?



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



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E



UNIT 2  SPEAKING



SA L



I’VE NEVER …



FO



NO



I’ve lived in Quito since I was born.



T



Things you have done that no one else has: • where you’ve lived • where you’ve visited • what you have done this year • something you’ve owned • a special interest, hobby, or collection you have • an unusual food or drink you’ve tried • an award you’ve won



R



In a small group, make a true statement about something you have (or haven’t) done before. If no one has the same answer as you, you get one point. If another person in the group has the same answer as you, no one gets a point. The person with the most points wins. Use the ideas below or add your own ideas. Add for and since where possible. To get the most points, try to think of something that makes you different from your classmates. For example: • I’ve visited Antarctica. = only true for you; you get a point. • I’ve been studying English for three years. = probably true for some others; no points • I’ve never been to the moon. = true for everyone; no points



PL



E



Things you haven’t done that everyone else has done: • where you haven’t visited • what you haven’t done this year • a common activity or hobby you haven’t done • a common food or drink that you’ve never had • a popular movie or TV show that you haven’t watched • an activity you have done for two years • a food you haven’t eaten for a month



SA M



I haven’t been to the movie theater in two years.



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Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



E



UNIT 3  SPEAKING



SA L



TRAVEL AGENTS A In pairs, think of a city you would both like to visit. Write the city and country on a small piece of paper. Exchange your paper with another pair. B You and your partner are travel agents. Look at the city you got from the other pair. Use the ideas below to plan a trip to that city. Try to think of the best places and the best things travelers should see and do. You can use your phones to do extra research.



R



• interesting sightseeing spots:



• any other unique things to do:



FO



• great restaurants:



• transportation: how to get there from where you live:



NO



T



• transportation: traveling around and in the city:



SA M



PL



E



C Present your plan to the “travelers” who want to visit that city. In Tokyo, you should take the subway to get around. You should go to Harajuku to shop and see fun fashions.



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



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E



UNIT 4 SPEAKING



SA L



SURPRISE PARTY



R



A Ask your partner questions about the topics in the list. Talk about which activities are fascinating, amusing, or annoying. • their hobbies • what they do in their free time • their friends and family • their special events, classes, or parties • their work • places they visit: city, beach or lake, mountains, forest What kinds of hobbies do you have?



Who do you usually spend free time with, friends or family? Or do you like to be by yourself?



FO



On weekends, I play soccer and take photos. But during the week, I like to watch TV.



NO



T



I usually see friends on the weekend and my family during the week. What do you do with your friends? Where do you go?



Where:



PL



Who:



E



B Plan a surprise party for friends. Include activities from part A that they think are fascinating or amusing.



What:



SA M



When:



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Evolve Level 3 Teacher’s Edition PHOTOCOPIABLE



© Cambridge University Press 2020



E



UNIT 5 SPEAKING



NO



T



FO



R



SA L



WHAT’S THE STORY?



SA M



PL



E



Make up a short story about each picture. Or connect some of the pictures together to make one story. Include the answers to these questions in your story: • When did it happen? • Where did it happen? • What were the people doing? • What was happening? Name the events that happened before, during, and after the picture. • How did the people feel?



Evolve Level 3 Teacher’s Edition PHOTOCOPIABLE



© Cambridge University Press 2020



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E



UNIT 6 SPEAKING



SA L



NEW SOLUTIONS



FO



R



A Work with a partner to create a questionnaire about your school. Write ten questions about things you’d like to improve. Use the ideas below, and add your own ideas. • class size • costs • traffic and parking • food options • extra activities for students • school sports or clubs • trash and recycling Do you think class size should be larger or smaller?



Do you think students should pay more or less per class?



T



B With a new partner, interview each other to complete your questionnaires. Take notes on your partner’s answers. Ask follow-up questions to find out reasons for your partner’s ideas.



NO



I think class size should be smaller.



Why is that?



If class size is smaller, the teacher can pay more attention to each student.



SA M



PL



E



C In small groups, share what you’ve learned from your questionnaire. Be sure to think of the positive and negative results of your ideas. Juanita said that class size should be smaller. If class size is smaller, students will get more personal attention. I disagree. If class size is smaller, it may be difficult to sign up for classes!



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Evolve Level 3 Teacher’s Edition PHOTOCOPIABLE



© Cambridge University Press 2020



E



UNIT 7 SPEAKING



SA L



A NEW TV SHOW



game show



drama



T



FO



comedy



R



A Talk about types of movies or TV shows with your partner. What kind did you use to like? What do you like now?



soap opera



science fiction



I used to like reality shows when I was younger.



B



Me, too. But reality shows aren’t as interesting as science fiction now.



NO



A



talk show



PL



E



B Talk about how to combine two different types of shows. You can use specific examples from your favorite show.



+



SA M



talk show



drama



How about a drama and a talk show? You know, what happens behind the scenes. That’s good. But it might not be as funny as a talk show with science fiction characters.



Oh, that sounds good. How would that work? Science fiction characters would be on the talk show as guests. The talk show host could be a character, like Captain Picard from Star Trek … Evolve Level 3 Teacher’s Edition PHOTOCOPIABLE



© Cambridge University Press 2020



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E



UNIT 8  SPEAKING



A Complete the phrases in the chart below with your own ideas.



Find someone who’s been …



Name



Notes



1 working on 2 thinking about



R



3 concentrating on



on TV



6 studying 7 trying to learn



T



8 making progress on



FO



4 reading 5 watching



SA L



WHAT HAVE YOU BEEN DOING LATELY?



NO



9 10



B Use your chart to interview ten classmates. Ask questions and follow-up questions, such as: • What have you been working on lately? • How long have you been studying that? • How’s it going?



SA M



PL



E



C In small groups, ask and answer questions about your classmates’ news. What has Mario been up to? How has Amelie been? What’s going on with Petra?



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Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



E



UNIT 9 SPEAKING



A Choose one of the jobs below to apply for. Take notes on: • why the job interests you • how your skills apply to the job’s responsibilities • why you’re qualified for this job



J B SEARCH



Search



Careers



Applications



Interviews



R



TEACHING ASSISTANT



SA L



JOBS



FO



Teaching assistants needed for college subjects: math, biology, IT, English, art, and PE. Responsibilities may include: grading papers and tests, tutoring, and updating online course schedule and grading system. Flexible hours; tuition as payment



TECH SUPPORT



T



Learn while you earn! Retail technology chain needs tech support assistants. Must be skilled with computers; additional training provided on latest systems. Must be confident and patient to deal with customers. Excellent pay and part-time hours; some evenings required.



NO



SMALL BUSINESS ASSISTANT



E



Small business needs general office help. Tasks may include: writing blog and social media posts, answering customer phone calls and emails, and some website design and maintenance. Part-time hours Requires good customer service skills, writing ability, and a positive attitude.



SA M



PL



B In small groups, take turns applying for one of the jobs in part A. The rest of the group asks interview questions. Interview questions: • Which job are you interested in? • What interests you about this job? • How would your skills help you to do this job? • Are there any skills you don’t have? • Why are you the perfect person for this job?



Evolve Level 3 Teacher’s Edition PHOTOCOPIABLE



© Cambridge University Press 2020



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E



UNIT 10 SPEAKING



SA L



WHY WOULD YOU WANT TO BUY THAT?



For each pair of items, discuss with your partner which one you would buy and why. Do you and your partner have the same opinions?



Milk in a glass bottle



Milk in a recycled plastic bottle



A polyester jacket made from recycled plastic bottles



A leather jacket dyed bright red



A pair of natural material sneakers made in the US



T



A pair of artificial material sneakers made in China



Chocolate from your local farmer’s market



FO



Chocolate imported from Switzerland



A new bicycle imported from Italy



R



A used bicycle from your local shop



NO



Expensive designer jeans made in Japan



Inexpensive, organic cotton jeans imported from Brazil



I’d buy a used bicycle. It will probably cost less and is more eco-friendly.



E



I’d buy a new bicycle. I really like bikes.



PL



Are you sure you’d want a new one? It uses a lot of resources to ship it from Italy.



SA M



Yes, but I know a new bike will last longer since I’ll use it a lot.



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Evolve Level 3 Teacher’s Edition PHOTOCOPIABLE



© Cambridge University Press 2020



E



UNIT 11  SPEAKING



Student A



SA L



WHAT IF … ? A Answer these questions with the answer you think your partner will say. Take notes. If you had to give up one food, what would it be? I think you’d give up chocolate. If you could set up your own business, what would you do? If you could work out one world problem, which would it be?



R



If you could give someone a new car, what kind and who would you give it to?



If you had to get over your biggest fear to get a million dollars, would you do it?



FO



If you could have a famous person help you do something, who and what would it be? B Take turns asking and answering questions with your partner. Take notes on your partner’s answers.



Student B



T



A Answer these questions with the answer you think your partner will say. Take notes. If you had to give up one food, what would it be? I think you’d give up chocolate.



NO



If you could set up your own business, what would you do?



If you could work out one world problem, which would it be? If you could give someone a new car, what kind and who would you give it to? If you had to get over your biggest fear to get a million dollars, would you do it?



E



If you could have a famous person help you do something, who and what would it be?



SA M



PL



B Take turns asking and answering questions with your partner. Take notes on your partner’s answers.



Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



T-255



E



UNIT 12  SPEAKING



NO



T



FO



R



SA L



STORY TIME



A Imagine you are a person in one of the pictures. Use the ideas below to describe your experience. Then tell your partner your story. • Think of an expression to describe your experience: What a ! • Try to use extreme adjectives to describe your experience:



enormous miserable



E



amazing magnificent



exhausted starving



freezing terrified



huge thrilled



PL



• Be sure to describe your feelings: – at the beginning of the story (before the picture) – during the story – after the story (after the picture)



SA M



B Play a “telephone” game with a group. Stand in a row. The first person whispers their story to the next person. The next person repeats the story to the next person in line. When the story gets to the last person in line, they retell it to the group to check how accurate it was.



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Evolve Level 3 Teacher’s Edition  PHOTOCOPIABLE   © Cambridge University Press 2020



E



EVOLVE WORKBOOK 3 ANSWER KEY 1.3  Nice talking to you  pages 6–7



1.1  What’s your personality?  pages 2–3



1 FUNCTIONAL LANGUAGE: Making introductions, saying how you know someone, and ending a conversation A Introductions: This is Maria, my wife. I’m Sonia. Saying how you know someone: I work with Tony. How do you know Ivan? Ending a conversation: It was really nice to meet you. It was nice talking to you. B 1 This is Maria, my wife. / I’m Sonia. 2 how do you know Ivan? 3 It was really nice to meet you. / It was nice talking to you.



SA L



Unit 1 Who we are 1 VOCABULARY: Describing personality A 1 cheerful, easygoing, sociable 2 brave, generous, helpful 3 intelligent, serious, honest B Answers will vary.



R



2 GRAMMAR: Information questions A 1 What kind of work do you do? d 2 Why are you learning Japanese? e 3 Who’s your Japanese teacher? a 4 Which neighborhood do you live in? f 5 When is your next class? c 6 Whose history class are you in? b



NO



T



1.2  True friends?  pages 4–5 1 VOCABULARY: Giving personal information A 1 was born 2 was raised 3 are single 4 are married 5 live with my family 6 live alone 7 am into 8 celebrate



PL



E



2 GRAMMAR: Indirect questions A 1 Can you tell me what movies she was in? 2 I wonder how old she is. 3 Do you know where she was born? 4 I wonder if she lives with her family. 5 I want to find out what kinds of things she’s into. B 1 how old he is? 2 what he’s into? 3 where he was born. 4 where he was raised? 5 who he lives with.



SA M



3 GRAMMAR AND VOCABULARY A 1 when 2 was born 3 where 4 was raised 5 if 6 is married / is single



2 REAL-WORLD STRATEGY: Meeting someone you’ve heard about A Conversation 1: 3, 1, 4, 2 Hello. I’m Andy. I work with Tina. Hi, Andy. I’m Brian. I’m Tina’s brother. It’s nice to meet you, Brian. I’ve heard good things about you. Oh, that’s nice. Conversation 2: 2, 4, 1, 3 Hi, I’m Ken. I’m Tina’s husband. Hi, Ken. I’m Luis. It’s nice to meet you. I’ve heard a lot about you. Good things, I hope! Yes, only good things!



FO



3 GRAMMAR AND VOCABULARY A Answers will vary. B Answers will vary.



3 FUNCTIONAL LANGUAGE AND REAL-WORLD STRATEGY A Conversation 1 1 my husband 2 in my English class. 3 I’ve heard good things about you! 4 Oh, that’s nice. Conversation 2 5 work with 6 sister 7 I’ve heard a lot about you! 8 Good things I hope! 9 wife 10 husband B Answers will vary.



1.4  We’re family!  pages 8–9 1 READING A 1 False (She lives in Mexico City.) 2 True 3 Not given (It says she was raised in Boston.) 4 True 5 False (Belen works with Erica.) 6 Not given (Dita doesn’t mention having a job.) 2 LISTENING A 1 b  ​2 c  ​3 c ​4 a 3 WRITING A Answers will vary.



T-257



Unit 2 So much stuff



B 1 She’s already taken that computer class. / She’s taken that computer class already. 2 Have you used your new laptop yet? 3 We haven’t seen the new model yet. 4 He’s already set up his phone. / He’s set up his phone already. 5 I’ve already downloaded that song. It’s great! / I’ve downloaded that song already. It’s great!



E



2.1  My garage  pages 10–11 1 VOCABULARY: Describing possessions A M O D C G M N E



I



D L V U A



I



Z



F U L U G O T M N N P



Y B O N W S



SA L



B U S



F P C V B X L G M



T R S A Y E N S



I



3 A Possible answers: 1 They’ve already set up their new phones. 2 They haven’t synced all their devices yet. 3 They’ve already deleted folders on their home screens. 4 Mark has already tried his new apps. 5 Tina hasn’t changed the picture on her home screen yet. 6 Mark hasn’t bought more storage for his computer yet. 7 Tina’s already deleted old emails.



C O M M O N



U A G M O D E R N C U P T O K F G Z U D T



T M N M A B D Y S C G



S N P



X A D G D M L N E O U



I



C E V N A G C U S O O T



L N L



P W A C



E D A



I



E O U T D A T



X O M F B D L V Z A F C S



I



D P T G M H F A N C Y U S



T U



S P E C



I



A L



E N K D S M I



W C R D R A H C N B T O D U M F B 1 special 2 brand new 3 outdated 4 in good condition 5 useless



I



C



B Answers will vary.



R



I



U D O T



2.3  Guess what?  pages 14–15



C



U B P G O V



L P L A



I



N



I



2 A 1, 8, 4, 9, 5, 2, 7, 3, 6 A I went to Los Angeles last weekend with my sister. B Really? Did you have fun? A Yeah, we had a great time, but it’s really expensive there. B It is? What did you do that cost so much money? A Well, we went shopping. My sister bought a lot of stuff. B She did? What did she buy? A A few dresses and five pairs of shoes. We’re planning to go back next month. B You are? Why do you want to go back? A My sister wants to return all her dresses and shoes!



PL



E



NO



T



2 GRAMMAR: Present perfect with ever, never, for, and since A 1 for 2 for 3 never 4 since 5 ever 6 for 7 since B 1 A have; had B ’ve had / have had; for 2 A Have; played B ’ve taken / have taken; since 3 A has; been B ’s been / has been; since 4 A Have; used B haven’t used / have not used; for 5 A has; had B ’s owned / has owned; since



1 A 1 you know 2 guess what 3 Anyway 4 Oh, before I forget / By the way 5 By the way / Oh, before I forget



FO



D N F D D A L O



3 GRAMMAR AND VOCABULARY A Answers will vary. B Answers will vary. C Answers will vary.



SA M



2.2  So many features  pages 12–13 1 A 1 g  ​2 c ​3 i ​ 4 f ​5 d  ​6 a ​ 7 j  ​8 b ​ 9 h ​10 e



2 A 1 yet 2 yet ​3 already 4 yet ​5 already



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3 A 1 A  You know I collect old toy cars, right? B You did do? I didn’t know that. A Yeah, I do, and guess where what? I found a box full of toy cars in my uncle’s garage! B You were did? Wow, that’s great! A I know, and they’re in really good condition, too. 2 A My roommate and I cleaned our apartment last weekend, and we gave away a bunch of stuff. B You are did? What did you give away? A Mostly clothes and books. By the was way, I found your sweater. You left it at my house. B I was did? When did I leave it there? A I think you left it last week. I can bring it to class tomorrow. B Thanks. B 1 guess what 2 Answers will vary. 3 You did 4 Answers will vary. 5 It was 6 Answers will vary. 7 Answers will vary. 8 Anyway



2.4  It’s useless, right?  pages 16–17



2 A b 3 A Answers will vary. B Answers will vary.



Unit 3 Smart moves 3.1  Ins and out  pages 18–19 1 A Buildings that people work inside of: clinic, embassy, fire station, hostel Things related to transportation: bridge, ferry, highway, parking lot, sidewalk, tunnel Other: monument, sculpture 2 A 1 c ​2  a  3 b



NO



3 A 1 the most beautiful sculpture 2 a clinic 3 hostels 4 bridges 5 a parking lot 6 monuments



PL



E



3.2  A map like spaghetti  pages 20–21 1 A 1 fare 2 line ​3 book ​4 route ​5 direct ​6 arrival ​7 terminal ​8 schedule ​9 departure ​10 reservation B 1 book ​2 reservation ​3 schedule ​4 fare/fares ​5 route ​6 direct



SA M



T



C 1 a ​2  Ø ​3  an ​4  the ​5  the ​6  The ​7  The; Ø ​8  Ø; Ø



B Answers will vary.



3 A 1 should 2 direct 3 wouldn’t 4 arrival 5 could 6 ’d/would 7 fare 8 terminal 9 should 10 line 11 should 12 schedule 13 could



FO



B 1 Madrid 2 a bank 3 trains 4 Pine Street 5 the tallest building 6 the grocery store



SA L



B 1 b ​2  a  3 b ​4  b



B Possible answers: 1 could take 2 should 3 take 4 ’d go / would go 5 should 6 book 7 shouldn’t get / should not get 8 should 9 leave 10 should/could 11 take 12 could walk / should walk



R



1 A 1 T 2 T 3 F; Kevin’s dad wants Kevin to sell everything. 4 T 5 F; James thinks it’s a good idea to sell everything.



E



A When should we book them? B You could book them right now. Here, use my phone. A OK. Thanks.



2 A 7, 6, 1, 9, 4, 3, 2, 5, 8 A Would you take a bus to the city? B No, I wouldn’t. I’d take a train. A Which train would you take? B I’d take the 9:00 train. A How can we book our tickets? B I’d book tickets online.



3.3  Up and down  pages 22–23 1 A 1 c  ​2 g  ​3 a  ​4  f  ​5 h  ​6 b  ​7 e  ​8 d



2 A 1 The (closest) restroom? 2 The train station? 3 The cafeteria? 4 The computer lab? 5 The main office? 3 A Conversation 1 1 way is the 2 Answers will vary. 3 Answers will vary. Possible answer: I can use a credit card? Conversation 2 4 do I get to 5 Answers will vary. 6 Answers will vary. Possible answer: The red sign? Conversation 3 7 you tell me where 8 Answers will vary. 9 Answers will vary. Possible answer: My umbrella? B Answers will vary.



3.4  Maybe you can help!  pages 24–25 1 A Possible answers: 1 It’s about a race. 2 Volunteers have to meet runners at the airport or the train station to help them get to their hotels; give them race information, schedules, and directions; and hand out water during the race. 3 Volunteers should have a lot of energy, like meeting new people, and know how to get around the city.



T-259



2 A 1 b ​ 2 a  ​3 a  ​4 b ​5 a



3 A Possible answers: 1 I’m meeting up with John at the park on Saturday. 2 I’ll check my GPS. 3 I’ll let Sandra know that we’re going to be late. 4 I’m getting in touch with him tomorrow. 5 I’m dealing with that on Tuesday. 6 I’ll remind you. 7 I’m arranging a meeting for next Thursday. 8 I’ll think about it. 9 I’m looking into it this weekend.



E



3 A Answers will vary.



Unit 4 Think first 4.1  Hero or zero?  pages 26–27



SA L



1 A 1 annoying 2 amused 3 embarrassing 4 disappointed 5 shocked 6 surprising 7 fascinating 8 frightened



4.3  A driving test  pages 30–31



FO



R



2 A 1 He won’t get to work on time. 2 I don’t think she’s going to come with us. 3 We’re going to have a great time. 4 I’ll do well in school this year. 5 Mark and I will be late for dinner. 6 He’s not going to like this idea.



1 A Conversation 1 1 It’s no problem. 2 Thanks, but I feel so bad. Conversation 2 3 There’s no need to worry. 4 He’ll be fine. 5 I hope so. Conversation 3 6 Don’t worry about the clothes. 7 I really appreciate it.



B Answers will vary.



NO



3 A 1 is going to thunder; frightened 2 will love; amused 3 are going to be; disappointed 4 will arrive; annoyed 5 will care; surprising



4.2  A Peruvian adventure  pages 28–29 1 A 1 d ​2  a ​3  e ​4  b ​5  c



PL



E



B 1 How can I get in touch 2 Can you check 3 Please remind me 4 I have to think about this 5 Let’s look into



SA M



2 A 1 A are you doing B Answers will vary. 2 A Are you leaving B Answers will vary. 3 A Will you see B Answers will vary. 4 A Are you taking B Answers will vary. 5 A Will they call B Answers will vary. 6 A Will you buy B Answers will vary. 7 A Are they having B Answers will vary.



T-260



2 A 1 b ​2 c ​3 a  ​4 d  ​5 e



3 A Sample answers: 1 B It’ll be fine. I walk to work every day, and it’s not too bad. C At least you’ll get some exercise. 2 B Don’t worry about it. C At least it’s playing again at 8:00. 3 B Don’t worry about it. You can pay next time. C At least you have a good reason. It was really just a party for your school friends. 4 B He’ll be fine. You can invite him to a movie or something. C At least 5 B These things happen. I have other ones. C At least it was an old sweater. 6 B There’s no need to worry. C At least we have a lot of food! 7 B Don’t worry about it. C At least you can take the test again.



T



B 1 He’s not going to get to work on time. / He isn’t going to get to work on time. 2 I don’t think she’ll come with us. / I don’t think she will come with us. 3 We’ll have a great time. / We will have a great time. 4 I’m going to do well in school this year. / I am going to do well in school this year. 5 Mark and I are going to be late for dinner. 6 He won’t like this idea. / He will not like this idea.



4.4  Business and pleasure  pages 32–33 1 A a party at Alex’s house a day at the beach a party at the community center a concert dinner at a restaurant B 1 a day at the beach: It’s far away and not everyone has a car. 2 a restaurant: It’s expensive and a lot of people are coming. 3 a concert: It will be too crowded. 4 a party at Alex’s house: His house isn’t big enough. 5 a party at the community center: It has a pool and a barbecue, it’s not expensive, and it’s big enough for everyone. 2 A 1 It’s at the Community Center on June 2nd from noon to 5:00 p.m. 2 Mateo is moving to Costa Rica. 3 Bring something to share. Help get ready / decorate / set up. Don’t tell Mateo about the party. 3 A Answers will vary.



Unit 5 And then …



2 A 1 We were getting on the train when I dropped my phone. 2 Last night, I heard a noise while I was brushing my teeth. 3 While I was cooking dinner, the phone rang three times. 4 Jack was helping me with my homework when you came over. 5 When I saw you, you were getting on a bus. 6 Answers will vary. 7 Answers will vary.



E



5.1  Lost ... and then found  pages 34–35



SA L



1 A 1 appear 2 left her purse behind 3 disappeared 4 fell off 5 dropped 6 searched for 7 discovered 8 located 9 returned 10 get it back



B 1 I was reading when James called. 2 While we were studying, the lights went out. 3 I fell while I was running for the train. 4 I was shopping at the mall when I found a gift for Tom. 5 While I was reading a text, I missed the bus. 6 While we were driving, the storm started.



2 A 1 knew; Answers will vary. 2 left; Answers will vary. 3 found; Answers will vary. 4 took; Answers will vary. 5 cried; Answers will vary. 6 bought; Answers will vary. 7 went; Answers will vary. 8 got; Answers will vary.



R



FO



B Possible answers: 1 was taking care of; it ran outside 2 got lost; were walking around 3 figured out; was talking to my roommate 4 was warning; it started to rain 5 broke down; was driving to work 6 was giving … a ride; I found them in my backpack



NO



3 A 1 Excuse me, did this button fall off your coat? 2 Who returned your sunglasses? 3 What did you drop, your keys? 4 Where did you search for your wallet? 5 When did your son locate his phone? 6 Why didn’t you get your car back on Monday? 7 How did they discover your backpack?



PL



E



B Possible answers: 1 Hmm, no, it didn’t fall off my coat. Maybe it fell off the teacher’s coat. 2 A swimmer returned them. 3 No, I didn’t drop my keys. I dropped my student ID. 4 I searched for it in my car, but I didn’t search for it at home. 5 He located it late last night. 6 The mechanic still had it, but we got it back on Tuesday. 7 The police officer discovered it when he saw the thief.



5.2  Help from a stranger  pages 36–37



SA M



1 A 1 give; I gave my friends a ride to the concert. 2 be; Answers will vary. 3 break; Answers will vary. 4 out; Answers will vary. 5 be; Answers will vary. 6 lost; Answers will vary. 7 X; Answers will vary. 8 of; Answers will vary. 9 for; Answers will vary. 10 X; Answers will vary.



5.3  You’re kidding!  pages 38–39



T



B 1 How did you lose it? 2 I found your keys yesterday. 3 Did you leave it behind somewhere? 4 Did he get his phone back? 5 Someone took my wallet this morning. 6 Did you try to find it? 7 I didn’t look for it at school. 8 Did you drop it under your car yesterday?



3 A 1 A was sleeping; woke me up B were grateful 2 A were riding; broke B were in trouble 3 A dropped; was carrying B felt sorry for him



1 A 1 real surprise 2 never guess 3 kidding 4 serious 5 not going to 6 can’t believe Not used: seriously, true



2 A 1 In Tokyo? 2 $500? 3 Broke her leg? 4 Ten years? 5 Twelve miles? 3 A Possible answers: 1 Angelina Jolie? Are you serious? 2 A diamond ring? You’re kidding! 3 In a jar of pickles? Seriously? 4 All As? You’re kidding! 5 At the police station? Is that true? B Answers will vary.



5.4 Storytelling  pages 40–41 1 A 1 True ​2  Not given  ​3 False  ​4 True ​ 5 False 2 A 1 She likes it. 2 “Show, don’t tell.” 3 She thinks she should change the part that says she was scared. Anna should say that her heart was pounding or that she didn’t want to open her eyes. 4 She thought it really was a monster or Anna’s sister playing around. 3 A Answers will vary.



T-261



6.3  Break down  pages 46–47



6.1  Moving to a megacity  pages 42–43



1 A 1 Is anything wrong? 2 Are you all right? 3 What a relief! 4 Is everyone OK? 5 I’m glad to hear that. 6 That’s such a relief! 7 I was really worried.



SA L



1 A Across 3 pollution 5 trash 7 air 8 smoke 9 graffiti



2 A 1 It was scary, though. 2 I didn’t break it, though. 3 It doesn’t have any major problems, though. 4 No one was hurt, though. 5 We had a good conversation in the car, though. 6 I got to work on time, though.



3 A Answers will vary.



6.2  Intelligent solutions  pages 44–45



PL



E



2 A 1 aren’t; will throw 2 is; looks 3 will look; if 4 is; starts 5 will move; don’t take 6 gets; won’t want 7 keep, will go 8 use, spends 9 will come, is



NO



1 A 1 angrily, clearly, loudly, politely 2 angrily, correctly, dangerously, safely 3 beautifully, correctly, loudly 4 calmly, clearly, completely, correctly, politely 5 calmly, clearly, completely, correctly, politely



3 A 1 b; F ​ 2  d; P ​ 3  g; P ​ 4  e; F ​ 5  a; F ​ 6  c; F ​ 7  f; P B Answers will vary.



SA M



C Possible answers: 1 will get things they want; politely 2 get a ticket; dangerously 3 will get angry; quietly 4 calmly; find solutions 5 clearly; will enjoy



3 A Conversation 1: 2, 5, 4, 1, 3 Are you all right? I heard you had a bicycle accident. I’m fine. My bike is broken, though. Oh no! Can you fix it? Yeah, I just need to buy some new parts. That’s a relief.



T



B 1 There are so many people in this city. 2 Almost all of the people here live in apartments. 3 There is very little space left for new people. 4 There is almost no trash on the streets in my neighborhood. 5 Several of the buildings downtown have graffiti on them. 6 There is so much graffiti on the building where I work. 7 Almost none of the real color of the building shows.



FO



2 A Count nouns: building, bus, car, highway, office, road, sidewalk, traffic jam, train, tree Noncount nouns: air, color, concrete, graffiti, land, noise, pollution, smoke, space, traffic, trash Note that noise and space can also be count nouns.



B 1 My bus crashed, and we all had to stay on the bus for an hour. No one was hurt, though. 2 I fell on an icy sidewalk and scratched my leg. I didn’t break it, though. 3 I cut my hand. It looked bad. I didn’t have to go to the hospital, though. 4 A lot of people got sick from eating bad shrimp at my office party. I didn’t get sick, though. I didn’t have any shrimp. 5 I got lost on my vacation. I had a great time, though. I met some nice people.



R



Down 1 land 2 concrete 4 traffic jam 5 traffic 6 noise 8 space



T-262



E



Unit 6 Impact



Conversation 2: 5, 1, 2, 4, 6, 3 I saw an ambulance in front of your house today. Is anything wrong? No, we’re fine. What a relief! I was really worried. None of us was hurt. The ambulance driver is in trouble, though. Why? What happened? He drove to the wrong house! B Possible answers: 1 Are you all right? 2 I was / We were really worried. 3 I’m so relieved. 4 though 5 I’m glad to hear that.



6.4  Beating the traffic  pages 48–49 1 A 1 c ​ 2  a ​ 3  b ​ 4  b B 1 Steve ​ 2  Teresa ​ 3  Steve ​ 4  Steve ​ 5  Teresa ​ 6  Teresa 2 A Check: traffic in the sky, cars breaking down, falling out of the sky, air pollution Circle: traffic in the sky, air pollution 3 A Answers will vary.



7.2  The best entertainment  pages 52–53 I M W X P D E R Y



A C O U N T R Y N S N H E K M F O C E Y V D F E X E



E U S Q K F W C P O P



E K W C D E



L V R U O S



L



E



B H E C R O S Q A H E V Y B E K P S



I



L



J



R E G G A E



S Y V B U W X



H P C U R F K L W A B E D M R P E D H L W J Q O U J



X U S



F V K E H D W C



A Z Z E C Y H O L



M P S A L O M S W M A K E D V Y E W H T R T



S



I



V A R E



I



L W E B E C R L



E C Y G N R E T



I



E C H N O D A



T A S K W L O E A S B E Y C M Q S



I



X T R O N W C



C A L I



S X Y N K B



S O D D U M T H Y



B Answers will vary.



7.3  A new band  pages 54–55



E



3 A 1 used to like classical 2 used to enjoy heavy metal 3 didn’t use to like hip-hop 4 didn’t use to listen to reggae 5 used to play jazz 6 used to like pop 7 didn’t use to care about EDM



PL



B 1 My friends and I used to go to concerts a lot. 2 Did you use to listen to pop music? 3 I didn’t use to like reggae. 4 Where did you use to listen to music? 5 Did you use to have a favorite band? 6 What kind of music did your favorite band use to play? C 1 Did you and your friends use to go to a lot of concerts? 2 Answers will vary. 3 Did you use to like reggae? 4 Answers will vary. 5 Answers will vary. 6 Answers will vary.



SA M



2 A 1 The second movie is not as good as the first movie. 2 Did you like the second season as much as the first season? 3 The movie is not as good as the book. 4 Reality shows have as much excitement as dramas.



3 A 1 She doesn’t like horror movies as much as documentaries. 2 Talk shows are not as fun as game shows. 3 I like dramas as much as science fiction movies. 4 Thrillers are as exciting as horror movies.



NO



2 A 1 A did you use to buy B I used to get 2 A Did he use to listen B he didn’t use to like 3 A did your mother use to like B She used to love; She didn’t used to listen 4 A Did your parents use to go B they used to buy 5 A used to be B I used to hate; They used to play B 1 used to go 2 came 3 didn’t sing 4 used to make



I



FO



W C L A S



C 1 science fiction 2 thrillers 3 animated movies 4 dramas 5 soap opera 6 romantic comedies



1 A Conversation 1: 4, 2, 5, 1, 3 Do you want to go out to dinner on Saturday night? I’d love to, but I have to work on Saturday. Oh, that’s too bad. How about lunch on Sunday? I’m sorry. Unfortunately, I have plans on Sunday. I understand. Let me know if your plans change.



T



S



I



J



J



R



1 A A D L A B H R T



B 1 documentary 2 game show 3 talk show 4 horror 5 comedy 6 reality show 7 musicals



SA L



1 A 1 b ​2  c ​3  e ​4  a ​5  d



7.1  A 50-year playlist  pages 50–51



E



Unit 7 Entertain us



Conversation 2: 7, 4, 3, 5, 2, 1, 6 Do you want to go shopping with me? Right now? Yeah. I need to buy some new shoes. I have to finish my paper right now. Maybe after that. I understand. Let me know if you change your mind. OK. Oh, are you free on Friday? Jack and I are going to the movies. I think I want to stay home on Friday. But thanks for asking. 2 A 1 Unfortunately, I’m kind of / sort of busy tonight. 2 I’d love to, but I’m kind of / sort of tired. 3 I’m sorry, but I think romantic comedies are kind of / sort of silly. 4 No thanks. I think talk shows are kind of / sort of boring. 5 Unfortunately, it’s kind of / sort of late. 3 A Possible answers: Conversation 1 A Do you want to see a romantic comedy with me tonight? B I’d love to, but I’m kind of tired. A I understand. Conversation 2 A Would you like to have dinner with me tomorrow night? B I’m sorry. Unfortunately, I have to study tomorrow. A Oh, that’s too bad. Let me know if you change your mind. Conversation 3 A Do you want to see a science fiction movie on Saturday? B I’m sort of busy on Saturday. But thanks for asking. A I understand. Let me know if your plans change.



T-263



1 A 1 problems; responsibilities 2 stress 3 happy 4 in real life 5 stories; characters



E



2 A 1 been looking 2 had 3 been working 4 gone 5 been trying 6 been taking



SA L



7.4  Not just for kids  pages 56–57



B 1 correct 2 She’s / She has been spending a lot of time with her family lately. 3 We’ve cleaned the whole house. 4 I’ve been working all day. 5 He’s / He has gone to Hong Kong twice. 6 correct



B Answers will vary. 2 A 1 False 2 Not given 3 Not given 4 False 5 True 3 A Answers will vary.



8.1  Saying and doing  pages 58–59 1 A 1 d ​2  b ​3  e ​4  a ​5  c B 1 c ​2  d ​3  b ​4  a



B Answers will vary.



FO



2 A 1 A Where have B I’ve been working in the library most days, but on Saturdays I work in a café. 2 A I B Answers will vary. 3 A your mom and dad B Answers will vary. 4 A What has B Answers will vary. 5 A someone in your class B Answers will vary. 6 A Have B Answers will vary. 7 A Has B Answers will vary.



R



3 A 1 ’ve been taking it easy 2 ’ve/have been doing my best 3 ’ve/have wasted a lot of time 4 ’ve/have gotten nowhere 5 haven’t had a chance



Unit 8 Getting there



8.3  How have you been?  pages 62–63



NO



T



1 A Conversation 1: 2, 4, 1, 6, 3, 5 Hi, Mateo! It’s been a long time. I know. I haven’t seen you since last summer! So, how have you been? Good, thanks. What have you been up to? Not much. I’ve just been going to school. What’s going on with you? The same as usual.



E



B 1 have you been doing 2 I’ve / I have been taking 3 She has / She’s been learning 4 Have you and your friends been going 5 We’ve / We have been traveling 6 He’s / He has been calling



PL



3 A 1 have been working / ’ve been working; project 2 has been doing / ’s been doing; chores 3 have been learning / ’ve been learning; process 4 have been looking / ’ve been looking; job 5 has been working / ’s been working; achievement B Answers will vary.



SA M



8.2  Started, but not finished  pages 60–61 1 A Fast or focused progress: concentrating on, doing my best, making good progress Slow or no progress: didn’t have a chance, getting nowhere, having problems, having trouble, taking it easy



B 1 spending 2 save 3 have 4 wasted



T-264



Conversation 2: 5, 3, 6, 1, 2, 4 It’s great to see you again, Melinda! It’s been a long time. I know. What have you been doing? I’ve been really busy. I have to travel a lot for my job. Oh, hey, I saw Dasha last month. Really? What’s going on with her? The same as usual. She works all the time. What have you been up to? Not much. I’ve been looking for a new job.



2 A 1 That would be awful. 2 That would be great. 3 That would be fun. 4 That would be exciting. 5 That would be interesting. 3 A 1 it’s been 2 have you been 3 haven’t seen you 4 What have you 5 too much 6 the same as B Possible answers: 1 It’s been a long time 2 I haven’t seen you 3 What have you been up to? 4 I’ve been really busy. 5 What have you been doing? 6 the same as usual 7 That would be great. 8 That would be fun.



9.3  A new challenge  pages 70–71



2 A Checked: 1, 4, 5 3 A Answers will vary.



Unit 9 Make it work 9.1  Building a future  pages 66–67 1 A 1 h  ​2 k ​ 3 e  ​4  c  ​5 j ​ 6 b ​ 7 l ​ 8 a ​ 9 i  ​10 f ​ 11 g ​ 12 d



E



3 A 1 The thing is 2 I’m not sure I can handle that. 3 I don’t think I’m strong enough. 4 The thing is 5 That concerns me a little 6 The thing is



9.4  A job search  pages 72–73 1 A Elisa Gómez García



B 1 a degree in computer science 2 two years of experience creating smartphone apps 3 wrote a newsletter for the computer science department 4 worked with a team of five 5 Los Angeles, California



FO



2 A 1 didn’t have to 2 have to 3 doesn’t need to 4 need to 5 must 6 need to



1 A 1 b ​2  a ​3  c ​4  d ​5  f ​6  e



2 A 1 The thing is, I can’t throw very well. 2 The thing is, I have to study for a test. 3 The thing is, I have to take care of my roommate … 4 The thing is, I broke my leg a few months ago. 5 The thing is, I had to work late last night, …



SA L



1 A Possible answers: 1 Have a place for everything. 2 Put your keys in a bowl or on a hook by the door. 3 She always spends a lot of time looking for her keys. 4 You can say “no” to invitations. 5 She always says “yes” to invitations, and then she doesn’t have enough time for herself. 6 The second tip.



R



8.4  A time-saving tip  pages 64–65



3 A Answers will vary.



NO



T



B 1 Did you have to take the class twice? No. I didn’t have to take it twice. I only had to take it once. 2 Do the rules say that you must get to class on time? Answers will vary. 3 Do I need to take a business class to get a good job? Answers will vary. 4 Is it true that students don’t have to / need to choose majors at the beginning of the term? Answers will vary. 5 Does the teacher have to give a final exam? Answers will vary. 6 Do we have to go to class next Monday? Answers will vary.



2 A 1 False  Min-kyu has a degree in law. 2 False  He works in a doctor’s office now. 3 True 4 False  He taught customers how to use computer programs. 5 Not given



E



3 A Possible answers: 1 You have to take political science classes. 2 They don’t need to take business, economics, or law courses. 3 He needs to take architecture classes. 4 I think Alice wants to own her own business. 5 Answers will vary.



PL



9.2  House rules  pages 68–69



1 A 1 employer ​2  manage ​3  profession ​4  career ​ 5  working hours ​6  wage ​7  apply ​8  contract ​ 9  retirement ​10  hire ​11  fire ​12  salary



SA M



B 1 career ​2  profession ​3  apply ​4  salary ​5  wage ​ 6  manage ​7  hired ​8  retirement ​9  employers ​ 10  contract



2 A I t is not allowed: can’t, must not You have permission: can, could, may You don’t have permission: can’t, may not



B 1 can’t / must not 2 May / Could / Can 3 can’t / may not 4 can / could / may 5 Can / Could / May



Unit 10 Why we buy 10.1  Green clothes  pages 74–75 1 A



Hard 1 cotton T-shirt 2 glass vase



✓



✓



✓



7 wood house



✓



Artificial



✓ ✓ ✓



6 stone wall 8 wool sweater



✓



✓



5 plastic bag



Natural



✓ ✓



3 leather wallet 4 metal key



Soft



✓ ✓ ✓



✓



✓



B Possible answers: 1 a water glass; Answers will vary. 2 a big box of books; Answers will vary. 3 a pencil; Answers will vary. 4 a bookshelf; Answers will vary. 5 a pair of thick socks; Answers will vary. 6 a raincoat; Answers will vary. 2 A Checked: 1, 4, 5, 6 Passive verbs: 1 is made 4 are worn 5 aren’t sold 6 are sold



3 Answers will vary.



T-265



SA L



3 A 1 Why would you want to buy a new one? 2 On second thought 3 Now that’s a good idea.



3 A Order of answers will vary. 1 Waterproof materials are used in rain boots. 2 This T-shirt is made of cotton. 3 Most boots are made of leather. 4 Metal is found in the earth. 5 Fragile objects are broken easily. 6 A warm coat is needed in the winter. 7 Answers will vary. 8 Answers will vary.



B Answers will vary. Sample answer: A I’m going to buy this jacket. B Are you sure you want to get that? It’s a little too small. A I know, but I really like it and it’s on sale. Plus, I’m planning to lose a few pounds. B You still have those pants that you bought last summer for the same reasons. A And they still don’t fit. Now that I think about it, I probably shouldn’t buy the jacket. B I think you made the right choice. Come on, let’s find a cute jacket that fits!



I



L O



I



I



R



10.2  Global or local?  pages 76–77 1 A D E R T C A S H E N



R V



10.4  Not just customers – fans  pages 80–81



X E Y A U S R W O H P F M U P O C P L O N N P R O D U C E M L O T B I M S



F H A E K R S C



J U R



C V E P A K E X P O R T R



I



R E A O B X Y P L W A R G P



I



P



T N L I



C K



S R E R A N U G C W Q P X U C M O E R T W O L G K S H



B S P E X P S R B S C A Y C R



J



I



I



P O A S U



T Y P W T



E R



O D E U L N M C O Z



Z R F U N W O W P M C F E



F



T



S H G P



T R Y N



I W Z



NO



F R H Z W A O L



G M A N U F A C T U R E



T R



I



V S



E X O L P W D T B W C E N O W X R C S



T O R E



S



M E



S A Y W J W E



L O P E Z R T U B C I



D E



S



I



E



2 A 1 These flowers were cut yesterday. 2 The oranges were taken to grocery stores. 3 All of the milk was produced in the local area. 4 The coffee was shipped from Guatemala. 5 Most of our vegetables were grown in California. 6 These herbs were planted last year.



PL



B 1 Were these vegetables grown on nearby farms? 2 The rice wasn’t / was not produced here. 3 The fruit was imported from South America. 4 All of the food was made by local restaurants. 5 Where were these plates produced?



SA M



3 A 1 c; were caught 2 c; was frozen 3 a; was … manufactured 4 b; was delivered 5 a; were picked



10.3  What to buy?  pages 78–79 1 A 1 Are you sure you want to get that? 2 I think you made the right choice. 3 Why would you want to buy that? 4 Do you really need a bad speaker? 5 That’s what I would do.



T-266



2 A 1 It’s about Cookie Bites. 2 He likes them a lot. 3 It’s a little of both. He really likes two of the flavors that he tried, but one was too rich and sweet for him. 4 He shared the cookies with his roommates. 5 Yes, he is. He says that he’s excited to try the other flavors.



T



T



1 A Possible answers: 1 It’s a cookie company. 2 They closed it five years ago. 3 Their fans asked them to start it again. 4 Now the cookies are sold online. 5 They’re all over the world.



FO



E D X R X R E W Y K G W A H M E D



A



E



2 A 1 Maybe I’ll roast it. On second thought, I’m going to make spaghetti. 2 Oh. Now that I think about it, I already have it at home!



B 1 is given 2 is … written 3 is used 4 Are … sold 5 is … made 6 are worn



G N L



3 A Answers will vary. B Answers will vary.



Unit 11 Pushing yourself 11.1  Secrets of success  pages 82–83 1 A 1 give up  2  work at  3  Keep up  4  get over  5  give up 6  figure out  7  set up  8  work out  9  stand out 2 A No object: stand out, give up, work out With object, separable: keep up, give up, figure out, set up With object, inseparable: work at, get over B Answers will vary. 3 A 1 If you don’t want to stand out in a group, don’t ask a lot of questions. 2 I’m going to set my office up today. / I’m going to set up my office today. 3 Your work has been excellent. Keep it up. 4 I’m working at being a better listener because I want to be a good manager. 5 When you fail, it can be hard to get over it. 6 Can you help me figure it out? 7 Don’t give up! You can do it! B Answers will vary.



11.2  Now that’s interesting!  pages 84–85 1 A 1 research ​2 consider ​3 goals ​4 purpose  ​ 5  advantages and disadvantages  ​6 options  ​7 result  ​ 8 reward ​9 risk ​10 situation ​11 effect 2 A 1 d ​2  a ​3  b ​4  e ​5  c ​6  g ​7  i ​8  j ​9  f ​10  h



3 A Answers will vary.



11.3  It’s not worth it  pages 86–87



E



12.1  It was an accident!  pages 90–91



1 A 1 g ​2  i ​3  d ​4  k ​5  n ​6  b ​7  c ​8  a ​9  e ​10  l ​ 11  h ​12  j ​13  m ​14  f B 1 spilled 2 ​ knocked 3 ​ off 4 mad ​ slip 5 6 ​ pick 7 up



2 A 1 someone; something; somewhere 2 Everything; everyone; everywhere 3 anything; anywhere; anyone 4 nothing; no one; nowhere



R



B 1 anyone 2 someone 3 somewhere 4 no one 5 everyone 6 anything 7 nothing



FO



1 A 1 don’t ​ 2 especially 3 right ​4 know 5 agree ​6 point ​ 7 mean



Unit 12 Life’s little lessons



SA L



B 1 owned; would ask No, but I think I’d ask all my friends to live with me if I owned a big house! 2 wouldn’t quit / would not quit; had Answers will vary. 3 moved; ‘d be / would be Answers will vary. 4 didn’t work / did not work; would … talk Answers will vary. 5 Would … be; bought Answers will vary. 6 would … live; had Answers will vary. 7 won; would … take Answers will vary.



3 A Answers will vary.



12.2  Learning underwater  pages 92–93 1 A Temperatures: boiling, freezing Sizes: enormous, huge, tiny Emotions/Feelings: exhausted, miserable, starving, terrified, thrilled Opinions: magnificent, terrific



NO



T



2 A 1 T he TV is so loud. I guess / I feel like we should ask him to turn it down. 2 I don’t see the house. I guess / I feel like we’re going the wrong way. 3 I guess / I feel like it’s too late to call Dan. Let’s call him tomorrow. 4 We’ve been waiting for a long time. I guess / I feel like the bus isn’t going to come. 5 This cake tastes terrible. I guess / I feel like they used salt instead of sugar. B 1 c ​2  a ​3  e ​4  d ​5  b



PL



E



3 A Possible answers: A I’m trying to choose between two jobs. One of them is for a law office. It pays really well, but there’s no chance for promotion. The other is for an online magazine. It doesn’t pay as much, but I could get a promotion and more money eventually. B You don’t really need a lot of money right now because you’re living with your parents, don’t you think? A Good point. I feel like I could learn a lot from the job at the magazine. B Yeah, I would agree with you. I guess you should take the magazine job.



11.4  Outside the comfort zone  pages 88–89



SA M



1 A 1 first person 2 He had read that helping people makes us happy. 3 He helped his elderly neighbor. 4 He felt like he had done something important. 5 Our self-esteem and confidence increase, we can feel a sense of purpose, and we can feel a sense of belonging.



2 A 1 doctors 2 physical effects 3 make us feel good 4 keep helping others 5 stress



B 1 thrilled 2 boiling ​ terrified 3 ​ Best answers: huge/enormous 4 Other possible answers: magnificent/terrific ​ exhausted 5 6 ​ starving 7 ​ tiny 8 ​ freezing



2 A 1 b ​2 a ​3 e ​4 d ​5 c ​6 f 3 A 1 miserable 2 freezing 3 terrific ​ starving 4 5 ​ exhausted B Possible answers: 1 She said it had been miserable / was miserable. 2 She said it had been freezing / was freezing. 3 She said she definitely wouldn’t do it again. 4 She said she had seen / saw a movie and had gone out / went to dinner with friends. 5 She said she was starving. 6 She said she was going to be exhausted tomorrow if she didn’t go to bed soon. C Answers will vary.



3 A Answers will vary.



T-267



12.4  Lessons learned  pages 96–97



1 A 1 furious ​2 nightmare 3 good 4 shocked ​5 feel ​6 bad



1 A 1 learned lessons that we haven’t learned 2 over 80 years old 3 simple 4 create great friendships 5 at any time for any reason 6 worry so much



B 1 What a nightmare! 2 You must have been furious. 3 I bet that made you feel bad. 4 How did that make you feel? 5 I bet that made you feel good. 6 Actually, I was shocked.



2 A 1 He thought that Andy had said mean things about him. 2 He stopped talking to Andy. 3 It destroyed their friendship. 4 He learned that the boy had lied. 5 He learned that it’s important to tell people when you’re upset and why.



2 A Answers will vary.



3 A Answers will vary.



SA M



PL



E



NO



T



SA L



R



FO



3 A 9, 5, 3, 1, 6, 7, 2, 8, 10, 4 Mari Hey, didn’t you go on a long road trip a few months ago? Jack Yeah, I did. It was fun at first, but my money and credit cards were stolen. Mari You must have been furious! Jack Actually, I was shocked because I’m always really careful. What a nightmare! Mari So what did you do? Jack I was lucky. I ran into an old friend. She loaned me some money. Mari How did that make you feel? Did you feel strange taking the money? Jack No, I was so happy! To say thanks, I cooked dinner for her. We had so much fun. Mari I bet that made you feel good. Jack It did. I couldn’t stop smiling. In the end, we talked every day for three months, and now we’re going to get married!



T-268



E



12.3  A hotel nightmare  pages 94–95



Belen Erica Belen Erica Belen Erica Belen Erica Belen Erica Belen Erica Belen Erica



Belen Erica



Lesson 2.4, Page 16, Exercises 1A and 1B Hi, Kevin. Hey, James. Thanks for coming over. Sorry about the mess. What is all this stuff? It’s my dad’s old collections. He cleaned out his garage. It looks like he collects a lot of different kinds of things. Well, he doesn’t collect anything anymore. But, yeah, he collected baseball cards, coins, stamps, books … I see some watches on that chair. Oh, yeah, he loves watches, but he only has those two. And he said he wants to keep them. Ah. So, what are you going to do with all this stuff? My dad wants me to sell it all online, so I have to take pictures of everything and try to figure out how much everything is worth. You do? Wow, that sounds like a big job. It’s a very big job. I think he should just give it all away, but he doesn’t want to. Are you busy today? I’m hoping you can help me.



PL



James Kevin James Kevin James Kevin



SA M



James Kevin James Kevin James Kevin



Kevin James Kevin James



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James



No, I’m not busy. I’d love to help! I love looking through old collections. Thanks a lot, James. Now, where should I start? Why don’t you start with looking for prices for the books? You can use my laptop. OK. Some of these books are really old. Where did he get them? Some were his parents’ and grandparents’. He bought the rest of them in used bookstores and at garage sales. Oh, OK. Guess what! Someone is selling this book for $500! Really? I’m surprised it’s worth so much! It’s a good thing your dad didn’t listen to you and give everything away!



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Hi, Anna. What are you looking at? Hi, Robin. It’s an ad about a 10K race in May. Cool. Are you going to run? No, I don’t like running. But I think I might volunteer. Oh, really? What do volunteers have to do? They have to help runners from out of town get to their hotels. They also have to give them race information and directions to the race. Oh, that could be interesting. Yeah. Volunteers also have to stand on the race route and hand out water to the runners. I think I’m going to do it. Are you? That sounds like fun. Yeah, I’m going to apply right now. Do you want to do it with me, Robin? No, I don’t think so, Anna. I don’t really know the city that well, so I wouldn’t be very good at giving people directions. That’s true. You’ve only been going to school here for three months. And you’ve lived here all your life! Hey, it says here that the runners will go all over the city. Maybe you should join the race. You’ll get to see a lot of the city. That’s a good idea. Have you ever run a 10K before? Yeah, I have. I love running races. Great! Look for me when you’re running. I’ll give you a cup of water and a high five!



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Hi, Erica. How are you? Hi, Belen. I’m great, thanks. How are you? I’m great, too. My sister, Dita, sent you an email. Did you get it? Your sister? No, I didn’t get it. Oh, well she wants to go to Boston, and she has so many questions. I gave her your email address. I hope that’s all right. Of course! Thanks! I know she had some questions about growing up in Boston. And I realized there’s a lot I don’t know about you! Like, were you born in Boston? No, I wasn’t. I was born in Tokyo, Japan. My family moved to Boston when I was just three months old. Really? When did you leave? I moved to New York five years ago. OK. Can you tell me what the weather is like in Boston? Sure. Boston is really warm in the summertime. It doesn’t rain a lot in the summer months. Is it an expensive city? Yes, it is. Dita can get a two-bedroom apartment for about $2,000. Wow, that’s a lot. It is, but it’s a fun city. There are a lot of colleges in Boston, so there are a lot of young people there. Your sister can find good places to listen to music near the schools. That’s great! What else can she do in Boston? Well, is she into sports? Yes. My sister loves baseball. OK, she can go to Fenway Park to see the Boston Red Sox play. Cool! Is Dita into history? She can learn a lot about the history of the United States in Boston. And she can see a lot of important buildings. I’ll send you a link to a website about things she can do in Boston. Thank you! This is all very helpful! You’re welcome! Your sister can email or call me if she has any other questions.



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So, I’ve been thinking about Mateo’s going away party next month. I have a couple of ideas. Oh, good. What do you think we should do? What do you think about having a day at the beach? Hmm, I don’t think that would work. The beach is 50 miles away, and some people don’t have cars. Oh yeah, you’re right. Well, how about dinner at Tony’s Restaurant? That’s his favorite restaurant, but it’s kind of expensive. I don’t think everyone can afford it. Plus, we’re inviting a lot of people. I guess that’s true. Do you have any ideas? Yeah. I was thinking that we could go to a concert at City Park. There are concerts there every Saturday next month. That would be fun, but it’s always so crowded. We probably won’t be able to find a space big enough for all of us.



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We’ve all seen flying cars on TV and in movies. A lot of sci-fi movies show people driving around in the sky. But are flying cars going to be a reality someday? I hope so! We’re here today with Teresa Beck, who is working on designing a real flying car. Hi, Teresa. Thanks for joining us. Thanks, Steve. I’m happy to be here. So, Teresa, do you think flying cars will solve our traffic problems? Well, in my opinion, no. I don’t think everyone will stop driving regular cars and start flying around. If they do that, we’ll have horrible traffic in the sky! That’s a good point. And we might even have more air pollution. Possibly. My goal is to develop flying cars for emergencies. For example, I’m working on a flying ambulance right now. Oh, I see. Can you tell us why? Sure, I’d love to. Today, it can take ambulances a long time to reach people who are injured in traffic accidents. The ambulances get stuck in the traffic jams that are caused by the accidents. Flying ambulances won’t have that problem. They’ll be able to fly straight to the accident and take care of people who are hurt. That’s a great point. Will we have flying ambulances soon?



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That’s your favorite movie, Ken? I think my favorite movie is The Breakfast Club. I don’t know that movie. What’s it about? Well, it’s kind of old. It’s about five teenagers. They have to go to their high school on Saturday for detention. That’s when you have to stay after school or go to school on a weekend because you did something wrong. Oh, OK. Does something scary happen to the kids? Is it a horror movie? No, no, it’s not scary. I guess you’d call it a drama. So, the kids are all different. One is an athlete, one is super smart, one is popular, one gets in trouble a lot, and one is kind of weird. At the beginning of the movie, they don’t really get along. But by the end, they are all friends. Really? How does that happen? Well, they get to know each other, and they realize that they are actually more like each other than they thought. I like the movie because it shows us that even though people can look different from each other, we’re all alike. Also, I love the music in the movie. Hmm. I think I’ll watch it. Come over. We can watch it now!



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So, Karen, what do you think of my story? I really liked it, Anna. You did a good job. Thanks, but I’m not sure I include the four Ss. Well, let’s see. The first S is Simple. Your story has easy language. And the ideas in the story are not hard to understand. OK, good. What about the second S, Shared experiences? Yeah, I think you have that, too. A lot of people are afraid of the dark when they’re young. And a lot of us were afraid of monsters when we were kids, too. Great. Um, what’s the third S? Oh, Show, don’t tell. OK, let me see. Well, you kind of tell instead of show when you talk about how you were scared. I guess that’s true. Do you have any ideas for how I could make it better? Hmm. You could say that your heart was pounding or that you didn’t want to open your eyes. Oh, those are great ideas! I’ll change that part. OK, how about the last S, Surprise? You definitely included surprise in the ending! I had no idea what you stepped on. I really thought it was a monster! Or maybe your sister playing around. My sister did like to scare me when we were kids. Thanks for your help. Sure, no problem.



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Well, I wouldn’t say “soon.” We still have a lot of work to do, so I think we’ll have to wait several years for the first flying ambulance. OK. Do you think all ambulances will fly in the future? No, I don’t think so. We will still need regular ambulances, too. Well, I’m still hoping to ride in a flying car someday, but I hope it’s not an ambulance!



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Yeah, you’re right. Well, how about a party at Alex’s house? He has a swimming pool. Hmm, I don’t think Alex’s house is big enough for all of us. But a pool party sounds like fun. Hey, you work at the community center, right? Do you think we could have the party there? There’s a pool and a barbecue. And it doesn’t cost much to rent it for a day. That’s a great idea! It’s big enough for all of us. Let’s do it! I’ll look into renting the center for the day. Let’s meet up at my place on Friday to figure out the details. Then we can email invitations to everyone. I’m playing basketball in the afternoon, but I can meet you after! Great, I’ll see you on Friday!



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Hi, everyone. This is Tips with Tina. Our guest today is Andrew King, time-saving expert. Welcome, Andrew. Thanks, Tina. I’m happy to be here. So, my listeners are busy people, and they all want to know how they can save time. Do you have any helpful tips for them? Absolutely. My first tip is a pretty simple one and will save you a few minutes here and there every day. That tip is … have a place for everything. Do you mean, like a place for your keys and a place for your coat? Exactly. If your keys are always hanging on a hook or in a bowl by the front door, you won’t waste time looking for them when you have to leave the house. That’s a great point. Sometimes I spend fifteen minutes looking for my keys in the morning! Think of what you could be doing with that fifteen minutes. You could start a load of laundry, wash the dishes, pay some bills. I never thought about it that way. What else can my listeners do to save time? Well, this tip will save you a lot of time. Remember that you don’t have to say yes to every invitation. That’s an interesting idea. I always feel like I have to say yes unless I have other plans or an appointment. But if I say yes every time someone invites me to do something, I don’t have any time for myself. I can’t get my laundry done, I can’t clean my house … That’s exactly right. And it’s important to have time for yourself. You can refuse an invitation just because you have a lot of chores to do or even if you simply need some time to relax. Those are great tips, Andrew. I think they’re going to save me and my listeners a lot of time.



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Lesson 11.4, Page 88, Exercise 2A



Laura Hey, Min-kyu. What’s up? Min-kyu Hey. Laura. I’m working on my résumé. I want to apply for this assistant job at a law office. I think it will help me see what it’s really like to be a lawyer. Laura That sounds like the perfect job for you. What are the requirements? Min-kyu The ad says that they want someone with a college degree, especially someone with a degree in law. Laura OK, you just graduated last year with a degree in law. And you just finished your first year of law school at Stanford University. What else? Min-kyu They want someone with good writing skills. Laura You’re a great writer. Your blog is really popular. What else do they want? Min-kyu They want someone who has worked in an office for at least a year. Don’t you work in a doctor’s office now? Laura Min-kyu Yeah, I’ve worked there for the past few years. I call patients to remind them of their appointments, and I organize the schedules for three doctors. Laura What did you do before you got that job? Min-kyu For two years before that job, I worked at Grand’s Electronics Store. I was a salesperson in the computer department. I helped customers choose computers, and I taught them how to use the computer programs like MS Office. I also taught them how to design web pages. You have a lot of great skills, too. You speak Korean fluently, Laura and you’re taking a German class. You should include that in your résumé. Min-kyu Good idea!



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Hello and welcome to Dr. Talk. I’m Dr. Mia Black, and my guest today is my good friend, psychiatrist Dr. James Rich. Welcome, James. Thanks, Mia. It’s great to be back on your podcast with you. If I lived in this city, I would be happy to be on your podcast every week. That would be great! I think this is your tenth time here! Last time, we talked about getting out of your comfort zone. This time, I want to talk about the relationship between helping people and happiness. Oh, yeah, that’s a big topic these days. We’re finding that helping people can actually have physical effects on our brains. And those effects can lead to increased happiness. So, how exactly does that work? Well, one thing that helping others does to our brains is that it makes them produce chemicals that make us feel good. We want to keep feeling good, so we keep helping others. The more helpful we are, the more happy chemicals we produce. That’s fascinating. So, when we help other people, we might get more advantages out of it than they do. That’s right. In fact, we actually do get more brain benefits when we help others than we do when others help us. So, another result of helping others is stress reduction. Studies show that when someone is helping another person, the activity in the stress-response area of the brain is reduced. These same studies show that in the brain of the person being helped, there is no reduced activity in the stressresponse area. So next time you’re in a stressful situation, go out and do something nice for someone else. That’s a great idea. I will.



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Hi, I’m Matt, and you’re listening to What’s Your Business? Today, we’re joined by Christopher March and Jackie Perez. They’re the owners of Cookie Bites, an online cookie company. I’m so glad you could be on the show today, Christopher and Jackie. Christopher Thanks, Matt. Jackie We’re very happy to be here. I think I’ve tried all ten of your cookie flavors, and I love Matt them all. Christopher and Jackie [laughing] Now, your cookies weren’t always sold online, were they? Matt Jackie No, they weren’t. They used to be sold in about 20 different supermarkets, but we had a lot going on five years ago, and we had to stop producing our cookies. We actually closed the business. How did you decide to start up again? And why online? Matt Christopher Well, we found out that we had a lot of fans out there. After we shut down our business, we got so many emails and tweets. Thousands of people were asking us to start making our cookies again. Jackie It’s true. And the decision to sell them online was really made by our fans. Somehow, we have fans everywhere, and they wanted to be able to buy our cookies. That’s amazing. So are your cookies shipped all over Matt the world? Jackie Yes, they are. They’re sold in boxes of twelve. After they’re delivered, you can freeze them for up to two months, so you don’t have to eat them all at once. Matt That’s great news! I’m going to go online right now and buy a box of each flavor! Christopher Now that’s a good idea!



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Lesson 12.4, Page 96, Exercise 1A As we experience life, meet new people, try new things, and make mistakes, we learn a lot of important lessons. Lessons are great because they can help us improve our lives, or at least make our lives a little easier. Unfortunately, though, we can’t go back in time and use these lessons to change the past. What we can do, however, is talk to people who are older than we are and who have learned lessons that we haven’t yet. These people have a lot to teach us. Recently, I spoke with several people over 80 years old and asked them each to share one important lesson with me. What I discovered is that the most important life lessons are simple ones. They are things we all actually already know, but we don’t take seriously until we are into our old age. For example, Rose, an 85-year-old woman who is still very healthy and active, told me that one of the most important lessons she has ever learned is that friendships are as important as family relationships. She said we all need to take the time to build close friendships. She was talking about friends who you could call at any time of day for any reason ... lifelong friends. She said that true friends can keep your mind and body active and will be with you during good and bad times. She explained that when she was younger, she had always been busy with her family and work and had thought she didn’t have time for friends. But now that she’s older, she has made some great friends, and it has changed her life for the better. Joe, who is 83, told me that he wished he hadn’t worried so much when he was younger. He said that it was a waste of time. However, he knows that it can be difficult not to worry. His advice is to spend no more than five minutes worrying about any particular problem. He said to focus on the positive and to change negative things if you can. All of these people had great lessons to share, and I even learned an important lesson of my own during this experience. I learned that sometimes the best advice seems obvious, but when we’re young we sometimes ignore it. I’ve decided to really try to listen to the advice from Rose and Joe. If I make changes in my own life, maybe I’ll have fewer regrets later.



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