1. Level 3English

2. PRESIDENTE DE LA REPBLICARafael Correa DelgadoMINISTRO DE EDUCACINAugusto Espinosa AndradeViceministro de EducacinPablo Cevallos EstarellasViceministro de Gestin EducativaDaro Rodrguez RodrguezSubsecretaria de Fundamentos EducativosMiriam Chacn CaldernSubsecretario de Administracin EscolarRoberto Pazmio AlvearDirectora Nacional de Comunicacin SocialMara Lorena Portalanza ZambranoEquipo tcnicoProyecto de Fortalecimiento de Enseanza de Ingls Ministerio de Educacin del Ecuador, 2013Av. Amazonas N34-451 y AtahualpaQuito, Ecuadorwww.educacion.gob.ecLa reproduccin parcial o total de esta publicacin, en cualquier forma y porcualquier medio mecnico o electrnico, est permitida siempre y cuandosea autorizada por los editores y se cite correctamente la fuente.DISTRIBUCIN GRATUITA - PROHIBIDA SU VENTASTUDENT'S BOOK - LEVEL 3Postcards 2A,Student's bookFirst EditionAuthorized adaptation from the United Kingdom edition, entitledSnapshot, first edition, published by Pearson Education Limitedpublishing under its Longman imprint.Copyright 1998.American English adaptation, published by Pearson Education,I nc. Copyright 2008.Copyright 2008 by Pearson Education, Inc.All rights reserved. No part of this publication may bereproduced, stored in a retrieval system, or transmitted in anyform or by any means, electronic, mechanical, photocopying,recording, or otherwise, without the prior permission of thepublisher.Pearson Education, 10 Bank Street, White Plains, NY 10606ISBN-13: 978-0-13-375671-5ISBN-10: 0-13-375671-8Impreso por El Telgrafo 3. TO OUR STUDENTSThe Ministry of Education aims at providing Ecuadors students withboth the foreign language knowledge and the skills needed to succeedin todays globalized world as English is the international languagethat will allow them to access knowledge and information and that willbecome an instrument of personal and professional empowerment tobuild a more prosperous, equitable society.textbooks to students. This will contribute to the learning process in apositive manner, for every student will have an additional resource toaid them in their language acquisition process.These textbooks as well as the teaching-learning approach adoptedare guided by the Common European Framework of Reference forLanguages: Learning, Teaching, Assessment, which is an internationallyrecognized standard for the explicit description of educationalobjectives, content elaboration, and methods as well as a basis forSince the communicative language approach will shape the teachingand learning practices in Ecuadorian classrooms, both teachers andlearners are enthusiastically invited to make use of theEnglish language for meaningful communicationand as a tool to open windows to the world,unlock doors to opportunities, and expandtheir minds to the understanding of newideas and other cultures.Ministry of Education 4. ContentsStudent BookScope and Sequence ivCharacters viLets get started. 2UNIT 1 Meet Alex and his fr iends. 6UNIT 2 Do you have any pizza dough? 14Progress check 21Game 1 22Project 1 23UNIT 3 Are there any chips left? 24Wide Angle 1 32UNIT 4 How often do you go rockclimbing? 34Progress check 41UNIT 5 Everybodys waiting for us. 42Game 2 50Project 2 51UNIT 6 What are you going to wear? 52Progress check 59Wide Angle 2 60Fun with songs 1 2 62Focus on culture 1 2 64Fun with grammar 68Word list 70Language BoosterWorkbook 72Grammar Builder 114Peer editing checklist 138 5. Scope and SequenceUnit Title Communication GrammarPages 25 Lets get started.Pages 1420Pages 2431Pages 3440Pages 4249Pages 5258iv Scope and SequenceThe present continuousThe simple present contrasted with thepresent continuousTalk about whats going onnowEverybodys waitingfor us.There is / There are with some and anyQuestions with How much and How manyExpressions of quantity: a little, a few, a lot of,not much, not manyMake an offerMeet Alex and hisfr iends.Describe someones personality Review of the simple presentPossessive pronouns: mine, yours (sing.), hers, his,ours, yours (pl.), theirsWhose?Do you have any pizzadough?Give and follow instructions Count and noncount nounsImperatives (Commands)Are there any chips left?Adverbs of frequencyExpressions of frequencyHow oftenGerundsExpress preferences: wouldratherHow often do you gorock climbing?too + adjective; not + adjective + enoughPresent continuous for future arrangementsBe going to + verb for future plans,intentions, and predictionsTalk about clothesComment and complimentWhat are you going towear?Pages 613Page 21Page 22Page 23Progress check Units 1 and 2 Test-taking tip: Be prepared.Game 1: Stomp, spin, and spellProject 1: A snapshot of a great snackPages 3233Page 41Wide Angle 1: International treatsProgress check Units 3 and 4 Test-taking tip: Stay positive and relaxed.Page 50Page 51Game 2: Sentence charadesProject 2: A snapshot of a special interestPage 59 Progress check Units 5 and 6 Test-taking tip: Keep your eyes on your own paper.Pages 6061 Wide Angle 2: What is beauty? 6. Vocabulary Skills Learn to learn PronunciationScope and Sequence vClassroom activities Reading: Read a blog for specifi c informationListening: Listen to discriminate informationSpeaking: Talk about reasons for running lateWriting: Write about what usually happens atschoolRole-play to practiceEnglishWords beginning withs + another consonantFoods at thesupermarketReading: Read to discriminate informationListening: Listen to identify true informationSpeaking: Discuss your reactions to errands;Talk about a place described in a readingWriting: Write about a shopping placeLearn collocations withfoodWould youPersonality traits Reading: Identify people from descriptionsListening: Listen for specifi c information tocomplete a chartSpeaking: Describe peoples personalities; Talkabout yourselfWriting: Write about your ideal personExpand your vocabulary Linking words inconnected speechFoods for various meals Reading: Read for specifi c informationListening: Listen to determine true and falseinformationSpeaking: Give and follow instructionsWriting: Make a poster on healthful eatingtipsLearn words that areoften used together(collocations)Using stress andintonation to expressstrong feelingsSports and activities Reading: Read a bar graphListening: Listen for specifi c informationSpeaking: Talk about what you like and dontlike doing when you dont have schoolWriting: Write about what you like and dontlike doing during your free timeLearn collocations incontextThe sound // in soccerClothes Reading: Read for specifi c informationListening: Listen to discriminate informationSpeaking: Talk about the kind of clothes youlike; Discuss your opinionWriting: Write a list of fashion dos and dontsChange nouns toadjectivesThe pronunciation ofgoing tohis, 7. Vocabulary1 Personal informationRead the information. Then complete the form with your own information.Last name First name Age Address Tel. no. E-mailHudson Kathleen 13 61 Park Avenue (212) 555-3586 kat123@mail.comMr. and Mrs. Dursley Mr. and Mrs. Evans Mr. and Mrs. PotterDudley Dursley Harry PotterMarjorieDursleyVernonDursleyPetuniaEvansLilyEvansJamesPotteronly childNew York, NY10303 U.S.A.2 RelationshipsThe familyA. Read the family words. grandfather andgrandmother = grandparents father and mother = parents son and daughter = children brother uncle sister cousin aunt only childB. PAIRS. Write some of thewords from Exercise A inHarry Potters family tree.FriendsA. Read the words and lookat the pictures.B. Write names belowthe pictures whereappropriate.girlfriendbest friend boyfriendfriendsclassmatesneighborpet2 Lets get started. 8. 3 Classroom commandsA. Look at the pictures and read the commands.Brooke is shortand pretty.3. Describe.Your turn.2. Take turns.4. Repeat.How oldare you?6. Think. 8. Imagine.12. Underline.7. Circle.1. Cover.What doyou think?I think . . .5. Discuss.9. Draw. 10. List.Are you famous?No. Try again.11. Guess.B. PAIRS. Take turns. Student A, act out a command from Exercise A. Student B, guess thecommand. Act out at least three commands each.4 Everyday activitiesA. Read the phrases and look at the pictures.How oldare you?1. wake up 2. get up 3. take a shower 4. brush my teeth 5. have breakfast 6. leave the house7. go to school 8. have lunch 9. get home from school 10. have dinner 11. do my homework 12. go to bedB. PAIRS. Ask each other questions using some of the phrases in Exercise A.Lets get started. 3 9. Grammar5 NounsA. Write two more examples for eachcategory.Category Examplemonths January,days of the week Sunday,classroom objects board,colors red,countries Spain,rooms of a house kitchen,places in a town park,occupations teacher,B. What words begin with capital letters inExercise A? Give one more example foreach.1. places: India ,2. things: Apple computer ,3. people: Mr. Sandler ,6 PronounsA. Fill in the missing object pronouns.Subject ObjectI meYouHeSheIt itWeYou youTheyB. Write the subject pronouns from Exercise Ain the correct column.First person Second person Third personI7 AdjectivesLook at the adjectives. Match them with atleast two nouns from the box.game girl hair house magazinemall man movie park test1. beautiful: beautiful girl ,2. big: ,3. boring: ,4. easy: ,5. expensive: ,6. interesting: ,7. long: ,8. short: ,9. tall: ,10. young: ,8 VerbsFill in the past form.Base form Simple past formbebringcomedancedoeatget upgohave/hasputsingtaketellwalkwrite4 Lets get started. 10. 9 Prepositions of locationA. Read the sentences andlook at the pictures.Wheres the balloon?Its under the table.Its behind the computer.Where are the CDs?Theyre in the bag.Theyre on the bag.Wheres the balloon?Its above the table.Its in front of the TV.B. PAIRS. Take turns. Ask where fourclassroom objects are. Use prepositionsof location in your answers.A: Where are your books?B: Theyre in my bag. Wheres the teachersbag?A: Its . . .10 This/These; That/ThoseA. Read the sentences and look at thepictures.This is my book. These are my books.Thats an apple. Those are apples.B. PAIRS. Point to two things that are nearyou and two things that are far from you.Ask your classmate what the objects are.Switch roles.For example:A: Whats this?B: Its a ruler.A: What are those on the teachers table?B: Those are dictionaries. Your turn.Communication11 Ask and answer questionsA. 2 Listen to the questions and theanswers.A: Whats todays date?B: Its February 13th.A: What time is it?B: Its twelve oclock.A: What day is it?B: Its Wednesday.A: What year is it?B: Its 2010.A: Whens your birthday?B: Its on November 8th.B. Take turns. Ask and answer the questionsin Exercise A. Give true answers.12 Say goodbyeA. Read the expressionsbelow.1. Good luck.Thanks.2. Goodbye.3. Keep in touch.4. Have a great weekend/day/trip.5. Take care.B. Write the appropriate response below eachexpression in Exercise A. A response can beused to respond to several expressions inExercise A. Sure. Bye./See you. Thanks. / Thank you. You, too.Lets get started. 5 11. Learning goalsCommunicationDescribe someones personalityGrammarReview of the simple presentPossessive pronouns: mine,yours (sing.), hers, his, ours,yours (pl.), theirsWhose?VocabularyPersonality traits1 Reading3 Read along as you listen to Alex andhis friends.Im Lori Hudson. Im15. Diane, Karen, andI are friends. Were allin Teen Scene. Werealso in Green Fire,a dance and musicgroup.Im shy, except whenIm performing. Mymom tells me Im verycompetitive. I alwaystry to be the best.Hi. Im Joseph Sanders, but my nicknamesJoe. Im also 15. Diane, my sister, says Im abookworm because I enjoy reading. I love books.Alex and I are best friends, but were opposites.Hes easygoing, but Im a little serious. Alex ispretty popular with girls.My names KarenJackson, and Im 14. Imfrom Los Angeles, butnow I live in New YorkCity. I love Broadway!I go to a lot of shows.Im also outgoing andfriendly, like Diane. Thatswhy we click.Hi. My names Alex Romero.Im 15 years old. Im a memberof Teen Scene, a drama andmusic group. I play the guitar.Im easygoing, and Im not shy!Hello. Im DianeSanders, and Im14 years old. Mybrother Joe and Iare very different.Im outgoing andfriendly, but hesquiet and studious.Hes also reallysmart.6 Unit 1 12. 2 ComprehensionA. Write the names of thecharacters.1. Hes the director ofTeen Scene.Paul Chan2. Alex is his best friend.3. Shes from Los Angeles.4. Shes Joes sister.5. He plays the guitar.6. Shes in Green Fire withDiane and Karen.B. 4 Read along as youlisten again. Check youranswers.3 VocabularyPersonality traitsA. Match each personality trait with the correct defi nition.1. popular b a. makes a lot of rules to be followed2. easygoing b. liked by a lot of people3. quiet c. not easily upset; usually not worried4. studious d. enjoyable or entertaining5. smart e. spends a lot of time studying6. serious f. intelligent7. outgoing g. very calm; not noisy or loud8. shy h. very sensible; usually works hard9. competitive i. enjoys meeting new people10. fun j. determined to be better than otherpeople11. strict k. uncomfortable around other peopleB. PAIRS. Which of the adjectives in Exercise A describe you?Talk with a classmate.For example:A: Im pretty easygoing, but Im also shy. What about you?B: Im not shy at all. Im very outgoing.C. GROUPS. Form groups of four. Choose adjectives fromExercise A that describe one of your classmates. Describe thatperson to the members of your group and have them guessthe persons name.Learn to learnExpand your vocabulary.When you learn a new adjective, try to learn itsopposite, too. This will double your vocabulary.Match the adjectives with their opposites. Use adictionary if you need to.1. studious a. shy2. friendly b. lazy3. fun c. strict4. outgoing d. unpopular5. popular e. talkative6. quiet f. unfriendly7. easygoing g. boringIm Paul Chan, thedirector of TeenScene. Im 26. Ienjoy working withteenagers. Theyrefun, but theyre alsochallenging.Im serious, but Imnot strict. Im justa perfectionist!Unit 1 7 13. Discovering grammarLook at the grammar chart. Answer thequestions.1. What are the simple affi rmative presentforms of the verb be? ,,2. What words do Yes/No questions with bebegin with? ,3. What are some examples of questionwords used in information questions?, , ,Practicing grammar4 PracticeA. Write affi rmative (+) and negative ()statements, describing each person. Usethe verb be and the adjectives you havelearned.1. Alex:(+) Alex is popular with girls.() Hes not shy.2. Lori:(+)()3. Paul:(+)()4. Karen and Diane:(+)()5. Joe:(+)()6. Diane:(+)()B. GROUPS. Imagine you are one of thecharacters. Describe yourself to yourclassmates. They will try to guess whichcharacter you are.5 PracticePAIRS. Ask and answer Yes/No questionsabout people in your class. Use the cues andany of your classmates names.1. shyA: Is Ann shy?B: No, shes not./Yes, she is.2. outgoing3. talkative4. competitive5. seriousGRAMMAR FOCUSReview of the simple present: beAffi rmative statements Negative statementsIm 15. Im not in Teen Scene.Diane is outgoing. Dianes not shy. / Diane isnt shy.Lori and Diane are friends. Theyre not sisters. / They arent sisters.Were in Green Fire. Were not in Green Fire. / We arent in Green Fire.Yes/No questions Affi rmative answers Negative answersAre you in Teen Scene? Yes, I am. No, Im not.Is Diane outgoing? Yes, she is. No, shes not./No, she isnt.Are Alex and Joe best friends? Yes, they are. No, theyre not./No, they arent.Information questions Short answers Long answersWho is she? My teacher. Shes my teacher.How old are you? Fifteen. Im 15.Where are they? At school. Theyre at school.8 Unit 1 14. 6 PracticePlay a game. Go to page 68.7 PracticeA. Write information questions about theself-introductions on pages 67. Use thecues.1. (Who) PaulQ: Whos Paul?2. (What) Teen SceneQ:3. (How old) PaulQ:4. (What) Green FireQ:5. (Who) the Green Fire membersQ:6. (What) Loris last nameQ:7. (Who) from Los AngelesQ:B. PAIRS. Take turns asking and answeringthe questions in Exercise A. Dont look atthe reading.8 CommunicationDescribe someones personalityA. 5 Listen to the conversation.A: Whos that?B: Hes my classmate.A: Whats his name?B: Adam.A: He looks really cool.B: He is, but hes pretty shy.B. PAIRS. Role-play the conversation witha partner.C. PAIRS. With a classmate, write your ownconversation about a new person at yourschool. Use Exercise A as your model. Thenrole-play your conversation.GROUPS. Talk about yourself.Tell your classmates the followinginformation about yourself: your name your nickname if you have one your age other interesting information about yourselfand your personalityUseful language: My names . . . My nickname is . . . Im years old. Im friendly/shy/serious/etc. I enjoy . . .Unit 1 9 15. 9 Dialogue6 Cover the dialogue and listen.Mom: So, hows Teen Scene, kids? What areyou up to these days?Joe: A lot. Were busy with practice. Wehave a show in November.Mom: Thats great! What kind is it?Diane: Its a musical. Its a mixture of hip-hop,pop, and Broadway.Dad: Really? Sounds interesting. Whoseidea was it?Diane: Id like to say mine, but . . .Joe: Yours? Ours, Diane. Not just yours.Dad: Thats enough, you two. So, howsyour new director?Diane: Paul? Hes OK. Hes friendly, but Ithink hes a perfectionist.Joe: Yeah, he makes us practice a lot. Hesreally serious.Mom: Thats not so bad.Diane: It is. Hes not exactly easygoing.Mom: I bet he keeps you busy.10 ComprehensionA. Answer the questions.1. When is the Teen Scene show this year?2. What kind of show is it?3. What adjectives does Diane use todescribe Paul?B. 7 Read along as you listen again. Checkyour answers.11 Useful expressionsA. 8 Listen and repeat. What are you up to these days? Thats enough. Thats not so bad. I bet . . . Sounds [interesting].B. Match each expression in Exercise A withan expression below.1. Seems nice. Sounds interesting.2. Whats new?3. Im sure . . .4. Stop it.5. Thats OK.10 Unit 1 16. Discovering grammarPAIRS. Look at the grammar chart. Complete the rules withdo or does.1. In questions with he, she, and it, use + the baseform of a verb.2. In questions with I, you, we, and they, use + thebase form of a verb.Practicing grammar12 PracticeComplete the paragraphs with the simple present.13 PracticePAIRS. Ask and answer twoYes/No questions about eacharticle in Exercise 12.For example:Q: Does Michelle Wie playtennis?A: No, she doesnt. Sheplays golf.14 PracticePAIRS. Ask and answer twoinformation questions abouteach article in Exercise 12.For example:Q: Where do Angelina Jolieand Brad Pitt live?A: They live in California.15 WritingA. In your notebook, write amagazine article about aperson you admire.B. PAIRS. Read yourclassmates paragraph.Circle any errors. Use thePeer editing checklist onpage 138 to help you.GRAMMAR FOCUSReview of the simple present: other verbsAffi rmative statement Negative statementJoe practices every day. He doesnt practice on weekends.Joe and Diane have busy schedules. They dont have much free time.Yes/No questions Affi rmative answers Negative answersDoes Joe practice on weekends? Yes, he does. No, he doesnt.Do Joe and Diane have busy schedules? Yes, they do. No, they dont.Information questions Short answers Long answersWhen does Joe practice? After school. He practices after school.Where do Joe and Diane practice? At school. They practice at school.1. Michelle Wie (be) only a teenager,but she (play) world-class golf.Michelle (not/spend) all hertime playing golf. She also (love)reading and drawing.2. Brad Pitt and Angelina Jolie (be)Hollywood actors. They (live)in California. They (do) a lot ofcharity work. Angelina (travel)around the world to help the poor. Brad (use)his fame to help save theenvironment.Unit 1 11 17. 15Discovering grammarLook at the grammar chart. Circle the correct answers.1. A possessive pronoun replaces a possessive adjective and a(pronoun / noun).2. A noun (always / never) follows a possessive pronoun.Practicing grammar16 PracticeRewrite the sentences. Use possessive pronouns.1. Those are their CDs. Those CDs are theirs.2. This is her backpack.3. Thats our soccer ball.4. Thats my comic book.5. Those are his sneakers.6. This is your cell phone.17 PracticeGROUPS. Form groups of four.1. Every person in your groupputs three items in a bag.Dont look at the items.2. Choose three items fromthe bag. Dont take yours!3. Find out to whom each itembelongs. Whoever fi nds theowners of all three itemsfi rst wins.For example:A: Daniel, is this yours?B: No, its not mine. Its his/hers.18 PronunciationLinking words inconnected speechA. 9 Listen and repeat.A: Whose are these?B: Those are mine.A: Whose idea was it?B: It was his.A: Whose is it?B: Its ours.B. PAIRS. Practice thequestions and answers.19 Listening10 Listen to the conversation.Put a check () below thename of the person who ownseach object.Object Isabel LukasSocksShirtsSneakersMagazinesBasketballGRAMMAR FOCUSPossessive pronounsPossessive Possessive Possessive Possessiveadjectives pronouns adjectives pronounsmy mine Its my book. Its mine.your yours Its your book. Its yours.her hers Its her book. Its hers.his his Its his book. Its his.our ours Its our book. Its ours.your yours Those are your books. Those are yours.their theirs Those are their books. Those are theirs.Question with Whose? Short answer Long answerWhose is that? Mine. Its mine.Whose idea is it? Ours. Its ours.12 Unit 1 18. The new directorA. 11 Read along as you listen to the conversation. What activity are Diane and Karenattending today?B. GROUPS. Discuss: Which do you think is better, a strict teacher or an easygoing one?Explain your answer.135246Hi, Karen. Isthat car yours?Hi, Diane.Are you kidding?I wish.Whose isit then?I have noidea. Why?I need a rideafter practice.Paul Chan.Is he nice?Mine. Mom saidwe could useour basement.Cool.Alex drives.Ask him.OK. Guesswhat? We havea new director.Really? Whatshis name?Yeah, but hespretty strict.I wouldnt worryabout him. Sowhose house arewe going to forpractice?Unit 1 13 19. Learning goalsCommunicationGive and follow instructionsGrammarCount and noncount nounsImperatives (Commands)VocabularyFoods for various meals014-023_LB2-1 VocabularyFoods for various mealsA. 12 Listen and repeat.Breakfast bacon bread butter cereal coffee eggs ham jelly/jam juice maplesyrup milk omelet pancakes sausages teaLunch and dinner fruit: apples, pears,bananas, oranges meat: chicken,steak, pork chop pasta pizza rice sandwiches seafood: fish,shrimp soda soup vegetables waterB. PAIRS. Which of the food items in Exercise A are in thepictures? Take turns identifying them.For example:A: This is rice.B: These are pancakes.C. PAIRS. What do you usually eat for breakfast?for lunch or dinner? for snacks?Snacks and desserts cake ice cream chips pie14 Unit 2014-023_LB2-SB2A_U02.indd 14 8/14/13 3:00 PM 20. Discovering grammarLook at the grammar chart. Circle thecorrect answers.1. Use a or an before singular (count /noncount) nouns.2. Add -s or -es to (count / noncount) nounsto make them plural.3. With noncount nouns, use a (singular /plural) verb.Practicing grammar3 PracticeA. Connect the three parts to make sentences.Write the sentences in your notebook.Subject Verb ComplementRice a lot of salt.Chips rich in vitamins and minerals.Ice cream a lot of sugar.Cookies good for you.Vegetables not that good for you.Fish sweet.Pasta my favorite food.B. PAIRS. Compare your sentences. Correctany errors.GROUPS. Talk about your eatinghabits.Useful language: Do you always eat breakfast / lunch /dinner? Whats your favorite snack? Of course./Not always. I (dont) always eat . . . I dont have time to eat . . .GRAMMAR FOCUSCount and noncount nounsCount nouns (can be counted)Singular Pluralan apple two applesa tomato a few tomatoesa sandwich several sandwichesmanyAn apple a day is good for you.Apples are my favorite snack.Apples have a lot of vitamins.Noncount nouns (cannot be counted)milk juice cerealrice coffee cheeseIce cream is my favorite dessert.isarehashave2 Listening13 Listen to the report. Then write True orFalse. Circle the wrong information in the falsestatements.According to the report, . . .1. Fifty-one percent of teenagers try toeat something healthful every day.True2. Eighteen percent of teenagers eat lunch atschool.3. Judy skips lunch at school because she hasno time for it.4. Carlos always has something for lunch atschool.5. Carlos eats a nutritious lunch at school.Unit 2 15014-023_LB2-SB2A_U02.indd 15 8/14/13 3:00 PM3:00 PM 21. 16 Unit 2 22. rcise A withng?o expressubt]making?itement]assuring]ons. Usetion.money.chip pizza.?you making?Unit 2 17 23. GRAMMAR FOCUSImperatives (Commands)Affi rmativeTurn left. (Give directions.)Sprinkle some walnuts. (Give instructions.)Stop! (Give orders.)Please turn on the oven. (Make polite requests.)NegativeDont worry.Practicing grammar8 PracticeLook at the pictures and the commands. Writeeach command below the correct picture.Discovering grammarLook at the grammar chart. Circle thecorrect answers.1. Use (the base form / the past form) of theverb in imperatives.2. Use (dont / doesnt) before the base formin negative imperatives. Sprinkle. Turn right. Dont turn it off. Stop complaining. Open your mouth. Dont erase theboard.1. Dont erase the board. 2. 3.4. 5. 6.9 PracticePlay a game. Go to page 68.18 Unit 2 24. Learn words that are often used together (collocations).Learning some words that go together helps you avoid mistakes. Turn on + the oven are examples ofwords that go together.Write each noun next to the verb it goes with. Some nouns can be used more than once.bread cake butter salt oven eggs1. Turn on the oven . 5. Sprinkle some on the meat.2. Toast the . 6. Fry the in a pan.3. Spread the . 7. Melt the in a pan.4. Bake the . 8. Preheat the .10 PracticeA. Look at the underlined nouns in the recipebelow. Write C above each count noun andNC above each noncount noun.B. Complete the procedure for the recipe. Usethe verbs in the box. You will use put twice.spread sprinkle put cut11 CommunicationGive and follow instructionsA. 18 Listen to the instructions.1. First, draw a big circle.2. Next, draw a triangle below the circle.Make sure the tip touches the circle.3. Then draw two straight lines startingfrom the bottom of the triangle.4. Finally, draw two straight lines from eachside of the triangle.B. PAIRS. Student A, read the instructionsout loud. Dont look at Student Bspaper. Student B, listen to and follow theinstructions.Learn to learn1 slice of breadraisins2 tablespoons peanut butterbrown sugar1/8 banana, slicedSome round chocolate candy , such as M&Ms1. Cut the slice of bread into the shape ofa circle.2. the peanut butter on the bread.3. some sugar on thepeanut butter.4. two banana slices ontop to make the eyes and a raisinin the middle for the nose.5. the pieces ofchocolate at the bottom of thesandwich to make the mouth.Eat and enjoy your happy face sandwich! C. PAIRS. Switch roles. Student A, listen toStudent Bs instructions and follow them.D. Compare your drawings. Are your resultsthe same?Unit 2 19 25. 12 ReadingA. Look at the title and the pictures. What do you think thereading is about? Put a check () before the sentence thatexpresses the main idea.1. Food in the United States is delicious.2. There are too many people in the United States.3. People in the United States are getting fatter.B. 19 Read along as you listen.13 ComprehensionDiscuss and answer thesequestions.1. What health problem dopeople in the U.S. have?2. Why is the U.S. governmentworried about it?3. Who do some peopleblame for Americas weightproblem?4. Why do advertisers say thatAmericas problem is nottheir fault?5. What are some schools inthe U.S. doing to help thecountrys weight problem?6. What do experts say isthe best solution to theproblem?14 WritingGROUPS. Make a posteron healthful eating andmaintaining good healthhabits for teenagers. Includea list of dos and donts.According to surveys, 61 percent of Americans,or 127 million people, are obese. The U.S.government is worried because too much weightcontributes to diabetes, heart disease, and otherillnesses.Some people blame the food industry andadvertisers for the nations weight problem. Theysay food makers want people to eat when theyrenot hungry and keep eating when theyre full.But food manufacturers say its not their faultthat many Americans are overweight. People canchoose what they want to eat. They point out thatsupermarkets in the United States offer a lot of choices, including low-calorie, fat-free,and sugar-free foods. Advertisers say its not their fault either. More moneyis spent on marketing low-calorie and fat-free foods than any other foods.No matter whos right, it is true: People in the United States are getting fatter.They simply eat too much. As a result, health departments in the United States aretaking action. For example, New Yorks health department has asked restaurantsto use healthful ingredients in foods. Manyschools in the United States no longer have sodaor candy vending machines, and school cafeteriasare offering more healthful menus.Health experts agree that being a healthynation is everybodys responsibility, that the bestway to solve the problem is through education.A public education campaign on food and healthwould help educate people about what theyeat, forcing food manufacturers to offer morewholesome and healthful food choices.1. Eat at least threehealthful meals a day.2.3.4.5.6.20 Unit 2 26. Units 1 and 2Test-taking tip: Be prepared.Bring at least two pens or pencils with good erasers and any other resources that your teacherallows you to have at the test. Bring a watch so that you can pace yourself.GrammarA. Write questions for the underlinedanswers. (3 points each)1. Matt is 13 years old.(How) How old is Matt?2. He goes to Kennedy Middle School.(What school)3. His sisters name is Tracy.(What)4. They live in Arizona.(Where)5. Matt isnt sporty. He likes reading.(What)6. He plays video games on weekends.(When)B. Answer the questions using theinformation in Exercise A. If the answer isno, correct the information. (3 points each)1. Q: Is Matt 12 years old?A: No, hes not. Hes 13 years old.2. Q: Does Matt go to high school?A:3. Q: Is his sisters name Tracy?A:4. Q: Do they live in Texas?A:5. Q: Does Matt like sports?A:C. Replace the underlined words withpossessive pronouns. (2 points each)1. A: Whose book is this?mineB: Its my book.2. A: Whose house is that?B: Thats our house.3. A: Is this your pen?B: No, its not. Its his pen.4. A: Are these your sneakers?B: No, theyre not. Theyre her sneakers.5. A: Whose project is this?B: Its their project.VocabularyD. Write a or an before the count nouns.Write an X before the noncount nouns.(1 point each)1. X peanut butter 6. cheese2. apple 7. avocado3. banana 8. tomato4. orange 9. bread5. juice 10. mangoCommunicationE. Read the instructions. Number them 15 toshow the correct sequence. (1 point each)Then sprinkle the oranges with 1tablespoons of cereal.1 First, put 2 tablespoons of yogurt in aglass.After that, add 2 more tablespoons ofyogurt to the glass.Next, put 4 orange slices on the yogurt.Finally, top with the pineapple.Now I can . . . describe peoples personalities. talk about food and eating habits. give and follow instructions.Unit 2 21 27. Steps:1. Play this game standing in small groups.2. One student is the spellmaster and cankeep his or her book open. The otherstudents close their books.3. The spellmaster says a word from the listand then asks a student to spell it. Thestudent spells the word aloud, but usesactions instead of letters for s, t, e, and i.If the student spells and acts the wordcorrectly, he or she gets a point.4. If the student does not spell it and act it outcorrectly, the spellmaster spells it and actsit out. The spellmaster then gives the nextstudent a word.5. The student with the most points at the endof the game wins.Useful language You got it! You didnt quite get it. Was that one stomp or two stomps?S= T=STOMP SPINE= I=CLAP HOPsmart juice buttercheese friends omeletsandwiches easygoing seriousdifferent vegetables oppositescompetitive desserts teenagersingredients interesting perfectionist22Stomp, spin, and spellGame 1 28. A snapshot of a great snackThink of a great snack that you can make. Write instructions on how to make it.Use the recipe below as a guide. Then pretend youre on a cooking show. Explainand demonstrate to your group or class how to make the snack.1. Write the ingredients you need.To make a Chicago hot dog, you need a hot dog, ahot dog bun, an onion, a tomato, a hot pepper, anda dill pickle. You also need some mustard, relish, andcelery salt.2. Write the steps in the recipe.First, boil the hot dog for about three minutes,until its nice and fat.Next, chop the onion and slice the tomato. Thenslice the hot pepper and pickle.When the hot dog is ready, put it in the bun. Thenadd the other ingredients in this order: First, putsome mustard on the hot dog. I like to use a lot ofmustard. Then put some relish on. After that, putabout a teaspoon of chopped onion on top.Finally, add a slice of pickle, three slices oftomato, the hot pepper, and sprinkle the whole thingwith celery salt. Mmm, it tastes good!3. Demonstrate how to make the snack.Project 1 23 29. Learning goalsCommunicationMake an offerGrammarThere is/There are with someand anyQuestions with How muchand How manyExpressions of quantity:a little, a few, a lot of,not much, not manyVocabularyFoods at the supermarket1 Dialogue20 Cover the dialogue and listen.Mom: Joe, could you go to the supermarketfor me?Joe: Why me? Ask Diane, Mom.Alex: Lets do it, Joe, so we can get some icecream. Are there any chips left, by theway?Joe: No. You ate them all.Alex: Then we should get chips, too, andsome soda.Mom: Oh no, Alex. You cant have any junkfood at my house.Joe: OK, Mom. Ill go. Is there a shoppinglist?Mom: No, but Ill tell you what we need.We need bread, eggs, milk, juice,cheese . . .Joe: Whoa, Mom! Please, slow down.How much bread do you want,and how many eggs?Mom: One loaf of wheat bread, twodozen eggs, one gallon ofmilk, . . . what else?Joe: Juice and cheese. How muchjuice and cheese?Mom: Two quarts of juice and apound and a half of cheese.Joe: And how much money areyou giving me?Mom: Heres $100.Joe: Cool. Lets go, Alex.Equivalents1 pound = about 1/2 kilogram1 quart = about 1 liter1 gallon = about 4 liters24 Unit 3 30. 2 ComprehensionA. Write True or False aftereach sentence.1. Mom asks Joe to go withher to the supermarket.2. Alex wants to go to thesupermarket.3. Mom says Alex can buychips and soda.4. Joe eats a lot of junk food athome.5. Joe goes to the supermarketwith Alex.B. 21 Read along as youlisten again. Check youranswers.3 Useful expressionsA. 22 Listen and repeat. Why me? . . . by the way. Whoa! What else? Lets go.B. Complete the conversation. Use the expressions fromExercise A.Dad: John, could you get some eggs for me?John: Why me? Ask Ethan. He never does anything.Hes always . . .Dad: , John! Slow down! Ethans at practice.You can go with Tim.John: Oh, OK. Why do we need eggs?Dad: Im making some omelets.John: So, a dozen eggs.Dad: Thats it. What would you like in your omelet,?John: Just some cheese. Come on, Tim. .4 PronunciationWould you /wudj/A. 23 Listen and repeat.Would you like some soda? What would you like to eat?Would you like an omelet? What would you like to do?B. PAIRS. Practice the conversation.A: Im starving.B: What would you like to eat?A: How about a sandwich?B: OK. Would you like a ham sandwich?A: Sure. Thanks.GROUP. Joe doesnt want to go to the store for hismom. Talk about the things your mom or dad asksyou to do and what your reactions are.Useful language: Does your mom or dad ask you to do a lot of errands? Do you always obey your mom or dad? Oh yeah. / Of course. Sometimes. / Always. / Not always. What kinds of things do your parents ask you to do? Go to the store. / Throw out the garbage. / Babysit.Unit 3 25 31. 5 VocabularyFoods at the supermarketA. 24 Listen and repeat. beans 9 carrots cheese cookie cucumber doughnut lemon lettuce melon muffi n mushroom nuts olive oil onion peach peas potato tomato yogurtB. Match the words inExercise A with the fooditems in the picture.C. PAIRS. Work together toidentify the other fooditems in the picture.78919Learn to learn12411 121035613 1417151618Learn collocations with foodLearning expressions that usually go with certain food items is useful.Write the food items that go with the expressions. Use a dictionary ifnecessary. Some food items can go with more than one expression.eggs milk juice cheese breadbeef ice cream onions rice lettuce1. a gallon of milk/ice cream 5. a quart of2. a head of 6. a bag of3. a pound of 7. a pint of4. a loaf of 8. a dozen26 Unit 3 32. D. Write some food items from Exercise A in the word web.Bakeryproducts DairyFoodPasta and RiceFruitMeat/SeafoodVegetablescookie6 PracticeGROUP. Play the shopping game withfi ve classmates. Decide wholl start fi rst.Student 1 says one food item he or she wantsto buy. Each student who follows adds a newfood item, repeating all of the items previouslymentioned.For example:S1: Im going to the supermarket to buy someapples.S2: Im going to the supermarket to buy someapples and a pound of cheese.S3: Im going to the supermarket to buy someapples, a pound of cheese, and a melon.7 Listening25 Listen to the conversation. Put a check ()before all the true statements.According to the conversation, . . . 1. Many teenagers do the food shoppingfor their families.2. They do this because their parentshate food shopping.3. Most teenagers use shopping listswhen they shop.4. Ryan shops for brand-name products.5. Nicholas thinks about his dads healthwhen he does the shopping.6. Olivia always looks for the best qualitywhen she does the shopping.Unit 3 27 33. Discovering grammarLook at the grammar chart. Circle thecorrect answers.1. Use (there is / there are) with singularcount nouns and noncount nouns.2. Use (some / any) in affi rmative statements.3. Use (some / any) in negative statements.Practicing Grammar8 PracticeComplete the sentences with some or any.1. A: Im hungry. Is there any food?B: Im sorry. There isnt. But theresmilk.2. A: There are sandwiches leftfrom the party. Would you like one?B: No, thanks.3. A: Are there cookies left?B: Yes, there are cookies inthe kitchen.4. A: Would you like snacks?B: Sure. Ill have chips.5. A: Would you like to go to the movies?B: No. I dont have money.9 PracticePlay a game. Go to page 68.10 PracticeGRAMMAR FOCUSThere is/There are with some and anyAffi rmative statements Negative statementsTheres a sandwich in the refrigerator. There isnt any cheese.Theres some soda, too. There isnt any juice.There are several sandwiches on the table. There arent any cookies.Yes/No questions Short answersIs there any milk in the refrigerator? Yes, there is./No, there isnt.Are there any sandwiches in the refrigerator? Yes, there are./No, there arent.Some to make an offerWould you like some coffee? Yes, please./No thanks.Would you like some apples? Sure. Id love some.A. Look at the picture. Memorize whats in thebox. Then cover the picture.B. PAIRS. Take turns. Ask if there are anyapples, rice, muffi ns, butter, cookies, andsugar in the box.For example:A: Are there any apples in the box?B: Yes, there is. Theres one apple.11 CommunicationMake an offerA. 26 Listen to the conversation.A: Im in the mood for ice cream. Is thereany ice cream in the freezer?B: No, sorry. There isnt. Would you likesome yogurt?A: No, thanks.B. PAIRS. Student A, ask for something toeat. Student B, say there isnt any and offersomething else. Student A, accept or refuseStudent Bs offer.28 Unit 3 34. Discovering grammarLook at the grammar chart. Circle the correct answers.1. Use (How much / How many) for questions using count nouns.2. Use (How much / How many) for questions using noncountnouns.3. Use (a few / a little) to talk about quantities of count nouns.4. Use (a few / a little) to talk about quantities of noncountnouns.Practicing Grammar12 PracticeComplete the questions with How much and How many.1. How much money do you spend on a school day?2. text messages do you get per day?3. hours of sleep do you get each day?4. time do you spend on homework per day?5. ice cream can you eat at one time?13 PracticeRead the dialogue. Circle the correct answers.A: How much money do you have?B: Just (1. a few / a little). But I think its enough. We dont need(2. many / much) money to go camping.A: Yeah, Im sure were OK. I have (3. a few / a little) dollars, too.What about food? How much food is there?B: Foods not a problem. We have (4. many / a lot).A: Good. And water? How many bottles do we have?B: (5. A lot / A little). We have fi fteen bottles.14 PracticeA. PAIRS. First, complete thequestions with How muchor How many. Then ask aclassmate the questions.Circle your classmatesanswers.GRAMMAR FOCUSQuestions with How much and How manyQuestions Possible answersA lot.How much milk do we need?How much money do you have?Just a little.Not much.How many tomatoes do we need?A lot.How many glasses of milk do you drink every day?Just a few.Not many.Expressions of quantitya lot of [tomatoes] a lot of [milk]a few [tomatoes] a little [milk]1. water do you drinkeach day?a. fi ve glasses or moreb. three to four glassesc. two glasses2. servings ofvegetables do you eat each day?a. two servings or moreb. one servingc. none3. candy and chocolatedo you eat each day?a. a lotb. a littlec. none4. kinds of fruit do youeat each day?a. three or moreb. one or twoc. none5. soda do you drinkeach day?a. three cans or moreb. one to two cansc. noneB. PAIRS. Compare yourresults. Talk about foodsyou eat and dont eat.Who has healthier eatinghabits?Unit 3 29 35. 515 Reading27 Read along as you listen to the article. As you read and listen, think about this question:What are fl oating markets?16 ComprehensionAnswer the questions.1. What are fl oating markets?2. Who are the sellers in these markets?3. What do the sellers sell in these markets?4. What time do the markets open?5. Why do the women sell from their boats?6. What can you do at a fl oating market?17 SpeakingGROUPS. Describe Thailands fl oating marketswith information from the article.For example:A: Thailands fl oating markets are reallyinteresting. There are a lot of . . .B: And there are . . .18 WritingA. PAIRS. Talk about an interesting shoppingplace you know. Discuss the questions witha classmate. What kind of a place is it? Where is this place? What can you buy there? Why is it interesting? Why do you like to shop there?B. In your notebook, write a paragraphabout the place you talked about inExercise A. Use your answers to thequestions in Exercise A for ideas.C. PAIRS. Read your classmates paragraph.Circle any errors. Use the Peer editingchecklist on page 138.Floating markets are popular touristdestinations in Thailand. At the fl oatingmarkets, there are a lot of small boatsoverfl owing with fresh fruit and vegetables.Imagine the colors of fresh fruit andvegetables on hundreds of boats sailingquietly along the river. Then imagineThai women in their colorful traditionalclothes on these boats. The effect ismagical.The fl oating markets open at 6:30 A.M.Early in the morning, before the marketsopen, farmers pick fruit and vegetablesfrom their farms. Later, their wives sellthe fruit and vegetables on their boats.Why do the women sell their productson boats, instead of in regular stores?Central Thailand has bodies of waterthroughout. In some places, there arecanals instead of streets. Farmershave their farms near these canals,and selling their products on boats isconvenient.At a fl oating market, you can use cash toshop or you can exchange your product withother sellers products. If you get hungry,just call one of the women and she will comeover to you. You can watch her cook yourfood right on the boat!30 Unit 3 36. Planning for the showA. 28 Read along as you listen to the conversation. What strategy does Alex suggest for balancingpractice and schoolwork?Hi, Alex. I heard about yourfamous chocolate chippizza. Is there any left?B. Discuss: Do you think students should have extracurricular activities in school? Why or whynot? What kinds of activities do you suggest for your school?No, sorry. It wasreally good!Yuck. A sweet pizza?Hey, wait up.By the way, how manysongs do we need tolearn for our show?Not many.Maybe ten.Ten! Thats a lot!We dont havethat much time!I know. I have alot of homeworkevery day, too.Are there any songswe already know?Thanks. So how manyhours per day canyou practice?An hour after school.Two hours at the most.Fine with me. Sosee you at Joeson Friday?Maybe threeor four. Why?Lets learn the newsongs fi rst and dothe old songs later.Thats a goodstrategy, Alex.Youre so smart.135246Unit 3 31 37. Every country has its own special treats.Here are four famous foods from around theworld that you may want to try.Vegemite is one of the best-loved foods inAustralia, but its not very popular in othercountries. Its a dark brown spread that tastessaltya bit like beef bouillon. Australiansusually eat it on bread with butter, on toast with melted cheese. It lot of vitamins and minerals,and most Australian kids groweating it. When Australiansabroad, many take a jar ofVegemite. Its hard to fi nd in othercountries.Escargots, or snails, are a popular French dish.The snails are usually cooked in liquid, then putback into their shells with butter, garlic, andherbs. Because snails eat things that can bepoisonous, the snails are fi rst fed lettuce andfl our for about two weeks. Then they are fed anything for several days. This cleans their stomachs so they are safe to eat.If you like hot, spicy foods, youll like Korean kimchi.There are many different kinds of kimchi, but themost popular kind is made from Chinese cabbage,garlic, onions, and hot peppers. To make kimchi in thetraditional way, Koreans combine the ingredients in a jar. Then the jar is put outside during the winter months.This lets the kimchi ferment and gives it a hot, sour taste.Kimchi is served at meals as a side dish, and its used mmany recipes. It has lots of vitamins and minerals.OOn a hot day in Singapore, try ice kachang, or redbbean ice. Its a big ball of shaved ice with sweet,ffruity syrup and red beans. The beans are sweet, notssalty, and taste good with the fruit-fl avored ice. Itsuusually served with milk and jelly. Variations of icekachang are found all over Asia.i.ebigs..inutter, orhas,ndnotns outwVuoaaupgo abroVegemicountri32 Wide Angle 1 38. 1 ReadingReading skill: Reading fl uentlyDont stop in the middle of a sentence if you dontunderstand a particular word. Carry on to the end,paying attention to the content words (nouns, adjectives,and main verbs).A. Read the text without stopping. Pay attention to contentwords.B. Complete the chart with information from the reading.Name of food VegemiteCountry of originWhat is it?How is it served?C. Answer these comprehension questions.1. Why is Vegemite healthy?2. Why do many Australians take Vegemite abroad?3. Why are snails fed lettuce and fl our, and then nothing?4. Why is a jar of kimchi placed outside in winter?2 Listening29 Listen to a description of a popular dish. Write True or False.False 1. Its called spicy 4. Its made withgood in English. raw fi sh.2. It tastes a 5. Lemon juice makeslittle sour. it safe to eat.3. It has only two 6. Its not popular iningredients. Latin America.3 SpeakingGROUPS. Talk about some famous or interesting dishes in yourcountry. Use the points below as a guide. Can you translate the How do you make it?name into English? How is it served? What is it? How does it taste?4 WritingWrite a paragraph about an interesting dish in your country.Wide Angle 1 33 39. Learning goalsCommunicationExpress preferences: WouldratherGrammarAdverbs of frequencyExpressions of frequencyHow oftenGerundsVocabularySports and activities1 Dialogue30 Cover the dialogue and listen.Alex: Hi, guys. Whats up?Lori: Nothing much. Where are yourRollerblades?Alex: I dont have Rollerblades. I hateRollerblading.Lori: You do? So why are you here?Alex: Well, I enjoy watching you guys.Lori: Sure you do. What sport are you into?Alex: Rock climbing.Karen: Seriously? How often do you go rockclimbing?Alex: Once a weekat the Sports Club.Diane: Thats just wall climbing, Alex.Alex: At least Im not a couch potato. By theway, wheres Joe?Diane: Guess.Alex: At home, of course. Lets call him andsee if he wants to join us.Diane: Dont even try, Alex. Joe would ratherread than play sports.Alex: Brr. Its cold. I think Id rather watchTV in this cold weather. See you.2 ComprehensionA. Answer the questions.1. Who doesnt have Rollerblades? Why not?2. What sport does Alex like?3. Where does Alex go climbing?4. Wheres Joe?5. What does Alex decide to do in the end?B. What do you think a couch potato is?C. 31 Read along as you listen again. Checkyour answers.34 Unit 4 40. 3 Useful expressionsA. 32 Listen and repeat. Nothing much. Sure you do. At least . . . Guess. See you.B. Match the questions or statements on the left with theresponses on the right.1. A: Whats up? B: See you.2. A: Whos at the door? B: Guess.3. A: Im not good at skating. B: Nothing much.4. A: Bye! Talk to you later. B: Sure you do.5. A: Sometimes I see Johnny B: At least you try.Depp at the supermarket.Unit 4 35 41. 4 Vocabulary Learn to learnSports and activitiesA. 33 Listen and repeat.Learn collocations in context.Sports and activities go with certain verbs. Learnthe following collocations: play tennis go biking do track and fi eld (but run track)Combine play, go, and do with the sports andactivities in Exercise 4A.1. baseball2. basketball3. biking4. bowling5. camping6. fi gure skating7. football8. golf9. gymnastics10. hockey11. rock climbing12. Rollerblading13. skateboarding14. soccer15. swimming16. table tennis17. tennis18. track and fi eld19. volleyball20. wall climbingB. Number the pictures. Use some of thesports and activities in Exercise A.5 PronunciationThe sound // in soccerA. 34 Listen and repeat. soccer volleyball hockey golf rock climbingB. 35 Listen to the conversations.1. A: Do you like soccer?B: I love it. Soccer is my favorite.2. A: Do you watch womens volleyball?B: Not very often.3. A: Do you go rock climbing?B: No way. Its too scary.C. PAIRS. Practice the conversations.336 Unit 4 42. Discovering grammarLook at the grammar chart. Write True orFalse.1. Expressions of frequency always go at thebeginning of a sentence.2. We cannot use expressions of frequency asshort answers.3. How often and How many times a week/month/year have the same meaning.Practicing grammar6 PracticeA. Write questions that begin with How often.1. you / go out with your familyHow often do you go out with your family?2. our teacher / arrive late for class3. you / play video games4. your best friend / call you5. your parents / go to the supermarket6. you / go to partiesB. PAIRS. Ask your classmate the questions inExercise A. Use adverbs and expressions offrequency in your answers.For example:A: How often do you go out with yourfamily?B: Once a week. We usually go out onweekends.7 PracticeFind one classmate for each activity in thechart. Ask How often . . . ?For example:A: How often do you take a shower?B: Once a day.A: How about you, Sandy?C: Twice a day.Find someone who . . . Nametakes a shower twice a day.goes to the movies once a week.never cleans his/her room.goes biking every day.listens to music all the time.GRAMMAR FOCUSAdverbs of frequency100% 0%always usually often sometimes neverI always clean my room.She sometimes goes dancing./Sometimes she goes dancing.Im never home on weekends.Expressions of frequencyonce a day/week/month/year all the timetwice a day/week/month/year every day/week/month/yearthree times a day/week/month/yearHow often Short answers Long answersHow often do you clean your room? Every day. I clean my room every day.How often does she go dancing? Once a week. She goes dancing once a week.How often do they eat out? Never. They never eat out.Unit 4 37 43. Discovering grammarLook at the grammar chart. Answer thequestions.1. What do you add to the base form of averb to change it into a gerund?2. Can you give two examples of how thebase form changes spelling when it ischanged into a gerund?Practicing grammar8 PracticeA. Complete the sentences with gerunds.1. Sue likes (go) to the park.2. Josh doesnt mind (do) hismath homework.3. Why do you hate (swim) ?4. They prefer (play) soccer.B. Complete the sentences with activities youlike or dont like doing. Use gerunds.1. I like on a rainy day.2. I love in the summer.3. I dont mind on theweekend.4. I prefer after school.9 PracticeA. First, replace the verbs in parentheses withgerunds. Then fi ll out the questionnaire foryourself.B. PAIRS. Ask your classmate the questionsin the survey. Then add up his or her scoreand compare your results.GRAMMAR FOCUSGerunds after verbslike, love, hate, (dont) mind, preferI like playing basketball.I love dancing.I hate doing track and fi eld.I dont mind getting up early.I prefer staying home on weekends.Yes/No questions Short answersDo you like exercising? Yes, I do./No, I dont.Information questionsWhy do you hate watching soccer?Because its boring.You YourclassmateDo you like . . . Yes No Yes No1. (sunbathe)? 2. (go) to the beach? 3. (be) outside? Do you mind . . . Yes No Yes No4. (be) on a crowded beach? 5. (get) sand all over you? 6. (feel) hot? Do you prefer . . . Yes No Yes No7. a. (relax) by the pool? b. (lie) on the beach? 8. a. (lie) in the sun? b. (sit) in the shade? 9. a. (have) a quick dip? b. (swim) long distances? Scoring1) Yes 1 No 0 4) Yes 0 No 1 7a) Yes 1 No 0 7b) Yes 1 No 02) Yes 1 No 0 5) Yes 0 No 1 8a) Yes 1 No 0 8b) Yes 0 No 13) Yes 1 No 0 6) Yes 0 No 1 9a) Yes 1 No 0 9b) Yes 0 No 1See page 70 for your Sun Worshipper rating.10 PracticeHave a competition. Go to page 69.38 Unit 4 44. 11 Listening36 Listen to the conversation. Circle thecorrect answers.1. Bill is .a. a teacher c. a sports coachb. a manager2. Daniel prefers watching .a. skateboarding c. volleyballb. baseball3. Daniel thinks baseball is .a. exciting c. boringb. fun4. are becoming more popularbecause of advertising.a. Team sports c. Water sportsb. Action sports5. According to the class, is theirfavorite sport.a. baseball c. soccerb. basketball12 CommunicationExpress preferences: Would ratherA. 37 Listen to conversation.A: Would you rather watch team sports oraction sports?B: Team sports. I like watching soccer. Whatabout you?A: Id rather watch action sports.B: Which action sport do you like?A: Skateboarding.B. PAIRS. Now practice the conversation witha classmate.C. PAIRS. Ask your classmate his or herpreferences. Use the model in Exercise A.Replace the underlined parts with yourpreferred activities.GROUPS. Talk about the thingsyou like and dont like doingwhen you dont have school.Useful language: What do you like doing when theres noschool? What do you hate doing? I like/love/dont like/hate. . . I prefer . . . I dont mind . . . Me, too./Yeah, I hat e doing that , too. Really?/Seriously?13 WritingA. Write a paragraph about the things you likeand hate doing in your free time. Use theinformation in Teen Talk for ideas.In my free time, I like . . .In my free time, I hate . . .B. PAIRS. Read your classmates paragraph.Circle any errors. Use the Peer editingchecklist on page 138.Unit 4 39 45. 14 ReadingA. GROUPS. List three sports you think are for boys and three you think are for girls.PARTICIPATION IN SOMEPOPULAR SPORTS ACTIVITIES0 20 40 60ExercisewalkingSoccerBikingBasketballCampingBowlingGolfGymnasticsFigureskatingPercent of the population7 years old and overWomen MenSports for boys: , ,Sports for girls: , ,B. 38 Read along as you listen to the article.Boxing is for boys; dancing is for girls.Some people think of certainsports as only for men oronly for women. For example,when a girl wants to take upboxing, people say, Youreso pretty. Why do you wantto be a boxer? Boxing is formen. And some parentsdont like it when their sonsshow interest in dancing orfi gure skating.It is generally true that boys tend to do sports that requirestrength and size, such as soccer and biking, and that girlsgo for sports that require fl exibility and grace, such as fi gureskating and gymnastics. But is there a difference in the typesof sports boys and girls play?C. Look at the graph. Doesthe information in thechart support the ideas inthe reading?15 ComprehensionA. Answer the questions.1. What kinds of sports doboys tend to like?2. What kinds of sports dogirls tend to like?3. Are the activities youlisted in Exercise 14Athe same as the ones inthe graph?B. Look at the graph again.Who does more of eachactivity?16 Your turnA. GROUPS. Form all-girl and all-boy groups. Each group: Listfi ve sports or activities your group likes. Put them in order,with number 1 being the most popular.Boys1.2.3.4.5.Girls1.2.3.4.5.B. Compare your list with another groups list. Is there anydifference between the girls and the boys lists?40 Unit 4 46. Test-taking tip: Stay positive and relaxed.Keep a positive attitude throughout the test and try to stay relaxed.GrammarA. Complete the questions with How muchand How many. (2 points each)1. How much money do you need?2. books do you buy eachschool year?3. juice do you drinkeach day?4. cups of coffee does yourdad drink in the morning?5. chocolate can I eat?B. Complete the sentences with some and any.(1 point each)1. Theres some food on the table.2. There arent vegetables.3. But theres fruit.4. Sorry. There isnt milk left.5. Is there bread in the kitchen?6. No, there isnt bread, but thereare cookies.C. Answer the questions with expressionsof frequency. Give true answers for you.(3 points each)1. Q: How often do you visit yourgrandparents?A: Once a week.2. Q: How often do you watch TV?A:3. Q: How often does your dad play sports?A:4. Q: How often do you go to the movies?A:5. Q: How often do you walk to school?A:Units 3 and 4D. Complete the sentences with gerunds.(1 point each)1. I love (go) going biking.2. She enjoys (play) tennis.3. I dont mind (watch) DVDs.4. He doesnt like (study) .5. What do you prefer (do) afterschool?6. I love (dance) with you.VocabularyE. Circle the word that doesnt belong in eachgroup. (1 point)1. a. doughnut b. cookie c. butter2. a. juice b. cucumber c. carrot3. a. lettuce b. orange c. mushroom4. a. milk b. apple c. yogurt5. a. baseball b. biking c. volleyball6. a. tennis b. volleyball c. campingCommunicationF. Complete the conversation with a form ofthere is or there are. (3 points each)A: Im hungry. Is there any cheese?B: No, . Butsome eggs. You can make an omelet.A: No, thanks. any fruit?B: Yes. some apples.A: Good. Ill have an apple then.Now I can . . . talk about my reaction to doing errands. make, accept, or refuse an offer. express preferences.Unit 4 41 47. Learning goalsCommunicationTalk about whats going onnowGrammarThe present continuousThe simple present contrastedwith the present continuousVocabularyClassroom activities1 Dialogue39 Cover the dialogue and listen.Karen: Hi, Diane. Are you waiting for me?Diane: Of course I am. You never show upon time!Karen: Im sorry. I couldnt decide what towear.Diane: For practice? Whats wrong withjeans?Karen: Nothing, but I always wear jeans.And guess what? Im wearing themtoday! Im tired of my clothes.Anyhow, what are the others doing?Are they here yet?Diane: Everybody except Lori. Shesrunning late.Karen: Are Alex and Joe around?Diane: Theyre waiting for us in theauditorium. Alex is practicing, andJoes hanging out backstage. Hesprobably reading.Karen: Joe reads all the time. Lets go.Diane: Hey, wait up! Why do you alwayswalk so fast?Karen: Well, everybodys waiting for us,remember?2 ComprehensionA. Write T for true, F for false, and NI if thereis no information in the dialogue.F 1. Karen is waiting for Diane.2. Karen is always late.3. Lori is practicing with Paul.4. Alex is reading.5. Joe is working on an assignment.6. Alex likes Diane.B. 40 Read along as you listen again. Checkyour answers.42 Unit 5 48. 3 Useful expressionsA. 41 Listen and repeat. Of course I am. Whats wrong with . . . ? Im tired of . . . Shes running late. Is he around? Wait up!B. Circle the correct responses.1. A: Are you sure about that?B: Of course I am. / OK.2. A: Whats wrong with you?B: No. / Nothing.3. A: Hey, wait up!B: I cant. Im running late. / I cant.Im reading.4. A: Hey, is Patrick around?B: Hes at practice. / He likes to practice.PAIRS. Talk about reasons forrunning late.Useful language: Are you usually on time? Most of the time. / Not always. / Imalways late! Why are you sometimes late? I cant decide what to wear. I get up late. I need to fi nish something. It takes me a long time to get ready. I spend hours in the bathroom.Unit 5 43 49. AndyMarkElenaKevinAliceKenMeganJimMichaelDiscovering grammarLook at the grammar chart. Circle thecorrect answers.1. The present continuous form is(is, am, are / do, does) + verb + -ing.2. The present continuous refers to an actionthat is or is not happening(every day / right now).Practicing grammar4 PracticeWhat are the people in the picture doing?Write sentences using the present continuous.1. Jim / play volleyballJim is playing volleyball.2. Megan and Ken / play Monopoly3. Alice / relax at the park4. Mark and Elena / jog together5. Kevin / take pictures5 PracticePAIRS. Student A, cover the picture. Guesswhat three people in the picture are doing byasking Yes/No questions. Student B, look atthe picture and check if Student A is correct.For example:A: Is Jim playing volleyball with Kevin?B: No, hes not. Try again.A: Is he playing volleyball with Michael?B: Yes, he is!6 PracticeHave a competition. Go to page 69.GRAMMAR FOCUSThe present continuousAffi rmative statements Negative statementsIm waiting for you. Im not waitingfor him.Hes/Shes waiting Hes/Shes notfor you. waiting for him.Were/Theyre waiting Were/Theyre notfor you. waiting for him.Yes/No questions Short answersAre you waiting for me? Yes, I am. / No, Im not.Is he/she waiting for me? Yes, he / she is. /No, hes/shes not. /No, he/she isnt.Information questions Long answersWhat are you doing? Im/Were waiting forour friends.Where is he/she waiting? Hes/Shes waiting infront of the theater.Why are they practicing? Theyre practicingbecause they havea show next month.44 Unit 5 50. GRAMMAR FOCUSThe simple present contrastedwith the present continuousSimple present statements Present continuous statementsI always wear jeans. Im wearing jeans today.He / She usually wears jeans. Hes / Shes wearing jeans right now.We / They wear jeans every day. Were / Theyre wearing jeans today.I live in New York. Im living in New York this year.He / She studies French. He s/ Shes studying French thisInformation questions AnswersWhat do you usually wear? I usually wear jeans.What are you wearing today? Im wearing jeans.Discovering grammarsemester.Look at the grammar chart. Complete the grammar rules withpresent continuous or simple present.1. Use the to talk about routinesand habits.2. Use the to talk about actionsthat are happening right now or for temporary situations.Practicing grammar7 PracticeComplete the sentences with the simple present or the presentcontinuous forms of the verbs in parentheses.1. I usually (ride) ride my bike to school, but right nowI (walk) m walking to school.2. We (take) a test right now. We often(have) a test on Fridays.3. My teacher (sit) at her desk. She(not/usually/walk) around during exams.4. Michael (not/pay) attention to our teacher today.He (never/pay) attention.5. My friends (wait) for me at the mall. We(meet) there every Friday night.8 PracticeA. Look at the pictureagain on page 44. Writeconversations about itusing the cues.1. Jim / play volleyball (onFridays)2. Megan and Ken / jog(play Monopoly/onweekends)3. Kevin / relax in thepark (take pictures / onSaturdays)4. Mark and Elena / playMonopoly (jog in theafternoons)1. A: Wheres Jim? Is he playingvolleyball with Michael?B: Yes, he is. He usuallyplays volleyball withMichael on Fridays.2. A:B:3. A:B:4. A:B:B. PAIRS. Choose twoconversations and role-playthem.Unit 5 45 51. 9 VocabularyClassroom activitiesA. 42 Look at the picture as you listen and repeat.1. paying attention 7. daydreaming in class2. sleeping in class 8. getting into trouble3. taking notes 9. arguing4. discussing something 10. doing research on the Internet5. writing on the board 11. explaining something6. erasing the board 12. spelling a wordB. Write the correct number next to each activity in the picture.1046 Unit 5 52. 10 PronunciationWords beginning with s + another consonantA. 43 Listen and repeat. sleep student Stacy spell schoolB. PAIRS. Take turns saying the sentences.1. Nicholas is sleeping in class.2. Stacy is writing on the board.3. Kayla and Zach are in school.4. Abby is a good student.5. Nicole is spelling a word.11 WritingA. PAIRS. What do you and your classmates do in English class?List the things you do. Use some of the vocabulary inExercise 9., ,, ,,B. Now write what usually happens in your English class. Usethe simple present and the present continuous wheneverappropriate.Learn to learnRole-play to practiceEnglish.In class, take the opportunityto do role-plays. Role-playinggives you the opportunityto practice pronunciation,intonation, and new vocabulary.PAIRS. Go to Exercise 12.Make sure you participate in therole-play.12 CommunicationTalk about whats goingon nowA. 44 Listen to theconversation.A: Hello?B: Hi, Nikki. Whats up?A: Nothing much.B: What are you doing?A: Reading.B: What are you reading?A: The new Harry Potterbook.A: Do you always read inyour free time?B: Usually.A: What else do you do?B: I sometimes watchDVDs or play videogames.B. Role-play the conversation,replacing the underlinedparts.We do different things in English class. At the beginningof the lesson, we often listen to a dialogue.C. PAIRS. Read your classmates paragraph. Correct any errors.Use the Peer editing checklist on page 138.Unit 5 47 53. 1513 ReadingA. GROUPS. Discuss this question:What are the good things aboutschool? Make a list with themembers of your group.B. 45 Read along as you listen.14 ComprehensionAnswer these questions.1. How many teenagers inthe United States arehomeschooled?2. Who teaches homeschooledchildren?3. How does Dylan feel abouthis education?4. What activities does Dylando as part of his home-schooling?15 Listening46 Listen to the question-and-answer session on home-schooling.Cross out thephrase that is not correct.1. Jasmine .a. is Mr. Russells studentb. is a college studentc. was homeschooled2. Homeschooled kids canmeet other people through.a. fi eld tripsb. birthday partiesc. sports activities3. Homeschooling is .a. easyb. not for everybodyc. a big decision4. Michael likes his regularschool because he .a. has different teachersb. likes his classmatesc. likes recessHHHooommmeeesssccchhhoooooollliiinnngggWhat do most people remember about theirschool days? Playing with classmates during lunchbreaks and recess, eating cafeteria food, or going to the principals office,perhaps. But 850,000 teenagers in the United States dont experience thesethings, because they are homeschooled. They dont go to a regular school.Their parents teach them. Their education takes place at home and in thecommunity.What is it like to be homeschooled? Read Dylans blog about his homeschoolingexperience.Im Dylan and Im 14 years old. This is my third year ofbeing homeschooled by my mom, a former professor. Alot of people ask me how I feel about it. They ask, Doyou miss being in school with other kids?Well, my daily life is different from the daily lives ofmillions of children who go to regular schools, but Imenjoying my time with my mom. Im learning things atmy own pace. We can go fast or slow, depending on thesubject. These days, Im reading books that most kidsonly read when they get to college. Im studying French,German, art, and the histories of the worldthings Imvery interested in.A lot of kids think I never get to interact with otherkids, but thats not true. I get together with the otherhomeschooled kids during our weekly sports gamesand at social events. I dont just study at home. Mymom takes me to all kinds of fi eld tripsto museums,theaters, libraries, and lots of other cool places. We evengo hiking and explore the woods when Im studyingbiology. And college? Im not worried about it. I knowIm preparing myself well for it.48 Unit 5 54. The problem with AlexA. 47 Read along as you listen to the conversation. What is Dianes problem with Alex?Hello. Diane?Is Joe there?Hi, Alex. He is, buthes working on aproject with Lori.B. Discuss: Do you think Diane should be mad at Lori? Should she bemad at Alex? Explain your answer.Oh. Loris there?Yeah. Whatare you doingright now?Would you like towatch a movie later?Sure. CanLori come?I guess.Nothing much. Imjust walking aroundTimes Square. Why?Hi, Lori. Were planning togo to the movies tonight.Would you like to come?Well, I usually helpmy mom with dinneron Thursdays, butsure. What time?Great. Can Italk to her?All right. Lori, Alexwants to talk to you.135246Unit 5 49 55. Sentence charadesSteps:1. Divide the class into A teams and B teams.There should be between three and fi veplayers in each team.2. Your teacher will give the A teams and theB teams some slips of paper. On each slipthere is a sentence. (Teacher: See TeachersEdition.)3. One player from each A team picks a slip ofpaper from the B teams pile. The player hasten seconds to think about the sentence.Then the player acts out the sentence for hisor her team.4. To act out each word, the player can usehand gestures or body movements, and thespecial gestures illustrated below. But theplayer cannot speak and cannot point toobjects in the room.5. If the players team guesses the sentencewithin 30 seconds, the team gets a point.6. A player from each B team then chooses aslip of paper from the A teams pile. Thegame continues as each player on eachteam acts out a sentence.7. The team with the most points at the end ofthe game wins.Useful language Its your turn. Our team gets a point! Its our turn because youspoke / pointed at something.There are (three) words inthis sentence.First word . . .Second word . . .Keep guessing!Wrong!Right!50 Game 2 56. A snapshot of a special interestWrite a speech about something you fi nd interesting and enjoy spending time on:a craft or hobby, a collection, a pet, a sport, or a free-time activity. Then presentyour speech to your classmates.1. Write about your special interest, why youlike it, and how often you spend time on it.Im really into lizards. Theyre fascinatinganimals and theyre very friendly. I know becauseI have a pet iguana named Iggy. Hes great. I feedhim and play with him every day.2. Give more information about it.Iguanas are diffi cult animals to take care of,but that also makes them interesting pets. I feedIggy every morning. He gets a special diet of fruitand vegetables. And I make sure his heat lamp isturned on. Most of the day he sits on a rock andwarms himself. At least once a day I take himout of his terrarium and let him walk around thehouse. And once a week I give him a bath. He lovesto swim in the bathtub!3. Share your interest with your classmates. Bringthings related to your interest to show the class.Project 2 51 57. Learning goalsCommunicationTalk about clothesComment and complimentGrammartoo + adjective / not + adjective+ enoughPresent continuous for futurearrangementsBe going to + verb for futureplans, intentions, andpredictionsVocabularyClothes andaccessories1 VocabularyClothes and accessoriesA. 48 Listen and repeat. belt boots bracelet dress earring(s) jacket necklace pants/jeans ring shoes/sneakers skirt socks tights top T-shirtB. Label the clothes and accessories with words from Exercise A.2 PracticeHave a competition. Go to page 69.1. earring2.12.11.10.9.8.7.3.4.5.6.52 Unit 6 58. 3 ReadingA. GROUPS. Discuss: Does anyone infl uence you in your fashion style? Explain your answer.B. 49 Read along as you listen.American teenagers have a biginfl uence on the U.S. fashionindustry. Many of them have apart-time job or get money from theirparents, so teens buy a lot of clothes.Without teenagers, many clothingcompanies wouldnt exist.Celebrities who are popular withteens have the biggest infl uence onfashion trends. Think of performerssuch as Britney Spears, sportspersonalities such as Anna Kournikova,and rap/hip-hop artists such as Jay-Z. Low-rise jeanswith a very short top (a belly shirt) are popular, thanksto Britney Spears and Anna Kournikova. The gangstalookbig, baggy pants; over-sized T-shirts or sweatshirts;and baseball capsis popular, because of rappers. Punkfashion, which became a trend again in 1996, featurescombat boots, old Converse shoes, tight leather pants,ripped T-shirts, and spiked jewelry.4 ComprehensionAnswer the questions.1. Why do American teenagers have a biginfl uence on the U.S. fashion industry?2. Who are the major infl uences on fashion?3. What fashion trends are these celebritiesresponsible for?a. Britney Spearsb. Sienna Miller4. Whats a Livestrong band?GROUPS. Talk about the kinds ofclothes you like.Useful language: What kinds of clothes do you like towear? Im the jeans-and-T-shirt type. Im the opposite. I love dressing up. Id rather be comfortable. I prefer shorts and T-shirts.Boho-chic (boho for bohemian and chicmeaning fashionable) is mainly from the mid-2000s. A boho-chic outfi t may include longfl owing skirts, wide belts, sheepskin boots orcowboy boots, baggy sweaters, and hobo bags.Sienna Miller and the Olsen twins, Mary Kate andAshley, popularized the boho-chic trend.There are also celebrities who create their ownlookGwen Stefani, for example, mixes fashionfrom past decades with modern styles.Another trend is the preppy look, whichis a classic, neat look: collared, button-downshirts and loafers. Then, of course, there are trendyaccessories, such as the Livestrong band, a yellowwristband developed by cyclist and cancer survivorLance Armstrong.So thats the fi rst decade of the century. Whats goingto happen in the second decade? For sure, trend spottersfrom clothing companies are watching Hollywood andthe MTV crowd to fi nd out.Learn to learnChange nouns to adjectives.Many nouns can be made into adjectives byadding endings, or suffi xes.For example: beautybeautifulPAIRS. Add these suffi xes to the nouns tochange them into adjectives.-y -ish -ous -able -ful -less1. style 4. taste2. trend 5. dress3. fashion 6. glamorUnit 6 53 59. GRAMMAR FOCUSToo + adjectiveThis sweater is too short. It doesnt fi t me.These shoes are too tight. I cant wear them.Not + adjective + enoughThis jacket isnt warm enough. I need a differentone.These pants arent big enough. Theyre not verycomfortable.Discovering grammarLook in the grammar chart. Circle thecorrect answers.1. Too comes (before / after) the adjective.2. Enough comes (before / after) theadjective.Practicing grammar5 PracticeComplete the sentences. Use too or enoughand the cues.1. These shoes are (not comfortable)for hiking.2. I dont like rock climbing. Its (scary).3. This tea needs more sugar. Its (not sweet).4. My mom doesnt like sports cars. Shethinks theyre ( fast) .5. The pizza (not hot) . Put itback in the oven.6 CommunicationComment and complimentA. 50 Listen to the conversation.A: What do you think of this skirt?B: Actually, it looks too big.A: Really? Well, what about these pants?B: Theyre great! You look good in them!A: Thanks!B. PAIRS. Imagine you are celebrities.Student A, ask Student Bs opinion aboutclothes you are trying on for an event.Student B, respond to Student A.For example:A: Jen, what do you think of this blue dress?B: Uh. Its not fashionable enough.A: What about this black one?B: Black looks great on you, Angie. Youlowtighthighloosebiglongshortlook very glamorous.A: Thanks.small54 Unit 6 60. 7 Dialogue51 Cover the dialogue and listen.Diane: OK. How do I look? Be honest.Karen: Hmm . . . you look too dressed up.How about this purple top and thesejeans?Diane: That top is too tight, and those jeansarent dressy enough. What are yougoing to wear?Karen: My red skirt, a black top, and blackboots.Diane: Wow! Youre going to look great! Butwhat about me?Karen: Defi nitely wear the jeans. Alex isgoing to notice you for sure.Diane: I wish! Alex doesnt even know I exist.Hes going to notice Lori, not me.Karen: Sounds like youre jealous!Diane: Get out of here! I am not!Karen: Yeah, right.Diane: Anyway, what time are we leaving?Karen: Oh, Loris coming by at seven.8 ComprehensionA. Read the false statements. Cross out thefalse information and correct it.purple1. Karen suggests a red top and jeans to Diane.2. Diane says the top is too big.3. Diane is going to wear a red skirt.4. Karen wishes Alex would notice her.5. Karen thinks Lori is jealous of Diane.B. 52 Read along as you listen again. Checkyour answers.9 Useful expressionsA. 53 Listen and repeat. How do I look? I wish! Defi nitely. Sounds like . . . Get out of here!B. Complete the conversations withexpressions from Exercise A.1. A: youre busy.B: I am. Ill call you later.2. A: Ooh. Youre jealous!B:3. A:B: You look awesome!4. A: Are you going to the Black Eyed Peasconcert?B: I cant wait!5. A: Wow! You look like Jennifer Aniston!B: .Unit 6 55 61. Present continuous for future arrangementsAffi rmative statements Negative statementsHes leaving early tomorrow. Hes not coming to the party tonight.Were practicing this weekend. Were not doing anything on Friday.Yes/No questions Short answersAre you coming over later? Yes, I am. / No, Im not.Information questions AnswersWhen are they leaving? Theyre leaving tomorrow morning.studygo to a moviephone a classmateclean my roomstay over at my friends housevisit my grandparentshave a party[ your own idea ]GRAMMAR FOCUSDiscovering grammarLook at the grammar chart. Circle thecorrect answers.1. In this sentence, Were studying at hometonight, the present continuous expresses(present / future) meaning.2. In this sentence, Were studying athome right now, the present continuousexpresses (present / future) meaning.Practicing grammar10 PracticeComplete each conversation with the presentcontinuous.1. A: (Marta/come) Is Marta coming to the party?B: Yes, (she/bring) the CDs.2. A: What time (you/leave)tomorrow?B: (I/take) the fi ve oclocktrain.3. A: (Jon/drive) us to practicetonight?B: No, he cant. (he/do) hishomework.4. A: (you/do) anything specialthis weekend?B: Well, (I/not go out) onFriday evening, but (my cousins/come)over on Saturday and (we/play) volleyball.11 PracticeA. Look at the list of activities below. Put acheck () before activities you are doingthis weekend. Put an (X) before those youare not doing.B. PAIRS. Ask and answer questions aboutwhat youre doing this weekend. Use ideasfrom Exercise A.For example:A: Are you studying this weekend?B: No, Im not. Im visiting mygrandparents on Saturday.A: What about Sunday?56 Unit 6 62. GRAMMAR FOCUSBe going to + verb for future plans,intentions, and predictionsStatementsImHes / Shes (not) going to watch TV tonight.YoureWere / TheyreYes/No questions Short answersAre you Yes, I am. / No, Im not.Is he / she going to watch TV tonight? Yes, he/she is./No, hes /Are they shes not.Yes, they are. / No, theyre not.Information questions AnswersWhos going to watch TV tonight? I am.What is she / he going to do tonight? Hes / Shes going to watch TV.When are they going to watch TV? Tonight.Discovering grammarLook at the grammar chart. Circle the correct answers.1. Be going to is followed by the (past / base) form of a verb.2. Use be going to + verb to talk about (plans / promises).Practicing grammar12 PracticeComplete the conversationswith be going to and theverbs in parentheses.1. A: Is Jason coming to yourparty on Saturday?B: I dont know. I (call)him in a minute.2. A: (you/have)a party for yourbirthday this year?B: Yeah. I (have)it in a club.A: What (you/wear)?B: Just jeans and a nice top.The party (not/be)formal.13 PracticePAIRS. Look at the pictures.Ask and answer what eachperson is going to do. Choosephrases from the box.make a phone callplay musicwash his cartake a bathFor example:A: Whats Angelina Jolie goingto do?B: Shes. . . . What aboutCameron Diaz? Whats shegoing to do?1 Angelina Jolie 2 Cameron Diaz3 Jennifer Lopez 4 Russell CroweUnit 6 57 63. 1. Wear styles youre going to becomfortable in.2. Dont wear clothes that are toofashionable or too trendy.3.4.5.6.7.8.14 PronunciationThe pronunciation of going to /gn/A. 54 Listen and repeat.1. Im going to see you tonight.2. Shes going to call you at 5:00.3. Hes going to arrive at 7:00.4. Theyre going to play volleyball.B. PAIRS. Take turns saying each sentenceout loud.15 Listening55 Listen to the talk show. Circle the letterof the phrase that correctly completes eachstatement.1. Olivia says the girls in her new school.a. are not fashionable c. hate fashionb. are into fashion2. Lauren advises Olivia not to wear anythingthats .a. too comfortable c. too shortb. too trendy3. Noah tells Olivia to .a. be confi dent c. be niceb. look pretty4. Lauren says a person cant be confi dent if theclothes are .a. too trendy c. not comfortableb. too expensive5. Ella advises Olivia to .a. follow fashion trends c. look youngb. be herself6. When choosing clothes, Anna advisesteenagers to consider their .a. parents c. friendsb. personal style16 SpeakingGROUPS. Discuss this question.Do you agree with the advice that the teens andthe editor of Teen Magazine give? Explain youranswer.17 WritingGROUPS. Write some fashion dos and dontsfor teenagers like you. Include the advice youheard in Exercise 15.58 Unit 6 64. GrammarA. Complete the conversations with either thesimple present or the present continuous.(3 points each)1. A: What (you/do) are you doing ?B: I (check) my messages.A: But why (you/use)my computer? You always (use)my things withoutpermission.B: Im sorry. But Mom (use)the other one. Just fi vemore minutes.2. A: Can I borrow one of your Harry Potterbooksthe fi nal book?B: Im sorry, but I (read)it.A: You (not/read) it rightnow. You only (read)on weekends.B: Youre wrong. I (just/rest)for fi ve minutes.A: All right. But can I borrow it later?B: Sure.B. Complete the conversation with thepresent continuous form to express futuremeaning. (2 points each)A: Can I come to your house tonight?B: No, sorry. My cousins from Canada (visit)us.A: When (they/come) ?B: They (arrive) at 7:00tonight.A: (you/take) themanywhere?B: Of course. We (take) themall over town.Units 5 and 6Test-taking tip: Keep your eyes on your own paper.You dont want to appear to be cheating and cause unnecessary trouble for yourself.VocabularyC. Put a check () next to proper behavior inthe classroom and an X next to the onesthat are not proper. (2 points each) 1. paying attention to the teacher2. daydreaming during class3. checking your messages on yourcell phone4. arguing with your classmates5. taking notes during a lesson6. sending instant messages duringclass7. helping to erase the boardCommunicationD. Complete the conversation. Use too andenough in your responses. (3 points each)A: What do you think of these jeans?B: (low and tight)A: What about this pair?B: Um. No, (not fashionable).A: Youre diffi cult. How about these? Arethey, (fashionable)?B: Yes! They look great.Now I can . . . talk about reasons for running late. explain whats going on now. compliment and respond to acompliment.Unit 6 59 65. 1 ReadingReading skill: Using picturesLook at the photos and illustrations in an article or storybefore you read, as you read, and after you read.A. PAIRS. Look at the title and pictures before you read. Talk toa partner about what you see in the pictures.B. As you read, look at the pictures that illustrate information.C. After you read, use pictures to help you remember. Write theletters of pictures that illustrate the following.1. d Ancient Egypt 6. neck rings2. thin women 7. tattoos3. plump women 8. Maori culture4. Renaissance Europe 9. long hair on men5. Padaung culture 10. piercings2 Listening56 Listen to a fashion expert. On the chart, check () what shesays is stylish and attractive for men and women today.Hairstyle Makeup Tattoos PiercingsMenWomen short medium length long none a little a lot none one or two a lot none one or two a lot short medium length long none a little a lot none one or two a lot none one or two a lot3 SpeakingGROUPS. Talk about what makes men and women stylishand attractive. Comment on hairstyle, makeup, tattoos, andpiercings.A: Do you think long hair is attractive on a man?B: Well, I think short hair on a man is attractive.C: Interesting. I think long hair is attractive.4 WritingWrite two paragraphs about what you think makes men andwomen attractive and stylish.60 Wide Angle 2052_061_LB2-SB2A_U06.indd 60 3/28/07 9:10:27 AM 66. Images of beauty and style are all around us: in movies, on television,in magazines, and on the Internet. However, whats attractive changesover time and varies from culture to culture.What is the ideal body shape? In ancient Egypt, beautiful women werethin and had small waists. In Renaissance Europe (13001500), peoplethought plump women were very beautiful. And in many traditionalPacifi c Island cultures, men fi nd extremely heavy women very attractive.In sixteenth-century England, the ideal woman had snow-white skin,red cheeks, and red lips. To make themselves attractive, women worevery white makeup and painted their lips and cheeks bright red. In thenineteenth century, makeup went out of fashion. Queen Victoria saidit was impolite to wear makeup. By the 1940s, makeup was back infashionbut snow-white skin was out. Suntans were glamorous.Some cultures have very special ideas of beauty. For the Padaung ofBurma, a very long neck is beautiful on a woman. Girls from the ageof fi ve or six wear metal rings around their necks. As their necks grow,more rings are added.In the traditional Maori culture of New Zealand, tattoos made aman attractive. Men tattooed their faces and much of their bodies.Th e tattoos were body art and gave information about the mansfamily and position in society. Long, healthy hair on a man alsomade him handsome.ut mansIn western countriestoday, some people thinktattoos and body pierpiercings are attractive.While some men andwomen get smalltattoos, others get tatttattoos all over theirbodies. Piercing is alsostylish, and not just onthe ears. Some peoplehave piercings on theirople ctive.malleirot ngues.akes eyebrows, noses, nolips, or tongues.What do you think makes apersonattractive?el.,rdtoodnreednecmeoonaWide Angle 2 6110:27 AM 67. Fun with songs 1A list of our favorite songsA. GROUPS. On a piece of paper, make twocolumns with the heads Favorite Englishsongs and Favorite local songs.B. GROUPS. Talk about your favorite songs.Choose two or three songs for eachcolumn. List their titles and the namesof the singers. Use the Useful languagein your discussion.C. GROUPS. Present your list to the class.Write the song titles and the singersnames on the board.D. CLASS. Look at the titles on the board.Vote on your top three favorite songs ineach category. Copy the titles of the topsongs into your notebook.62 Fun with songs 1E. Homework: Listen to as many of the songson the class list as you can. Which songs doyou like best? Why?F. CLASS. Share your reactions to the songswith your classmates.Useful language: Whats your favorite English song? Thats mine, too! I dont know that one. Can you singa few lines? Who sings it? Its not that popular, right? What about local songs? Yeah, thats a really cool song. 68. from the collection and share someinformation about the singer or group. Askyour classmates for their comments andquestions.E. CLASS. Vote on the following: The best presentation The most creative song collection Your favorite song collectionFun with songs 2 63Fun with songs 2A booklet of favorite songsA. GROUPS. Look at the list of songs youmade in Fun with songs 1. Each groupmember should choose one favorite songfrom the list.B. Homework: Each group member shouldlook for: the lyrics to the song biographical information about the singeror group pictures to illustrate the song and bookletC. GROUPS. Put your booklet together. Usethe Useful language in your discussion.Discuss: how to organize the songs andbiographies the title for the collection the decorations for the pages and cover ofthe bookletD. GROUPS. Present your song book tothe class. If time allows, play one songMaterials: Paper for eachgroups booklet Markers orcolored pencils Lyrics to favoritesongs Pictures toillustrate thebookletUseful language: Do we have the lyrics to all the songs? How should we organize the songs? How about (by genre/alphabetically/by singers name)? Should we include the singers biographybefore or after each song? What about the title for the collection? Thats a really cool title! Lets talk about the cover. 69. Focus on culture 1International GamesAll over the world, people love to play games. Here are four fun games from different parts of the world.1 Marco Polo from the United StatesYou play this game in a swimming pool. Oneplayer closes his or her eyes and counts to ten.The other players swim to different parts of thepool. With eyes closed, the player tries to fi ndthe others. He or she calls out Marco, andthe others say Polo. The game ends when theplayer catches someone. Then its that personsturn to fi nd the others in the next game.2 Take from the End from JapanYou play this game in pairs or groups. Oneperson says a word that does not end with then sound, for example, baseball. The nextperson says a word that begins with the lastsound in that word, for example, love. Thenthe next person says a word beginning with thelast sound in that word, for example, very. Ifsomeone says a word ending with an n sound,or if they cant think of a word, they lose.3 The Hunter from Saudi ArabiaOne person is the