1

198 Madison Avenue

New York, NY 10016 USA
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade
mark of Oxford University Press in the UK and in certain other countries

© Oxford University Press 2014

The moral rights of the author have been asserted
First published in 2014
2018 2017 2016 2015 2014
10 9 8 7 6 5 4 3 2 1

No unauthorized photocopying
All rights reserved. No part of this publication may be reproduced, stored
in a retrieval system, or transmitted, in any form or by any means, without
the prior permission in writing of Oxford University Press, or as expressly
permitted by law, by licence or under terms agreed with the appropriate
reprographics rights organization. Enquiries concerning reproduction
outside the scope of the above should be sent to the ELT Rights Department,
Oxford University Press, at the address above
You must not circulate this work in any other form and you must impose
this same condition on any acquirer
Links to third party websites are provided by Oxford in good faith and for
information only. Oxford disclaims any responsibility for the materials
contained in any third party website referenced in this work

Director, ELT New York: Laura Pearson

Executive Publishing Manager: Erik Gundersen
Publisher, Adult Coursebooks: Louisa van Houten
Managing Editor: Tracey Gibbins
Senior Development Editor: Cristina Zurawski
Executive Art and Design Manager: Maj-Britt Hagsted
Content Production Manager: Julie Armstrong
Image Manager: Trisha Masterson
Production Coordinator: Brad Tucker

isbn: 978 0 19 460336 2 TEACHER’S BOOK (PACK COMPONENT)

isbn: 978 0 19 460340 9 TEACHER’S BOOK (PACK)
isbn: 978 0 19 460364 5 ITOOLS ONLINE (PACK COMPONENT)

Printed in China
This book is printed on paper from certified and well-managed sources

acknowledgements
Illustrations by: Debbie Lofaso, Cover Illustration

© 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
1 Jobs
By the end of the unit, students will be able to: additionaL resources
•Listen for main ideas about jobs Workbook Unit 1 pages 2–7
•Use expressions to show interest
Online Practice www.oxfordlearn.com
•Ask and answer simple present Wh-questions
iTools Online Grammar PPT™ presentation
•Predict information about a text
Video vocabulary worksheet
•Identify main ideas
End-of-unit assessment
•Stand still when giving a presentation

1 Vocabulary and Listening C CD 1-03

• Have students read the skill box.
A CD 1-02
• Have students look at the pictures and listen Listening for main ideas (1)
and repeat the words. Play the audio and stop as
necessary. Explain to students that the main idea is the most
• Do choral and individual drilling of each word. important idea in a listening passage. The main idea
answers the question: “What is this person talking
• Check comprehension After you’ve practiced about?”
the words, check students’ comprehension of the
For more instruction on the skill, go to Online Practice.
vocabulary by asking concept questions. Ask:
Who works with numbers? (accountant, salesperson) • Elicit vocabulary Write any new vocabulary
Who works with computers? (accountant, words on the board. Give explanations, synonyms,
web designer) examples, or definitions of the words and have
Who can you see on TV? (actor, musician, chef) students try to match the words. For example:
You do this when you visit a new place. For
B example, you see museums, important buildings, etc.
• Students fill in the blanks with a job from Part A. (sightseeing)
• Have them check answers with a partner before If you have your own business, these are people you do
giving the class feedback. jobs for. (clients)
Answers This is a big group of musicians who play music
1 chef together. (orchestra)
2 tour guide This is the word for things like cameras, phones,
3 actor laptops, etc. (electronics)
4 salesperson • Tell students they are going to hear people talking
5 musician
about jobs. Students listen and check the job
each person has. Check answers in pairs, then
GAME Charades with the class.
Play Charades before you move to Part C. Write two Answers
sets of the jobs vocabulary words on separate pieces of 1a 2b 3a 4a 5b 6a
paper. Divide students into two groups. Give one student
from each group the same job word. The student with
D CD 1-03
the word mimes the job for their group. The team who
guesses first gets a point. Repeat with different members • Tip Before students listen again, ask them what
and different words until students have mimed all the people usually like and don’t like about different
words. types of jobs. This will help them focus on the
information they need to complete the activity.
• Play the audio again for students to do the activity.
When students are done, check answers.
Answers
1 Yes 2 No 3 Yes 4 Yes 5 Yes 6 No

• Refer students to the can-do statement and have

them check a box to assess how well they can listen
for main ideas about jobs.

2 Unit 1 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
2 Speaking C
• Say sentences about yourself. Elicit from students
A possible expressions that show interest.
• Tell students that the sentences make a conversation I’m a teacher. (Oh, really?)
but are in the wrong order. Students work in pairs to I work at [name of school.] (Is that right?)
put the conversation in order.
• Put students in pairs. Students practice the
Answers conversation with their own information. Encourage
2 4 them to use expressions that show interest.
6 1
3 5 D CD 1-05

Pronunciation Reduction of do you

ALTERNATIVE • Explain that most English speakers combine
Put students in groups of six. Write each line of the certain words when they speak quickly. These are
conversation on a piece of paper. Write as many sets called reductions. Explain that many reductions
as there are groups of six. Have students stand up. follow patterns; for example, do and you are often
Randomly give each student in a group one piece of combined. It’s important to recognize reductions for
paper from each set. Have students read their lines understanding, but students do not have to produce
to each other and try to line up within their groups them. If they want to try producing them, however,
according to the correct order of the conversation. point out that using reductions makes their speech
sound more natural.
• Have students practice the conversation in pairs. • Have students listen and repeat the questions with do
you.
B CD 1-04
• Before you play the audio, use the photo to elicit EXTRA ACTIVITY
ideas from students about the conversation. Ask: For further practice, write questions with do you on the
Who do you see in the photo? board. Read the questions using either the full form
or the reduction. Have students hold up one finger if
Where do you think they are?
they hear the full form and two fingers if they hear the
• Have students read the skill box. reduction.

showing interest What do you think? / What dya think?

Where do you go to school? / Where dya go to school?
Explain that it’s polite to show interest when you are
having a conversation. Showing interest tells the other
When do you leave? / When dya leave?
person that you are paying attention and that you care • Have students read in Culture Talk! the information
about what they are saying. about unusual majors. Unusual majors sometimes
For more instruction on the skill, go to Online Practice. reflect the region the college is in; for example, a
college in Liverpool, England, has a major in the
• Play the audio and have students listen to the Beatles, the hometown of the musical group.
conversation. • Have students answer the Culture Talk! question in
• pairs. Ask what unusual subjects they would like to
Focus on the expressions in red that show interest.
study.
Write on the board additional expressions of interest:
Wow!; That’s great!; Really?; Oh; Oh, yeah?; Is that • Refer students to the can-do statement and have
right? them check a box to assess how well they can use
• expressions to show interest.
Have students practice the conversation in pairs.

© 2020 Oxford University Press

Unit 1 3
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
3 Grammar C
• Direct students’ attention to the model and explain
A CD 1-06 the activity.
• Check comprehension To contextualize the • Students work together to further practice the
grammar, before you focus students’ attention on the grammar. Encourage them to ask and answer
grammar chart, use the conversation in Part B of the questions and then change roles.
Speaking section to elicit the use of Wh- questions in
Answers
the simple present. Ask: 1 Where is Mark from?
What’s Vanessa’s major? (art history) He’s from Canada.
What does Sam do? (He’s a web designer.) What does he do?
He’s a salesperson.
• Explain that we use the simple present to ask about 2 Where is Miguel from?
facts and habits. In questions with verbs other than He’s from Brazil.
be, we use the auxiliary verb do/does. We can use What does he do?
time expressions to answer questions with How often He’s a musician.
and When. 3 Where is Elena from?
• Explain that simple present Wh- questions begin She’s from Mexico.
with words such as who, what, when, where, and What does she do?
how. (Explain that how is a wh- word, even though it She’s a dentist.
doesn’t begin with “w”.) 4 Where is Su-jin from?
She’s from South Korea.
• Play the audio and have students listen to the What does she do?
questions and answers. Then play the audio again
She’s a tour guide.
and have students repeat. 5 Where is Laura from?
• Highlight the forms on the board: She’s from Guatemala.
Wh- word + be + subject? What does she do?
She’s a web designer.
Wh- word + do + subject + base form of verb?
6 Where are Owen and Ava from?
What + noun + do + subject + base form of verb? They’re from England.
• For more information on Wh- questions in the simple What do they do?
present and for more practice, refer students to the They’re musicians.
Grammar Reference section in the Student Book.
EXTRA ACTIVITY
Launch Unit 1 PowerPoint™ slide show from the Use the photos to explore the grammar more. Students
iTools Online Resources tab for additional grammar pick a photo and create a conversation about it. They can
presentation and practice. use expressions for showing interest. For example:
How old is Pedro?
B He’s 22.
• Focus on Part B and have students complete the Oh, really? What TV show is he on?
questions individually. Point out that the answers He’s on Spy Hunt.
will help them complete the questions. Have students Wow!
check answers in pairs.
• Check answers by having pairs of students read the D
questions and answers aloud.
• Direct students to the Grammar Talk pages. See
Answers instructions on page 80.
1 is she • Refer students to the can-do statement and have
2 Where are you
them check a box to assess how well they can ask
3 does he work for
and answer simple present Wh- questions.
4 are they
5 Where do they
6 Where do

• Tip Encourage students to work together when they

do activities. They can help each other out and learn
from each other, which creates a learner-centered class.

ALTERNATIVE
Type up and pass out a version of the activity with
incorrect answers in each question. Strike through the
incorrect words. Have students work in pairs to correct
the questions.

4 Unit 1 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
4 Reading and Writing ALTERNATIVE
Type up and pass out a version of the activity with True/
A CD 1-07
False statements about the text. Have students complete
• Have students read the skill box. the activity, compare their answers in pairs, and then
correct the false statements.
Predicting 1. Pete loves chocolate. (T)
2. Pete sells his chocolates in a store. (F)
Tell students that predicting is making a guess about 3. Pete works in a professional kitchen. (F)
something before you have all the information. Before 4. Pete works with his wife. (T)
you read, you can make predictions about a text by 5. Pete manages the truffle business. (F)
looking at photos and the title. If you make predictions 6. Pete’s wife is studying business. (T)
about a reading text before you read it, it helps you
to read more carefully. When you read carefully, you
EXTRA ACTIVITY
remember more.
For more instruction on the skill, go to Online Practice. Put students in small groups. In their groups, have them
write discussion questions based on the reading text.
Then have the groups ask each other the questions.
• Have students practice predicting by using the photos For example:
and title. Ask: Do you like truffles?
What do you see in the picture? Would you like to be chocolate maker? Why or why not?
What is he holding? Where can you buy good truffles in [your area]?
What is he doing?
What does sweet usually mean? C
• Elicit vocabulary Write any new vocabulary words • Prepare students for Part C by putting a chart like
on the board. Ask which students already know their the one in the Student Book on the board. Go over
meanings. Have students who know the meanings the instructions and have students read the examples
teach the new words to students who don’t know in the book. Write two examples of things you love.
them. For example: Elicit possible jobs from students. For example:
profession – a job that requires training reading (bookstore owner)
manages – is in charge of someone or something dogs (dog walker)
• Have students read the task questions. Then give • Have students complete their charts individually.
students time to read the text individually. Play the Have them compare charts with a partner. Walk
audio while they read, if desired. Have them discuss around and check spelling and ideas.
their answers to the task question in pairs. Ask them
if their predictions were right. Then call on students D
to share their answers with the class.
• Go over the instructions. Give students enough time
Answers to complete the paragraph.
Pete is a chef/chocolate maker. • Have students exchange paragraphs in pairs and
He likes his job.
ask each other questions about their paragraphs.
• Tip Note that students have the opportunity to listen Encourage them to ask Wh- questions to get further
to the text, as well. Listening while reading helps information about what their partner loves and what
students learn new words and phrases. It helps them his/her perfect job is.
connect the symbols on the page with how the words • Tip Encourage students to give positive feedback
sound. In addition, listening to the way a native when they read each other’s writing. Suggest that they
speaker phrases collocations in a text helps students find at least one interesting idea to comment on.
learn and remember them as chunks.
EXTRA ACTIVITY
B Make copies of students’ paragraphs and pin them on a
• Have students read the text again and answer the board. Leave off students’ names. Have the class try to
questions. match their classmates with the jobs in the paragraphs.
• Tip Encourage students to read the questions before
they re-read the text. This way, they can focus on the • Refer students to the can-do statement and have
specific information that they need to find. them check a box to assess how well they can predict
• Have them check answers in pairs. information about a text.
Possible Answers
1 Pete loves chocolate, his wife, and cooking/to cook.
2 He sells them online.
3 Pete works at home/in his kitchen at home.
4 He works with his wife, Mia.
5 Mia is a part-time student. She also manages the
business.
6 She studies business.

© 2020 Oxford University Press

Unit 1 5
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
5 Viewing • Students watch and check the topics that are
mentioned.
A • Have students check answers in pairs.
• Focus students’ attention on the pictures and the title. Answers
• Put students in small groups and ask: Jeff’s home Jeff’s family Jeff’s job
Do you (or anyone you know) play in a band?
What are some famous bands? Musicians?
Print Unit 1 video vocabulary worksheet from the iTools
• Have students read the task questions and answer Online Resources tab for additional vocabulary practice.
them in their groups. Go over answers with the class.
Answers will vary. C
• Go over the instructions and have students read the
EXTRA ACTIVITY questions.
Before class, find photos of musicians and bands that are • Play the video again. Tell students to circle the
popular with your students. In class, have students name answers as they watch.
the musicians/groups, and share any facts they know
Answers
about them.
1c 2b 3a 4b

B ALTERNATIVE
• Have students read the skill box.
Give students the Part C questions without the multiple
identifying main ideas choice answers, and elicit short answers for each item.

Remind students that main ideas are the most

important ideas. Because main ideas are often repeated,
D
students should listen for not only repeated words and • Go over the instructions. This is an opportunity for
phrases, but also for related words and phrases; for students to express their own opinions. Give them
example, if you hear the word family, listen for other enough time to complete the chart individually.
family words such as married, sons, children, and so on. • Have students get into pairs and discuss their ideas.
For more instruction on the skill, go to Online Practice. Encourage students to ask and answer questions
about each other’s ideas.
• Tip Encourage students to read the task first before Possible Answers
they watch the video. This can help them prepare for Good things
viewing and they will know what to pay attention to He can be with his family.
while they watch. He’s doing something he loves.
• Elicit vocabulary Write any new vocabulary Bad things
words on the board. Give explanations, synonyms, He has to travel a lot.
examples, or definitions of the words and have His children might miss school.
students try to match the words. For example: • Have students read in Culture Talk! the information
This person sings the most in a band. (lead singer) about music festivals. The world’s largest music
This person writes words and music for songs. festival is the Donauinselfest, in Vienna, Austria. It
(songwriter) lasts for 3 days and up to 3 million spectators attend
This is another way to say, “traveling”. (being on the it every year.
road) • Have students answer the Culture Talk! question in
This is where musicians wait before the show starts. pairs. Ask if they have ever attended a music festival.
(backstage) • Refer students to the can-do statement and have
• Introduce the video. Tell students not to worry if they them check a box to assess how well they can identify
don’t understand everything. The scenes will help main ideas.
them understand unknown words.

6 Unit 1 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
6 Presenting D
• Have students read the Tip. If students feel that they
A must look at their notes, suggest the read-and-look-
• Focus students’ attention on the pictures. Ask: up strategy: Students read a line in their notes, then
look up and say it. That way, they can use their notes
What is each person doing?
but still make eye contact.
Which person do you want to watch? Why? • Put students into groups of 5 or 6. Have them
Which person/people don’t you want to watch? Why? decide as a group the order of the presentations. Tell
• Have students answer the question in pairs. students to have a piece of paper and a pen ready
• Have students read the skill box. for each presentation. During each presentation,
each student in the group must answer the following
standing stiLL questions:
1. What did you find surprising or interesting about
Point out that standing still not only makes you look the presentation?
more confident, but it also help the audience pay 2. What are the main points of the presentation?
attention better. If a speaker moves around too much,
3. How well did the presenter stand still?
the audience becomes distracted.
For more instruction on the skill, go to Online Practice.
• After all students have given their presentations, have
the class discuss the answers to the questions.

ALTERNATIVE
B
Have students give their presentations in pairs.
• Focus students’ attention on the photo and the task
question. Ask:
Where are the people? EXTRA ACTIVITY
What do you think they’re doing? Have students record their presentations using the
• Tell students they are going to read a presentation record application on their phones. Have them listen to
about a person’s job. Ask them to predict the type of their presentations at home and do a self-evaluation. Ask
information a presentation on a person’s job might them to report on what they might do differently next
include (the name of the job, where the person time, if anything.
works, the things he/she does, etc.).
• Give students plenty of time to read the presentation
• Refer students to the can-do statement and have
them check a box to assess how well they can stand
and complete the Part B activity. Have them compare
still while giving a presentation.
their answers with a partner.
Answers
She is a computer salesperson. She walks around and Print Unit 1 Test from the iTools Online Assessment tab
tells customers about the products. She works at the cash for an end-of-unit assessment.
register. She answers questions at the tech help desk.

C
• Before students generate ideas, talk about what
people do at different jobs. To model, write your job
tasks on the board. For example:
meet with students
correct papers
write tests
• Go over the instructions. Give students time to
complete their notes. When they finish, have them
exchange their notes with a partner and ask and
answer questions about each other’s notes. Walk
around and check students’ ideas.
• Tip If students clarify their ideas with a partner
before they speak, their presentations will be better.

© 2020 Oxford University Press

Unit 1 7
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
2 Daily activities
By the end of the unit, students will be able to: additionaL resources
•Make predictions about daily activities Workbook Unit 2 pages 8–13
•Use questions to continue a conversation
Online Practice www.oxfordlearn.com
•Ask and answer simple present Yes/No questions
iTools Online Grammar PPT™ presentation
•Brainstorm to prepare for writing
Video vocabulary worksheet
•Identify formality from people’s clothes
End-of-unit assessment
•Make eye contact in a presentation

1 Vocabulary and Listening C CD 1-09

• Elicit vocabulary Write any new vocabulary
A CD 1-08 words on the board. Give explanations, synonyms,
• Have students look at the pictures and listen examples, or definitions of the words and have
and repeat the words. Play the audio and stop as students try to match the words. For example:
necessary. This means the same thing as “go to an English class”.
• Do choral and individual drilling of each word or (attend English class)
phrase. In this class, you learn about numbers. (math class)
• Check comprehension After you’ve practiced This is a sport you play with a large ball and a basket.
the words, check students’ comprehension of the (basketball)
vocabulary by asking concept questions. Ask: • Tell students they are going to hear people talking
How do you get to school/work? (drive, take the about daily activities. Students listen and number the
subway) activities from 1 to 6, in the order that they hear the
How do you exercise? (go for a walk, play sports) speakers discuss them. Check answers in pairs, then
with the class.
What do you do when you’re hungry? (have lunch,
make breakfast) Answers
What do you do when you are checking Facebook? 1 attending class
2 taking the subway
(spend time online)
3 going for a walk
4 having lunch
B 5 playing sports
• Students fill in the blanks with an activity from 6 spending time online
Part A.
• Have them check answers with a partner before D CD 1-09
giving the class feedback.
• Have students read the skill box.
Answers
1 play sports Predicting
2 make breakfast
3 have lunch
Explain to students that predicting is a useful listening
4 go for a walk
skill. It helps them to become active listeners, and active
5 drive
listeners understand more of what they hear.
For more instruction on the skill, go to Online Practice.
GAME Pictionary
Play Pictionary before you move to Part C. Write the daily • Tip Tell students to pay special attention to the last
activity words and phrases on pieces of paper. Divide line in each conversation. This will help them predict
students into two groups. A member of each group goes the next line.
up to the board. Give each student a piece of paper with • Play the audio again for students to do the activity.
a daily activity word/phrase. The students at the board When students are done, check answers.
draw a picture illustrating the term on their piece of
paper. The team who guesses the word/phrase first gets Answers
a point. Repeat until students have used all the words. 1b 2a 3b 4a 5b 6a

• Refer students to the can-do statement and have

them check a box to assess how well they can make
predictions about daily activities.

8 Unit 2 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
2 Speaking C
• Say sentences about yourself. Elicit from students
A possible follow-up questions.
• Tell students that the questions in the left column I live in [neighborhood].
are in order. Students match the questions and the (Is that far from school?)
answers to make a conversation.
No, not too far.
Answers (How do you get to school?)
1c 2b 3a
• Put students in pairs. Students practice the
conversation with their own information. Encourage
ALTERNATIVE them to ask follow-up questions.
Instead of doing the matching activity, have students
write each line of the conversation on pieces of paper.
D CD 1-11

Students work in pairs to put the conversation in order. Pronunciation Intonation in Yes/No questions
• Explain that intonation plays an important role
• Have students practice the conversation in pairs. in communication. Explain the concept of rising
intonation and falling intonation. In Yes/No questions
B CD 1-10 the intonation goes up.
• Before you play the audio, use the photo to elicit • Have students listen and repeat the questions
ideas from students about the conversation. Ask: focusing on correct rising intonation.
What is the man doing?
EXTRA ACTIVITY
Where is he?
How do you think he feels? For further practice, write additional Yes/No questions
on the board and elicit the intonation from students. For
• Have students read the skill box. example:
Do you like it?
asking foLLow-uP questions Is it far?
Do you take the subway?
Explain that asking follow-up questions is polite and Are you a teacher?
it also shows that you’re interested in what the other
person is saying. • Refer students to the can-do statement and have
For more instruction on the skill, go to Online Practice. them check a box to assess how well they can use
questions to continue a conversation.
• Play the audio and have students listen to the
conversation.
• Focus on the follow-up questions in red. Explain that
good follow-up questions focus on an interesting
or important idea that the other person has just
mentioned.
• Have students practice the conversation in pairs.

© 2020 Oxford University Press

Unit 2 9
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
3 Grammar C
• Direct students’ attention to the model and explain
A CD 1-12 the activity.
• Check comprehension To contextualize the • Students work together to further practice the
grammar, before you focus students’ attention on the grammar. Encourage them to ask and answer
grammar chart, use the conversation in Part B of the questions and then change roles.
Speaking section to elicit the use of Yes/No questions
Answers
in the simple present. Ask: 1 Is Max a student?
Is Tim late? (Yes, he is.) No, he isn’t.
Does Tim drive to work? (Yes, he does.) 2 Do you take the subway to work?
Yes, I do.
Does Tim live in the city? (No, he doesn’t.)
3 Do they attend class at night?
Does Lauren live in the city? (Yes, she does.) No, they don’t.
• Explain that Yes/No questions ask for a “yes” or a “no” 4 Are you on vacation?
answer. We form Yes/No questions with be or with do Yes, I am.
+ other verbs. 5 Is Ben from Canada?
No, he isn’t.
• Play the audio and have students listen to the 6 Does Liz have lunch at work?
questions and answers. Then play the audio again No, she doesn’t.
and have students repeat.
• Highlight the forms on the board:
EXTRA ACTIVITY
Be + subject?
Do + subject + base form of verb? Use the photos to explore the grammar more. Students
pick a photo and add lines to it. Encourage them to ask
• For more information on Yes/No questions in the follow-up questions. For example:
simple present and for more practice, refer students Is Max a teacher?
to the Grammar Reference section in the Student Yes, he is. He teaches math.
Book. Oh, does he teach at Bayview College?
No, he doesn’t. He teaches at City College.
Launch Unit 2 PowerPoint™ slide show from the
iTools Online Resources tab for additional grammar D
presentation and practice.
• Direct students to the Grammar Talk pages. See
B instructions on page 80.
• Focus on Part B and have students complete the • Refer students to the can-do statement and have
conversations individually. Have students check them check a box to assess how well they can ask and
answers in pairs. answer simple present Yes/No questions.

Answers
1 Does 2 doesn’t 3 Are 4 am 5 Do 6 don’t
7 Is 8 is 9 Is 10 isn’t 11 Do 12 do

ALTERNATIVE
Type up and pass out a multiple choice version of the
Part B activity. For the questions and the affirmative
answers, write do/does or am/is/are. For the negative
answers, write don’t/doesn’t or isn’t/aren’t. Have students
circle the correct answers. Then have them check their
answers in pairs.

10 Unit 2 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
4 Reading and Writing C
• Have students read the skill box.
A CD 1-13
• Preview the text by having students look at the Brainstorming
picture and read the title. Ask:
What are the people in the picture doing? Tell students that brainstorming is an important part of
the writing process. Brainstorming is making notes on
Is this an example of a healthy lifestyle? Why? / Why ideas to write about before you actually start writing.
not? When you brainstorm, you don’t edit your ideas; instead,
• Explain what a survey is (asking people questions you write down any ideas you think of. You can delete
about what they think or do) and tell students that unnecessary ideas later, when you start writing.
they are going to read about the results of one survey. For more instruction on the skill, go to Online Practice.
Ask:
What kinds of questions do you think the students • Model brainstorming for students. Write a chart on
answered? the board like the one in the Student Book. Choose
• Review percentages and the idea of more than and a different topic; for example, “Healthy foods” and
less than. Write on the board the percentages that “Unhealthy foods”. Write a couple of examples in
appear in the reading text. Ask students to say the each column, and then have students call out ideas as
percentages; for example, 10% = “ten percent”; your write them in the chart on the board.
80% = “eighty percent.” Ask: For example:
Is 20% more than 10%? (Yes.) Healthy foods Unhealthy foods
Is 75% less than 90%? (Yes.) apples french fries
Which percentage is more than half? Less than half? • Focus students’ attention on the chart in their books.
• Have students read the task question. Then give Have students complete their charts individually.
students time to read the text individually. Play the Have them compare charts with a partner. Walk
audio while they read, if desired. Have them discuss around and check spelling and ideas. Point out any
their answers to the task question in pairs. Then call ideas that don’t belong.
on students to share their answers with the class. • Tip Getting feedback on their ideas (from peers and/
Answer
or the teacher) in the pre-writing phases can help
No, they don’t. The class isn’t very healthy. students produce better writing.

D
B • Go over the instructions. Give students enough time
• Have students read the text again and answer the to complete the paragraph.
questions. • Have students exchange paragraphs in pairs and
• Tip Encourage students to find and underline the ask each other questions about their paragraphs.
information in the text that gives them the answers to Encourage them to ask additional follow-up
the questions. questions.
• Have them check answers in pairs. Then go over
the answers with the class. Have volunteers give the EXTRA ACTIVITY
corrected false statements. Have students interview a classmate and write a similar
paragraph about his or her lifestyle to practice third-
Answers
person subject-verb agreement forms. For example:
1 T
Marta’s lifestyle is very healthy. Every day she goes for a
2 F; Only 10% walk to work or school.
walk in the park and …
3 NI
4 NI
5 F; The students don’t have a very healthy lifestyle.
• Have students read about public transportation in
Culture Talk! Share some interesting facts about
public transportation. For example, the first subway
EXTRA ACTIVITY system was the London Underground, which opened
in 1863. The New York subway system has the
Put students in small groups. In their groups, have them
take the survey and discuss their survey results. Have
greatest number of stations in the world. The Seoul
volunteers report on their groups’ answers. Combine the subway system is the longest in the world.
class’s answers and use the scoring information at the • Have students answer the Culture Talk! question in
end of the text to decide if the class is healthy or not. pairs. Have them think about the advantages and
disadvantages of public transportation.
• Refer students to the can-do statement and have
them check a box to assess how well they can
brainstorm to prepare for writing.

© 2020 Oxford University Press

Unit 2 11
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
5 Viewing • Go over the instructions and have students read the
checklist.
A • Play the video again. Tell them not to worry if they
• Focus students’ attention on the pictures and the title. don’t understand everything. The scenes will help
• Put students in small groups and ask: them understand unknown words.
What is the woman doing? Where do you think she is?
• Students watch and check the perks that are
mentioned.
What do you know about the company in the photo?
What does the company do?
• Have them check answers in pairs.
• Make sure students understand the idea of perks. Answers
Explain that some companies provide special services bus rides to work, breakfast, lunch, places to exercise,
for their employees that make their lives easier. Perks places to wash clothes, places to sleep
often help companies keep good employees or make
employees want to stay at work longer. ALTERNATIVE
• Have students read the task question and answer it in
Have students predict the answers before they watch,
their groups. Go over answers with the class. Answers based on the first viewing without the sound. Then have
will vary. them confirm their predictions as they watch.

B
• Have students read the skill box. D
• Go over the instructions for the Part D activity. Have
using cLothes as cLues students watch the video again and complete the
sentences as they watch. When they finish, go over
Make sure students understand the difference between answers with the class.
“formal” and “informal.” Point out that in addition to
Answers
giving clues about places/situations, clothes can also
1 email 2 1,000 3 cafés 4 food 5 expensive
give clues about people: their wealth, personality, and
age.
For more instruction on the skill, go to Online Practice. E
• Go over the instructions. Give students enough time
• Have students give further examples of formal and to complete their lists individually.
informal articles of clothing. Write their ideas on the • Have students get into groups and discuss their ideas.
board. Encourage them to ask follow-up questions about
• Introduce the video. Remind students that the sound each other’s ideas.
will be off and that they should concentrate on what • Have students read about business attire in Culture
they see. Go over the task. Tell students to look for Talk! Point out that culture, weather, and situation
examples that support their answer to the question. can all influence how formally or informally people
Answer dress for work. In Hawaii, for example, where it’s
Google is an informal company. warm year-round, a lawyer can wear a short-sleeved
shirt in his or her office, but will still have to put on a
suit to appear in court.
Print Unit 2 video vocabulary worksheet from the iTools • Have students answer the Culture Talk! question in
Online Resources tab for additional vocabulary practice. pairs.
• Refer students to the can-do statement and have
C them check a box to assess how well they can identify
• Elicit vocabulary Go over new vocabulary. Write formality from people’s clothes.
contextual sentences on the board and see if students
can guess the meanings of the underlined words. For
example:
There are 8,000 workers at Google headquarters in
California, and there are also many workers at Google
offices around the world.
Jen Manson is a product manager. She thinks of new
ideas for Google, such as better ways to do searches.
Jen Manson brings her children to the Google child
care center. They don’t stay at home with a babysitter.

12 Unit 2 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
6 Presenting C
• Go over the instructions. Give students time to
A complete their notes. When they finish, have them
• Focus students’ attention on the pictures. Ask: exchange their notes with a partner and ask and
answer questions about each other’s daily activities.
Where is each person looking?
Walk around and check students’ notes.
Which person do you want to watch? Why?
Which person/people don’t you want to watch? Why? D
• Have students read the skill box. • Put students into groups of 5 or 6. Have them
decide as a group the order of the presentations. Tell
making eye contact students to have a piece of paper and a pen ready
for each presentation. During each presentation,
It can be difficult for some students to make eye each student in the group must answer the following
contact, but point out that it’s very important, especially questions:
in Western cultures. In Western cultures, people who 1. What did you find surprising or interesting about
make eye contact are considered more confident, the presentation?
friendly, and trustworthy.
2. What are the main points of the presentation?
For more instruction on the skill, go to Online Practice.
3. How well did the presenter make eye contact?
• After all students have given their presentations, have
B the class discuss the answers to the questions.
• Focus students’ attention on the photo and the task. • Have students read the Tip. Tell students that practice
Ask: is important when giving presentations. It will make
Where is this person? them appear more confident. Practicing in front of a
mirror can give them extra information about how
What kind of person do you think she is? they look and act while speaking.
What can you guess about her daily routine?
• EXTRA ACTIVITY
Tell students they are going to read a presentation
about a person’s daily activities. Ask them to predict Have students get into pairs and go over the feedback
the type of information a presentation on a person’s they’ve gotten from their peers. Have them think of
daily life might include (when she gets up, what she strategies for improving their presentation. Then have
eats, how she gets to work, etc.). them give their presentation again for their partner.
• Give students plenty of time to read the presentation
and complete the Part B activity. Have them compare
• Refer students to the can-do statement and have
their answers with a partner. them check a box to assess how well they can make
eye contact in a presentation.
Answers
get up at 6:00
go for a walk in the park Print Unit 2 Test from the iTools Online Assessment tab
take a shower for an end-of-unit assessment.
take the subway to work
eat breakfast on the subway
work from 9:00 to 6:00
have lunch at her desk
attend English class
go home, eat dinner, watch TV
go to bed at 11:00 or 11:30

ALTERNATIVE
Have students read the presentation and make a list of
comprehension questions about the daily activities to
ask each other in small groups. For example:
When does she get up?
What does she do before work?

© 2020 Oxford University Press

Unit 2 13
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
3 At the moment
By the end of the unit, students will be able to: additionaL resources
•Listen for information about things people do Workbook Unit 3 pages 14–19
•Add information in a conversation
Online Practice www.oxfordlearn.com
•Ask and answer present continuous questions
iTools Online Grammar PPT™ presentation
•Guess the meanings of words with context clues
Video vocabulary worksheet
•Use pictures to make predictions
End-of-unit assessment
•Pause when giving a presentation

1 Vocabulary and Listening C CD 1-15

• Tip Have students listen and repeat the place names.
A CD 1-14 This will help students understand the place names
• Have students look at the pictures and listen when they hear them.
and repeat the words. Play the audio and stop as • Tell students they are going to hear people talking
necessary. about where they live. Students listen and match the
• Do choral and individual drilling of each word or places with the speakers. Check answers in pairs,
phrase. then with the class.
• Check comprehension After you’ve practiced Answers
the words, check students’ comprehension of the 1b 2a 3d 4c
vocabulary by asking concept questions. Ask:
Do you go to college before or after high school? (after) D CD 1-15
Who do you live with when you live at home? • Have students read the skill box.
(parents/family)
Does a student or a teacher take a class? (a student) Listening for sPecific information

B Explain to students that specific information helps you

• Students fill in the blanks with an activity from to understand main ideas. Specific information often
Part A. includes names of people, places, and things.
• Have them check answers with a partner before For more instruction on the skill, go to Online Practice.
giving the class feedback.
• Tip Have students read the statements before they
Answers
listen, and underline key details such as names and
1 study Chinese
places. This will help them to focus on the specific
2 write a paper
information that they need.
3 work in a restaurant
4 live at home • Play the audio again for students to do the activity.
5 travel When students are done, check answers.
Answers
GAME Back to the board 1F 2T 3T 4F

Play Back to the board before you move to Part C. Divide

students into two groups. Have a member of each group EXTRA ACTIVITY
sit with their back to the board. Write a word from Part A Have students correct the false statements.
on the board. The members of the team give definitions
or mime the words for students with their back to the • Refer students to the can-do statement and have
board. The team who guesses first gets a point. Repeat
them check a box to assess how well they can listen
until students have guessed all the words.
for information about things people do.

14 Unit 3 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
2 Speaking C
• Write statements on the board and elicit from
A students possible statements that add information.
• Say the words in the box and have students listen I’m a teacher at [name of school].
and repeat them. Give them time to complete the (I teach English.)
sentences. Have them compare their answers in pairs.
I travel with my friends every summer.
Answers (We go camping in the mountains.)
1 nice, working 2 classes 3 kidding 4 days
• Put students in pairs. Students practice the
conversation with their own information. Encourage
ALTERNATIVE them to add information.
Write the conversation on the board, but with different
blanks and different missing words. Write the missing
D CD 1-17

words in a word box. With books closed, have students Pronunciation Stressed syllables
complete the conversation with the words in the word • Explain that stress plays an important role in
box. communication. If a word is not stressed correctly,
the listener may not understand it. Stress is not
• Have students practice the conversation in pairs. regular in English; students need to memorize the
stress patterns of many words.
B CD 1-16
• Have students listen and repeat the words focusing
• Before you play the audio, use the photo to elicit on correct stress.
ideas from students about the conversation. Ask:
What do you see in the photo? EXTRA ACTIVITY
Where are these people? For further practice, write additional words on the board.
Who is the man in the white hat? What is he doing? Have volunteers come up to the board. Say the words
and have students divide the words into syllables. Then
• Have students read the skill box. say the words again and have students write an accent
mark over the stressed syllable. Then have the class listen
adding information and repeat the words. For example:
li – ving
Explain that adding information helps to keep the ki – dding
conversation going because it give more ideas for pa – per
the other person to comment on. It also helps you to Chi – nese
appear more friendly. te – rri – fic
For more instruction on the skill, go to Online Practice. con – ver – sa – tion

• Play the audio and have students listen to the • Have students read in Culture Talk! the information
about jobs. In the U.S., the average person has over
conversation.
11 jobs in a lifetime. Ask students why they think
• Focus on the statements in red that add information. people in Canada and the U.S. have so many jobs in
Explain that statements that add information give a lifetime.
further details about what you just said.
• Have students answer the Culture Talk! question in
• Have students practice the conversation in pairs. pairs.
• Refer students to the can-do statement and have
them check a box to assess how well they can add
information in a conversation.

© 2020 Oxford University Press

Unit 3 15
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
3 Grammar C
• Direct students’ attention to the model and explain
A CD 1-18 the activity.
• Check comprehension To contextualize the • Students work together to further practice the
grammar, before you focus students’ attention on grammar. Encourage them to ask and answer
the grammar chart, use the conversation in Part B questions and then change roles.
of the Speaking section to elicit the use of present
Answers
continuous questions. Ask: 1 Where is Hiroki studying?
What is Dylan doing these days? (cooking) He’s studying at Webster College.
What is Clara doing these days? (studying biology) 2 Who are you texting?
I’m texting Ryan Jones.
Where is Clara living? (with her parents)
3 What are they doing?
What is Clara looking for? (an apartment in the city) They’re working in a restaurant.
• Explain that we ask questions in the present 4 Where is Megan living?
continuous to ask for information about things that She’s living at home.
are happening at the moment. Form the present 5 What are they studying?
continuous with be + -ing form of a verb. They’re studying math.
6 Where are you teaching?
• Play the audio and have students listen to the I’m teaching at Valley High School.
questions and answers. Then play the audio again
and have students repeat.
• Highlight the forms on the board: EXTRA ACTIVITY
Be + subject + verb-ing? Use the photos to explore the grammar more. Put
Wh-word + be + subject + verb-ing? students in pairs. Have one student describe what’s
happening in one of the photos. The other student gives
• Focus students’ attention in the examples in the chart the number of the photo. Then have them switch roles.
with verbs that end in silent –e in their base form For example:
(live, take). Point out that when we spell these forms, A: Two people are writing numbers on a board.
we drop the –e before adding -ing. B: Picture 5.
• Point out the note at the bottom of the grammar A: Right.
chart.
• For more information on present continuous D
questions and for more practice, refer students to the
Grammar Reference section in the Student Book.
• Direct students to the Grammar Talk pages. See
instructions on page 80.
• Refer students to the can-do statement and have
Launch Unit 3 PowerPoint™ slide show from the them check a box to assess how well they can ask
iTools Online Resources tab for additional grammar and answer present continuous questions.
presentation and practice.

B
• Focus on Part B and have students complete the
questions individually. Have students check answers
in pairs.
Answers
1 Where is he working these days?
2 Are you studying Spanish?
3 Where are they taking classes?
4 Who is she talking to?

EXTRA ACTIVITY
Haves students get into pairs and use the present
continuous to ask and answer questions about what
friends and/or family members are doing now. For
example:
What is you mother doing now?
She’s working at the bank.
What is your friend doing now?
He’s studying for a test.

16 Unit 3 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
4 Reading and Writing Answers
Nate: He’s learning Portuguese. He’s going to visit
friends in Brazil next year. He’s taking a class three
A CD 1-19
nights a week.
• Preview the text by having students look at the Angela: She’s learning English. She’s studying tourism.
pictures and read the title. Ask: She watches movies and TV shows in English, and
Who do you think these people are? she chats online with English speakers.
Hana: She’s learning Spanish. She’s crazy about
What do you think the text is about?
languages. She’s studying online and listening to
• Have students read the skill box. song lyrics.

using context cLues

ALTERNATIVE
Tell students that constantly looking words up in a Have students get into pairs and make up for their
dictionary slows down their reading speed. It also partners “who” questions about the three people in the
interrupts their focus, making comprehension actually text. For example:
more difficult. There are many types of context clues Who is learning Portuguese? (Nate)
that students can use when they are guessing the Who is using the Internet to learn? (Angela and Hana)
meanings of new words. One strategy is to look for Who is learning a language for a job? (Angela)
synonyms of the new words. Another way is to look for
examples or illustrations of the new words.
For more instruction on the skill, go to Online Practice. C
• Go over the instructions. Give students plenty of
• Elicit vocabulary Write any new vocabulary time to complete their charts individually and then
words on the board. Give explanations, synonyms, interview a partner. Have them compare charts with
examples, or definitions of the words and have their partners. Walk around and check spelling and
students try to match the words. For example: information.
This is a plan for your daily activities. (schedule)
You study this subject if you want to work with people
D
who travel to and visit a new place. (tourism) • Go over the instructions. Give students enough time
• to complete the paragraph.
Have students read the task statement. Then give
students time to read the text individually. Play the • Have students exchange paragraphs in pairs and ask
audio while they read, if desired. Have them discuss each other questions about their paragraphs.
their answers to the task question in pairs. Then call • Tip Encourage students to use in the paragraphs
on students to share their answers with the class. some of the new words they learned in Part A. This
Possible Answers
will help students to retain the new words and make
hectic – busy them part of their active vocabulary.
chat – talk
ALTERNATIVE
improve – get better
(be) crazy about – like a lot; love Have students write a paragraph about their partner’s
lyrics – words in songs information.

EXTRA ACTIVITY EXTRA ACTIVITY

Have students explain how they guessed the meanings Draw on the board a chart like the one in the Student
of new words by having them indicate the context clues Book. Complete the chart as students call out the
for the highlighted words. Point out the words that have information from their paragraphs: their languages,
synonyms or examples in the context (chat, improve, reasons, and methods. Then discuss as a class any
crazy about – synonyms; hectic – example) patterns that emerge.

• Refer students to the can-do statement and have

B them check a box to assess how well they can guess
• Have students read the text again and complete the the meanings of words with context clues.
chart.
• Have them check answers in pairs.

© 2020 Oxford University Press

Unit 3 17
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
5 Viewing • Introduce the video. Tell students not to worry if they
don’t understand everything. The scenes will help
A them understand unknown words. Tell them to focus
• Have students read the skill box. on the predictions they made in Part A. After they
have watched the video, go over their predictions.
using Pictures to Predict Answers
1F 2T 3T 4F 5T 6F
Tell students that the photos in this section are stills
(pictures taken from videos or movies), and that they
show scenes from the video. Therefore, they’re a good Print Unit 3 video vocabulary worksheet from the iTools
way to predict some of the information that the video Online Resources tab for additional vocabulary practice.
will include.
For more instruction on the skill, go to Online Practice. C
• Go over the instructions and have students read the
• Focus students’ attention on the pictures and the title. questions.
• Put students in small groups and ask: • Play the video again. Tell students to circle the
What do you think this boy is doing? answers as they watch.
Where do you think he is? • Have them check answers in pairs.
What are the children in the group doing? Answers
1c 2a 3a 4b 5a
• Have students complete the activity in their groups.
Have them compare their answers, but don’t go over
the correct answers until students have completed ALTERNATIVE
Part B.
Give students the Part C questions without the multiple
choice answers, and elicit short answers for each item.
B
• Tell students they are going to watch a video about a • Have students read in Culture Talk! the information
10-year old boy. Before students watch the video, ask about the number of years of school Koreans have
them some background activation questions about before college. Students in the U.K. usually go to
children they know. Ask: school for 13 years before college.
Do you know any 10-year olds? • Have students answer the Culture Talk! question in
What do they usually study in school? pairs. Ask if they think the number of years is too
What do they usually like to do for fun? many or too few, and why.
• Tip Encourage students to think about the topic of
D
a video before they watch it. They will focus better
and understand more if they think about what they • Go over the instructions. Give students enough time
already know about a topic before they watch. to complete the chart individually.
• Elicit vocabulary Write any new vocabulary words • Have students get into pairs and discuss their ideas.
on the board. Ask which students already know their Encourage students to ask and answer questions
meanings. Have students who know the meanings about each other’s ideas. Have them compare
teach the new words to students who don’t know themselves with their partners, as well.
them. For example:
ALTERNATIVE
tae kwon do – a Korean martial art. It’s similar to
karate. Create and make copies of a Venn diagram. Pass one
out to each student. Have them use the Venn diagram
chemistry – the science that studies gases, liquids, and to record their similarities and differences. Have them
solids to find out what they are and how they behave label one circle “Sho” and the other circle with “Me”. Have
IQ – “intelligence quotient”; a way of measuring how them list facts that are different in the outer areas of the
intelligent someone is circles (“Sho” side: He’s 10; “Me” side: I’m 22.) Have them
matters – is important write their similarities in the area where the two circles
intersect (We’re both studying English).
biology – the study of the life of animals and plants
classical music – music that is written for instruments • Refer students to the can-do statement and have
that are not electronic. It’s music that most people them check a box to assess how well they can use
think is important and serious. pictures to make predictions.
intelligent – able to think, learn, and understand
quickly and well

18 Unit 3 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
6 Presenting C
• Have students read the Tip. Suggest that a pause is
A CD 1-20 also an opportunity to take a breath.
• Focus students’ attention on the text and the photo. • Have students get into pairs and read each other’s
Ask: presentation, drawing pause symbols where they
What is she doing? think the pauses should be.
What is the name of this sport/activity? • When they finish, have them look at and discuss
their partner’s marks, especially if the marks are in
• Have students read the skill box.
unexpected places.
Pausing
D
Tell students that pausing not only helps your audience
• Put students into groups of 5 or 6. Have them
follow your presentation, but it also helps you to slow decide as a group the order of the presentations. Tell
down. If you give a presentation too quickly, you sound students to have a piece of paper and a pen ready
nervous. Pausing makes you appear more confident and for each presentation. During each presentation,
in control. each student in the group must answer the following
questions:
For more instruction on the skill, go to Online Practice.
1. What did you find surprising or interesting about
• Give students plenty of time to read the text and the presentation?
complete the Part A activity. (Note: The “pause” 2. What are the main points of the presentation?
symbol is usually referred to as a pound sign or a 3. How well did the presenter pause?
hash.) To model pausing, make some statements • After all students have given their presentations, have
about yourself with a pause in between. Possible the class discuss the answers to the questions.
sentences:
• Refer students to the can-do statement and have
I’m very busy these days. [pause] I’m working full-time them check a box to assess how well they can pause
at [name of school]. when they are speaking.
• Have them compare their answers with a partner.
Answers Print Unit 3 Test from the iTools Online Assessment tab
I’m very busy these days. # I’m studying at Central for an end-of-unit assessment.
University, and I’m taking math, biology, and history
classes. # I’m also working at a restaurant at night to
make money. # On the weekends, I’m spending a lot of
time studying. # I’m also playing on a soccer team, and
I’m learning to do karate.

B
• Go over the instructions with students. Have them
get into pairs and ask and answer the questions.
Remind them to add information in their
conversations—this may give them additional ideas
and make their presentations more interesting.
• After they work with their partners, give students
time to write their presentations individually.

© 2020 Oxford University Press

Unit 3 19
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
1–3 Self-Assessment
Introduction 3 Reading
The Self-Assessment sections provide students with
the opportunity to assess their progress as they work A CD 1-21

their way through Stretch. It also offers teachers the • Preview the text by having students look at the
opportunity to see if students need further practice with pictures and read the title. Ask:
any of the skills. Each Self-Assessment section features What are some ways to find out about colleges?
Vocabulary, Grammar, and Reading practice directly • Have students read the task question. Then
correlated to the preceding three units. Students can give students time to read and listen to the text
do Self-Assessment pages as homework or in class. individually. Have them discuss their answers to the
Additional teaching suggestions are provided if students task question in pairs. Then call on students to share
do the activities in class. their answers with the class.
Answers
1 Vocabulary It’s about using social media sites to find out about what
• Have students complete the activity individually. colleges are like / to choose a college.
Have them check answers in pairs, and then go over
the answers with the class. B
Answers • Go over the instructions. Have students read the text
1 salesperson 6 takes the subway again and complete the activity.
2 dentist 7 play sports • Have students check answers in pairs.
3 musician 8 going to college
4 a chef 9 lives at home Answers
5 have lunch 10 works in a restaurant What do students want to know when they are choosing
a college?
what majors a school offers, about the sports teams,
GAME and what life is like on campus
What can you learn about on a college’s social networking
Divide students into two groups to complete the
site?
task. Choose a time limit; for example, 30 seconds per
school activities and events, class schedules, what life is
item. The team that completes all the items within the
like at the college
time limit wins.

• Refer students who had difficulty to the appropriate C

Vocabulary and Listening sections for review. • Go over the instructions. This is an opportunity for
students to express their own opinions. Give them
enough time to discuss their answers to the question.
2 Grammar • Have volunteers share their answers with the class.
• Have students complete the activity individually.
Have them check answers in pairs, and then go over
the answers with the class. Print Unit 1–3 oral test from the iTools Online
Assessement tab for assessment of speaking and
Answers
presenting skills.
1 is 6 Do
2 are 7 Are
3 does 8 are
4 Are 9 is
5 Does 10 are

ALTERNATIVE
Type up and pass out a version of the activity with
incorrect choices in each sentence. Strike through the
incorrect words. Have students work in pairs to correct
the sentences. The pair that finishes first with the most
correct sentences wins.

• Refer students who had difficulty to the appropriate

Grammar sections for review.

20 Unit 1–3 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
4 Feelings
By the end of the unit, students will be able to: additionaL resources
•Listen for a speaker’s attitude and feelings Workbook Unit 4 pages 20–25
•Explain reasons
Online Practice www.oxfordlearn.com
•Use object pronouns
iTools Online Grammar PPT™ presentation
•Freewrite to get ideas before writing
Video vocabulary worksheet
•Take notes on a video
End-of-unit assessment
•Use linking words to organize ideas

1 Vocabulary and Listening C CD 1-23

• Have students read the skill box.
A CD 1-22
• Have students look at the pictures and listen Listening for a sPeaker’s attitude
and repeat the words. Play the audio and stop as
necessary. Explain to students that sometimes speakers’ words
• Do choral and individual drilling of each word or alone do not express everything that they are feeling or
thinking. Sometimes speakers’ tone (the way their voice
phrase.
sounds) along with volume, pitch (how low or high
• Check comprehension After you’ve practiced sounds are), and the speed of their speech can give you
the words, check students’ comprehension of the important information about their attitudes.
vocabulary by asking concept questions. Ask: For more instruction on the skill, go to Online Practice.
If you’re bored, are you interested or not interested?
(not interested) • Tell students they are going to hear people talking
If you’re stressed out, are you relaxed? (No.) about feelings. Students listen and check the feeling
If you’re frustrated, are you happy about things? (No.) they hear. Remind them to notice the speakers’
attitudes in the way that their voices sound. Check
B answers in pairs, then with the class.
• Students fill in the blanks with a feeling from Part A. Answers
• Have them check answers with a partner before 1 excited 2 nervous 3 happy 4 bored
giving the class feedback.
Answers D CD 1-23
1 stressed out • Tip Have students read the answer choices before
2 bored they listen. This will help them to focus on the
3 excited specific information that they need to do the activity.
4 angry
5 frustrated
• Play the audio again for students to do the activity.
When students are done, check answers.
Answers
EXTRA ACTIVITY 1b 2b 3b 4a
Have students put the feelings words in Part A into
Positive and Negative categories. If students don’t all
• Refer students to the can-do statement and have
agree, have them explain their reasons. (For example, is them check a box to assess how well they can listen
being surprised always a good thing?) for a speaker’s attitude and feelings.

GAME Bingo
Play Bingo before you move to Part C. Put the vocabulary
words in a 2 x 4 grid on a sheet of paper. Organize the
words in the grid at least four different ways. Make
enough copies of the grids for each student and pass
them out. Call out definitions or examples for each
word. For example, you might say, “This is how you feel
if you have a big test.” If students think they know the
corresponding word, they put a checkmark next to it.
The first student to check off a row of four words first is
the winner.

© 2020 Oxford University Press

Unit 4 21
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
2 Speaking C
• Write statements on the board and elicit from
A students possible explanations of reasons for
• Tell students that the sentences make a conversation turning down an invitation.
but are in the wrong order. Students work in pairs to Would you like to go to a concert this Friday night?
put the conversation in order. (Sorry, I’m having dinner with my parents.)
Answers Do you want to go hiking tomorrow?
2 6 (I’m so sorry, but I have to study for a test.)
4 1
5 3 • Put students in pairs. Students practice the
conversation with their own information. Encourage
them to explain reasons.
ALTERNATIVE
Put students in groups of six. Write each line of the D CD 1-25

conversation on a piece of paper. Write as many sets Pronunciation Want to

as there are groups of six. Have students stand up. • Want to is often reduced to wanna. It’s a common
Randomly give each student in a group one piece of reduction.
paper from each set. Have students read their lines
to each other and try to line up within their groups • Have students listen and repeat the sentences with
according to the correct order of the conversation. want to.

EXTRA ACTIVITY
EXTRA ACTIVITY For further practice, write questions and statements with
Have students close their books. Write or say the “A” part want to on the board. Read the questions and statements
of the conversation on the board. Have students supply using either the full form or the reduction. Have students
the “B” lines. Alternately, write or say the “B” lines and hold up one finger if they hear the full form and two
have students supply the “A” lines. fingers if they hear the reduction. For example:
Do you want to go out? / Do you wanna go out?
• Have students practice the conversation in pairs. Do they want to come later? / Do they wanna come later?
She doesn’t want to study. / She doesn’t wanna study.
We want to see a movie. / We wanna see a movie.
B CD 1-24
• Before you play the audio, use the photo to elicit • Have students read in Culture Talk! the information
ideas from students about the conversation. Ask: about eating lunch at work. Point out any other
Where is this person? interesting facts you may know about eating lunch
What is she doing? at work. For example, most office workers in India
eat hot lunches everyday. The lunches are made and
How do you think she feels? packed in restaurants and delivered to offices at
• Have students read the skill box. lunchtime.
exPLaining your reasons • Have students answer the Culture Talk! question in
pairs.
Explain that people expect an explanation when
• Refer students to the can-do statement and have
them check a box to assess how well they can explain
you refuse an invitation. It can hurt people’s feelings
otherwise. It isn’t necessary to give a lengthy or
reasons.
elaborate excuse—just a simple explanation is enough.
For more instruction on the skill, go to Online Practice.

• Play the audio and have students listen to the

conversation.
• Focus on the statements in red that explain a reason.
Point out that the speaker precedes the explanation
with an apology.
• Have students practice the conversation in pairs.

22 Unit 4 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
3 Grammar C
• Direct students’ attention to the model and explain
A CD 1-26 the activity.
• Check comprehension To contextualize the • Students work together to further practice the
grammar, before you focus students’ attention on the grammar. Encourage them to ask and answer
grammar chart, use the conversation in Part B of the questions and then change roles.
Speaking section to elicit the use of object pronouns.
Answers
Write parts of the conversation on the board. Leave 1 Does the boy like the girls?
blanks for the object pronouns. Underline the nouns No, he doesn’t like them.
that suggest the object pronouns and elicit them from 2 Does the woman understand Kate?
the students. Say: Yes, she understands her.
Ken and I are going to see a movie tonight. Do you 3 Does Andrea love Jack?
want to come with ...? (us) Yes, she loves him.
A: I have a new boss. 4 Does Kate know Maria?
Yes, she knows her.
B: You don’t like ..., right? (her) 5 Does your boss like you?
• Explain that we use subject pronouns as the subjects No, she doesn’t like me.
of sentences. We use object pronouns after verbs or 6 Does Jeremy see Emma?
prepositions. Yes, he sees her.
• Play the audio and have students listen to the
sentences. Then play the audio again and have EXTRA ACTIVITY
students repeat.
Use the photos to explore the grammar more. Have
• Highlight the subject and object corresponding forms students choose a photo and work in pairs to make up
on the board: a story about it. Remind them to use subject and object
I → me she → her pronouns in their stories. Have volunteers share their
you → you we → us stories with the class. For example:
Photo 4: Kate and Maria are planning a trip to Europe. They
he → him they → them are excited about planning it. Maria is going to buy tickets
• For more information on object pronouns and for them. Kate’s brother is going too. They’re going to ask
for more practice, refer students to the Grammar him to find a hotel in Paris.
Reference section in the Student Book.
D
Launch Unit 4 PowerPoint™ slide show from the • Direct students to the Grammar Talk pages. See
iTools Online Resources tab for additional grammar
instructions on page 81.
presentation and practice.
• Refer students to the can-do statement and have
B them check a box to assess how well they can use
object pronouns.
• Focus on Part B and have students complete the
sentences individually. Have students check answers
in pairs.
Answers
1 us 2 it 3 them 4 him 5 her 6 me

ALTERNATIVE
Type up and pass out a multiple choice version of the
Part B activity. For each blank, write three choices, one
correct and two incorrect. For example, for item 1, write
me / us / them. Have students circle the correct answers.
Then have them check answers in pairs.

EXTRA ACTIVITY
Bring photos to class of people interacting while doing
everyday activities. Have students describe the actions
in the photos using object pronouns. For example, for a
photo of a teacher in front of a class, students might say,
“The students are listening to her.” For a photo of a child
watching TV, students might say, “The boy is watching it.”

© 2020 Oxford University Press

Unit 4 23
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
4 Reading and Writing C
• Have students read the skill box.
A CD 1-27
• Preview the text by having students look at the freewriting
picture and read the title. Ask:
What kind of information do you usually read in Tell students that freewriting improves fluency and
thinking skills. The simple act of writing anything on
blogs?
a topic, especially in the early stages, helps students
What is the woman doing? generate ideas and builds confidence. Point out that
How do you think she feels? students don’t have to write in complete sentences
What are some examples of social networking sites? when doing freewriting.
For more instruction on the skill, go to Online Practice.
Why do most people use social networking sites?
• Elicit vocabulary Write any new vocabulary
• Go over the instructions and the questions. Time
words on the board. Give explanations, synonyms,
students as they write answers to the questions.
examples, or definitions of the words and have
students try to match the words. For example: • Tip One way to encourage freewriting is to tell
students they can’t lift their pen/pencils off their
This is another way to say “talk to or meet friends”.
papers. They have to keep moving their pen/pencils
(connect with friends)
and keep writing. If they can’t think of anything
You do this when you put photos or information on a to write, tell them it’s OK to write: “I can’t think of
website. (post) anything to write.”
You do this when you write about something on a • After students have completed their freewriting,
person’s social networking page. (comment) give them time to go over it individually. Have them
• Have students read the task question. Then give evaluate their ideas and decide what they might use
students time to read the text individually. Play the in a writing assignment and what they might not use.
audio while they read, if desired. Have them discuss • Tip During the freewriting phase, students should
their answers to the task question in pairs. Then call not edit their ideas or correct their spelling or
on students to share their answers with the class. grammar. Once students are in the planning stage,
Answer they can use their freewriting as a basis for their
She feels that they can make people feel angry and writing. At this point, it’s a good idea for students
frustrated. to review their freewriting and circle useful ideas or
cross out ideas that don’t fit.
B EXTRA ACTIVITY
• Have students read the text again and answer the Have students discuss their answers to the Part C
questions. questions in pairs.
• Have them check answers in pairs.
Answers D
1F 2T 3 NI 4T 5F
• Go over the instructions. Give students enough time
to complete the paragraph. Tell students to use their
ALTERNATIVE freewriting in Part C as the basis for their paragraphs.
Have students read again and answer comprehension EXTRA ACTIVITY
questions based on the text.
1. Why do most people probably use social networking Have students get into small groups. Have them
sites, according to the blog? exchange papers and read each other’s paragraphs.
2. How can social networking sites make people feel, After they have read them, have students discuss the
according the article that Elise read? similarities and differences in their attitudes towards
3. Does Elise agree with the article? social networking. Then have a volunteer from each
4. How does Elise feel sometimes when she looks at her group summarize for the class the attitudes of their
friends’ posts? group.
5. What makes Elise think that people don’t like her?
• Refer students to the can-do statement and have
them check a box to assess how well they can
EXTRA ACTIVITY freewrite to get ideas before writing.
Have students find and underline the information in the
text that they based their Part B answers on. Then have
students correct the false statements.

24 Unit 4 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
5 Viewing C
• Go over the instructions and have students read the
A statements.
• Focus students’ attention on the picture, the maps, • Play the video again. Tell students to write the
and the title. answers as they watch.
• Put students in small groups and ask: • Have them check answers in pairs.
How old do you think these girls are? Answers
How do you think they feel? 1T 2T 3F 4F 5F 6T
• Have students read the task questions and answer
them in their groups. Go over answers with the class. ALTERNATIVE
Answers will vary.
Have students watch again and answer questions based
B on the video. For example:
How many teenagers did the researchers talk to?
• Elicit vocabulary Write any new vocabulary words How do the teenagers in the video feel about their parents?
on the board. Ask which students already know their How many teenagers say that one of their parents is their
meanings. Have students who know the meanings hero?
teach the new words to students who don’t know
them. For example: • Have students read in Culture Talk! the information
researchers – people who study something carefully about happy countries. Share any more information
helpless – not able to do things without help you may have on happy countries; for example, in the
most recent happiness survey, Denmark came in first,
to cheer someone on – to encourage someone and the United States was 17th on the list.
talent – the ability to do something well • Have students answer the Culture Talk! question in
aspirations – goals pairs. Ask what they think the secret to happiness is.
fame – being known by many people
• Have students read the skill box. D
• Go over the instructions. Have students walk around
taking notes the room and interview three classmates. Encourage
students to think of at least three things that make
Tell students that in addition to not writing complete them happy. Give students enough time to complete
sentences, they also don’t have to write complete their charts.
words. They can use abbreviations. Go over some • Have students get into small groups and discuss their
common abbreviations, including numbers and results.
symbols. For example, 100s for “hundreds” and % for
“percent” and w/ for “with”. They can also make up EXTRA ACTIVITY
their own shortcuts for words such as v. imp. for “very
Have volunteers from each group share the survey
important”.
results. Discuss any items that seem to appear more
For more instruction on the skill, go to Online Practice. frequently than others; for example, money or family.
Compare the class’s answers with those of the teenagers
• Tell students they are going to watch a video about in the video.
teenagers and happiness. Before students watch the
video, ask some background activation questions. • Refer students to the can-do statement and have
Ask: them check a box to assess how well they can take
What things or people are important in teenagers’ lives? notes on a video.
What might some teenagers say they want to do or be
when they grow up?
• Introduce the video. Go over the Part B task. Tell
students not to worry if they don’t understand
everything. The scenes will help them understand
unknown words. Have them use abbreviations and
other shortcuts to take notes for answering the
questions. After they have watched the video, have
them compare their answers with a partner.
Possible Answers
friends, family, sports, music, money, fame, electronics

Print Unit 4 video vocabulary worksheet from the iTools

Online Resources tab for additional vocabulary practice.

© 2020 Oxford University Press

Unit 4 25
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
6 Presenting C
• Go over the instructions with students. Have them
A work independently to complete the chart. Encourage
• Focus students’ attention on the text and the photo. students to make their reasons clear (under the Why?
Ask: head in the chart) and to think of concrete examples
for each reason. Then have them compare their notes
How do you think this person feels?
with a partner or in small groups. Suggest that they
What is this comment about? evaluate each other’s reasons and examples for clarity
• Have students read the skill box. and discuss where linking words might go.

using Linking words EXTRA ACTIVITY

If you did the Extra Activity outlining, above, follow up
Tell students that linking words not only help you to by having students create an outline of their ideas using
organize your ideas, but they also help your audience this pattern:
follow your ideas when you are giving a presentation. Main Idea:
Point out that linking words that number items usually Reason 1:
only go up to “Second”. We usually use “Next” for the Example:
third item. Reason 2:
For more instruction on the skill, go to Online Practice. Example:
Reason 3:
Example:
• Go over the Part A instructions with students.
Have them locate and underline “First” in the
second sentence together, to make sure everyone D
understands the task. • Have students read the Tip. Explain that visualizing
• Give students plenty of time to read the text and yourself being successful at something often leads to
complete the Part A activity. Have them compare actual success. Point out that this is a strategy many
their answers with a partner. professional speakers employ.
Answers • Put students into groups of 5 or 6. Have them
First (2nd sentence), Second (4th sentence), Next (6th decide as a group the order of the presentations. Tell
sentence), Finally (8th sentence) students to have a piece of paper and a pen ready
for each presentation. During each presentation,
each student in the group must answer the following
B questions:
• Go over the instructions with students. Give them 1. What did you find surprising or interesting about
time to complete the task individually, and then have
the presentation?
them compare their answers in pairs.
2. What are the main points of the presentation?
Answers
1 First 2 Second 3 Next 4 Finally
3. How well did the presenter use linking words?
EXTRA ACTIVITY
EXTRA ACTIVITY Have students get into pairs and go over the feedback
Outline on the board—or elicit from students—the they’ve gotten from their peers. Have them think of
structure of one or both of the comment texts. These strategies for improving their presentation. Then have
both model effective organizational patterns for them give their presentation again for their partner.
presentations. Point out that each comment text states a
main idea, and then gives four reasons that support the • Refer students to the can-do statement and have
main idea. In turn, each of the four supporting ideas are them check a box to assess how well they can use
developed with concrete examples. linking words to organize ideas.

Print Unit 4 Test from the iTools Online Assessment tab

for an end-of-unit assessment.

26 Unit 4 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
5 On the weekend
By the end of the unit, students will be able to: additionaL resources
•Listen for main ideas about weekend activities Workbook Unit 5 pages 26–31
•Take turns in a conversation
Online Practice www.oxfordlearn.com
•Use the simple past
iTools Online Grammar PPT™ presentation
•Preview a text
Video vocabulary worksheet
•Identify facts and opinions
End-of-unit assessment
•Use pictures to tell a story

1 Vocabulary and Listening Verbs Nouns

go family
A CD 1-28 go out a movie
• Have students look at the pictures and listen meet home
and repeat the words. Play the audio and stop as play someone new
visit with friends
necessary.
watch to a karaoke club
• Do choral and individual drilling of each phrase. get together pizza
• Check comprehension After you’ve practiced stay computer games
the phrases, check students’ comprehension of the order to eat
vocabulary by asking concept questions. Ask:
Which things do you usually do at home? (play C CD 1-29
computer games, watch a movie, stay home and
order pizza)
• Have students read the skill box.
Which things do you do away from home? (visit Listening for main ideas (2)
family, meet someone new, go out to eat)
Which things can you do alone? (play computer Explain to students that sometimes speakers repeat
games, watch a movie, go out to eat, stay home and main ideas or variations of main ideas. If students know
order pizza) the topic ahead of time, suggest that they focus on
words that repeat the main idea, or that are synonyms
B of the main idea. For example, if they are going to listen
• Students fill in the blanks with a weekend activity to what people do, have them focus on forms of do and
from Part A. other action/activity verbs.
• Have them check answers with a partner before For more instruction on the skill, go to Online Practice.
giving the class feedback.
• Tell students they are going to hear people talking
Answers
about the weekend. Students listen and number the
1 go to a karaoke club
activities from 1 to 4, in the order that they hear the
2 go out to eat
speakers discuss them. Check answers in pairs, then
3 visit family
4 stay home and order pizza
with the class.
5 watch a movie Answers
4 2
3 1
GAME
Play a game before you move to Part C to help students
D CD 1-29
learn and memorize the collocations. Close books. Put
students into teams. Write two sets of charts on the • Play the audio again for students to do the activity.
board, one for each team: the verbs/verb phrases in one When students are done, check answers.
column and the noun/noun phrases in another column. Answers
Make sure items in the columns are mixed up and that 1a 2c 3b 4c
the two sets do not match. Have members from each
team come up to the board and draw lines to match the • Refer students to the can-do statement and have
items. The first team to draw all lines correctly wins. them check a box to assess how well they can listen
for main ideas about weekend activities.

© 2020 Oxford University Press

Unit 5 27
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
2 Speaking C
• Model turn-taking expressions. Describe something
A you did and direct a turn-taking question to a
• Tell students that the questions in the left column student. The student answers and then turns to a
are in order. Students match the questions and the second student and asks a turn-taking question, and
answers to make a conversation. so on. Continue until all students have a chance to
ask a turn-taking question.
Answers
1c 2b 3a
• Put students in pairs. Students practice the
conversation with their own information. Encourage
them to take turns.
ALTERNATIVE
Instead of doing the matching activity, write each line of
D CD 1-31

the conversation on a piece of paper. Students work in Pronunciation Did you

pairs to put the conversation in order. • Did you is often reduced to didja. It’s a common
reduction.
• Have students practice the conversation in pairs. • Have students listen and repeat the questions with
did you.
B CD 1-30
• Before you play the audio, use the photo to elicit EXTRA ACTIVITY
ideas from students about the conversation. Ask: For further practice, say questions with did you aloud.
Where are these people? Have students write on a piece of paper or on the board
What are they doing? the full forms that they hear. For example:
Didja see your family? (Did you see your family?)
What do you think they’re talking about?
Didja like the movie? (Did you like the movie?)
• Have students read the skill box. Didja have fun? (Did you have fun?)

taking turns in a conversation • Have students read in Culture Talk! the information
about restaurants. Point out any other interesting
Remind students that no one likes it when only one facts about restaurant hours that you may know. For
person does all the talking in a conversation. For example, in Las Vegas, many restaurants are open
some people, it’s hard to stop talking; for others, it’s 24 hours each day.
sometimes hard to start. Point out that the expressions • Have students answer the Culture Talk! question in
in the skill box can help facilitate turn-taking in a
pairs.
conversation.
• Refer students to the can-do statement and have
For more instruction on the skill, go to Online Practice.
them check a box to assess how well they can take
turns in a conversation.
• Play the audio and have students listen to the
conversation.
• Focus on the question in red that facilitates turn-
taking. Point out the slight stress in the questions on
the word you to emphasize it’s the next speaker’s turn.
• Have students practice the conversation in pairs.

28 Unit 5 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
3 Grammar C
• Direct students’ attention to the model and explain
A CD 1-32 the activity.
• Check comprehension To contextualize the • Students work together to further practice the
grammar, before you focus students’ attention on the grammar. Encourage them to ask and answer
grammar chart, use the conversation in Part B of the questions and then change roles.
Speaking section to elicit the use of the simple past.
Answers
Ask: 1 Did she meet someone new on Saturday?
Did Eric have a nice weekend? (Yes, he did.) Yes, she did.
What did he do? (He stayed home and watched a 2 Did he watch a movie on Saturday?
movie.) No, he didn’t. He played computer games.
3 Did she visit family on Saturday?
What did Jen do? (She went to a club.) Yes, she did.
• Explain that we use the auxiliary verb did before the 4 Did they stay home and order a pizza on Saturday?
subject when we ask questions with verbs other than No, they didn’t. They went out to eat.
be. Point out the irregular past forms and reminds 5 Did they go to a karaoke club on Saturday?
students that they must memorize them. Yes, they did.
• Play the audio and have students listen to the 6 Did you get together with friends on Saturday?
questions and answers. Then play the audio again Yes, I did.
and have students repeat.
• Highlight the simple past form of regular verbs on EXTRA ACTIVITY
the board:
Put students in pairs. Have them use the verbs in the
Base form of verb + -ed photos in Part C to ask and answer questions about their
• Highlight questions in the simple past form of regular weekends. For example:
verbs on the board: Did you meet someone new last weekend?
No, I didn’t.
Did + subject + base form of verb?
What did you do?
Wh- word + did + subject + base form of verb? I got together with friends.
• For more information on the simple past and for
more practice, refer students to the Grammar
Reference section in the Student Book. D
• Direct students to the Grammar Talk pages. See
instructions on page 81.
Launch Unit 5 PowerPoint™ slide show from the
iTools Online Resources tab for additional grammar
• Refer students to the can-do statement and have
presentation and practice.
them check a box to assess how well they can use the
simple past.
B
• Focus on Part B and have students complete the
conversations individually. Have students check
answers in pairs.
Answers
1 did 2 do 3 got 4 had 5 did 6 go
7 didn’t 8 go 9 ordered 10 Did 11 do
12 didn’t 13 do 14 watched

GAME Grammar Snap

Play Grammar Snap before you move to Part C. Write out
the present and past forms of the irregular verbs in the
chart in the Student Book on pieces of paper and place
them face down in the middle of the class. Students have
to find a matching pair (present and past versions of the
same verb, e.g., get – got).

© 2020 Oxford University Press

Unit 5 29
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
4 Reading and Writing Answers
Nick’s secret is to make plans. It works because that way, he
doesn’t have a boring weekend. Last weekend, he went to
A CD 1-33
a karaoke club with friends.
• Have students read the skill box. Elena’s secret is to relax. It works because she isn’t tired
when the week starts. Last weekend, she went for a walk
Previewing and watched a movie, and then had dinner with a friend.
She also read a book.
Tell students that previewing a text will help them Simon’s secret is being productive. It works because that
focus while they read and remember more after way, he’s not stressed out during the week. Last weekend,
they read. There are several ways to preview a text, he cleaned the house, washed his car, did the grocery
including reading the title. We can preview by looking shopping, and did some work.
at subheads, photos, captions, and bolded or italicized
words.
ALTERNATIVE
For more instruction on the skill, go to Online Practice.
Create short-answer questions for students to answer
based on information in the text. For example:
• Elicit vocabulary Write any new vocabulary words
Who cleaned the house last weekend?
on the board. Ask which students already know their Who doesn’t like to be tired on Monday mornings?
meanings. Have students who know the meanings Who likes to make plans?
teach the new words to students who don’t know
them. For example:
boring – not interesting C
lazy – wanting to not work • Have students complete their charts individually.
tired – needing to rest or sleep Have them compare charts with a partner. Walk
around and check spelling and ideas.
productive – doing, achieving, or producing a lot
• Have students read the task question. Then give D
students time to read the text individually. Play
the audio while they read, if desired. Tell them to
• Go over the instructions. Give students enough time
to complete the paragraph.
confirm their guesses as they read. Have them discuss
their answers to the task question in pairs. Then call • Tip Have students check their paragraphs specifically
on students to share their answers with the class. Ask for simple past forms. Tell students that looking for
them if their guesses were right. one type error at a time is an effective way to check
work.
Answer
It’s about three people’s ideas about what makes a perfect EXTRA ACTIVITY
weekend.
Have students get into pairs and interview each other
about their perfect weekends. Then have them write a
B paragraph about their partner. Have partners exchange
• Have students read the text again and complete the paragraphs. Ask them to evaluate whether their partner
chart. correctly described the information from the interview.
• Have them check answers in pairs. • Refer students to the can-do statement and have
them check a box to assess how well they can preview
a text.

30 Unit 5 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
5 Viewing C
• Have students read the skill box.
A
• Focus students’ attention on the pictures and the title. identifying facts and oPinions
• Put students in small groups and ask:
Make sure students understand the difference between
When do you think these photos were taken? facts and opinions. Facts are things that have been
How old do you think the people are? proved or can be proved; for example, what someone
What are they doing? did last weekend. Opinions are people’s own ideas; they
are not necessarily provable.
What are they wearing?
For more instruction on the skill, go to Online Practice.
Do they look different from people today? If so, in what
ways?
• Go over the instructions and have students read the
• Have students read the task question and answer it in statements.
their groups. Go over answers with the class. Answers
will vary.
• Play the video again. Tell students to write the
answers as they watch.
B • Have them check answers in pairs.
• Elicit vocabulary Write any new vocabulary words Answers
on the board. Ask which students already know their 1F 2F 3F 4O 5O
meanings. Have students who know the meanings
teach the new words to students who don’t know
them. For example: EXTRA ACTIVITY

a typical family – an average family Have students watch again and answer discussion
questions based on the video. For example:
take/have time off from work – not be at work
Do people in [country/culture] usually work on the
spend time with – be with weekends?
do household chores – do jobs at home such as Do you think the weekends are long enough? Why or why
laundry not?
paid vacation – time you have away from work, but
you still receive your salary
• Have students read in Culture Talk! the information
about free time. Share any more information you may
• Tell students they are going to watch a video about have on how much free time people have in other
what Americans do on the weekends. Before students countries; for example, Norwegians spend 27 percent
watch the video, ask a background activation of their time doing leisure activities.
question. Ask:
• Have students answer the Culture Talk! question in
What do you think a typical American family usually pairs.
does on the weekends?
• Introduce the video. Tell students not to worry if they D
don’t understand everything. The scenes will help • Go over the instructions. Put students in pairs and
them understand unknown words. have them interview their partners. Give students
• Tip When students are listening for information enough time to complete their Venn diagrams.
about past and present times, remind them to focus • Have students get into small groups and discuss their
on verbs forms. results.
Answers • Refer students to the can-do statement and have
1 Now 2 In the past 3 In the past 4 Now them check a box to assess how well they can identify
5 Now facts and opinions.

Print Unit 5 video vocabulary worksheet from the iTools

Online Resources tab for additional vocabulary practice.

© 2020 Oxford University Press

Unit 5 31
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
6 Presenting C
• Go over the instructions with students. Give them
A enough time to find photos or draw them.
• Have students read the skill box.
D
using Pictures to teLL a story • Have students read the Tip. Tell students that most
audiences expect presentations to be accompanied by
Share with students the saying “One picture is worth a images of some sort. The images help them to focus
1000 words” and ask if they know of any similar sayings. on what the speaker is saying. In addition, waiting for
Remind them that pictures also make it easier to give a few seconds gives the audience time to really look
a presentation because they act as prompts to remind at an image and think about it. That way, they don’t
you of what you are going to say. They can therefore have to process the image while you’re speaking and
help make you less dependent on notes. possibly miss what you are saying.
For more instruction on the skill, go to Online Practice. • Put students into groups of 5 or 6. Have them decide
as a group the order of the presentations. Remind
• Focus students’ attention on the photos. Go over them to elicit guesses from their group members
the instructions with students. Have them work about their pictures before they start speaking.
in pairs to generate a list of words for each photo. • Tell students to have a piece of paper and a pen ready
Walk around to make sure that students have the for each presentation. During each presentation,
vocabulary they might need for some photos; for each student in the group must answer the following
example, roller coaster and amusement park (Photo questions:
5). When they finish, go over possible answers. 1. What did you find surprising or interesting about
Possible Answers the presentation?
Photo 1: soccer, player, game, team, friends 2. What are the main points of the presentation?
Photo 2: read, book, relax, stay in bed
Photo 3: friends, go out, restaurant, talk, get together 3. How well did the presenter use pictures? How close
Photo 4: go to/watch, movie, film, theater were the audience’s guesses?
Photo 5: roller coaster, amusement park, ride, fun, exciting
EXTRA ACTIVITY
After the presentations, have students ask and answer
B CD 1-34
follow-up questions about their weekends.
• Go over the instructions with students. Give them
time to complete the task individually, and then have • Refer students to the can-do statement and have
them compare their answers in pairs. them check a box to assess how well they can use
Answers
pictures to tell a story.
Answers will vary.
Print Unit 5 Test from the iTools Online Assessment tab
for an end-of-unit assessment.
EXTRA ACTIVITY
Have students listen again and answer comprehension
questions based on the presentation. For example:
When did the speaker play soccer?
When did the speaker read a book?
What movie did the speaker see?

32 Unit 5 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
6 Downtown
By the end of the unit, students will be able to: additionaL resources
•Guess the setting or location from context Workbook Unit 6 pages 32–37
•Repeat to conrm understanding
Online Practice www.oxfordlearn.com
•Use prepositions of place
iTools Online Grammar PPT™ presentation
•Make an idea map before writing
Video vocabulary worksheet
•Understand the order of events in a video
End-of-unit assessment
•Use pictures to describe

1 Vocabulary and Listening C CD 1-36

• Have students read the skill box.
A CD 1-35
• Have students look at the pictures and listen guessing setting from context
and repeat the words. Play the audio and stop as
necessary. Tell students that background noises as clues can also
• Do choral and individual drilling of each word. include music, street noises, people’s voices/chatter, etc.
For more instruction on the skill, go to Online Practice.
• Check comprehension After you’ve practiced
the words, check students’ comprehension of the
vocabulary by asking concept questions. Ask: • Elicit vocabulary Write any new vocabulary words
on the board. Ask which students already know their
Do you buy books or borrow them at a library? (You
meanings. Have students who know the meanings
borrow them.)
teach the new words to students who don’t know
Does a person or a machine give you money at an them. For example:
ATM? (a machine)
reservation – a room (or a seat, table or other thing)
Can you get only coffee at a coffee shop? (No. You can that you have asked someone to keep for you
also get food.)
per (night) – each
B • Tell students they are going to hear people talking
in different settings. Students listen and number the
• Students fill in the blanks with a location from places where the speakers are from 1 to 4, in the
Part A.
order that they hear them. Check answers in pairs,
• Have them check answers with a partner before then with the class.
giving the class feedback.
Answers
Answers 3 4
1 ATM 2 1
2 hotel
3 park
4 drugstore D CD 1-36
5 library • Before students do the activity, write some prices
on the board. Include some prices with –ty and –
teen numbers, as it is difficult for many students to
GAME
distinguish these numbers. Read the prices at random
Play a game before you move to Part C. Have students and have students come up to the board and point to
get into two teams. In their teams, students must come the price you say.
up with the names and/or general locations of all the • Play the audio again for students to do the activity.
places in Part A in their community. For example, for
When students are done, check answers.
coffee shop: Speedy’s Café, downtown/on 4th Street; ATM:
First National Bank on Grand Street. The team that comes Answers
up with a name and location for every word in Part A first 1 $2.50 2 $129.00 3 $48 4 $15.00
wins.
• Refer students to the can-do statement and have
them check a box to assess how well they can infer
setting and location from context.

© 2020 Oxford University Press

Unit 6 33
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
2 Speaking C
• Model repeating for understanding. Review
A intonation patterns with the class, pointing out that
• Tell students that the sentences make a conversation repeating is just like a Yes/No question. (The “Did
but are in the wrong order. Students work in pairs to you say…” is understood.) Therefore, it uses rising
put the conversation in order. intonation. Make statements about locations and
elicit from students repeated key words with the
Answers correct intonation.
4 5
6 3 It’s on Green Street. (Green Street?)
2 1 It’s across from the park. (Across from the park?)
• Put students in pairs. Students practice the
conversation with their own information. Encourage
ALTERNATIVE
them to repeat for understanding.
Put students in groups of six. Write each line of the
conversation on a piece of paper. Write as many sets D CD 1-38
as there are groups of six. Have students stand up.
Randomly give each student in a group one piece of
Pronunciation Linking
paper from each set. Have students read their lines • Explain that most English speakers combine
to each other and try to line up within their groups consonants with vowels that follow immediately after.
according to the correct order of the conversation. This is called linking. If students link consonants and
vowels, it makes their speech sound more natural.
• Have students practice the conversation in pairs. • Have students listen and repeat the phrases. Point out
that “t” often sounds like “d” when it is linked. For
B CD 1-37 example, right over becomes righdover.
• Before you play the audio, use the photo to elicit
ideas from students about the conversation. Ask: EXTRA ACTIVITY
Where are these people? For further practice, write on the board some more
What are they looking at? location phrases that illustrate linking, and have students
listen and repeat. For example:
What do you think the woman is saying? is on right on
• Have students read the skill box. it’s across it’s in
right across this is
rePeating for understanding right in up on

Tell students that they should never feel embarrassed if • Refer students to the can-do statement and have
they don’t understand a native speaker. There are many them check a box to assess how well they can repeat
polite ways to ask for clarification; one is repeating what to confirm understanding.
the speaker has just said, using rising intonation.
For more instruction on the skill, go to Online Practice.

• Play the audio and have students listen to the

conversation.
• Focus on the questions in red that repeat information
for understanding. Point out that speakers usually
just repeat key words, not the entire sentence.
• Have students practice the conversation in pairs.

34 Unit 6 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
3 Grammar B
• Focus on Part B and have students complete the
A CD 1-39 sentences individually. Have students check answers
• Check comprehension To contextualize the in pairs.
grammar, before you focus students’ attention on the Answers
grammar chart, use the conversation in Part B of the 1 Center Street 2 drugstore 3 hotel
Speaking section to elicit the use of prepositions of 4 Second Avenue 5 hotel 6 coffee shop
place. Ask Where’s the Regal Movie Theater? and elicit
the three possible answers:
ALTERNATIVE
It’s on Spring Street.
It’s on the corner of Spring Street and Park Avenue. Have students use the Part B map to write complete
sentences about the locations of the following:
It’s across from the library. school, library, movie theater, coffee shop, ATM,
drugstore, park, restaurant, hotel, and parking lot.
EXTRA ACTIVITY
Use people and objects in the classroom to introduce
some of the prepositions of place. For example: C
Where’s Ana? • Direct students’ attention to the model and explain
She’s next to Rob. the activity.
• Explain that we use prepositions to show • Students work together to further practice the
grammar. Encourage them to ask and answer
relationships among things. One type of relationship
questions and then change roles.
that prepositions can show is where things are
located in relation to other things. Seeing a map or Answers
a diagram is the best way for students to learn and 1 Where‘s the drugstore?
remember the patterns that prepositions of place It’s next to the ATM.
have. Also, make sure students learn multiple-word 2 Where’s the library?
prepositions of place (across from, next to) as units. It’s on State Street.
3 Where’s the movie theater?
• Play the audio and have students listen to the It’s across from the school.
locations in the picture. Have them put their fingers 4 Where’s the coffee shop?
on the locations as they hear them. Then play the It’s on Center Street.
audio again and have students repeat. 5 Where’s the hotel?
• For more information on prepositions of place and It’s across from the restaurant.
for more practice, refer students to the Grammar 6 Where’s the library?
Reference section in the Student Book. It’s next to the movie theater.

EXTRA ACTIVITY
EXTRA ACTIVITY
Check student’s understanding of the prepositions of
place by asking questions about the location of places in Have students make maps of the neighborhood where
Part A and eliciting as many possible answers as students they live, the neighborhood of the school, or any area
can think of. For example: they are familiar with. Have them draw on the map street
Where’s the movie theater? (It’s next to the parking lot. It’s names and outlines of at least six locations in the area.
between the parking lot and the drugstore. It’s on Main Have them list the names of the places underneath the
Street.) maps. Put them in pairs and have them ask and answer
questions about the places in the list in order to locate
and label them on each other’s maps.

Launch Unit 6 PowerPoint™ slide show from the

iTools Online Resources tab for additional grammar D
presentation and practice.
• Direct students to the Grammar Talk pages. See
instructions on page 81.
• Refer students to the can-do statement and have
them check a box to assess how well they can use
prepositions of place.

© 2020 Oxford University Press

Unit 6 35
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
4 Reading and Writing C
• Have students read the skill box.
A CD 1-40
• Preview the text by having students look at the making an idea maP
pictures and read the title. Ask:
What do you see in the pictures? Explain to students that there are many different ways
to organize ideas before writing. Different types of
What kind of a website is this? graphic organizers work for different students. An idea
What do you think a “home away from home” means? map is a kind of visual outline. It’s especially useful for
• Elicit vocabulary Write any new vocabulary words students who are visual thinkers.
on the board. Ask which students already know their For more instruction on the skill, go to Online Practice.
meanings. Have students who know the meanings
teach the new words to students who don’t know • Go over the instructions. To model the use of an
them. For example: idea map, write a blank idea map on the board like
modern – new the one in the Student Book. Think of a topic that’s
downtown – the center of a city; the main business different from the assignment—such as a description
area of your classroom or campus—so you don’t give
students something to copy. For example, write
attractions – things that are interesting or enjoyable “Our School Building” in the top bubble. Then write
an adventure – something exciting you do “modern style” in the middle bubble. In the bottom
a break – a time when you stop doing something bubbles, have students supply two examples of how
• the building has modern features.
Have students read the task question. Then give
students time to read the text individually. Play the • Have students complete their idea maps individually.
audio while they read, if desired. Tell students to not Have them compare maps with a partner. Walk
only answer the question, but to think of at least one around and check spelling and ideas.
reason, as well. Have them discuss their answers to
the task question in pairs. Then call on students to D
share their answers and their reasons with the class. • Go over the instructions. Give students enough time
Answer
to complete the paragraph.
Answers will vary. • Tip Have students check their paragraphs specifically
for the use of prepositions of place. Tell students that
looking for one type error at a time is an effective
B way to check work.
• Have students read the text again and answer the • Have students exchange paragraphs in pairs and ask
questions. each other questions about their paragraphs.
• Have them check answers in pairs. Have students • Refer students to the can-do statement and have
correct the false statements. them check a box to assess how well they can make
Answers an idea map.
1F 2T 3T 4F 5T 6F

EXTRA ACTIVITY
Have students draw a map of the neighborhood that
Apartment #24 is in, based on the information in the
text. Have them exchange and check each other’s maps
against the text.

• Have students read in Culture Talk! the information

about museums in Mexico. Share any information
you may have on cities with a lot of museums. For
example, there are 140 museums in Berlin, Germany.
• Have students answer the Culture Talk! question in
pairs.

36 Unit 6 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
5 Viewing C
• Go over the instructions and have students read the
A items.
• Focus students’ attention on the picture, the maps, • Play the video again. Tell students to write the
and the title. answers as they watch.
• Put students in small groups and ask: • Have them check answers in pairs.
Where is New York City? Answers
Has anyone ever been there? 1 park 2 2011 3 tourists 4 cities 5 jobs
What are some famous places to visit in
New York City? ALTERNATIVE
• Have students read the task questions and answer
Create a blank timeline on the board with the dates from
them in their groups. Go over answers with the class. the video underneath the line and places to write the
Answers will vary. events above the line. Have students put the events in
the video in the correct places in the timeline.
B For example:
• Have students read the skill box. ______ ______ ______ ______ _______
1990s (many years) 2009 2011 Today
understanding order of events

Tell students that in addition to listening for dates and

D
years, time words such as now, then, before, and after • Go over the instructions. Have students complete
can help them understand the order of events. their charts individually. Then put them in pairs and
For more instruction on the skill, go to Online Practice. have them discuss their ideas.

GAME Twenty Questions

• Elicit vocabulary Write any new vocabulary words
on the board. Ask which students already know their Put students into small groups. Have the group ask one
member Yes/No questions about the park or public
meanings. Have students who know the meanings
place in his or her Part D chart. Tell students to use the
teach the new words to students who don’t know
questions in the chart for ideas for Yes/No questions. The
them. For example:
first student to correctly guess the name of the public
to tear down - similar to “destroy”; you do this to place wins. Continue until the group has asked questions
buildings about all the group members’ charts.
destroy – to break something up so that it is
completely gone • Refer students to the can-do statement and have
them check a box to assess how well they can
a vision – a picture in your mind
understand the order of events in a video.
clever – intelligent
• Tell students they are going to watch a video about a
park in New York City called the High Line. Before
students watch the video, ask some background
activation questions. Ask:
What’s your favorite park? Why is it your favorite?
• Introduce the video. Go over the Part B task. Tell
students not to worry if they don’t understand
everything. The scenes will help them understand
unknown words.
Answers
5, 1, 2, 4, 6, 3

Print Unit 6 video vocabulary worksheet from the iTools

Online Resources tab for additional vocabulary practice.

© 2020 Oxford University Press

Unit 6 37
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
6 Presenting C
• Go over the instructions with students. Give them
A enough time outside of class to take photos or find
• Have students read the skill box. them on the Internet. Then have students write
sentences about each photo.
using Pictures to descriBe
D
Tell students that pictures can also be maps, photos, • Have students read the Tip. Tell students that
diagrams, or other types of graphics. Remind students pausing can help you slow down and relax. Pausing
that their images should be large enough for everyone makes you seem more confident when you give a
in the audience to see. presentation.
For more instruction on the skill, go to Online Practice. • Put students into groups of 5 or 6. Have them decide
as a group the order of the presentations.
• Focus students’ attention on the photos. Give • Tell students to have a piece of paper and a pen ready
students plenty of time to complete the Part A for each presentation. During each presentation,
activity. Have them compare their answers with a each student in the group must answer the following
partner. questions:
Possible Answers 1. What did you find surprising or interesting about
There’s a lot of entertainment/things to do at night. the presentation?
There are clubs; places to listen to music. There are 2. What are the main points of the presentation?
restaurants/cafés. There’s a subway.
3. How well did the presenter use pictures?

B ALTERNATIVE
• Elicit vocabulary Write any new vocabulary Have students show their pictures before they give their
words on the board. Give explanations, synonyms, presentations. Have the rest of the group members talk
examples, or definitions of the words and have about what the pictures say about the neighborhood
students try to match the words. For example: before they hear the presentation. Afterwards, have
them discuss whether their predictions were correct.
This is nighttime entertainment such as clubs and
concerts. (nightlife)
• Refer students to the can-do statement and have
These are places to buy things outdoors; not in stores. them check a box to assess how well they can use
(outdoor markets) pictures to describe.
• Go over the instructions with students. Give them
time to complete the task individually. Then have
Print Unit 6 Test from the iTools Online Assessment tab
them discuss with a partner whether their ideas from
for an end-of-unit assessment.
Part A were correct.

EXTRA ACTIVITY
Have students read again and answer comprehension
questions based on the presentation. For example:
What and where is Hongdae?
What are some things you can do there?
Why does the presenter like the coffee shops?

• Have students read in Culture Talk! the information

about Hongdae. Share any information you may have
about other popular places for nightlife. In a travel
survey, Ibiza, Spain, was voted the top nightlife city in
the world. Other cities in the top ten were Sao Paolo,
Brazil, and Bangkok, Thailand.
• Have students answer the Culture Talk! question in
pairs.

38 Unit 6 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
4–6 Self-Assessment
1 Vocabulary 3 Reading
• Have students complete the activity individually.
Have them check answers in pairs, and then go over A CD 1-41
the answers with the class. • Preview the text by having students look at the
picture and read the title. Ask:
Answers
1 frustrated 6 go out to eat When you stay in a hotel in a new place, what kind
2 stressed out 7 visit family information do you want to know about the area?
3 nervous 8 ATM • Have students read the task question. Then
4 excited 9 coffee shop give students time to read and listen to the text
5 met someone new 10 park individually. Have them discuss their answers to the
task question in pairs. Then call on students to share
GAME their answers with the class.

Have students close their book. Divide students into two Answer
groups to complete the task. Type up each Vocabulary The information is from a hotel. It’s from the hotel’s Visitor’s
sentence on a piece of paper. Make two sets, one for Guide.
each team. Pass out the pieces of paper. Team members
take turns coming up to the board and drawing a picture B
to illustrate the correct answer. Team members guess
the correct answer. The team that gets all the sentences
• Go over the instructions. Have students read the text
correct first wins. again and write the places on the map.
• Have students check answers in pairs.
• Refer students who had difficulty to the appropriate Answers
Vocabulary and Listening sections for review. Fremont Park, Bridge Theater
Klein Drugs
Lark Theater, library
2 Grammar
• Have students complete the activity individually.
Have them check answers in pairs, and then go over C
the answers with the class. • Go over the instructions. Have students read the text
again if necessary and complete the activity.
Answers
1 her 6 went • Have them check answers in pairs, and then go over
2 them 7 eat the answers with the class.
3 us 8 next to Answers
4 have 9 on 1 the area around the Springfield Hotel
5 played 10 on the corner of 2 Fremont Park
3 on the corner of
4 next to
ALTERNATIVE
5 tennis, soccer, basketball
Write the sentences on the board in groups of three, as
in the Student Book. Leave blanks for the answers, and
put the correct answers in a box above or to the side of
D
each set of sentences. Have students come to the board • Go over the instructions. This is an opportunity for
and complete the sentences with the correct words from students to express their own opinions. Give them
the boxes. enough time to discuss their answers to the question.
• Have volunteers share their answers with the class.
• Refer students who had difficulty to the appropriate
Grammar sections for review.

Print Unit 4–6 oral test from the iTools Online

Assessment tab for assessment of speaking and
presenting skills.

© 2020 Oxford University Press

Unit 4–6 39
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
7 People we admire
By the end of the unit, students will be able to: additionaL resources
•Understand dates in history Workbook Unit 7 pages 38–43
•Use expressions to ask for examples
Online Practice www.oxfordlearn.com
•Use the simple past of be
iTools Online Grammar PPT™ presentation
•Understand pronoun references
Video vocabulary worksheet
•Use visuals to understand the message
End-of-unit assessment
•Give details in a presentation

1 Vocabulary and Listening This is a person from England. (British)

These are books about love. (romance books)
A CD 2-01 Another way to say, “They became movies.” (They
• Have students look at the pictures and listen were made into movies.)
and repeat the words. Play the audio and stop as This is what you call a thing or person that everyone
necessary. likes. (popular)
• Do choral and individual drilling of each phrase. This is a person who designs houses and buildings.
• Check comprehension After you’ve practiced (architect)
the phrases, check students’ comprehension of the This is a famous painting of a smiling woman. (the
vocabulary by asking concept questions. Ask: Mona Lisa)
What is a scientist? (Someone who studies natural • Tell students they are going to hear descriptions
things.) of famous people. Students listen and number the
What is an athlete? (Someone who is very good at people in the order that they hear them. Check
sports.) answers in pairs, then with the class.
What is an inventor? (Someone who makes or thinks Answers
of things for the first time.) a4 b3 c2 d1
• Elicit further examples for each of the professions in
Part A from students’ own countries and cultures. D CD 2-02

B • Have students read the skill box.

• Students fill in the blanks with a profession from Listening for dates
Part A.
• Have them check answers with a partner before Explain to students that understanding dates and years is
giving the class feedback. an important listening skill. Point out that when listening
Answers for years, it’s important to distinguish between numbers
1 athlete that end in –ty and –teen (1816 vs. 1860). Also, point out
2 artist that when we say years, we say the first and second two
3 inventor numbers as a units. For example, we say “eighteen sixty”,
4 writer not “one thousand eight hundred and sixty”. For decades,
5 movie director for example, “the 1990s”, we say, “the “nineteen nineties”.
For more instruction on the skill, go to Online Practice.

GAME What am I? • Tip Before students listen again, say aloud some
Play What am I? before you move to Part C. Write the years from the 1400s to the 1900s and see if students
eight profession words from Part A on individual pieces can accurately write what you say. This will help
of paper (for example “writer”). Make as many sets as them focus on the type of information they need to
necessary so that each student has one piece of paper. complete the activity.
Tape a piece of paper onto each student’s back. Students • Play the audio again for students to do the activity.
must walk around and ask classmates Yes/No questions
When students are done, check answers.
only for hints about their profession. The first student to
guess his or her profession word wins. Answers
1b 2b 3a 4b

C CD 2-02 • Refer students to the can-do statement and have

• Elicit vocabulary Write any new vocabulary them check a box to assess how well they can
words on the board. Give explanations, synonyms, understand dates in history.
examples, or definitions of the words and have
students try to match the words. For example:
40 Unit 7 © 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
2 Speaking C
• Make some general statements about a famous
A person. Elicit from students possible expressions that
• Say the words in the box and have students listen ask for examples.
and repeat them. Give them time to complete the Leonardo da Vinci invented a lot of amazing things.
sentences. Have them compare their answers in pairs. (Such as?)
Answers Jane Austen wrote some very famous books. (Can you
B: OK, story, bad give me some examples?)
A: actors • Put students in pairs. Students practice the
B: famous conversation with their own information. Encourage
them to use expressions that ask for examples.
ALTERNATIVE
D CD 2-04
Put students in pairs. Have them write the conversation
Pronunciation Was
for their partner, but with different blanks and a different
word bank than in the Student Book. With closed • Was is often pronounced as wuz. It’s a common
books, students complete each other’s version of the reduction in English.
conversation. • Have students listen and repeat the sentences with
was.
• Have students practice the conversation in pairs.
GAME Twenty Questions
B CD 2-03
Play Twenty Questions to give students further practice
• Before you play the audio, use the photo to elicit with reducing was. Write two sets of names of famous
ideas from students about the conversation. Ask: people on separate pieces of paper. Use the people
Who is this man? from Part A of the Vocabulary and Listening section or
famous people that everyone in the class is familiar with.
Where did he live? Divide students into two groups. Give one student from
What did he do? each group the same name. The student with the name
• Have students read the skill box. mimes for their group what the person was famous for;
for example, “writer”. Then the team guesses by asking
asking for examPLes Yes/No questions with was; for example, “Was she born in
England?” Remind student to reduce was. The team who
guesses first gets a point. Repeat with different members
Explain that asking for examples also shows the and different names until students have mimed all the
other person that you’re paying attention and that names.
you’re interested in what they’re saying. Point out the
difference between informal and formal ways to ask
• Refer students to the can-do statement and have
for examples, and give some situations in which you
them check a box to assess how well they can use
would use one or the other. (Informal; for example, with
friends): Such as? For example? (Formal; for example, in
expressions to ask for examples.
a classroom): What are some examples? Can you give me
some examples?
For more instruction on the skill, go to Online Practice.

• Play the audio and have students listen to the

conversation.
• Focus on the expression in red that asks for examples.
Write additional expressions that ask for examples on
the board.
• Have students practice the conversation in pairs.

© 2020 Oxford University Press

Unit 7 41
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
3 Grammar C
• Direct students’ attention to the model and explain
A CD 2-05 the activity.
• Check comprehension To contextualize the • Students work together to further practice the
grammar, before you focus students’ attention on the grammar. Encourage them to ask and answer
grammar chart, refer to the famous people in Part A questions and then change roles.
of the Vocabulary and Listening section to elicit the
Answers
use of the simple past of be. Ask: 1 Was Steve Jobs a writer?
(For example, about Octavio Paz) No, he wasn’t. He was an inventor.
Was he a writer? (Yes, he was.) 2 Was Margaret Thatcher a leader?
Yes, she was.
Was he from England? (No, he wasn’t.)
3 Was Albert Einstein intelligent?
• Explain that be is an irregular verb. The past forms Yes, he was.
are was for singular subjects and were for you and 4 Were Laurel and Hardy funny?
plural subjects. Yes, they were.
• Play the audio and have students listen to the 5 Were the Beatles Canadian?
questions and sentences. Then play the audio again No, they weren’t. They were English.
and have students repeat. 6 Was Audrey Hepburn an athlete?
No, she wasn’t. She was an actress.
• Highlight the statement and question forms on
the board:
Subject + was/were (not) EXTRA ACTIVITY
Was/were + subject? Put students in pairs and have them ask and answer
• For more information on the simple past of be and questions about additional famous people from the past.
For example:
for more practice, refer students to the Grammar
Was Winston Churchill an inventor?
Reference section in the Student Book.
No, he wasn’t. He was a leader.

Launch Unit 7 PowerPoint™ slide show from the

iTools Online Resources tab for additional grammar D
presentation and practice. • Direct students to the Grammar Talk pages. See
instructions on page 82.
B • Refer students to the can-do statement and have
• Focus on Part B and have students complete the them check a box to assess how well they can use the
conversations individually. Have students check simple past of be.
answers in pairs.
Answers
1 Was 2 wasn’t 3 was 4 Was 5 wasn’t 6 was
7 Were 8 was 9 were 10 Were 11 weren’t 12 were

ALTERNATIVE
Type up and pass out a version of the Part B activity
giving students two answer choices for each item, one
correct and one incorrect. Have students circle the
correct verbs.
1. A: Was / Were Marie Curie French?
B: No, she weren’t / wasn’t. She was / were Polish.
2. A: Was / Were the movie good?
B: No, it weren’t / wasn’t. It was / were kind of boring.
3. A: Was / Were you angry with me?
B: Yes, I was/ were. You was / were an hour late!
4. A: Was / Were they soccer players?
B: No, they wasn’t / weren’t. They was / were baseball
players.

42 Unit 7 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
4 Reading and Writing Answers
1 Kurosawa
2 Rashoman
A CD 2-06
3 Kurosawa
• Preview the text by having students look at the 4 costumes
picture and read the title. Ask: 5 Directors Francis Ford Coppola, Steven Spielberg, and
Who are the people on the right? Martin Scorsese
6 Directors Francis Ford Coppola, Steven Spielberg, and
What does a director usually do? Martin Scorsese
Who are some famous directors?
• Elicit vocabulary Write any new vocabulary words
EXTRA ACTIVITY
on the board. Ask which students already know their
meanings. Have students who know the meanings Put students in small groups. In their groups, have
teach the new words to students who don’t know them write discussion questions based on the reading
them. For example: passage. Then have the groups ask each other the
questions. For example:
assistant – a person who helps someone who has a
Do you like Japanese movies?
more important job
Have you ever seen a Kurosawa movie?
film festival – an event where people can see a lot of Do you have a favorite director?
movies at one time
an Oscar – a prize that people in the movie business
can receive C
historical movies – movies about things that • Prepare students for Part C by putting a chart like
happened in the past the one in the Student Book on the board. Elicit
examples from the class using a famous person from
costumes – special clothes that people wear to look the Vocabulary and Listening section or one you have
like someone or something else previously discussed in class. For example:
admire – to think that someone or something is very Name
good
Akira Kurosawa
• Have students read the task question. Then give
students time to read the text individually. Play the Why is he/she famous?
audio while they read, if desired. Have them discuss He was a great movie director. His films won prizes.
their answers to the task question in pairs. Then call Why do I admire him/her?
on students to share their answers with the class. I admire him because he helped other directors.
• Tip Tell students that keeping a question in mind • Have students complete their charts individually.
as you read helps you to focus on and remember Encourage them to give specific examples for the
information in a text. middle and right columns. Have them compare
Answer charts with a partner. Walk around and check
People admired Kurosawa because he made wonderful spelling and ideas.
films and he was a teacher for younger directors. • Have students read in Culture Talk! the information
about types of popular movies. Action/adventure movies
B tend to be the most popular type in the United States.
• Have students read the skill box. • Have students answer the Culture Talk! question in
pairs. Ask what their favorite type of movie is and
understanding Pronoun references why.

Tell students that understanding pronoun references is D

a crucial skill for understanding a text. The nouns they • Go over the instructions. Give students enough time
refer to can be subjects or objects in sentences, be a to complete the paragraph.
person (male or female) or a thing, and can be singular • Have students exchange paragraphs in pairs and ask
or plural. It’s important to pay attention to these factors each other questions about their paragraphs.
in order to understand what a pronoun refers to.
For more instruction on the skill, go to Online Practice. EXTRA ACTIVITY
Have students edit and revise their own paragraphs by
• Have students read the text again and answer the looking for possible errors with grammar points they’ve
questions. Point out that the pronouns are numbered reviewed recently (for example, the simple past of be and
in the text so students can easily find them. other verbs) and by checking to see if they have enough
• Have them check answers in pairs. specific details to explain their ideas. Then have them
write a second draft.

• Refer students to the can-do statement and have

them check a box to assess how well they can
understand pronoun references.

© 2020 Oxford University Press

Unit 7 43
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
5 Viewing Answers
1 F Both young and old people like Kaws’ art.
2 T
A 3 F Kaws meets his fans at shows and always makes
• Focus students’ attention on the pictures and the title. them happy.
• Put students in small groups and ask: 4 T
5 T
What kind of art do you like?
How often to you go to museums?
Where else do you sometimes see art? Print Unit 7 video vocabulary worksheet from the iTools
• Have students read the task questions and answer Online Resources tab for additional vocabulary practice.
them in their groups. Go over answers with the class.
Answers will vary. C
• Go over the instructions. Play the video again.
EXTRA ACTIVITY Tell students not to worry if they don’t understand
Before class, find photos of contemporary art and street everything. The scenes will help them understand
art. In class, have students express their opinions about unknown words.
the works of art. • Have students discuss in pairs whether their
answers were correct. Then have them discuss these
B questions: How did the visuals help you understand
the message of the video? How did they help you
• Have students read the skill box. clarify the meanings of words you didn’t know?
focusing on visuaLs D
• Go over the instructions. This is an opportunity
Explain that in a presentation about art, in particular,
for students to express their own opinions. Give
the visuals are extremely important. In an art
them enough time to discuss their answers to the
presentation, viewers usually must think about the
questions.
visuals and listen to information about them at the
same time, making sure that they are connecting what • Have volunteers share their answers with the class.
they hear with what they see. • Have students read in Culture Talk! the information
For more instruction on the skill, go to Online Practice. about street art. Banksy is a famous street artist in
England. He started working in 1990. Today, people
• Tip Encourage students to read the items in a pay hundreds of thousands of dollars for his work.
listening or viewing comprehension activity first, • Have students answer the Culture Talk! question in
and underline key words; for example, in item 1, pairs.
“teenagers”. This can help them prepare for viewing. • Refer students to the can-do statement and have
• Elicit vocabulary Write any new vocabulary them check a box to assess how well they can use
words on the board. Give explanations, synonyms, visuals to understand the message.
examples, or definitions of the words and have
students try to match the words. For example:
This is a place to see and buy art. (art gallery)
This is a person who makes art in public places, such
as on the sides of buildings. (street artist)
Mickey Mouse is one of these. (cartoon character)
Jay-Z [or any hip-hop musician students know] is
famous for this type of music. (hip-hop)
This is a very large, outdoor advertising sign. (billboard)
This is a place where an artist works. (studio)
• Introduce the video. Remind students that the sound
will be off and that they should concentrate on what
they see.
• Students watch and complete the activity.
• Have students check answers in pairs.

44 Unit 7 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
6 Presenting • Go over the instructions. Give students plenty of
time to re-read the presentation and complete the
A diagram individually. Then have students compare
• Focus students’ attention on the picture. Ask: their diagrams in pairs. Have volunteers draw their
answers on the board.
What is the woman doing?
Answers
How old do you think she is? Mimi
• Have students read the skill box. energetic → gym teacher, athlete, runs races and wins medals
kind → drives people to the doctor, makes cookies for
giving detaiLs neighborhood children, helps at the local library
loves to have fun → travels, gets together with friends,
Explain that details answer questions such as when, play games
why, and where about a topic. When preparing a
presentation, make sure that you have enough details C
to make it interesting and answer audiences’ possible
questions about your topic. • Before students generate ideas, brainstorm a list of
adjectives that we usually use to describe the qualities
For more instruction on the skill, go to Online Practice.
of people we admire. Then have students give
examples for each of the adjectives. For example:
• Elicit vocabulary Write any new vocabulary words
on the board. Ask which students already know their intelligent – gets good grades
meanings. Have students who know the meanings creative – makes jewelry
teach the new words to students who don’t know generous – give money to charities
them. For example: • Go over the instructions. Give students time to
energetic – full of energy so you can do a lot of things complete their diagrams. When they finish, have
gym teacher – a person who teaches physical them exchange their diagrams with a partner and ask
education classes and answer questions about each other’s ideas. Walk
gold medals – awards made from gold; they go to the around and check students’ ideas.
best person in a competition
D
• Point out the first circled main idea: I admire my
• Put students into groups of five or six. Have them
70-year-old grandmother, Mimi. Explain that this is
the main idea of the entire presentation. Ask: decide as a group the order of the presentations. Tell
students to have a piece of paper and a pen ready
What questions does the presenter need to answer for each presentation. During each presentation,
in his or her presentation to provide details about each student in the group must answer the following
this main idea? (Why does he/she admire his/her questions:
grandmother?)
1. What did you find surprising or interesting about
• Point out the second circled main idea: She’s a very the presentation?
energetic woman. Ask:
2. What are the main points of the presentation?
What questions does the presenter need to answer
to provide details about this main idea? (How is she 3. How well did the presenter use details?
energetic? What are some examples?) • Have students read the Tip. Explain that this is a very
• Give students plenty of time to read the text and useful strategy for people who are nervous about public
complete the Part A activity. Have them compare speaking. Encourage students to take a breath and look
their answers with a partner. a around the room for a few seconds when they pause.
This will help them to seem relaxed and confident.
Answers • After all students have given their presentations, have
Main idea of presentation: I admire my 70-year-old
the class discuss the answers to the questions.
grandmother, Mimi.
First main idea: She’s a very energetic woman.
Details: gym teacher, great athlete, runs in a lot of races, EXTRA ACTIVITY
wins gold medals
Second main idea: I also admire Mimi because she’s kind to Have students listen again to the presentations in their
everyone. groups. Have them take notes on their classmates’
Details: drives her older friends to the doctor, makes presentations using diagrams like the one in Part B. Have
cookies for the children in her neighborhood, helps at the presenters check audiences’ diagrams to see how well
local library they presented main ideas and details.
Third main idea: Mimi loves to have fun.
Details: likes to travel, get together with her friends, play • Refer students to the can-do statement and have
games them check a box to assess how well they can give
details in a presentation.
B
• Focus students’ attention on the diagram. Draw Print Unit 7 Test from the iTools Online Assessment tab
a similar diagram on the board. Think of three for an end-of-unit assessment.
qualities about a person you know or a student in the
class and complete the diagram. to model the activity.

© 2020 Oxford University Press

Unit 7 45
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
8 At a supermarket
By the end of the unit, students will be able to: additionaL resources
•Listen for key words about food Workbook Unit 8 pages 44–49
•Use expressions to show they are thinking
Online Practice www.oxfordlearn.com
•Use count and noncount nouns
iTools Online Grammar PPT™ presentation
•Begin a paragraph with a topic sentence
Video vocabulary worksheet
•Interpret facial expressions
End-of-unit assessment
•Involve the audience in a presentation

1 Vocabulary and Listening • Elicit vocabulary Write any new vocabulary words
on the board. Ask which students already know their
A CD 2-07 meanings. Have students who know the meanings
• Have students look at the picture and listen and repeat teach the new words to students who don’t know
them. For example:
the words. Play the audio and stop as necessary.
be sick of something – have had too much of it
ALTERNATIVE That sounds good. – that seems good
Bring sets of photos of the food words in Part A • Tell students they are going to hear people talking
into class; for example, from online supermarket about what they are going to eat. Point out that there
advertisements. Put students into groups and have them may be more than one answer for each item. Students
match the photos with the words in Part A. listen and check the foods that they hear. Check
answers in pairs, then with the class.
• Do choral and individual drilling of each word.
Answers
B 1 chicken, fish, green beans, potatoes
2 beef, fish, corn
• Students fill in the blanks with a food from Part A. 3 yogurt, strawberries
• Have them check answers with a partner before 4 tofu, tomatoes
giving the class feedback.
Answers D CD 2-08
1 beef
2 eggs
• Play the audio again for students to do the activity.
When students are done, check answers.
3 corn
4 juice • Tip Remind students to listen for Yes and No answers
5 strawberry in order to focus on what the speakers actually decide
to eat.
GAME Categories Answers
1 fish, green beans, potatoes
Play Categories before you move to Part C. Have students 2 fish, corn
get into two teams. Have each team draw on a piece of 3 yogurt
paper a chart with the following column heads: Fruit, 4 tofu, tomatoes
Vegetables, Meat, Dairy. Make sure students understand
their meanings. Have team members call out the food
words from Part A—along with any other food words EXTRA ACTIVITY
they can think of—that fit into each category. The team
Have students get into groups and design a day’s worth
with the most items in each category wins.
of meals using the food words from Part A. Have them
make sure that all members of the group are able to eat
C CD 2-08 and/or would enjoy all the items in the meals.
• Have students read the skill box. • Refer students to the can-do statement and have
Listening for key words (1) them check a box to assess how well they can listen
for key words about food.
Explain that listening for the context of key words can
help students identify them. For example, if students
are listening for food words, it helps to listen for related
nouns and verbs around them; for example, have, eat,
dinner, and so on.
For more instruction on the skill, go to Online Practice.

46 Unit 8 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
2 Speaking C
• Have students read in Culture Talk! the information
A about popular food. Pizza was invented in Naples,
• Tell students that the questions in the left column Italy, and is one of the most popular foods in the
have matching answers on the right. Students match world.
the questions and the answers. • Have students answer the Culture Talk! question in
pairs. Ask if there are any good Mexican restaurants
Answers
1d 2c 3b 4a
in their area.
• Put students in pairs. Students practice the
conversation with their own information. Encourage
ALTERNATIVE them to use expressions that show they’re thinking.
Write sets of each of the questions and answers in Part
A on separate pieces of paper. Put students into groups D CD 2-10
of eight. Give each student one piece of paper in a set. Pronunciation Stressed syllables
In their groups, have them try to find the person who
has the question for their answer or the answer for
• Remind students that word stress is not regular
in English. Students need to memorize the stress
their question. Then have them say their questions and
answers.
patterns of many words.
• Have students listen and repeat the words.
• Have students practice the questions and answers in
pairs. EXTRA ACTIVITY
For further practice, have volunteers write additional
B CD 2-09 food words on the board and write an accent mark over
• Before you play the audio, use the photo to elicit what they think are the stressed syllables. Say the words
ideas from students about the conversation. Ask: and have the class decide if the accent marks are correct.
Make any corrections necessary and have the class
Who are the people in the picture? repeat all the food words.
What are they doing?
• Have students read the skill box. • Refer students to the can-do statement and have
them check a box to assess how well they can use
showing you are thinking expressions to show they are thinking.

Explain to students that you often need to stop and

consider an answer to a question. However, if you say
nothing while you’re thinking, it can be confusing to
the other person. The other person might think you
didn’t understand or aren’t paying attention. Therefore,
it’s a good idea to indicate to the other person that
you’re paying attention, and that you’re in the process
of thinking of an answer. Point out that sometimes
people do not use words when they are thinking, but
they make a noise to indicate what they’re doing; for
example, many people just say: “Hmm…”
For more instruction on the skill, go to Online Practice.

• Play the audio and have students listen to the

conversation.
• Focus on the expressions in red that show the person
is thinking. Give students the opportunity to practice
the other thinking expressions.
• Have students practice the conversation in pairs.

© 2020 Oxford University Press

Unit 8 47
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
3 Grammar ALTERNATIVE
Type up and pass out an alternative version of the Part B
A CD 2-11
activity. Write the conversation with the blanks indicated
• Check comprehension To contextualize the for the quantity words. Have students complete the
grammar, before you focus students’ attention on sentences with the correct quantity words. Check
the grammar chart, bring pictures of countable and answers by having pairs of students read the questions
noncountable food items from magazines or the and answers aloud.
Internet to class. Find pictures of groups of items 1. A: How … eggs do we need? (many)
with varying amounts. Hold each picture up and B: Oh, I think we need a … (few)
describe it as students repeat. For example: 2. A: How … juice do we need? (much)
B: Please get a … (lot)
some / a lot of / a few peaches 3. A: How … milk is there in the refrigerator? (much)
some / a lot of / a little milk B: There isn’t … (much)
• Explain that count nouns can be plural and that 4. A: How … yogurt do we have? (much)
noncount nouns cannot be plural. We use How many B: We don’t have … (much, any)
and a few with count nouns, and how much and a
little with noncount nouns. You can use a lot for both C
count and noncount nouns.
• Direct students’ attention to the model and explain
• Play the audio and have students listen to the the activity.
questions and answers. Then play the audio again
and have students repeat. • Students work together to further practice the
grammar. Encourage them to ask and answer
• Direct students’ attention to the lists of count and questions and then change roles.
noncount food words. Ask if students can add a few
additional food items to each category. For example: Answers
1 How much juice is there?
Count
There is a lot.
apples 2 How many eggs are there?
bananas There are a few.
3 How much tofu is there?
peppers
There is a lot.
Noncount 4 How much milk is there?
tofu There is a little.
rice 5 How many peaches are there?
There are a few.
water 6 How many potatoes are there?
• For more information on count and noncount nouns There are a lot.
and for more practice, refer students to the Grammar
Reference section in the Student Book.
EXTRA ACTIVITY
Put students in pairs and have them ask and answer
Launch Unit 8 PowerPoint™ slide show from the
more questions about the food items in the picture in
iTools Online Resources tab for additional grammar
Part A, Vocabulary and Listening section. For example:
presentation and practice.
How much cheese is in the refrigerator?
There is a lot.
B
• Focus on Part B and have students complete the
conversations individually. Have students check D
answers in pairs. • Direct students to the Grammar Talk pages. See
Answers instructions on page 82.
1 How many, a few 3 How much, is, isn’t much • Refer students to the can-do statement and have
2 How much, a lot 4 How much, much them check a box to assess how well they can use
count and noncount nouns.

48 Unit 8 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
4 Reading and Writing • Then have students complete the activity individually.
Have them check answers in pairs, and then go over
A CD 2-12 the answers with the class.
• Preview the text by having students look at the Answers
pictures and read the title. Ask: The fast shopper: “Fast shoppers” hate grocery shopping,
What are the people in the photos doing? so they shop very quickly.
The careful shopper: “Careful shoppers” love grocery
What do you think the text is about? shopping.
• Elicit vocabulary Write any new vocabulary The daily shopper: “Daily shoppers” shop almost every day.
words on the board. Give explanations, synonyms,
examples, or definitions of the words and have
students try to match the words. For example: ALTERNATIVE

This describes something that is normal; not different. Create a matching task. Write on the board the three
(typical) topic sentences in random order. Have students come to
the board and write “1”, “2”, or “3” next to each to indicate
These are words on food packages. They tell you about the correct paragraph number.
the food. (labels) (3) “Daily shoppers” shop almost every day.
This is an electronic instrument that helps you (1) “Fast shoppers” hate grocery shopping, so they shop
do math. You probably have one on your phone. very quickly.
(calculator) (2) “Careful shoppers” love grocery shopping.
• Have students read the task question. Then give
students time to read the text individually. Play the D
audio while they read, if desired. Have them discuss
their answers to the task question in pairs. Then call EXTRA ACTIVITY
on students to share their answers with the class.
Before students do Part D, put them in small groups and
• Tip Tell students that personalizing a task while have them discuss grocery shopping with questions that
reading helps them to focus better and remember you’ve prepared in advance. For example:
more. For example, have students think about what Do you enjoy grocery shopping? Why or why not?
kind of shopper they are as they read the text. How often do you go to the grocery store?
Answers Do you read labels? Why or why not?
the fast shopper, the careful shopper, and the daily
shopper • Tip Tell students that discussing a topic before they
write helps them to generate ideas. Suggest that they
take notes during the discussions.
B • Go over the instructions. Give students enough time
• Have students read—or read with them—the quotes to complete the paragraph.
in Part B. Then have students read the text again and
match the quotes to the shoppers.
• Have students exchange paragraphs in pairs and ask
each other questions about their paragraphs.
• Have them check answers in pairs.
EXTRA ACTIVITY
Answers
1F 2D 3C 4C 5D Have students exchange paragraphs and find and
underline each other’s topic sentences. Have them
discuss how well the topic sentence presents the main
C idea of their partner’s paragraph. Have students discuss
• Have students read the skill box. how they might improve their topic sentences, if
necessary. Then have them write a second draft.
writing a toPic sentence
• Refer students to the can-do statement and have
Tell students that a topic sentence is a sentence that
them check a box to assess how well they can begin a
expresses the main idea of a paragraph, and that a paragraph with a topic sentence.
paragraph should have only one main idea. The rest
of the sentences in the paragraph explain and give
examples of the main idea. Students should be aware
that the topic sentence is often the first sentence in a
paragraph, but not always.
For more instruction on the skill, go to Online Practice.

• Prepare students for Part C by finding the topic

sentence of the first paragraph together. Have
students re-read “The fast shopper” and tell you
what the topic sentence is. (It’s the first sentence.)
Underline it together. Point out that this tells you the
main idea of the paragraph.

© 2020 Oxford University Press

Unit 8 49
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
5 Viewing C
• Go over the instructions. Play the video again. Have
A students complete the activity. Go over answers with
• Focus students’ attention on the picture, the maps, the class.
and the title. Answers
• Put students in small groups and ask: 1T 2F 3T 4F 5T
At a store, do you sometimes buy things you didn’t
plan on buying? Why? ALTERNATIVE
• Have students read the task questions and answer
Type up and pass out an alternative version of the Part C
them in their groups. Go over answers with the class. activity.
Answers will vary. 1. How do the machines make the customers feel?
(happy)
B 2. What does the produce section smell like? (grapefruit)
• Have students read the skill box. 3. What does the bakery section smell like? (bread)
4. How much does the store pay to use the machines?
interPreting faciaL exPressions ($99 a month)
5. Why are the machines a good investment? (Sales in
Tell students that most of the information that we the produce department have gone up.)
communicate (up to 80 percent, according to some
experts) is nonverbal. The face, in particular, conveys • Have students read in Culture Talk! the information
a great deal of information, so paying attention to about supermarkets in Italy. Bread is the most
facial expressions helps you to better understand popular item at U.S. supermarkets.
other people. A smile, for example, indicates happiness • Have students answer the Culture Talk! question in
around the world, although there are some cultural pairs. Ask what the best supermarket in the area is, in
variations in when and where a person smiles.
their opinion.
For more instruction on the skill, go to Online Practice.
D
• Elicit vocabulary Go over new vocabulary. Write • Go over the instructions. This is an opportunity
contextual sentences on the board and see if students for students to express their own opinions. Give
can guess the meanings of the underlined words. For them enough time to discuss their answers to the
example: questions.
Supermarkets use modern technology to make you • Have volunteers share the group’s answers with the
want to buy things. For example, there are small video class.
machines that play ads when you walk by certain
products.
• Refer students to the can-do statement and have
them check a box to assess how well they can
I walked past some fruit and I smelled grapefruits. The interpret facial expressions.
scent was very strong.
Sending smells out into a grocery store is a good
marketing strategy. It helps the store to sell more
products.
The new machines are a good investment. They only
cost $99 dollars each, and sales of produce have gone
up a lot.
• Introduce the video. Tell students not to worry if they
don’t understand everything. The scenes will help
them understand unknown words.
• Students watch and complete the activity.
• Have students check answers in pairs.
Answers
1a 2b

Print Unit 8 video vocabulary worksheet from the iTools

Online Resources tab for additional vocabulary practice.

50 Unit 8 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
6 Presenting D
• Have students read the Tip. Point out that smiling
A while speaking makes you look confident.
• Focus students’ attention on the picture. Ask: • Put students into groups of five or six. Have them
Where is the man in the photo? decide as a group the order of the presentations. Tell
students to have a piece of paper and a pen ready for
What is he doing?
each presentation. Remind them that they must try
Do you have a favorite dish or recipe? What are some to guess the dish each presentation describes. During
ingredients in the dish or recipe? each presentation, each student in the group must
• Have students read the skill box. answer the following questions:
1. What did you find surprising or interesting about
invoLving your audience the presentation?
2. What are the main points of the presentation?
Explain that when giving a presentation, you need
to engage your audience right from the start so you 3. How well did the speaker involve the audience? How
don’t lose their attention. Besides giving them a task, easy or difficult was it to guess the dish?
other ways to engage the audience include asking a • After all students have given their presentations,
challenging question, giving surprising facts or statistics, have the class discuss how well their group members
or telling a very short story related to your topic. guessed their dishes.
For more instruction on the skill, go to Online Practice.
EXTRA ACTIVITY
• Give students plenty of time to read the text and Have students extend their presentations by adding
complete the Part A activity. Have them compare preparation instructions. Frist, pre-teach some basic
their answers with a partner. cooking word such as chop, beat, mix, fry, and so
on. Bring in examples of simple step-by-step recipe
Answer instructions; for example, for making an omelet. Have
four eggs, a little milk, some cheese, two tomatoes, a green students follow the examples to write instructions on
pepper, a small onion how to make the recipes they presented. Have them
give their presentations again, this time with preparation
B instructions. Audience members can take notes, if they
wish, try the recipes at home, and report back on their
• Go over the instructions. Give students plenty of time experiences.
to re-read the presentation again and find the tasks.
Have volunteers share their answers with the class. • Refer students to the can-do statement and have
Answer them check a box to assess how well they can involve
take notes and guess what the speaker is going to make the audience in a presentation.

C Print Unit 8 Test from the iTools Online Assessment tab

• Give students adequate time to find a recipe and list for an end-of-unit assessment.
the ingredients. Once they have completed the task,
check their ingredient lists for clarity.

© 2020 Oxford University Press

Unit 8 51
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
9 Health problems
By the end of the unit, students will be able to: additionaL resources
•Listen for key words about health problems Workbook Unit 9 pages 50–55
•Show sympathy when giving advice
Online Practice www.oxfordlearn.com
•Use should to give advice
iTools Online Grammar PPT™ presentation
•Make guesses in a text
Video vocabulary worksheet
•Pay attention to numbers
End-of-unit assessment
•Use a diagram to explain how to do something

1 Vocabulary and Listening C CD 2-14

• Have students read the skill box.
A CD 2-13
• Have students look at the pictures and listen Listening for key words (2)
and repeat the words. Play the audio and stop as
necessary. Tell students that another way to determine key words
• Do choral and individual drilling of each phrase. and listen for them is to preview an activity. For example,
if they read the Part C task question and item choices,
Point out that we say “the” flu, but “a” cold/sore
they can see the key words “health problems” and focus
throat/backache, etc.
on words related to health problems as they listen.
• Check comprehension After you’ve practiced For more instruction on the skill, go to Online Practice.
the phrases, check students’ comprehension of the
vocabulary by having students complete sentences
using the words. Say: • Elicit vocabulary Go over new vocabulary. Write
contextual sentences on the board and see if students
If your head hurts, you have a … (headache) can guess the meanings of the underlined words. For
If your stomach hurts, you have a … (stomachache) example:
If your back hurts, you have a … (backache) The doctor said, “Take aspirin if you feel pain. Two
If your throat hurts, you have a … (sore throat) aspirin tablets usually make pain go away.”
Sam wanted to make his tea taste sweet, so he put
B some honey in it.
• Students fill in the blanks with a health problem My back hurts. It feels really achy.
from Part A. • Tell students they are going to hear people talking
• Have them check answers with a partner before about health problems. Students listen and circle the
giving the class feedback. health problem they hear. Check answers in pairs,
Answers then with the class.
1 a sore throat Answers
2 the flu 1b 2a 3a 4b 5b 6a
3 a backache
4 a cold
5 a stomachache D CD 2-14
• Play the audio again for students to do the activity.
When students are done, check answers.
GAME Hangman
Answers
Play Hangman before you move to Part C. Divide a3 b1 c5 d6 e2 f4
students into two groups. Have a volunteer from each
group come to the board, choose a word from Part A,
and draw a blank for each letter of the word on the EXTRA ACTIVITY
board. The group members call out letters to guess
the word. If the letter is in the word (it could appear Explain what a “home remedy” is. Point out the home
more than one time), the volunteer places the letter in remedy in the conversation for a cold (chicken soup).
the correct blank(s). If the letter is not in the word, the Have students get into groups and talk about home
volunteer draws one body part of a stick figure, e.g., the remedies they know for any of the health problems in
head, an arm, etc. If a team has enough wrong guesses Part A. Have volunteers share the most interesting ideas
to make a full stick figure, they “lose” that word and must from their groups.
move to another. If a team guesses the word before
completing a stick figure, they win a point. Take turns • Refer students to the can-do statement and have
with new volunteers until all the words have been used. them check a box to assess how well they can listen
The team that guesses the most words correctly wins. for key words about health problems.

52 Unit 9 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
2 Speaking C
• Describe a problem and elicit from students
A expressions of sympathy.
• Tell students that the sentences make a conversation I don’t feel well today. (I’m sorry to hear that.)
but are in the wrong order. Students work in pairs to My head hurts. (What a shame.)
put the conversation in order.
I have a backache. (I know how that feels.)
Answers • Have students read in Culture Talk! the information
2 6 about eating chicken soup for a cold. Drinking hot
5 1
lemonade with honey is a common home remedy for
3 4
colds.
• Have students answer the Culture Talk! question in
ALTERNATIVE pairs.
Have students close their books. Write the conversation • Put students in pairs. Students practice the
in the correct order on the board with blanks for words conversation with their own information. Encourage
such as (1) matter, (2) sore throat, (3) drink, (4) tea, them to use expressions that show sympathy.
(5) honey, (6) idea. Have students come up to the board
and complete the lines of the conversation with the D CD 2-16
correct words.
Pronunciation Shouldn’t
• Have students practice the conversation in pairs. • Contractions with not are usually unstressed. People
usually say n’t for not in contractions. Unstressing n’t
B CD 2-15 will make students’ speech sound more natural.
• Before you play the audio, use the photo to elicit • Have students listen and repeat the sentences.
ideas from students about the conversation. Ask:
EXTRA ACTIVITY
Where are the people?
For further practice, write additional sentences with
How do they feel? shouldn’t on the board. Have students repeat them after
• Have students read the skill box. you, making sure they don’t give too much stress to n’t.
For example:
showing symPathy You shouldn’t go to school.
They shouldn’t miss class.
Explain to students that showing sympathy tells She shouldn’t stay up late.
the other person that you’re interested in his or her He shouldn’t call the doctor.
problems. Showing sympathy helps you have good
relationships with other people. • Refer students to the can-do statement and have
For more instruction on the skill, go to Online Practice.
them check a box to assess how well they can show
sympathy when giving advice.
• Play the audio and have students listen to the
conversation.
• Focus on the expression in red that shows sympathy.
Write on the board some more expressions that show
sympathy. For example:
What a shame.
I know how that feels.
I’m sorry to hear that.
• Have students practice the conversation in pairs.

© 2020 Oxford University Press

Unit 9 53
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
3 Grammar C
• Direct students’ attention to the model and explain
A CD 2-17 the activity. Point out that students should answer
• Check comprehension To contextualize the with their own opinions.
grammar, before you focus students’ attention on • Students work together to further practice the
the grammar chart, use the conversation in Part B of grammar. Encourage them to ask and answer
the Speaking section to elicit the use of should and questions and then change roles.
shouldn’t. Point out the following exchange in the
Possible Answers
conversation. Then add a few more conditions and 1 Should Kelsey go home?
elicit responses with should and shouldn’t. Yes, she should. / No, she shouldn’t.
A: I have a bad cold. 2 Should they go to the doctor?
B: You should go home and rest. You really Yes, they should. / No, they shouldn’t.
3 Should Louisa play tennis?
shouldn’t be at work. Yes, she should. / No, she shouldn’t.
A: I have the flu 4 Should George drink some hot tea?
B: You … take some aspirin. (should) Yes, he should. / No, he shouldn’t.
5 Should Jeff take some cough medicine?
You … go to school today. (shouldn’t)
Yes, he should. / No, he shouldn’t.
• Explain that we use should and shouldn’t with the 6 Should Dan eat a big dinner?
base form of verbs to ask for and give advice. Yes, he should. / No, he shouldn’t.
• Play the audio and have students listen to the
questions and answers. Then play the audio again
EXTRA ACTIVITY
and have students repeat.
• Highlight the use of should in questions and Put students in pairs and have them explain the reasons
statements on the board: for the advice they gave in Part C. For example (for item 1):
Should she see a doctor?
Should + subject + verb? No, she shouldn’t. She should eat chicken soup instead.
Wh- word + should + subject + verb?
Subject + should/shouldn’t + verb
D
• Point out the short answer: • Direct students to the Grammar Talk pages. See
Yes/No, + subject + should/shouldn’t instructions on page 82.
• For more information on using should to give advice • Refer students to the can-do statement and have
and for more practice, refer students to the Grammar them check a box to assess how well they can use
Reference section in the Student Book. should to give advice.

Launch Unit 9 PowerPoint™ slide show from the

iTools Online Resources tab for additional grammar
presentation and practice.

B
• Focus on Part B and have students complete the
sentences individually. Have students check answers
in pairs. Then have volunteers come to the board and
write their sentences.
Answers
1 You should call the doctor.
2 What should he do?
3 Should we drink some hot tea?
4 Should they eat some chicken soup?
5 She should stay home and rest.

ALTERNATIVE
Type up and pass out an alternative version of the Part B
activity. Write the sentences out as below, with blanks for
should + verb in each sentence. Have students complete
the sentences with should and the verb in parentheses.
1. You … the doctor. (call)
2. What … he …? (do)
3. … we … some hot tea? (drink)
4. … they … some chicken soup? (eat)
5. She … home and rest. (stay)

54 Unit 9 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
4 Reading and Writing C
• Go over the instructions. Have students get into pairs
A CD 2-18 and discuss their answer to the question. Suggest that
• Preview the text by having students look at the they take notes on their ideas while they are talking,
picture and read the title. Ask: because they may use them later in the writing
assignment. Walk around and listen in on students’
What are the people in the photo doing?
ideas and use of should and shouldn’t.
What kind of website is this? • Tip You can sometimes prevent writing errors by
Who is Delia? listening in and observing students as they discuss or
What do you think the text is about? brainstorm before a writing assignment.
• Elicit vocabulary Write any new vocabulary words • Have volunteers share with the class their ideas from
on the board. Ask which students already know their their Part C discussion.
meanings. Have students who know the meanings
teach the new words to students who don’t know D
them. Example: • Go over the instructions. Give students enough time
a co-worker – a person who works with you in the to complete the letter.
same office or company • Have students exchange letters in pairs and ask each
• Have students read the task question. Then give other questions about their advice.
students time to read the text individually. Play the
audio while they read, if desired. Have them discuss ALTERNATIVE
their answers to the task question in pairs. Then call Instead of a letter, have students write a paragraph about
on students to share their answers with the class. one of the people in Part A. Have them write what they
Answers think the person should do as their topic sentence, and
Sick in San Diego doesn’t know what to do about sick then give three reasons to support it.
co-workers who get her sick too because they don’t stay
home.
EXTRA ACTIVITY
Healthy in Houston doesn’t know what to do about co-
workers who aren’t really sick but stay home anyway. Have students think of their own problem and write a
letter asking for advice. Have them use a pseudonym like
the letter writers in the text in Part A. When they finish,
B put the letters in a pile, have students choose one at
• Have students read the skill box. random, and then write a response giving advice. After
students read their responses, have them discuss in small
making guesses groups how useful they thought it was.

Point out that writers often don’t say things directly, so • Refer students to the can-do statement and have
readers sometimes have to look for clues to meaning in them check a box to assess how well they can make
other things in the text. Add that readers make guesses guesses in a text.
on information that actually appears in the text, so it’s
more than just a random guess; it’s based on some
actual evidence in the text.
For more instruction on the skill, go to Online Practice.

• Go over the instructions. Point out that students will

be making guesses to answer these questions. Do
the first item together with the class. “S” (Sick in San
Diego) is the correct answer. Elicit or point out the
reason for this: Sick in San Diego says, “They cough
all over the office, and give me their cold.”
Then have students read the text again and complete
the activity.
• Have them check answers in pairs.
Answers
1S 2H 3H 4B 5S

EXTRA ACTIVITY
Have students find and underline in the text the
information that they used in order to make the guesses
necessary to do the Part B task.

© 2020 Oxford University Press

Unit 9 55
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
5 Viewing C
• Have students read the skill box.
A
• Focus students’ attention on the picture, the maps, Paying attention to numBers
and the title.
• Put students in small groups and ask: Tell students that numbers in videos usually relate to
dates, times, and amounts of things. There are clues
Where do you think the people live? students can listen for in order to anticipate numbers.
Why do people laugh? For example, plural nouns or the word percent might
How do you feel when you laugh? be preceded by a number; and in, on and other
prepositions of time might precede a date.
• Have students read the task questions and answer
For more instruction on the skill, go to Online Practice.
them in their groups. Go over answers with the class.
Answers will vary.
• Go over the instructions. Play the video again. Have
B students complete the activity. Go over answers with
• Elicit vocabulary the class.
Go over new vocabulary. Give
explanations, synonyms, examples, or definitions of Answers
the words and have students try to match the words. 1c 2e 3d 4a 5b
For example:
This is a group of people who do something together, EXTRA ACTIVITY
such as [give the name of a club at school that doesn’t
have the word “club” in it]. (club) Have students watch again and answer more questions
based on the video.
This is a person who studies behavior and how the
1. Who probably started the laughter clubs in Bombay?
mind works. (psychologist) (a doctor)
This is a special job; often to help people. (a mission) 2. What is the purpose of the World Laughter Tour?
This is something that you say to make people laugh, (to lead the world to health, happiness, and peace
for example, a funny story. (joke) through laughter)
3. What does Dr. Wilson do? (He teaches people to be
This means not using words. (nonverbal) laughter leaders.)
When something is like this, it passes easily from 4. Is it a scientific fact that laughter improves health?
person to person. (contagious) (No. “Not all scientists agree that laughter improves
• Introduce the video. Tell students not to worry if they health…”)
don’t understand everything. The scenes will help 5. How does laughter help Florence Ditlow? (It gives her
them understand unknown words. energy.)
• Have students read and repeat the words in the box.
Then have them read the sentences in the Part B D
activity and try to guess which words complete the • Go over the instructions. This is an opportunity
sentences. for students to express their own opinions. Give
• Tip When students review a video task before they them enough time to discuss their answers to the
watch the video, it helps them to focus better and questions.
remember more. • Have volunteers share the group’s answers with the
• Students watch and complete the activity. class.
• Have students check answers in pairs. • Refer students to the can-do statement and have
Answers them check a box to assess how well they can pay
1 popular 2 health 3 city 4 energy attention to numbers.
5 good 6 contagious

Print Unit 9 video vocabulary worksheet from the iTools

Online Resources tab for additional vocabulary practice.

56 Unit 9 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
6 Presenting D

A
• Tip Tell students that whenever they have to give
a presentation, it’s a good idea to practice it with a
• Focus students’ attention on the diagram. Ask: friend beforehand. The more practice they have, the
Have you ever sprained your ankle? If so, what did more confident they will seem when speaking.
you do? • Put students into groups of five or six. Have them
• Have students read the skill box. decide as a group the order of the presentations. Tell
students to have a piece of paper and a pen ready
using a diagram for each presentation. During each presentation,
each student in the group must answer the following
Explain that diagrams are useful when explaining steps questions:
or a process because they keep the audience from 1. What did you find surprising or interesting about
getting confused. It’s important that diagrams be very the presentation?
simple and clear, like the one in the Student Book.
2. What are the main points of the presentation?
For more instruction on the skill, go to Online Practice.
3. How well did the speaker use a diagram?
• Give students plenty of time to read the text and • After all students have given their presentations, have
complete the Part A activity. Tell them you will go the class discuss the answers to the questions.
over the answers later. • Refer students to the can-do statement and have
them check a box to assess how well they can use a
B CD 2-19 diagram to explain how to do something.
• Go over the instructions. Have students listen to
the presentation and check their answers. Have Print Unit 9 Test from the iTools Online Assessment tab
volunteers share their answers with the class. for an end-of-unit assessment.
Answers
a3 b4 c5 d1 e2

EXTRA ACTIVITY
Have students “read” the diagram in complete sentences,
using should. For example:
You should go to the doctor.
You should wear a brace.
You should elevate your ankle.
You should put ice on it.
You should do exercises.

C
• Have students read the Tip. Point out that a diagram
should be clearly visible to people in the back of the
room.
• Give students adequate time to prepare their
presentation and draw or find a diagram. Have them
exchange their diagrams in pairs and get feedback
before they move on to Part D. Walk around, listen
in, and check diagrams.

© 2020 Oxford University Press

Unit 9 57
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
7–9 Self-Assessment
1 Vocabulary • Have students read the task question. Then
• Have students complete the activity individually. give students time to read and listen to the text
individually. Have them discuss their answers to the
Have them check answers in pairs, and then go over
task question in pairs. Then call on students to share
the answers with the class.
their answers with the class.
Answers
Answer
1 artist 6 juice
An outdoor market that re-opened in a new location. You
2 director 7 green beans
can buy a lot of things there.
3 athlete 8 sore throat
4 tofu 9 stomachache
5 strawberries 10 the flu B
• Go over the instructions. Have students read the text
GAME again and complete the activity.
Type up and pass out a version of the activity with
• Have students check answers in pairs.
blanks instead of choices for each item. Write the missing Answers
vocabulary words in a box on the board, omitting lettuce, 1F 2F 3T 4T 5T
corn, and peaches. Divide students into two groups to
complete the task. Students use the items in the word
box to complete the sentences. The team that completes EXTRA ACTIVITY
all the items first, with the greatest number of correct Have students correct the false statements.
items, wins.

• Refer students who had difficulty to the appropriate C

Vocabulary and Listening sections for review. • Go over the instructions. Have students read the text
again if necessary and complete the activity.
2 Grammar • Have students check answers in pairs.
• Have students complete the activity individually. Answers
Have them check answers in pairs, and then go over 1 the library 2 last weekend 3 on the corner of
the answers with the class. 4 the park 5 Saturday, 8:00

Answers
1 was 6 milk D
2 were 7 potatoes • Go over the instructions. This is an opportunity for
3 Was 8 see students to express their own opinions. Give them
4 juice 9 stay enough time to discuss their answers to the question.
5 eggs 10 do
• Have volunteers share their answers with the class.
• Refer students who had difficulty to the appropriate
Grammar sections for review.
Print Unit 7–9 oral test from the iTools Online
3 Reading Assessment tab for assessment of speaking and
presenting skills.
A CD 2-20
• Preview the text by having students look at the
picture and read the title. Ask:
What is an outdoor market?
Is there an outdoor market in your area? If so, what
can you buy there?

58 Unit 7–9 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
10 Cities
By the end of the unit, students will be able to: additionaL resources
•Understand descriptions of cities Workbook Unit 10 pages 56–61
•Use expressions to show surprise
Online Practice www.oxfordlearn.com
•Ask and answer Wh- questions with the past of be
iTools Online Grammar PPT™ presentation
•Show the order of events
Video vocabulary worksheet
•Pay attention to adjectives
End-of-unit assessment
•Use rhetorical questions

1 Vocabulary and Listening C CD 2-22

• Tell students they are going to hear people talking
A CD 2-21 about cities. Students listen and number the cities in
• Have students look at the pictures and listen the order they hear them. Check answers in pairs,
and repeat the words. Play the audio and stop as then with the class.
necessary. Answers
• Do choral and individual drilling of each word. 3 Bangkok 1 London
• 4 Quebec City 2 Ho Chi Minh City
Check comprehension After you’ve practiced
the words, check students’ comprehension of the
vocabulary by asking concept questions. Ask: D CD 2-22
If a city is crowded, are there a lot of people or a few • Have students read the skill box.
people? (a lot)
If a place is charming, is it unattractive or attractive? understanding descriPtions
(attractive)
Are historic buildings old or new? (old) Tell students that speakers use adjectives when they
describe things in order to give the listener a clear
B picture. Using many adjectives as opposed to just one
helps the listener understand better. Speakers can use
• Students match the sentences. adjectives to describe size, age, color, shape, and so on.
• Have them check answers with a partner before For more instruction on the skill, go to Online Practice.
giving the class feedback.
Answers • Play the audio again for students to do the activity.
1d 2a 3e 4c 5b Point out that there is more than one answer for all of
the items. When students are done, check answers.
GAME Concentration Answers
1 old, historic, beautiful 2 big, crowded, interesting
Play Concentration before you move to Part C. Put 3 big, noisy, exciting 4 small, safe, charming
students in pairs and write the words from Part A on
index cards. Make two cards for each word, so that each • Refer students to the can-do statement and have
set has 16 cards. Make as many sets as you have pairs of them check a box to assess how well they can
students. Have students shuffle the cards and place them understand descriptions of cities.
on a 4 x 4 grid on a table. Students take turns being the
player. The player turns two cards over at a time, looking
for a match. If the words match, the player keeps the
cards. If the words don’t match, the other player takes his
or her turn. Players continue until all the cards are gone,
and the player with the most cards at the end wins.

© 2020 Oxford University Press

Unit 10 59
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
2 Speaking C
• Describe a trip you took recently and elicit from
A students expressions of surprise.
• Tell students that the questions in the left column I just got back from Tokyo. (Wow!)
are in order. Students match the questions and the I visited Paris last summer. (Really?)
answers to make a conversation.
I walked across the Tower Bridge. (You don’t say!)
Answers • Have students read in Culture Talk! the information
1b 2c 3a about city landmarks. The Eiffel Tower in Paris is one
of the most well-known landmarks in the world. It
ALTERNATIVE was built as the entrance to the Paris World’s Fair in
1889.
Have students get into pairs. Students take turns reading
an answer in the right column while the other student
• Have students answer the Culture Talk! question in
tries to find and then say the correct question. Students pairs. Call out some world cities and see if students
then read the question and answer in the correct order can name some of their famous landmarks, or call
to see if they have the right match. out landmarks and see if students can match the
cities.
• Have students practice the conversation in pairs. • Put students in pairs. Students practice the
conversation with their own information. Encourage
B CD 2-23 them to use expressions that show surprise.
• Before you play the audio, use the photo to elicit
ideas from students about the conversation. Ask: D CD 2-24

What city is this? Pronunciation Intonation of Wh- questions

Have you been there? • Remind students that it’s important to use correct
intonation. Native speakers will understand them
What’s it like? / What do you think it’s like?
better if they use falling intonation in Wh- questions.
• Have students read the skill box.
• Have students listen and repeat the questions.
showing surPrise EXTRA ACTIVITY
For further practice, write additional Wh- questions on
Tell students that showing surprise also tells the
the board and elicit the intonation from students. For
other person that you’re paying attention and you’re
example:
interested in what he or she is saying. Some expressions
Where is it?
of surprise, such as Wow!, tell the other speaker that
What did you see?
you are not only surprised, but impressed with their
Who did you meet?
information, as well.
What did you eat?
For more instruction on the skill, go to Online Practice.
• Refer students to the can-do statement and have
• Play the audio and have students listen to the them check a box to assess how well they can use
conversation. expressions to show surprise.
• Focus on the expression in red that shows surprise.
Write on the board some more expressions that show
surprise, such as, Really? You don’t say!
• Have students practice the conversation in pairs.

60 Unit 10 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
3 Grammar Answers
1 Where was David last week?
He was in Melbourne.
A CD 2-25
What were the people like?
• Check comprehension To contextualize the They were friendly.
grammar, before you focus students’ attention on the 2 Where was Lily last week?
grammar chart, use the conversation in Part B of the She was in Dallas.
Speaking section to elicit the use of Wh- questions What was the weather like?
with the past of be. Ask: It was nice.
How was Keiko’s vacation? (It was wonderful.) 3 Where was Lena last week?
She was in São Paolo.
How was the food? (It was great.) What was the food like?
• Explain that we use Wh- questions with be to get It was great.
more information about something. 4 Where was Ben last week?
• Play the audio and have students listen to the He was in Washington, D.C.
What were the museums like?
questions and answers. Then play the audio again
They were interesting.
and have students repeat.
5 Where was Molly last week?
• Highlight the use of Wh- questions and answers with She was in Montreal.
be on the board: What was the weather like?
Wh– word + be + subject? It was rainy.
6 Where was Carlos last week?
Subject + be
He was in Kyoto.
• For more information on using Wh- questions What were the stores like?
with be and for more practice, refer students to the They were expensive.
Grammar Reference section in the Student Book.

EXTRA ACTIVITY
Launch Unit 10 PowerPoint™ slide show from the
iTools Online Resources tab for additional grammar Put students in pairs and have them ask and answer
presentation and practice. questions about where they were and what it was like
last week, last month, or last summer. Have them ask
about the weather, the food, the shopping, the people
B
and anything else they can think of. For example:
• Focus on Part B and have students complete the Where were you last summer?
conversations individually. Have students check I was in Hawaii.
answers in pairs. What was the weather like?
Answers It was great.
1 When were 2 How long were 3 What was
4 What were 5 Where were
D
• Direct students to the Grammar Talk pages. See
EXTRA ACTIVITY instructions on page 83.
Have students close their books. Write on the board the • Refer students to the can-do statement and have
conversations in Part B. Write some of the questions them check a box to assess how well they can ask and
and answers incorrectly. For example, When was they answer Wh- questions with the past of be.
in Guam? and put an X next to the incorrect sentences.
Have students correct them.

C
• Direct students’ attention to the model and explain
the activity.
• Students work together to further practice the
grammar. Encourage them to ask and answer
questions and then change roles.

© 2020 Oxford University Press

Unit 10 61
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
4 Reading and Writing C
• Have students read the skill box.
A CD 2-26
• Preview the text by having students look at the showing the order of events
picture and read the title. Ask:
What do you think Salvador is like? Point out that writers use certain words to show the
order events. Words that show the order of events
Where do you think Salvador is? help organize a text, in particular, narratives. This helps
What do you think the text is about? readers follow along and understand when things
• Elicit vocabulary Write any new vocabulary words happened.
on the board. Ask which students already know their For more instruction on the skill, go to Online Practice.
meanings. Have students who know the meanings
teach the new words to students who don’t know • Go over the instructions. Have students complete
them. For example: their charts individually. Then have them get into
coast – the part of the land that is next to the ocean pairs and exchange charts. Have them ask and answer
nightlife – things to do and places to go at night; for Wh- questions with the past tense of be about the
example, music and dancing clubs information in each other’s charts. This will reinforce
the grammar and also help them to clarify their
samba – a Brazilian dance and music style that information. Walk around and check spelling and
originally came from Africa information.
• Have students read the task question. Then give • Have volunteers share with the class their
students time to read the text individually. Play the information from their Part C discussion.
audio while they read, if desired. Have them discuss
their answers to the task question in pairs. Then call D
on students to share their answers with the class.
• Go over the instructions. Give students enough time
Answer to complete the paragraph.
It’s a beautiful city and the people were friendly, the
• Have students exchange paragraphs in pairs and ask
weather was hot and sunny, and the nightlife was exciting.
each other questions about their paragraphs.

B EXTRA ACTIVITY
• Go over the instructions. Write a chart like the one Have students get into pairs and read their paragraphs
in the Student Book on the board and have students to their partners. Students try to create a timeline of the
find one example for each category. Then have events in their partners’ paragraphs. Then have them
students read the text again and complete the chart. look at their partner’s timeline to see if it’s correct. If it
isn’t correct, have students discuss ways to make the
• Have students check answers in pairs.
order of events clearer. Then have them revise their
• Tip Categorizing information from a text helps paragraphs.
students analyze and understand information better.
Answers
• Refer students to the can-do statement and have
People them check a box to assess how well they can show
friendly the order of events.
Weather
hot, sunny
Activities
visited a museum, went to a restaurant, went to a club,
walked around the Pelourinho district, visited some old
houses, went shopping, listened to samba music, went to
Itaparica Island and relaxed
Places
Modern Art Museum of Bahia, Pelourinho district, Itaparica
Island

EXTRA ACTIVITY
Have students find and underline in the text the words
that show order.

62 Unit 10 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
5 Viewing C
• Have students read the skill box.
A
• Focus students’ attention on the picture, the maps, Paying attention to adjectives
and the title.
• Put students in small groups and ask: Remind students that as they learned earlier in Unit
10, speakers use adjectives to describe size, age,
What do you see in the picture? color, shape, and so on. When they are listening for
Have you ever been to Mexico City? If so, what is it descriptions of cities, it’s a good idea to anticipate the
like? If not, what do you think it’s like? types of adjectives they will hear.
• Have students read the task question and write For more instruction on the skill, go to Online Practice.
their ideas. Tell students there are no right or wrong
answers, and they’ll discuss their ideas in a few • Go over the instructions. Say and have students
minutes. repeat the adjectives in the chart. Go over any
adjectives that might be new for them:
B flat – having nothing that is high or low; for example
• Elicit vocabulary Write any new vocabulary if a city is flat, there are no hills
words on the board. Give explanations, synonyms, huge – really big
examples, or definitions of the words and have
students try to match the words. For example: • Play the video again. Have students complete the
activity. Go over answers with the class.
This is an area of a country; for example, [give a
region in your country]. (region) Answers
1 big, flat 2 big, historic, old, huge, noisy
This is the most important city in a country. The
3 modern, beautiful 4 modern, beautiful, old
government is located here; for example [the name of 5 great
your capital city]. (the capital city)
This word describes activities that involve money, such
as banking (finance) EXTRA ACTIVITY
This is another word for “busy”. It usually describes a Have students watch again and answer discussion
place. (bustling) questions based on the video. For example:
These are things you keep to remember a place that Would you like to visit Mexico City? Why or why not?
you visited. (souvenirs) Would you like to live in Mexico City? Why or why not?
How is Mexico City similar to or different from your capital
• Introduce the video. Tell students not to worry if they city?
don’t understand everything. The scenes will help
them understand unknown words.
• Students watch and circle the ideas in their Part A D
lists. • Go over the instructions. Have students complete
• Have students compare their circled ideas in pairs. their lists individually and then discuss them with a
Call on volunteers to report on how many ideas they partner.
circled. • Have volunteers share with the class the cities they
discussed with their partners.
Print Unit 10 video vocabulary worksheet from the
• Refer students to the can-do statement and have
iTools Online Resources tab for additional vocabulary them check a box to assess how well they can pay
practice. attention to adjectives.

© 2020 Oxford University Press

Unit 10 63
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
6 Presenting C
• Give students plenty of time to prepare their
A presentations. Have them exchange their charts in
• Focus students’ attention on the brochure and the pairs and get peer feedback before they move on to
picture. Ask: Part D. Walk around and check their ideas.
What kind of city does Hong Kong look like? • Tip Suggest that students find one or more photos
Describe it. of their city. As they learned in Unit 5, pictures can
make a presentation clearer and more exciting. They
Have you ever been to Hong Kong? If so, what’s it like?
also make it easier to give a presentation because they
If not, would you like to go there?
act as prompts to remind the presenter of what they
• Have students read the skill box. are going to say.
using rhetoricaL questions
D
Explain that speakers often ask rhetorical questions at • Have students read the Tip. Point out that pausing
the beginning of a presentation to draw the audience
and making eye contact after asking a rhetorical
in. Then they often ask rhetorical questions throughout
question helps the audience think about the question
the presentation to maintain audience interest.
more.
For more instruction on the skill, go to Online Practice.
• Put students into groups of five or six. Have them
decide as a group the order of the presentations. Tell
• Elicit vocabulary Go over new vocabulary. Write students to have a piece of paper and a pen ready
contextual sentences on the board and see if students for each presentation. During each presentation,
can guess the meanings of the underlined words. each student in the group must answer the following
For example: questions:
You can buy high-end fashions in Hong Kong, but you 1. What did you find surprising or interesting about
can find great-looking, inexpensive clothes, too. the presentation?
You can visit fishing villages near Hong Kong. Life in 2. What are the main points of the presentation?
these small, quiet towns is very different from life in a
big city. 3. How well did the speaker use rhetorical questions?
• Give students plenty of time to read the text and
• After all students have given their presentations, have
complete the Part A activity. Have them compare the class discuss the answers to the questions.
their answers with a partner. ALTERNATIVE
Answer Have students give their presentation to their groups
It has great shopping, interesting history and culture, and without naming the city. Have group members try to
beautiful, quiet places. guess the cities their classmates are describing.

B • Refer students to the can-do statement and have

• Go over the instructions. Have students read the them check a box to assess how well they can use
rhetorical questions.
brochure again and circle the rhetorical questions.
Have volunteers share their answers with the class.
Answers Print Unit 10 Test from the iTools Online Assessment tab
Are you looking for an exciting vacation? for an end-of-unit assessment.
Do you love to shop?
Are you interested in history?
Do you sometimes like to get away from crowded places?

• Have students read in Culture Talk! the information

about skyscrapers. The Burj Khalifa is a famous
skyscraper in Dubai. At 2,722 feet (829.8 m), it’s the
tallest building in the world.
• Have students answer the Culture Talk! question in
pairs.

64 Unit 10 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
11 Music
By the end of the unit, students will be able to: additionaL resources
•Listen for opinions about music Workbook Unit 11 pages 62–67
•Accept and decline invitations
Online Practice www.oxfordlearn.com
•Make and respond to invitations and suggestions
iTools Online Grammar PPT™ presentation
•Scan to nd information from a text quickly
Video vocabulary worksheet
•Interpret body language
End-of-unit assessment
•Focus a presentation

1 Vocabulary and Listening C CD 2-28

• Tell students they are going to hear people talking
A CD 2-27 about music. Students listen and write the kind of
• Have students look at the pictures, listen to the music music they hear. Check answers in pairs, then with
samples and words, and then repeat the words. Play the class.
the audio and stop as necessary. Answers
• Do choral and individual drilling of each word. 1 rock 2 hip-hop 3 classical 4 jazz
• Check comprehension After you’ve practiced
the words, check students’ comprehension of the D CD 2-28
vocabulary by asking concept questions. Bring • Have students read the skill box.
additional audio files to class that represent each of
the genres in Part A. Have students listen to samples Listening for oPinions
of each type and match the vocabulary words to the
genres.
Tell students that in addition to listening for verbs such
as like and love, they should also listen for negatives; for
B example, don’t like. In addition, it’s important to listen
• Have students read in Culture Talk! the information to tense and other time words such as now in order to
about reggae music. The Wailers, a group started by understand an opinion in the past as opposed to an
Jamaicans Bob Marley, Peter Tosh, and Bunny Wailer, opinion that the speaker currently has.
are one of the most well-known reggae groups. Some For more instruction on the skill, go to Online Practice.
of The Wailers’ best known songs are “Get Up, Stand
Up” and “Jammin”.
• Play the audio again for students to do the activity.
• Have students answer the Culture Talk! question in When students are done, check answers.
pairs.
Answers
• Focus students’ attention on Part B. Students fill in 1 Yes 2 No 3 Yes 4 Yes
the blanks with a music genre from Part A.
• Have them check answers with a partner before • Refer students to the can-do statement and have
giving the class feedback. them check a box to assess how well they can listen
for opinions about music.
Answers
1 hip-hop 2 classical 3 country
4 pop 5 electronic

GAME Name that musical style

Play Name that musical style before you move to Part C.
Bring to class a variety of audio files that represent each
of the genres in Part A. Divide the class into two teams.
Play a few seconds of one audio file. Students must
guess the genre and call out the correct word from Part
A. The team that correctly guesses the genre first gets a
point. The team with the most points wins.

© 2020 Oxford University Press

Unit 11 65
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
2 Speaking C
• Model accepting and declining invitations. Issue
A invitations and call on students to accept or decline.
• Tell students that the questions in the left column Do you want to go to a concert this weekend?
are in order. Students match the questions and the (That sounds great!)
answers to make a conversation.
(I’d love to, but I can’t.)
Answers How about going to a movie tonight?
1b 2a 3c
(That’s a great idea.)
(Sorry, I’m busy.)
EXTRA ACTIVITY
• Put students in pairs. Students practice the
Have students work in pairs to continue one of the sets conversation with their own information. Encourage
of questions and answers with the next logical exchange. them to use expressions for accepting and declining
For example: invitations.
A: How about going to a movie on Thursday?
B: I’m sorry, I can’t. I’m busy on Thursday. D CD 2-30
A: How about going to a movie on Friday?
B: OK. Pronunciation Stress in sentences
• Remind students that stress communicates a great
• Have students practice the conversation in pairs. deal of information. Just as we stress certain syllables
in words, we give more emphasis to certain words in
B CD 2-29 sentences. It’s important to stress the correct words
• Before you play the audio, use the photo to elicit in sentences in order for people to understand your
ideas from students about the conversation. Ask: meaning.
Where do you think these people are? • Have students listen and repeat the sentences.
What kind of instruments are they playing? EXTRA ACTIVITY
What kind of music do you think they’re playing? For further practice, write additional sentences on
• Have students read the skill box. the board. Say them with the correct stress and have
volunteers write accent marks over the stressed words.
accePting and decLining invitations Make or elicit corrections, if necessary, and have the class
repeat the sentences with the correct stress. Discuss how
Point out that “declining” means saying no. Explain the stressed words in the sentences convey meaning.
that when you decline an invitation, it’s very important For example, if you say, “How about going to a movie on
to soften your response. One way is to start with an Friday night?,” It means “Friday” as opposed to another
apology (I’m sorry, but…). Another way is to indicate day. Say the sentences stressing different words, and
that you would like to accept if you could (I’d love ask students to explain how it changes meaning. For
to, but…). Not softening your answer is considered example:
impolite. How about going to a movie on Friday night?
How about going to a movie on Friday night?
For more instruction on the skill, go to Online Practice.
How about going to a movie on Friday night?

• Play the audio and have students listen to the • Refer students to the can-do statement and have
conversation. them check a box to assess how well they can accept
• Focus on the expressions in red for accepting and and decline invitations.
declining invitations. Write or say variations of each
expression in the conversation and have students
repeat:
I’d love / like to, but I can’t.
OK. / Sure. / Yes. That sounds like fun. / That sounds
great! / That sounds nice.
That’s a great / fantastic / wonderful idea.
• Have students practice the conversation in pairs.

66 Unit 11 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
3 Grammar C
• Direct students’ attention to the model and explain
A CD 2-31 the activity. Point out that students should answer
• Check comprehension To contextualize the according to their own feelings and reasons.
grammar, before you focus students’ attention on the • Students work together to further practice the
grammar chart, write parts of the conversation in grammar. Encourage them to ask and answer
Part B of the Speaking section on the board and elicit questions and then change roles.
expressions for invitations and suggestions.
Possible Answers
… doing something on Saturday night? (How about) 1 A: Let’s go to a movie this weekend.
… going to the new jazz club? (What about) B: That’s a great idea. / I’m sorry, I can’t. I have to ….
2 A: What about going to a restaurant this weekend?
… get together at 8:00. (Let’s)
B: That’s a great idea. / I’m sorry, I can’t. I have to ….
• Explain that suggestions with Let’s are statements. 3 A: How about watching a movie this weekend?
Suggestions with Why don’t we, How about, and What B: That’s a great idea. / I’m sorry, I can’t. I have to ….
about are questions. 4 A: Why don’t we go to a jazz concert this weekend?
• Point out that we use the base form of the verb with B: That’s a great idea. / I’m sorry, I can’t. I have to ….
Let’s and Why don’t we. We use the -ing form of the 5 A: What about going to a rock concert this weekend?
verb with How about and What about. B: That’s a great idea. / I’m sorry, I can’t. I have to ….
6 A: Let’s play soccer this weekend.
• Play the audio and have students listen to the B: That’s a great idea. / I’m sorry, I can’t. I have to ….
questions and answers. Then play the audio again
and have students repeat.
• For more information on using expressions for EXTRA ACTIVITY
invitations and suggestions and for more practice, Have students get into pairs and use the photos to issue
refer students to the Grammar Reference section in invitations to their partners. Tell them to decline politely
the Student Book. by using a different reason than they used in Part C of
the Grammar section.
Launch Unit 11 PowerPoint™ slide show from the
iTools Online Resources tab for additional grammar D
presentation and practice.
• Direct students to the Grammar Talk pages. See
instructions on page 83.
B
• Focus on Part B and have students complete the • Refer students to the can-do statement and have
them check a box to assess how well they can make
sentences individually. Have students check answers
and respond to invitations and suggestions.
in pairs. Then have volunteers come to the board and
write their sentences.
Answers
1 How about going to a movie tonight?
2 Why don’t we have a barbecue?
3 What about going out to eat tonight?
4 Let’s go to a café this afternoon.
5 That sounds like fun.

ALTERNATIVE
Have students close their books. Write on the board
partial sentences from Part B and have students
complete them with How about, What about, Why don’t
we, or Let’s. For example:
1. … going to a movie tonight?
2. … have a barbecue?
3. … going out to eat tonight?
4. … go to a café this afternoon.

© 2020 Oxford University Press

Unit 11 67
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
4 Reading and Writing Answers
1977: was born
1985: wrote first song
A CD 2-32
1991: made first Spanish-language album
• Preview the text by having students look at the 1997: moved to Miami
picture, the map, and the title. Ask: 2001: won first Grammy Award
Who is Shakira? 2005: had two hit albums
2006: won second Grammy
Where do you think she was born? 2010: hit song “Waka Waka” was theme song for World Cup
Have you heard her music? If so, do you like it?
• Elicit vocabulary Write any new vocabulary
ALTERNATIVE
words on the board. Give explanations, synonyms,
examples, or definitions of the words and have Call out the dates in the timeline in random order. Have
students try to match the words. For example: students scan the text to find what happened in the
This is a collection of songs. (album) years you call out.

This word describes a song that is a big success; for • Tip Putting events into chronological order helps
example, [name a recent pop hit that students know]. students better understand sequence in a text.
(hit)
This is an American music award. (Grammy) C
This is special music that someone writes for an event • Go over the instructions. Have students complete
or a movie; for example, [name the current World Cup their charts individually. Have them compare charts
theme song or movie theme song students are familiar with a partner. Have them ask and answer questions
with]. (theme song) about the information in each other’s charts to help
• Have students read the skill box. them clarify their information. Walk around and
check spelling and information.
scanning
D
Explain that scanning is reading a text quickly and • Go over the instructions. Give students enough time
looking for specific information, usually to answer to complete the paragraph.
a question. We usually scan for names, dates, and • Tip Remind students to include details from their
numbers or number words. charts. This not only develops their topic sentence
For more instruction on the skill, go to Online Practice. and gives the reader a clear picture of the musician
or band, but it also makes their paragraphs more
• Go over the Part A instructions. Have students read interesting to read.
the three questions and ask: • Have students exchange paragraphs in pairs and ask
What kind of information do you need to scan for? (a: each other questions about their paragraphs.
a number; b: a name; c: a date)
EXTRA ACTIVITY
• Then give students time to read the text individually.
Play the audio while they read, if desired. Have them Make copies of all the paragraphs. Leave off students’
discuss their answers to the task questions in pairs. names and the first sentence. Pass the paragraphs
Then call on students to share their answers with the around and have students try to guess the name of the
class. band or musician each paragraph describes.

Answers • Refer students to the can-do statement and have

a eight b Laundry Service c 2006 them check a box to assess how well they can scan to
find information from a text quickly.
B
• Have students read the text again and complete the
timeline. Point out that students can scan for some of
the years to find the information, but in some cases,
they will need to do a little math.
• Have them check answers in pairs.

68 Unit 11 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
5 Viewing C
• Have students read the skill box.
A
• Focus students’ attention on the picture, the maps, interPreting Body Language
and the title.
• Put students in small groups and ask: Remind students that as they learned earlier in Unit
11, body language communicates a great deal of
Do you like music from other countries? information. Therefore, it’s important to interpret it
What instruments are the people playing? correctly. The meanings for some aspects of body
• Have students read the task questions and answer language vary from culture to culture; for example, how
them in their groups. Go over answers with the class. people greet each other and how far from or near to
each other people stand when talking. Other aspects
Answers of nonverbal behavior, such as facial expressions, are
They’re from Brazil. They’re playing samba music. generally universal.
For more instruction on the skill, go to Online Practice.
B
• Elicit vocabulary Go over new vocabulary. Write • Have students read in Culture Talk! the information
contextual sentences on the board and see if students about body language in Brazil. Some cultures appear
can guess the meanings of the underlined words. For to use more body language than others. For example,
example: people in Latin American cultures tend to use more
body language than people in Asian cultures.
Some music styles are a mixture of two types of music.
For example, bossa nova is a fusion of samba and jazz. • Have students answer the Culture Talk! question
in pairs. Have them demonstrate some common
Every year during a big celebration called Carnaval,
gestures in their culture.
large groups of up to 5,000 people perform original
music. They write the music themselves. • Go over the instructions. Play the video again. Have
students complete the activity. Go over answers with
If you want to hear good Brazilian music, ask some
the class.
Cariocas — that is, residents of Rio — for advice.
• Introduce the video. Tell students not to worry if they Answers
don’t understand everything. The scenes will help 1b 2c 3b 4a 5a
them understand unknown words.
• Students watch and check the topics they hear. D
• Have students compare their answers in pairs. Call on • Go over the instructions. Have students get into small
volunteers to share their answers. groups and discuss their answers to the questions.
Have one student take notes on the discussion and
Answers
share their ideas with the class.
a Brazilian holiday, famous samba musicians, the history
of samba, what people do at samba clubs, styles of samba
music
• Refer students to the can-do statement and have
them check a box to assess how well they can
interpret body language.
ALTERNATIVE
Have students watch and answer comprehension
questions based on the video. For example:
Where did samba music come from?
What are two different styles of samba?
What do people do for Carnaval in Brazil?
What do people do in samba clubs?

Print Unit 11 video vocabulary worksheet from the

iTools Online Resources tab for additional vocabulary
practice.

© 2020 Oxford University Press

Unit 11 69
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
6 Presenting C
• Give students adequate time to prepare their
A presentations. Have them discuss their ideas with
• Focus students’ attention on Part A. Ask: a partner to get peer feedback before they move on
to Part D. Walk around and check students’ ideas as
Do you ever go to clubs to listen to live music?
they discuss them in pairs.
What are live music clubs like?
What are some good live music clubs in your area? D
• Have students read the skill box. • Have students read the Tip. Point out that leaving
time for questions gives the audience an opportunity
focusing the Presentation to show their interest in your presentation, as well
as to clear up any confusion and/or to get further
Tell students that it’s also a good idea to tell the information on a topic.
audience the three topics you’re going to discuss at the • Put students into groups of five or six. Have them
beginning of your presentation and to remind them of decide as a group the order of the presentations. Tell
the three topics as you discuss them. In addition, finish students to have a piece of paper and a pen ready
your presentation by re-stating your three main topics. for each presentation. During each presentation,
For more instruction on the skill, go to Online Practice. each student in the group must answer the following
questions:
• Have students read the choices in Part A. Make sure 1. What did you find surprising or interesting about
they understand any difficult words; for example the presentation?
acoustics (sound) and atmosphere (the feeling 2. What are the main points of the presentation?
of a place). Have students complete the activity
individually and then discuss their answers with a 3. How well did the speaker focus his or her
partner. Have volunteers share their answers with the presentation?
class. Answers will vary. • After all students have given their presentations, have
the class discuss the answers to the questions.
B • Refer students to the can-do statement and have
• Elicit vocabulary Write any new vocabulary words them check a box to assess how well they can focus
on the board. Ask which students already know their their presentation.
meanings. Have students who know the meanings
teach the new words to students who don’t know
Print Unit 11 Test from the iTools Online Assessment tab
them. For example: for an end-of-unit assessment.
tavern – a place that serves food and drinks
blues – traditional African-American music; blues
songs are usually about sad things
punk – a rock music style that became popular in the
late 1970s.
talented – having special skills
• Give students plenty of time to read the presentation
and complete the Part B activity. Have them compare
their answers with a partner.
Answers
1 history
2 music
3 atmosphere

EXTRA ACTIVITY
Have students go through the text and underline the
words and expressions that tell them the topic of each
part of the presentation.

70 Unit 11 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
12 Travel plans
By the end of the unit, students will be able to: additionaL resources
•Understand travel plans Workbook Unit 12 pages 68–73
•Use expressions to show enthusiasm
Online Practice www.oxfordlearn.com
•Use be going to and might to talk about future plans
iTools Online Grammar PPT™ presentation
•Edit and revise their writing
Video vocabulary worksheet
•Identify cultural dierences
End-of-unit assessment
•Use repetition in a presentation

1 Vocabulary and Listening C CD 2-34

• Have students read the skill box.
A CD 2-33
• Have students look at the pictures and listen understanding PLans
and repeat the words. Play the audio and stop as
necessary. Tell students that in addition to listening for numbers,
• Do choral and individual drilling of each phrase. months, and days of the week, it’s a good idea to listen
for key words related to plans such as plan, go, stay, see,
• Check comprehension After you’ve practiced and do.
the phrases, check students’ comprehension of the
For more instruction on the skill, go to Online Practice.
vocabulary by asking concept questions. Ask:
Do you learn about a place by yourself or does • Tell students they are going to hear people talking
someone show it to you when you take a guided tour? about travel plans. Students listen and write the
(someone shows it to you) answers to the questions. Check answers in pairs,
Do you go skiing in warm weather or cold weather? then with the class.
(cold weather)
Answers
Do you take a cruise on a train, in a boat, or in a car? 1 Argentina 2 a / one month 3 some friends from
(on a boat) Buenos Aires
Do you go kayaking in a large boat or a small boat? (a
small boat)
D CD 2-34
EXTRA ACTIVITY • Play the audio again for students to do the activity.
When students are done, check answers.
Check students’ memory of the collocations by writing
the Part A phrases on the board without go and take. Answers
Have students come up and write the correct verb in 1T 2F 3T 4F
front of each phrase.

ALTERNATIVE
B Type up and pass out an alternative version of the Part D
• Students fill in the blanks with a travel phrase from activity.
Part A. 1. How long is David going to be in Buenos Aires?
• Have them check answers with a partner before (one week)
giving the class feedback. 2. What is David going to do in Buenos Aires?
(take a guided tour)
Answers 3. How is he going to get to the mountains?
1 take a train trip 2 go skiing 3 take a guided tour (take a train)
4 go camping 5 go kayaking 4. What is the weather going to be like in Argentina?
(cold; it’s winter)
5. What is David going to do in the mountains?
GAME Back to the board
(go skiing)
Play Back to the board before you move to Part C. Divide 6. What is David going to do during his last week in
students into two groups. Have a member of each group Argentina? (take a bus tour)
sit with their back to the board. Write a word from Part A
on the board. The members of the team give definitions • Refer students to the can-do statement and have
or mime the words for students with their back to the them check a box to assess how well they can
board. The team who guesses first gets a point. Repeat understand travel plans.
until students have guessed all the words.

© 2020 Oxford University Press

Unit 12 71
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
2 Speaking • Point out that some expressions of enthusiasm
are similar to expressions of surprise and even
A expressions of acceptance. For example, “That sounds
• Tell students that the questions in the left column great!” is both an expression of enthusiasm and of
acceptance. “Wow” is an expression of enthusiasm
have matching answers on the right. Students match
and of surprise.
the questions and the answers.
• Have students practice the conversation in pairs.
Answers
1c 2d 3a 4b C
• Talk about travel plans and elicit from students
ALTERNATIVE expressions of enthusiasm.
Write the questions and answers on the board as short I’m going to take a guided tour of New York City.
conversations, but leave blanks for key words. Write the (That’s fantastic!)
missing words in a word box. With books closed, have
I’m going to take a train trip across Canada.
students complete the questions and answers with the
words in the word box. (Wow!)
1. A: What are you going to do this … Matt? (summer) We’re going to go to Shanghai.
B: I’m going to go … (camping) (That’s exciting!)
2. A: Are you going to … a vacation this summer? (take)
B: No, I’m not. I took … in the spring. (a vacation) • Put students in pairs. Students practice the
3. A: How … are you going to be on vacation? (long) conversation with their own information. Encourage
B: For … weeks. (three) them to use expressions for showing enthusiasm.
4. A: Are you going to take a …? (cruise)
B: No, I’m not. I’m going to take a … trip. (train) D CD 2-36

Pronunciation Going to
• Have students practice the questions and answers in • Going to is often reduced to gonna. It’s a common
pairs.
reduction.
B CD 2-35 • Have students listen and repeat the sentences with
going to.
• Before you play the audio, use the photo to elicit
ideas from students about the conversation. Ask: EXTRA ACTIVITY
Where do you think these people are?
For further practice, write sentences on the board with
What are they doing? going to. Read the sentences using either the full form
• Have students read the skill box. or the reduction. Have students hold up one finger if
they hear the full form and two fingers if they hear the
showing enthusiasm reduction. For example:
We’re going to / gonna take a guided tour.
They’re going to / gonna take a train trip.
Point out that showing enthusiasm also tells people
She’s going to / gonna go camping
that you’re interested in what they’re saying. Showing
He’s going to / gonna take a cruise.
enthusiasm is being supportive. It makes people feel
that their ideas are valuable.
• Have students read in Culture Talk! the information
For more instruction on the skill, go to Online Practice. about vacation days. France is one of the most
generous countries for paid vacations in the world.
• Play the audio and have students listen to the Workers in France get 30 paid vacation days each
conversation. year.
• Focus on the expressions in red for showing • Have students answer the Culture Talk! question in
enthusiasm. Write or say additional expressions for pairs. Have them discuss whether they think there
showing enthusiasm: are enough vacation days per year in their country.
Wow! / Great! / Exciting! / Fantastic! • Refer students to the can-do statement and have
That’s fantastic! them check a box to assess how well they can use
That sounds great / exciting! expressions to show enthusiasm.
Wonderful!

72 Unit 12 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
3 Grammar C
• Direct students’ attention to the model and explain
A CD 2-37 the activity. Point out that students’ answers depend
• Check comprehension To contextualize the on whether they see the words “Sure” or “Not sure” in
grammar, before you focus students’ attention on the the pictures.
grammar chart, use the conversation in Part B of the • Students work together to further practice the
Speaking section to elicit future plans with be going grammar. Encourage them to ask and answer
to. Ask: questions and then change roles.
What is Carmen going to do this summer? (She’s going Answers
to go to Canada.) 1 What’s Andrew going to do this summer?
Is Robert going to take a vacation? (Yes, he is.) He’s going to go to the beach.
2 What’s Kate going to do this weekend?
• Explain that we use be going to for definite plans and
She’s not sure. She might take a guided tour.
might for possible plans. We use the base form of the
3 What’s Toshio going to do on Saturday?
verb after be going to and might. We don’t usually ask He’s going to go skiing.
questions with might. However, we can use might in 4 What are Franco and Clara going to do in July?
short answers. They’re not sure. They might go camping.
• Play the audio and have students listen to the 5 What’s Rebecca going to do this summer?
questions and answers. Then play the audio again She’s going to take a train trip.
and have students repeat. 6 What are you going to do on Sunday?
• For more information on future plans with be going I’m not sure. I might go kayaking.
to and might and for more practice, refer students to
the Grammar Reference section in the Student Book. EXTRA ACTIVITY
Have students get into pairs and ask and answer
Launch Unit 12 PowerPoint™ slide show from the questions about what they are going to do this weekend
iTools Online Resources tab for additional grammar or this summer. Tell them to give honest answers and
presentation and practice. answer with be going to if they’re sure and might if
they’re not sure.
B
• Focus on Part B and have students complete the D
conversations individually. Point out that if they
see subjects with apostrophes, they should use • Direct students to the Grammar Talk pages. See
contractions. Have students check answers in pairs. instructions on page 83.
Answers
• Refer students to the can-do statement and have
1 Are 2 going to 3 m going to 4 are
them check a box to assess how well they can use be
5 going to 6 might 7 are going to 8 Is going to and might to talk about future plans.
9 going to 10 might

© 2020 Oxford University Press

Unit 12 73
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
4 Reading and Writing C
• Have students read the skill box.
A CD 2-38
• Preview the text by having students look at the editing and revising
pictures and the names in the text. Ask:
What kind of website is this? Explain that editing is looking for mistakes in spelling,
grammar, and punctuation and fixing them. Tell
What kind of information is on these websites? students that it’s a good idea to edit their writing
• Elicit vocabulary Write any new vocabulary words several times, focusing on one thing at a time, e.g., verb
on the board. Ask which students already know their tenses. Revising is looking for ways to improve how
meanings. Have students who know the meanings ideas are developed and organized.
teach the new words to students who don’t know For more instruction on the skill, go to Online Practice.
them. For example:
surf – ride a wave while lying or sitting on a long • Go over the instructions. Give students enough time
board to complete the paragraph.
host family – a family that you live with when you
EXTRA ACTIVITY
visit or stay another country, usually when you are a
student Gives students time to plan their paragraphs before they
• Have students read the task question. Then give write them. Have them make a chart like the one in Part
students time to read the text individually. Play the B and complete it with definite and possible plans. Have
audio while they read, if desired. Have them discuss them exchange their charts with a partner and ask and
answer questions about each other’s charts.
their answers to the task question in pairs. Then call
on students to share their answers with the class.
• Tip Planning is an essential part of the writing
Answer process. Giving students an opportunity to generate
Ayuko is going to take a trip to Australia. Alex is going to and discuss ideas before they write leads to better
spend a month in Peru with a family. writing.

B D
• Have students read the text again and complete • Go over the instructions. Remind students of the
the chart. Point out that students can scan for information about editing and revising in the
and underline in the text be going to and might to skill box. Give them enough time to revise their
help with the task. Have them complete the chart paragraphs.
individually, and then check answers in pairs. ALTERNATIVE
• Tip Having students focus on a grammatical
structure in a text reinforces what they’ve learned and Have students get into pairs and read and comment
on each other’s paragraphs. Have them underline their
also helps them to interpret the information in the
partner’s topic sentence and look for at least two ideas
text correctly.
that support it. If they have trouble doing this, have
Answers them discuss ways that they can improve their topic
Ayuko sentences and/or their supporting ideas.
Definite plans: spend a few days in Sydney, take a train to
the beach, go camping for a couple of weeks, go kayaking • Refer students to the can-do statement and have
Possible plans: go on a tour of Sydney, learn to surf them check a box to assess how well they can edit
Alex and revise their writing.
Definite plans: do things with his host family in Lima, Peru
(go to school, go shopping, play sports, speak Spanish),
travel for a week on his own, fly to Cuzco
Possible plans: go skiing, take a train to Machu Picchu

ALTERNATIVE
Have students write short answers to comprehension
questions about the text.
1. Where is Ayuko going to go this summer?
2. Who is she going with?
3. What is she definitely going to do this summer?
4. What might she do this summer?
5. What is Alex going to do this summer?
6. Who is he going to stay with?
7. What is he definitely doing to do this summer?
8. What might he do this summer?

74 Unit 12 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
5 Viewing C
• Have students read the skill box.
A
• Focus students’ attention on the picture, the maps, identifying cuLturaL differences
and the title.
• Put students in small groups and ask: Explain to students that culture is a set of behavioral
patterns. These patterns are learned, and they vary
Where is the Mekong Delta? from culture to culture. Cultural behavior is based on,
Have you ever been to Vietnam? among other things, a group’s history, environment, and
• Have students read the task question and answer it in beliefs. Cultural behavior therefore differs from country
their groups. Go over answers with the class. Answers to country. We see cultural differences in areas such as
food, business, education, and entertainment. Noticing
will vary.
and appreciating cultural differences enhances traveling
and leads to better global understanding.
B
For more instruction on the skill, go to Online Practice.
• Elicit vocabulary Write any new vocabulary
words on the board. Give explanations, synonyms,
examples, or definitions of the words and have • Go over the instructions. Play the video again. Have
students try to match the words. For example: students complete the activity. Have them compare
their charts in pairs, and then call on volunteers to
This word describes a river that is moving from one share their answers with the class.
place to another. (flowing)
Possible Answers
This period of time goes from 1800 to 1899. (the 19th
Mekong Delta
century)
transportation: boats
This musical instrument looks like a small guitar. cooking: in a kitchen, on a stove, in a wok
(a mandolin) food: tea, fish, fruit, vegetables
This is a short expression. It states the beliefs of an shopping: floating market
organization, a person, or a group of people. (a motto) music: mandolin
My culture
• Introduce the video. Tell students not to worry if they
Answers will vary.
don’t understand everything. The scenes will help
them understand unknown words.
• Students watch and check the activities they hear. EXTRA ACTIVITY
• Have students compare their answers in pairs. Call on Have students watch again and answer comprehension
volunteers to share their answers. questions based on the video.
1. Where is Oli going to stay while he’s in Vietnam?
Answer
2. Does Oli like the family’s food? How do you know?
takes boat ride, stays with a family, goes shopping, goes
3. In what ways does Oli help the family?
fishing
4. Where do they go shopping?
• Have students read in Culture Talk! the information 5. What do they buy at the market?
6. What two ways of getting fish do you see? Which way
about who eats first in Vietnamese culture. In British
works better?
culture, it’s polite to wait to start eating until the host
7. What is the national motto of Vietnam?
starts.
• Have students answer the Culture Talk! question
in pairs. Have them discuss whether there are any D
variations within their country or culture, and what • Go over the instructions. Have students complete
the bases are for the differences; for example, formal
their lists individually. Then have them get into pairs
or informal situations, at home or at a restaurant, etc.
or small groups and discuss their lists. Have one
student take notes on the discussion and share their
Print Unit 12 video vocabulary worksheet from the ideas with the class.
iTools Online Resources tab for additional vocabulary • Refer students to the can-do statement and have
practice. them check a box to assess how well they can identify
cultural differences.

© 2020 Oxford University Press

Unit 12 75
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
6 Presenting C
• Give students adequate time to prepare their
A presentations. Have them discuss their reasons with
• Focus students’ attention on the photo. Ask: a partner to get peer feedback before they move on
to Part D. Walk around and check students’ ideas as
Where do you think the woman is?
they discuss them in pairs.
What do you think she’s doing?
Where do you often hear advertisements? D
Do you ever hear advertisements for travel? If so, • Put students into groups of five or six. Have them
describe one. decide as a group the order of the presentations. Tell
• Have students read the skill box. students to have a piece of paper and a pen ready
for each presentation. During each presentation,
using rePetition each student in the group must answer the following
questions:
Tell students that repetition also helps the audience 1. What did you find surprising or interesting about
follow your presentation. It reminds them of the main the presentation?
idea. Speakers often repeat exact words or phrases, and 2. What are the main points of the presentation?
they sometimes use synonyms or paraphrases of key
3. How well did the speaker use repetition?
words, as well.
For more instruction on the skill, go to Online Practice.
• After all students have given their presentations, have
the class discuss the answers to the questions.

EXTRA ACTIVITY
• Elicit vocabulary Write any new vocabulary words
on the board. Ask which students already know their Have students record their presentations as though
meanings. Have students who know the meanings they were real radio ads. Play them for the class. Have
teach the new words to students who don’t know students choose the two or three most convincing ads
them. For example: and explain why they were the most convincing.

yoga – a type of exercise that relaxes the body and • Refer students to the can-do statement and have
mind them check a box to assess how well they can use
retreat – a quiet place you go to have a rest repetition in a presentation.
• Give students plenty of time to read the text and
complete the Part A activity. Have them compare Print Unit 12 Test from the iTools Online Assessment tab
their answers with a partner. for an end-of-unit assessment.
Answers
you need a break: It’s used 5 times. (1st paragraph, 2nd
sentence; 2nd paragraph, 2nd sentence; 3rd paragraph, 3rd
sentence; 4th paragraph, 2nd sentence; and 5th paragraph,
1st sentence.)

B
• Have students read the Tip. Point out that stressing a
key phrase tells the audience that it’s important.
• Go over the instructions for Part B. Have students get
into pairs and read the presentation to their partner.
Call on volunteers to read the presentation to the
class. Have the class evaluate the speaker’s use of
stress for the repeated phrase.
EXTRA ACTIVITY
Have students go through the text and find the main
reasons the ad uses to try to convince the audience
to take a vacation at the Yoga Beach Retreat. Discuss
whether the reasons are convincing.

76 Unit 12 © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
10–12 Self-Assessment
1 Vocabulary 3 Reading
• Have students complete the activity individually.
Have them check answers in pairs, and then go over A CD 2-39
the answers with the class. • Preview the text by having students look at the
picture. Ask:
Answers
1 safe 6 country Who do you usually text?
2 noisy 7 hip-hop What do you usually text people about?
3 crowded 8 took a cruise
4 historic 9 go camping
• Have students read the task question. Then give
students time to read and listen to the text messages
5 classical 10 went skiing
individually. Have them discuss their answers to the
task question in pairs. Then call on students to share
GAME their answers with the class.
Write all the possible answer choices for the activity on Possible Answer
the board. Type up and pass out a version of the activity They are friends.
with incorrect vocabulary words in each sentence. Strike
through the incorrect words. Have students work in pairs
to complete the sentences with the correct vocabulary
B
words. The pair that finishes first with the most correct • Go over the instructions. Have students read the text
sentences wins. messages again and complete the activity.
• Have students check answers in pairs.
• Refer students who had difficulty to the appropriate
Vocabulary and Listening sections for review. Answers
1 Kelly 2 Linda 3 Linda 4 Kelly 5 Anna

2 Grammar C
• Have students complete the activity individually. • Go over the instructions. Have students read the text
Have them check answers in pairs, and then go over messages again if necessary and complete the activity.
the answers with the class. • Have students check answers in pairs.
Answers
Answers
1 was 6 watching
1F 2F 3F 4F 5F
2 was 7 is going to go
3 were 8 take
4 listen 9 Are, take EXTRA ACTIVITY
5 go 10 are, visit
Have students correct the false statements.
• Refer students who had difficulty to the appropriate
Grammar sections for review.
D
GAME • Go over the instructions. This is an opportunity for
Divide students into two groups. Toss a coin to see students to express their own opinions. Give them
which team goes first. Call on one student from the enough time to discuss their answers to the question.
group to read a sentence aloud with the correct answer. • Have volunteers share their answers with the class.
The student gets one chance. If he or she is correct, the
team gets a point and another person from the team
gets a chance to read the next sentence with the correct Print Unit 10–12 oral test from the iTools Online
answer. If he or she is wrong, the team loses a point and Assessment tab for assessment of speaking and
a student from the other team gets a chance to play. The presenting skills.
team with the most points wins.

© 2020 Oxford University Press

Unit 10–12 77
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
 Grammar Reference Answer Key
Unit 1 2
1. Are you going to work?
1 2. ey’re living in Mexico now.
2. F, How old is she? 3. Is she texting Mike?
3. H, How oen does he play soccer? 4. What are they doing these days?
4. H, When do you have dinner? 5. Where is he working right now?
5. F, What’s his major?
2 Unit 4
1. b, Where are you from? 1
2. d, How oen do they work? 2. a
3. e, What does she do? 3. e
4. a, How old are they? 4. b
5. c, What school does he go to? 5. c

Unit 2 2
2. them
1 3. you
1. A: Were you at home?
4. me
B: No, I wasn’t.
5. her
2. A: Does Jack play tennis?
6. it
B: Yes, he does.
3. A: Do they live here? 7. us
B: Yes, they do. 8. her
4. A: Is she from Brazil? 9. them
B: Yes, she is. 10. you
5. A: Does he work on Fridays?
B: No, he doesn’t.
Unit 5
2 1
1. A: Does Sarah work on weekends? 2. ate
B: Yes, she does. 3. got
2. A: Is Mark a nurse? 4. went
B: No, he isn’t. 5. had
3. A: Do they take the train? 6. met
B: No, they don’t. 7. saw
4. A: Are you on vacation? 8. stayed
B: No, I’m not. 9. visited
5. A: Are they students? 10. played
B: Yes, they are.
2
Unit 3 2. Did you watch TV with Jack?
3. We had dinner at 7:00.
1 4. I went to a karaoke club in my neighborhood.
1. 2 Yes, I am.
5. We got together with friends on Sunday.
3 Where are you working?
1 Are you working these days? Unit 6
4 I’m working at a soware company.
2. 2 Yes, he is.
1
1. T
1 Is he traveling now?
2. T
4 He’s visiting a lot of museums.
3. F
3 What places is he visiting?
4. T
5. F

78 Grammar Reference © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
2 2
1. on the corner of 2. A: Sarah needs money. Should she get a job?
2. next to B: Yes, she should.
3. behind 3. A: Alan has a stomachache. Should he eat a big meal?
4. on B: No, he shouldn’t.
5. between 4. A: Karen and Luis have a test tomorrow. Should they
stay out late tonight?
Unit 7 B: No, they shouldn’t.
5. A: I’m sick. Should I rest?
1
B: Yes, you should.
1. d, Was he at home?
2. a, Were you at school? Unit 10
3. e, Was I late?
4. b, Were they students last year? 1
5. c, Was it correct? 1. d, When were you in Tokyo?
2. b, Why was she at Mark’s house?
2 3. a, How long were they in New York?
1. A: Were you at work this morning? 4. e, What were the people like?
B: No, I wasn’t. 5. c, Where were your roommates last night?
2. A: Was he here yesterday?
B: Yes, he was. 2
3. A: Was I in your class last semester? 2. When was she in Seoul?
B: No, you weren’t. 3. Where were they last night?
4. A: Were they at the party? 4. What was the weather like?
B: Yes, they were. 5. What was the food like?
5. A: Was she a math major?
B: No, she wasn’t. Unit 11
1
Unit 8 2. Let’s see a movie tonight.
1 3. What about / How about going to a concert this
2. much weekend?
3. many 4. Let’s buy our tickets online.
4. much 5. What about / How about playing tennis at the park?
5. much 2
2 1. Let’s order a pizza tonight.
1. A: How many tomatoes are in the refrigerator? 2. Why don’t we have a barbecue?
B: ere are a few. 3. How about seeing the new movie tomorrow night?
2. A: How much juice is on the table? 4. What about studying together for the math test?
B: ere isn’t any. 5. Let’s call Mike and Jin.
3. A: How many potatoes does she have?
B: She has a few.
Unit 12
4. A: How many eggs are in the refrigerator? 1
B: ere aren’t many. 1. might
5. A: How much yogurt do we have? 2. are, going to
B: We have a little. 3. might
4. are, going to
Unit 9 5. ’s going to
1 2
1. Should I call the doctor? 2. What are you going to do?
2. She should go to the hospital. 3. Where are you going to go?
3. What should we do? 4. I might go to Rome.
4. He shouldn’t eat late at night. 5. We might stay with friends.
5. Should we have lunch at noon?

© 2020 Oxford University Press

Grammar Reference 79
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
 Grammar Talk!
1 A personal profile Student A Answers
Elsa and Franco don’t like action movies, take the subway
• Have students get into pairs and choose who will be to school, play soccer on weekends, don’t have family in
Student A and who will be Student B. Have students another country.
go to the appropriate page for their role, Student A or Yumi is left-handed, is good at cooking, doesn’t drink
Student B. coffee, isn’t hungry right now.
• Go over the instructions and the model conversation. Student B Answers
Make sure students understand that they each have Elsa and Franco aren’t left-handed, aren’t good at cooking,
different information, and that they must ask and drink coffee, are hungry right now.
answer questions in order to complete the social Yumi likes action movies, doesn’t take the subway to
network profile. Remind them to only look at their school, doesn’t play soccer on weekends, does have family
own page. in another country.
• When students are finished, go over the answers with Your Partner: answers will vary
the class.
Student A Answers EXTRA ACTIVITY
From: Brisbane, Australia
Extend the activity by having volunteers report to the
Job: tour guide, student
class on their partner’s answers to the questions.
School: University of Sydney
Likes: soccer, reading
Student B Answers
Lives in: Sydney, Australia 3 What are they doing?
Works at: Terrific Tours • Have students get into pairs and choose who will be
Birthday: January 18, 1994 Student A and who will be Student B. Have students
go to the appropriate page for their role, Student A or
EXTRA ACTIVITY Student B.
Extend the activity by having students complete the
• Go over the instructions and the model
personal profile about themselves. Have students
conversations. Make sure students understand that
share their profiles in small groups and ask and answer
they each have different information, and that they
questions about them. must ask and answer questions in order to complete
the chart. Tell them to ask and answer in complete
sentences, as in the model.
• Point out that students will also complete the chart
2 Do you like…? with information about their partners. Remind them
• Have students get into pairs and choose who will be to only look at their own page.
Student A and who will be Student B. Have students • When students are finished, go over the answers with
go to the appropriate page for their role, Student A or the class.
Student B.
Student A Answers
• Go over the instructions and the model Joe: He wants to travel. He’s a teacher.
conversations. Make sure students understand that Kelsey and Ally: They are taking Spanish and accounting.
they each have different information, and that they They are living in Vancouver.
must ask and answer questions in order to complete
Student B Answers
the chart. Tell them to ask and answer in complete
Joe: He’s taking math and English. He’s living in Miami.
sentences, as in the model.
Kelsey and Ally: They are studying for work. They aren’t
• Point out that students will also complete the chart working.
with information about their partners. Remind them Your Partner: answers will vary
to only look at their own page.
• When students are finished, go over the answers with
the class. EXTRA ACTIVITY
Extend the activity by having volunteers report to the
class on their partner’s answers to the questions.

80 Grammar Talk! © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
4 I love it! Student A Answers
Celia got up late on Saturday, didn’t go out to eat last
• Have students get into pairs and choose who will be weekend, got together with friends on Saturday, didn’t
Student A and who will be Student B. Have students drive somewhere on Sunday.
go to the appropriate page for their role, Student A or Jack didn’t watch a movie on Friday night, didn’t meet
Student B. someone new on Sunday, stayed home on Saturday
• Go over the instructions and the model morning, played computer games on Sunday.
conversations. Make sure students understand that Student B Answers
they each have different information, and that they Celia watched a movie on Friday night, didn’t meet
must ask and answer questions in order to complete someone new on Sunday, didn’t stay home on Saturday
the chart. Tell them to ask and answer in complete morning, played computer games on Sunday.
sentences, as in the model. Jack didn’t get up late on Saturday, went out to eat last
weekend, didn’t get together with friends on Saturday,
• Point out that students will also complete the chart
drove somewhere on Sunday.
with information about their partners. Remind them
to only look at their own page. Your Partner: answers will vary

• When students are finished, go over the answers with

the class. EXTRA ACTIVITY
Student A Answers Extend the activity by having volunteers report to the
Julia likes classical music, doesn’t like Adele, doesn’t like class on their partner’s answers to the questions.
the Black Eyed Peas, likes chocolate ice cream.
Ben and Nick like scary movies, don’t like Leonardo
DiCaprio, don’t like baseball, like Emma Watson.
Student B Answers
6 Where is the gym?
Julia doesn’t like scary movies, likes Leonardo DiCaprio, • Have students get into pairs and choose who will be
likes baseball, doesn’t like Emma Watson. Student A and who will be Student B. Have students
Ben and Nick like classical music, don’t like Adele, don’t like go to the appropriate page for their role, Student A or
the Black Eyed Peas, like chocolate ice cream. Student B.
Your Partner: answers will vary • Go over the instructions and the model conversation.
Make sure students understand that they each have
different information, and that they must ask and
EXTRA ACTIVITY
answer questions in order to complete the map.
Extend the activity by polling everyone’s answers and Remind them to only look at their own page.
discussing the reasons for their likes and dislikes. • When students are finished, go over the answers with
the class.

5 Did he watch a movie? Student A Answers

The gym is across from the ATM on First Avenue.
• Have students get into pairs and choose who will be The Mexican restaurant is across from the park on Park
Student A and who will be Student B. Have students Street.
go to the appropriate page for their role, Student A or The coffee shop is next to the movie theater on Second
Student B. Avenue.
• Go over the instructions and the model The drugstore is next to the library on Hill Street.
conversations. Make sure students understand that Student B Answers
they each have different information, and that they The school is next to the Chinese restaurant on Garden
must ask and answer questions in order to complete Street.
the chart. Tell them to ask and answer in complete The electronics store is across from the movie theater on
sentences, as in the model. Park Street.
The museum is across from the library on Hill Street.
• Point out that students will also complete the chart The Blitz Hotel is across from the park on Hill Street.
with information about their partners. Point out that
if their answer is “yes,” partners should give extra
information to explain their answers. Remind them
to only look at their own page.
• When students are finished, go over the answers with
the class.

© 2020 Oxford University Press

Grammar Talk! 81
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
7 Was he a leader? 9 What should I do?
• Have students get into pairs and choose who will be • Have students get into pairs and choose who will be
Student A and who will be Student B. Have students Student A and who will be Student B. Have students
go to the appropriate page for their role, Student A or go to the appropriate page for their role, Student A or
Student B. Student B.
• Go over the instructions, the model conversation, • Go over the instructions and the model conversation.
and the sample questions. Make sure students Make sure students understand that they each have
understand that they each have different information, different information, and that they will take turns
and that they must ask and answer questions in order stating the problems in order to complete the chart.
to complete the chart. Students can use the sample Remind them to add additional ideas, and to only
questions or questions of their own. Remind them to look at their own page.
only look at their own page. • When students are finished, go over the answers with
• When students are finished, go over the answers with the class.
the class.
Student A Answers
Student A Answers Maybe you should get more sleep.
4 Margaret Thatcher: woman; British; leader; 2013; Maybe you should exercise more often.
Actress Meryl Streep was in a movie about her. Maybe you should drink tea.
5 Bruce Lee: man; Chinese American; actor/movie Maybe you should drink water.
director; 1973; He was a kung-fu teacher. Maybe you should sleep in a very dark room.
6 Frida Kahlo: woman; Mexican; artist; 1954; She married Maybe you should take some aspirin.
the Mexican artist Diego Rivera. Student B Answers
Student B Answers Maybe you should take vitamins.
1 John Lennon: man; British; musician; 1980; He was a Maybe you should go to bed early.
Beatle. Maybe you should take cough drops.
2 Helen Keller: woman; American; writer; 1968; She Maybe you should go to an eye doctor.
couldn’t see or hear. Maybe you should listen to quiet music before bed.
3 Pablo Picasso: man; Spanish; artist; 1973; He had a Maybe you should stay in bed.
modern style of painting. Our idea: answers will vary

EXTRA ACTIVITY EXTRA ACTIVITY

Extend the activity by having students share any other Extend the activity by having students share their extra
information they know about the people in the chart. ideas with the class. Have students vote on the best or
most unusual ideas for each problem.

8 Picture differences
• Have students get into pairs and choose who will be
Student A and who will be Student B. Have students
go to the appropriate page for their role, Student A or
Student B.
• Go over the instructions and the model conversation.
Make sure students understand that they each have
different pictures, and that they must ask and answer
questions in order to complete the chart. Remind
them to only look at their own page.
• When students are finished, have them compare their
pictures. Then go over the answers with the class.
Answers
Picture A Picture B
1 a lot of milk 1 no milk
2 no eggs 2 a few eggs
3 a little juice 3 a lot of juice
4 a lot of strawberries 4 a few strawberries
5 no cheese 5 some cheese

82 Grammar Talk! © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
10 What was it like? 12 Where are they going?
• Have students get into pairs and choose who will be • Have students get into pairs and choose who will be
Student A and who will be Student B. Have students Student A and who will be Student B. Have students
go to the appropriate page for their role, Student A or go to the appropriate page for their role, Student A or
Student B. Student B.
• Go over the instructions and the model conversation. • Go over the instructions and the model conversation.
Make sure students understand that they each have Make sure students understand that they each have
different information, and that they must ask and different information, and that they must ask and
answer questions in order to complete the chart. Tell answer questions in order to complete the chart. Tell
them to ask and answer in complete sentences, as in them to ask and answer in complete sentences, as in
the model. the model. Remind them to use might if the plans are
• Point out that students will also complete the chart not definite.
with information about their partners. Remind them • Point out that students will also complete the chart
to only look at their own page. with information about their partners. Remind them
• When students are finished, go over the answers with to only look at their own page.
the class. • When students are finished, go over the answers with
the class.
Student A Answers
She visited Los Angeles. Student A Answers
She went in 2009. Brett and Sophie are going to go to Miami Beach. They are
She stayed for four days. going to relax, surf, and they might go kayaking.
The weather was hot and sunny. Jake is going to go on August 4. He’s going to go for 10
The food was good. days.
She went to the beach, saw movie stars’ houses, and Student B Answers
went shopping. Brett and Sophie are going to go on July 15. They are going
Student B Answers to go for two weeks.
He visited Shanghai. Jake is going to go to Italy. He’s going to visit friends. He
He went in 2012. might go to museums.
He stayed for one week. Your Partner: answers will vary.
The weather was beautiful.
The food was delicious.
He went to museums, went to parks, and went to clubs. EXTRA ACTIVITY
Your Partner: answers will vary Extend the activity by having students volunteer to
describe to the class their partner’s definite and possible
vacation plans.
EXTRA ACTIVITY
Extend the activity by having students volunteer to
describe to the class their partner’s visit. For example:
He / She visited....
He / She went there in....

11 How about a movie?

• Have students get into pairs and choose who will be
Student A and who will be Student B. Have students
go to the appropriate page for their role, Student A or
Student B.
• Go over the instructions and the model conversation.
Make sure students understand that they each have
different information, and that they will use their
calendars to find mutually agreeable days to do each
activity. Remind them to only look at their own page.
Answers will vary.
• When students are finished, have volunteers perform
their conversation for the class.

EXTRA ACTIVITY
Extend the activity by having students use their
calendars to invite each other to do additional activities.

© 2020 Oxford University Press

Grammar Talk! 83
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
Audio and Video Scripts
Unit 1 LISTENING page 2 4.
A: I’m really hungry. Do you want to have lunch with
1. I work really long hours, but I like my job a lot.
I enjoy acting in movies and on TV. Sometimes me after class?
I work with famous people. B: Oh, sorry. I always have lunch before class.
2. I work in a nice restaurant. But it’s usually very busy, 5.
and the customers are often difficult. And I don’t A: I don’t really like basketball.
really like my boss. It’s not a great job. B: Oh? What sports do you like to play?
3. I really like my work because I like to travel. I enjoy 6.
taking people on sightseeing tours. I visit museums A: You spend a lot of time online, don’t you?
and a lot of other interesting places. B: Yeah, I do. I love to play games. How about you?
4. I love my job because I can be creative. I work on a
lot of projects, so every day is different. My clients Unit 2 VIDEO page 12
are usually happy with my work, because a good N: T.D. Rahman works at Google. Rahman takes a free
website helps them get new customers. Google bus to work every morning. The bus is very
5. My job is wonderful. I play beautiful music every day. comfortable, and it has wireless Internet. On the bus, he
And I often go on tour with the orchestra and give reads the news and checks his email. Everyone on this
concerts in many different places. bus works for Google. The Google buses take about
6. I work in an electronics store. I sell things like 1,000 workers to and from work every day. The bus is
computers and TVs. I really don’t like being inside all especially helpful for T.D. He is blind. He creates
day, and the store is always really busy. I hope to find programs to turn websites into words. After the free ride
a new job soon. to work, T.D. Rahman has a free breakfast in Google café,
and he has lunch there, too. The 8,000 workers at Google
Unit 1 VIDEO page 6 headquarters eat for free at 19 cafés. The food is
delicious. There are many kinds of food: sandwiches,
N: On a quiet street in a town near Chicago, there is one
home that is not so quiet. Some dads play baseball with pizza, vegetarian food, and food from around the world.
their kids. But when Jeff Tweedy wants to have fun with The food at Google is the employees’ favorite perk.
his sons, he plays the guitar. That’s not surprising. Woman: I work more, I do enjoy the food, it’s very tasty.
Because when he’s not playing here… he’s probably N: And there are other things that make them happy.
playing here. Jeff Tweedy has a great job. He’s the lead There is a free gym. There are places to sleep. There are
singer and songwriter of Wilco, a band from Chicago. The pools to exercise in. There are places to wash your
band is fifteen years old, but it is now becoming famous. clothes. Does anybody do any work at Google?
Jeff Tweedy and Wilco travel all over the world doing I: Have you guys finished work?
concerts. They have done about 2,000 shows in the past Guy 1: No, we’re going to go back.
20 years. Their trips are sometimes very long, but they Guy 2: We’re going to go back and work.
love doing concerts. When they travel, there are extra Guy 1: We’re going to work until, like, nine.
buses for their families. Jeff is married to Sue Miller. They N: Jen Manson, a product manager, has 19-month old
have two sons, Spencer and Sam. Jeff ’s children love to twin boys. She brings her children to the Google child
travel with the band. care center. She pays for day care, but it isn’t very
I: Do you enjoy going on the road? expensive. Her children are very happy there. And Jen is
Spencer: I love it. happy too, because she can visit them at lunch. Google
I: What do you like about it? employees work very hard, but thanks to all the Google
Spencer: It’s fun. I mean, I like going to the shows and perks, they love coming to work every day!
being backstage and being on the tour bus.
N: Jeff Tweedy is very happy. He loves his family, he Unit 3 LISTENING page 14
loves his home, he loves his music, and he loves his job. 1.
He thinks he has a great life. A: What’s your sister doing these days, Rachel?
B: Well, she finished school last year. Now she’s working
Unit 2 LISTENING page 8 in Chicago.
1. A: No kidding! Does she like Chicago?
A: I attend English class on Monday, Wednesday and B: Yes, she likes it very much.
Friday mornings. 2.
B: Oh. And when do you have math class? A: How are your parents doing, Andrew?
2. B: They’re fine. They live in Boston, but right now
A: How do you get to work, Sandra? they’re visiting my sister.
B: I take the subway. How about you? A: That’s nice. Where does your sister live?
3. B: In California.
A: I go for a walk every morning before work. 3.
B: Really? What time do you get up? A: So, are you still living in Miami, Marta?
B: Yeah, I am.
A: And where are you working now?
84 Audio and Video Scripts © 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
B: Right now I’m working at Pizza King, but I’m looking
for a new job.
Unit 4 VIDEO page 26
N: These teenagers are part of a large survey. The
A: Oh, really? What kind of job would you like? survey wanted to answer the question, “What makes
B: I’d like to work in a hotel. teenagers happy?” Teenagers said that friends and
4. family make them happy.
A: Is your brother studying in Australia, Lin?
I: What are three things that make you happy?
B: He’s in Australia, but he isn’t studying. He’s teaching
at a university. Boy 1: Friends, family, and sports.
A: Really? Girl: Love for my friends and family, music, and
B: Yeah. At the University of Sydney. probably… money, I guess.
N: In the seven-month survey, researchers talked to
thousands of teenagers. Sometimes teenagers feel angry
Unit 3 VIDEO page 18
or frustrated with their parents. But the study showed
N: In many ways, Sho Yano is a typical ten-year-old. He
that parents are very important to teenagers. About half
does tae kwon do. He plays basketball. He plays with his
of the teenagers said that one of their parents is their
friends. But in other ways, Sho is very different from
hero.
other ten-year-olds. The other kids are studying math
and reading, but Sho is studying chemistry. Sho is I: For now, do you want your parents in your life?
already going to college. He is the youngest student at Boy 2: I need, yeah… ’cause without parents, I mean,
his university, but possibly the student with the highest you’d be really helpless.
IQ. How high is Sho’s IQ? Boy 1: It’s nice seeing them at the game, and they’re
Sho: I think somewhere around 200, maybe more… cheering me on, you know… just being there to support
I don’t really think IQ matters. me.
I: Because? N: Friends are also very important to teens. 80% said it’s
Sho: It matters how much you work hard. very or somewhat important to have lots of good
friends. Electronics also make teenagers happy.
N: Sho works very hard. On his first chemistry exam, he
scored 106 out of a possible 108. He is also studying Girl: I love my cell phone, and the computer, anything,
biology, English, and music. He plays classical music on like, where I have contact with my friends.
the piano. He even writes his own songs. Sho is busy, but N: The study found that teenagers want to be famous.
he spends a lot of time with his family. Sho’s father, I: Do you want to be famous?
Katsura, is Japanese. He is a businessman. His mother, Girl: Yes.
Ki-young, is South Korean. She stays home with Sho and I: Why?
his sister, Sayuri. Sayuri is very intelligent, too. She is only Girl: I don’t know. Like, I want to, like, show the world
four years old, but she is already reading, writing, and that I have talent, like, ’cause I do.
doing math. Sho will finish college before he is 13. What I: Do you have aspirations to be famous?
will he do next? He’s not sure, but he is sure he will work Boy 1: Sure, I’d like to be, but, you know, the chances
hard and always keep learning! are very slim.
N: Teenagers also said that money is important.
Unit 3 PrESENTING page 19 Girl: Money is important to happiness… sometimes.
I’m very busy these days. I’m studying at Central N: 69% of teenagers said they want to be rich. But 51%
University, and I’m taking math, biology, and history think they probably will not be rich. Teenagers think that
classes. I’m also working at a restaurant at night to money and fame will make them happy in the future.
make money. On the weekends, I’m spending a lot of But for now, they say that family and friends are the
time studying. I’m also playing on a soccer team, and I’m most important things.
learning to do karate.
Unit 5 LISTENING page 28
Unit 4 LISTENING page 22 1.
1. A: What did you do last weekend? Did you watch
A: When are you leaving for New York, Alex? any movies?
B: My brother and I are leaving tomorrow. B: Well, I wanted to, but my sister visited me.
A: Are you excited? A: And?
B: Yes, I am. I’m very excited. B: She has two little boys, and they wanted to play
2. computer games.
A: What’s the matter, Sarah? Are you OK? A: Was that all you did?
B: I’m OK, but I’m nervous. B: Yeah. Not a very interesting weekend.
A: Why? What are you nervous about? 2.
B: I’m starting college today. A: So, how was your weekend?
3. B: It was very good.
A: You look happy, Matt. A: Oh, really? What happened?
B: I am happy. I’m going to see my girlfriend tonight. B: Well, remember that woman I met at the karaoke
A: That’s nice. What time are you meeting her? club last month?
B: Eight o’clock. A: Yeah…
4. B: Well, we got together and went out to eat.
A: What’s the matter, Sue? Are you angry? A: Hey, that’s great.
B: No, I’m not angry. I’m bored. I’d like to go out tonight.
A: Well, would you like to go see a movie?
B: Yeah. That’s a good idea.
© 2020 Oxford University Press
Audio and Video Scripts 85
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
3.
A: Did you have a nice weekend?
Unit 6 LISTENING page 34
1.
B: Yeah, I had a good weekend. I got together with some A: How much is a coffee?
friends on Friday and Saturday night. We stayed out B: It’s $2.50. Milk and sugar?
late, so now I’m a little tired. A: Yes, please.
A: So you’re not going out to eat with me? B: Here you are.
B: Uh, well, no, not tonight. Sorry! A: Thanks.
4. 2.
A: Did you have a good weekend? A: Do you have a reservation?
B: Yeah, it was great. I met a really cute guy. I think he B: Yes. It’s under Jones.
likes me. A: How do you spell that?
A: Are you going to see him again? B: J – O – N – E – S.
B: Yeah. We’re going to go to a karaoke club A: OK… and you’ll be with us for one night?
next weekend. B: Yes, that’s right.
A: That’s $129 per night.
Unit 5 VIDEO page 32 3.
Man: Bye, Maisie. A: I’d like four tickets to the 9:00 show, please.
N: The weekend is here. But the Musal family of B: Four tickets? Okay, that’ll be $48.00.
Glendale, Arizona, is still working. On Saturday A: Here you go.
mornings, the Musals usually get up early and take their B: OK, thanks. Enjoy the show.
daughter to dance class. Then their son has a baseball or 4.
soccer game. The Musals are a typical family these days. A: Do you have your ticket?
Years ago, the American weekend was a time for simple B: Oh, let me see… yes, here it is.
activities like playing in the snow, spending time with A: OK, you were here for three hours, so that’s $15.00.
family, and getting together with friends. But today, B: $15, all right, here you are.
weekends are different. So, what do Americans do on
weekends? According to a CBS news survey, 63% of Unit 6 VIDEO page 38
people with kids between the ages of nine and 17 spend N: It’s something old, and it’s also something new.
most of their weekends driving kids to activities. And Robert Hammond: Everyone else wanted to tear it
73% of parents often feel like they didn’t really have a down, or didn’t care.
weekend.
N: In the 1990s, New York City had plans to destroy
Woman 1: I wish it was longer. these old train tracks above the city. Then, one man had
Woman 2: I’d like to have more days. an idea.
Woman 3: More time off from work, yes… Robert Hammond: We had no money, no plan, we
Woman 4: I would change it to be Friday to Monday. didn’t even have a specific vision.
Woman 5: Um, at the end of the weekend I feel, like, N: Robert Hammond’s idea was a park in the sky… a
where has it gone, and I can’t believe I have to go back to garden above the city streets. A group of people worked
work on Monday morning. together for many years to make a plan. They changed
N: But people are doing more than driving kids around ugly train tracks into a beautiful city park. The High Line
on weekends. They also spend a lot of time working and was born. It’s a great place to go for a walk, to look at
doing household chores. According to writer John art, to have lunch with a friend, to meet new people. The
McGrath, bosses and co-workers expect that we will work first part of the High Line opened in 2009. The second
on weekends… that we can always answer emails and part opened in 2011. Now, two million people a year visit
phone calls. People are afraid that if they take time off on the High Line. Half of them are tourists.
the weekends, other people will think they don’t work Robert Hammond: New York City has these iconic
hard. And people these days are afraid they are going to tourist destinations, we all know – Statue of Liberty,
lose their jobs. So, what can people do to get more free Empire State Building, Times Square… the High Line is
time on the weekends for themselves and their families? now getting a lot of people.
Some U.S. politicians want to make a law that will give all Woman: It’s just designed in this very clever way, to
American workers a week of paid vacation every year. mix the old, and some new architecture, but the old and
They feel that free time is very important, and that we the new are very carefully intermixed.
need to make sure people have time to relax on vacations N: The High Line is a model for other cities around the
and weekends. country. In St. Louis, City Garden is a beautiful park that
has completely changed the center of the city. In
Unit 5 PrESENTING page 33 Houston, Discovery Green changed an ugly parking lot
I had a really fun weekend. On Saturday morning, I into a pretty downtown park. New York City spent a
played soccer with some friends in the park. On hundred and fifteen million dollars to start the High
Saturday afternoon, I relaxed at home and read a good Line, but today, people give money to support it. The
book. I went out to eat with my friends on Saturday High Line created many new jobs – eight thousand in
night. Then we went to the movies. We saw The Edge. It’s construction, and twelve thousand in the nearby
a great movie! neighborhood.
On Sunday, I went to Six Flags with my family. It’s a big Robert Hammond: People love the dream. And you
amusement park. The roller coasters were great! know, this wasn’t just a dream, it was sort of a crazy
dream. And I think people like crazy dreams.

86 Audio and Video Scripts © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
Unit 7 LISTENING page 42 A:
B:
I want fish, too.
Anything else?
1. He was a British movie actor and director. He was
born in London in 1889, but he moved to the United A: Yes, some corn.
States in 1930. His movies are both funny and sad. 3.
He died in Switzerland in 1977. A: Do you want something to eat?
2. She was a British writer. She was born in 1775. She B: Yes, I think I’ll have some yogurt.
wrote six books about romance, and a few of them A: With fruit? How about some strawberries?
were made into movies. The books are still very B: No, thanks. Just the yogurt.
popular today. She died in 1817. 4.
3. She was born in 1819. She spoke English, French, and A: What do you want to eat tonight?
German. She played the piano, and she liked to paint. B: How about some tofu?
She had nine children. She was Queen of England A: Fried tofu?
and Ireland for 63 years. B: Great! And let’s have some tomatoes, too.
4. He was an Italian artist, architect, musician, and A: Sure. Why not?
scientist. He was born in 1452. He worked in Italy and
in France. He painted the Mona Lisa. He died in 1519. Unit 8 VIDEO page 52
N: The smells in this supermarket are strong. But the
Unit 7 VIDEO page 46 smells aren’t just coming from the foods.
N: Why are all these people – both young and old – at I: So, do you think the smell in here is coming from
this art gallery opening on New York’s 5th Avenue? They these grapefruits?
are here to meet Kaws – K-A-W-S – a painter, designer, Man 1: That’s an interesting question. I know with
and street artist. He is one of today’s most popular modern technology, it could come from a lot of sources.
young artists. For years, Kaws didn’t like to show his I: See that little black machine behind you?
work in galleries. Now, that has changed. Kaws has Man 1: Whoa!
always loved art. When he was a teenager, he was a I: Do you have any idea what that is?
street artist. He painted on signs and buildings. His real Man 1: What is that thing? Don’t tell me it’s a grapefruit
name is Brian Donnelly. He grew up in New Jersey, scent… uh, air, what do they call that, aerator?
across the river from Manhattan, where you can still see N: Actually, they’re called scent air machines. And this
his art on the sides of buildings. In the 1990s, Kaws was supermarket has five of them. Each machine sends out a
famous on the streets for painting over bus stop ads. He different smell, including grapefruit in the produce section.
painted x-es over eyes. He then started designing clothes Man: I think it’s a grapefruit, isn’t it? Or is it not a
and toys. He also painted cartoon characters that he grapefruit?
liked when he was a child. Ten years later, Kaws became Woman 1: It is.
an international star. Last fall, thousands of fans waited
N: …chocolate in the candy aisle.
on the streets of Tokyo outside Kaws’ shop. They wanted
I: It makes you happy?
to buy a Star Wars Storm Trooper toy. Kaws only makes
a small number of each product, so most people didn’t Women: Yes.
get a toy. Some of music’s biggest stars are Kaws fans. N: And bread by the bakery.
Hip-hop star Pharrell Williams admires Kaws. Man 2: It smells like it’s home.
Williams: To our generation, we’re going to look at him N: The air machines are part of a marketing strategy.
like, he’s the guy that made us pay attention to art. Supermarket manager: The machine is really small,
N: Williams has a lot of Kaws’ art in his house in Miami. so it’s good for us, nobody can see that.
And Kaws has also made art for superstar rapper Kanye N: The store put in the machines two months ago. The
West. Colorful designs by Kaws are on one of West’s strategy is simple. The smells make customers hungry.
album covers… and on billboards, like this one in Times And when they’re hungry, they spend more money.
Square. Kaws is still happiest in his studio, creating art. I: Does the smell make you hungry?
I: How long did this one take you? Man 2: Yeah.
Kaws: Probably about three to four weeks, you know, Woman 2: Yeah.
and that’s… and working on other stuff at the same time. N: Sales in the produce department have gone up seven
N: He’s made many new pieces for shows at galleries in percent. Each machine costs ninety-nine dollars a
New York, Miami, and Los Angeles. His art can sell for up to month, so the machines are a good investment.
a hundred thousand dollars. At the shows, Kaws meets new I: Where we’re standing, what are you smelling?
people… and he always makes his fans very, very happy. Woman 3: Um, I smell some, I guess, smoked meat…
Fan: That’s like, really, really cool. I really appreciate it. I: What if I told you that smell was actually being
Kaws: No problem. pumped out of that little black machine over there?
Woman 3: That would be great. I understand. It’s
Unit 8 LISTENING page 48 working!
1. I: It’s working?
A: Do you want chicken for dinner? Woman 3: Yeah, yeah, it’s working.
B: I’m sick of chicken. Can we have fish? N: So the machines are helping this store to make money.
A: Fish with green beans and potatoes? I: Are you going to buy a grapefruit today?
B: Yeah. That sounds good. Man 1: Um… I know they are good for me. We didn’t
2. come for grapefruits, but uh… It’s a…
A: Are you going to have beef ? I: Possibility.
B: No, I want some fish. What about you?
Man: Yeah, yeah, it’s a good fruit. Thank you!

© 2020 Oxford University Press

Audio and Video Scripts 87
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
Unit 9 LISTENING page 54 Unit 9 PrESENTING page 59
1. If you sprain your ankle, first you should go to the
A: I don’t feel well. doctor. The doctor will probably put a bandage on your
B: Oh? What’s wrong? ankle. Second, you should wear a brace on your ankle.
A: Well, I have a fever. It’s high, like a hundred and three. Next, elevate your ankle for two to three hours each day.
B: Huh. Maybe you should see a doctor. Your ankle should be higher than your heart. Then put
A: Yeah. You’re right. ice on your ankle. For 24 to 72 hours after you sprain it,
2. put ice on it every hour or two during the day. Finally, do
A: I really don’t feel very well. I have a cold. exercises to make your ankle stronger.
B: That’s too bad. Have some chicken soup… that
makes me feel better when I have a cold. Unit 10 LISTENING page 62
3. 1.
A: What’s the matter? A: So, tell me about London. What’s it like?
B: I have a really bad headache. B: Oh, I love it! It’s very old and historic. And it’s really
A: Oh, no. Maybe you should take an aspirin. beautiful, too.
4. 2.
A: I didn’t sleep well last night. A: Is Ho Chi Minh City a big place?
B: Oh? Why not? B: Oh, yeah. That’s why I like it. It’s a big city, and it’s
A: Well, I helped a friend move last weekend. Now I very crowded. A lot of people everywhere. It’s a really
have a backache, and it’s hard to sleep. interesting place.
B: Ouch. Maybe you should take a hot shower. 3.
5. A: So, how was it?
A: I don’t have a cold, but I have a sore throat. B: Excellent! Bangkok is a big, noisy city, but it’s very
B: Would you like some hot tea with honey? That exciting. And it’s not very expensive.
usually helps a sore throat. 4.
6. A: So, what is Quebec City like?
A: I feel so bad. I’m really tired and achy. B: Well, it’s a small city. You can walk everywhere, and
B: It sounds like you have the flu. You should stay home it’s really safe. Uh… it’s very charming. And it isn’t
and rest. noisy
at all.
Unit 9 VIDEO page 58
N: Why are these people laughing? They are part of a Unit 10 VIDEO page 66
laughter club. Laughter clubs are becoming very popular. N: Mexico City is the capital of Mexico. It is in the South
Laughter clubs started about twenty years ago in Central region of the country.
Bombay, India. A doctor told his patients that they Woman: I’m flying over what’s possibly the biggest city
should laugh. He said laughing is good for your health. in the world. It’s the capital city and heart of Mexico…
His patients love the clubs! Now there are around six Mexico City.
hundred laughter clubs in India, and there are laughter
N: It’s the center of government, business, finance, and
clubs in 72 countries. And psychologist Steve Wilson says
the arts.
there should be a laughter club in every city in the world.
Woman: From up here you get a real sense of just how
Dr. Wilson thinks that laughter is pretty strong medicine.
big this city is.
Steve Wilson: Come out with your smiles up, and
N: The city is pretty flat, but it’s very high… two
nobody will get hurt. The World Laughter Tour has a
thousand, four hundred meters above sea level. A long
three-part mission: to lead the world to health,
time ago, Mexico City looked very different. It was called
happiness, and peace through laughter.
Tenochtitlan, and it was the center of the Aztec world.
N: Dr. Wilson teaches other people to be laughter
Almost 500 years ago, the Spanish destroyed
leaders. People from all over the world get together to
Tenochtitlan. They rebuilt it in the Spanish style of
take this class.
architecture, and called it Mexico City.
Instructor: Let’s just try breathing. How about that to
Woman: I’m right in the middle of Mexico City in a
begin? In…
huge, bustling, noisy square called Zocalo.
N: It looks funny, but there is a reason that laughter
N: The Zocalo is a really, really big square! It is Mexico
clubs work. Laughter connects us as human beings…
City’s historic center, and has a lot of beautiful old
even when we don’t speak the same language. In fact,
buildings. Shopping in Mexico City is great – you can
only ten percent of laughter follows a joke. Studies show
buy a lot of souvenirs. But Mexico City also has a
that almost eighty percent of communication is
financial district with very modern buildings. It has
nonverbal. People can communicate pretty well without
some really exciting modern architecture. This modern
words! Many studies show that laughter is good for your
Mexican architecture has a lot of bright colors.
health. Not all scientists agree that laughter improves
Woman: There are something like 25 million people
health, but it is clear that laughter makes people feel
living in this city. But where?
good. Florence Ditlow has a disease called Primary
Lateral Sclerosis. N: Not many people live in the city center. Most people
live in the suburbs, outside of the city. There are many
Florcence Ditlow: When I laugh, I feel, like, more able
different kinds of homes in Mexico City. With its long
to do what I need to do. I have more energy.
and interesting history, beautiful architecture, and great
N: Laughter is contagious. When you see other people
shopping and restaurants, Mexico City is a wonderful
laughing, it’s hard not to laugh! So maybe you should
place to live or visit.
join a laughter club… or start one in your city!
88 Audio and Video Scripts © 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
Unit 11 LISTENING page 68 A: Skiing? In the summer?
B: Well, it’s summer up here, but winter down there.
1. I think rock music is great. I still have all my old rock
CDs, and I go to hear the big stars in concert a few A: Oh, that’s right. So what are you going to do during
times a year. your last week?
2. I really liked this song when I was in college. I B: I’m not sure. I might take a bus tour somewhere.
listened to it all the time. And I went to a lot of hip- Argentina is a big country. There’s a lot to see.
hop concerts. But I don’t like it very much now.
3. I’m always listening to classical music. I really love Unit 12 VIDEO page 78
Mozart and Beethoven. I often go to concerts at N: After flowing more than 4,000 kilometers through six
Symphony Hall. I’m going to a concert this weekend. countries, this is where the Mekong River meets the
Would you like to go with me? South China Sea. Most people in the Mekong Delta are
4. Listen to this. I think it’s great, don’t you? I didn’t farmers and fishermen. But these days, some people are
like it when I was in high school, but now I really like working in the hospitality business. They invite tourists
it a lot. I go to jazz clubs a lot. How about going with to stay at their homes, and the toursists pay them. Oli is
me sometime? going to do a homestay – that is, he’s going to live with a
Vietnamese family for a few days and learn about their
Unit 11 VIDEO page 72 life.
N: Today is December 2nd. Here, in Brazil, it’s National Grandfather: Hi.
Samba Day. People are celebrating samba, the national Oli: Nice to meet you. Hello. Nice to meet you. Hi. Hello.
music and dance of Brazil. There are parties all over the Woman: Cháo.
country today. At this train station in Rio, there is a big Oli: Hello. Hi. Nice to meet you all. Hello.
party and people are very happy. Samba has its origins Family: Hello.
in African drumming. It developed in Brazil early in the N: 61-year-old Van Tien and his wife run this very
twentieth century. There are many styles of samba. friendly homestay, together with their children and
There are fast drum bands that play at carnivals and grandchildren. The family gets up very early to do work
street parades. And there are also slower styles of samba, around the house. Oli is enjoying a typical Vietnamese
like the samba-canção. In the 1960s, bossa nova music breakfast.
became popular. It is a fusion of samba and jazz. Today, Oli: This smells absolutely fantastic. Everything tastes
samba is still very popular in Brazil. Every year during so fresh.
Carnaval, samba schools — large groups of up to 5,000 N: After breakfast, Oli is going to help the family. He is
people – wear costumes and perform original music. going with Van Tien’s daughter to get food for today’s
Rafael is visiting Rio, and he wants to hear some good meals. They’re going to get fruit and vegetables at a
live samba music. He’s asking some Cariocas — that is, floating market. This market was started in the
residents of Rio — for some advice. 19th century in the Mekong Delta. It’s very big and very
Man: The other side has a good group to play samba. old. The market is still the same today. Farmers bring
Listen. Listen. everything here by boat.
Woman: Trapiche-Gamboa! Oli: I love pineapple. We’ll get three.
Rafael: Trapiche-Gamboa? N: After they’re finished shopping, Oli wants to relax…
Woman: Today, we have Gallotti and Grupo but his work isn’t done. They need to get fish for dinner.
Centelha play! After a couple of hours, they know they aren’t going to
Rafael: Yes, this is the place. Wow, look at the setting. catch any fish like this. It’s almost time for dinner, so
People dancing, and everybody singing… I really want to they decide to catch fish a different way.
join these guys. Oli: Look at the size of that. Now that’s a fish!
N: Samba bars like this one are very popular in Brazil. N: The fish is fresh… and delicious! After dinner, Van
People come here to listen to music, to sing, to dance… Tien plays the mandolin.
and even to play instruments! Oli: Now, the national motto of Vietnam is “freedom,
independence and happiness,” and the key to finding
Unit 12 LISTENING page 74 all three, in my opinion, is to try a homestay in the Mekong
A: How long are you going to be in Argentina, David? Delta, especially with a wonderful family like mine.
B: A month.
A: A month? That’s great! What are you planning to
do there?
B: Well, I arrive in Buenos Aires early on Sunday. And
the first thing I’m going to do is take a guided tour of
the city. You know, a walking tour.
A: That sounds nice. Buenos Aires is a charming city.
B: Yeah. I’m going to stay there for about a week. And
then I’m going to take a train trip up into the
mountains.
A: On your own?
B: No, I’m going to travel with some friends from
Buenos Aires. We’re going to go on a backpacking
trip.
A: That sounds exciting.
B: Yeah, and then we’re going to go skiing for a week.

© 2020 Oxford University Press

Audio and Video Scripts 89
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
Workbook Answer Key
Unit 1 4 Reading D
Answers will vary.
A
1 Vocabulary Yes, it is. Yes, she does.
A
Unit 2
B
1. musician 2. web designer
3. tour guide 4. chef
1. T 1 Vocabulary
2. T
B 3. F, He is a puppeteer. A
1. web designer 2. chef 4. F, It is a dicult job. 1. e 2. g
3. accountant 4. dentist 5. T 3. a 4. f
5. salesperson 6. musician 5. c 6. d
C 7. b
C 1. She’s a puppeteer.
1. No 2. Yes 2. Sesame Street. B
3. Yes 4. Yes 3. At schools. 1. make breakfast
5. No 6. No 4. Actors, musicians, and dancers. 2. attend class
7. Yes 8. Yes 5. She packs the puppets up and 3. play sports
carries them to the car.
4. take the subway
2 Listening 5. go for a walk
5 Writing
A C
1. c 2. a
A
1. Do you make breakfast for your
3. e 4. d Robert Lewis is an accountant. Robert family?
works in an office with two other
5. b 2. Do you attend class on Saturday?
accountants. He uses math every day
to help small businesses. He also gives 3. Do you take the subway to class?
B 4. Do you play sports?
advice about money. Robert likes his
1. salesperson 2. chef job a lot because he likes numbers and
3. tour guide 4. accountant he is good at math. He also likes to 2 Listening
5. actor help people.
A
C B 1. a 2. b
1 a department 2. doesn’t like Answers will vary. 3. b 4. b
store 4. prepares
3. great 6. books
C B
5. history 8. web design Answers will vary. 1. classes, playing sports
7. boring 10. tickets 2. cities, countries
9. theater 6 Culture Talk! 3. jobs, taking the bus
A 4. a neighborhood, a park
3 Grammar The Beatles, comedy, golf, and C
A puppetry. 1. F, John doesn’t have classes on
1. Where 2. How Friday.
B 2. T
3. What 4. What
1. At the University of Connecticut in 3. T
5. Where 6. Where the United States.
4. F, Terry’s from Los Angeles.
B 2. e University of Maryland in
the United States and Kyung Hee 5. T
1. Where do you live? 6. F, Rick takes the bus to work.
University in Korea.
2. What does your father do? 7. T
3. Puppetry and Comedy.
3. How old is your friend? 8. F, He walks every morning.
4. Because e Beatles are from
4. What is your major? Liverpool.
5. Where do you go to school?
6. What is your ideal job? C
C Answers will vary.
Answers will vary.
90 Workbook Answer Key © 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
3 Grammar 5. Aer class, she plays basketball for 4. To be an actor or director.
an hour. 5. In a theater and in a restaurant.
A 6. At 4:30 p.m., Luisa goes home. 6. Two friends.
1. Does, doesn’t 2. am, Is 7. She makes dinner and watches
3. Do, ride, don’t 4. Do, don’t TV. 3 Grammar
5. Is, she is 8. Luisa goes to bed around 10 p.m.
A
B B 1. I am writing a paper at the
1. Does Gina play tennis on Saturday Answers will vary. moment. Can I call you later?
mornings? 2. Are you taking classes in
2. Do Cindy and Jack take the subway C
accounting now?
to work? Answers will vary. 3. Diana and Grace are visiting friends
3. Do David and you drive to school? in Mexico.
4. Does Martin have lunch aer class? 6 Culture Talk! 4. Is Sam working at the restaurant
5. Do you attend class four days a week? today?
A
6. Does he live in Jakarta? 5. My teacher is giving a quiz in class,
1. e United States
and I’m not ready for it.
C 2. Japan
6. ese days, many young people are
1. Does your father make breakfast for 3. 37 minutes living with their parents aer
your family? 4. 17% college.
2. Does Anna work downtown? 5. 13% 7. Are you and Greg still teaching at
3. Do you take the subway to work? the university?
B
4. Are the students in class now? 8. Luisa isn’t here this summer. She is
Answers will vary. traveling in Australia with a friend.
5. Do you have lunch in the park?
6. Does your school have sports C B
teams? Answers will vary. 1. a 2. a
3. b 4. a
4 Reading Unit 3 5. b
A
Nanny
1 Vocabulary C
1. Where is he working?
A
B 2. Who are they meeting?
1. articles, paragraphs, a paper
1. Hollywood 2. stars 3. What are we studying?
2. accounting, Spanish
3. walks 4. plays sports 4. What classes are you taking?
3. at home, in an oce
5. actors 5. What is she eating?
4. at home, in an apartment, in
C Mexico
4 Reading
Good things B
He likes kids. 1. goes 2. studies
A
The kids are great. 3. takes 4. teach taking a class, working in a restaurant,
running
The parents are good employers. 5. live 6. travel
He travels. 7. writes B
It’s exciting. 1. b 2. a
C 3. b 4. c
He goes to fun events.
Answers will vary.
Bad things C
No privacy. 2 Listening 1. Acting
Sometimes he wants peace and quiet. 2. At a restaurant
A 3. Sing and act
5 Writing 1. e 2. c
4. Running
3. a 4. d
A 5. b
1. Luisa wakes up at 7 a.m. 5 Writing
2. She spends a little time online B A
before she goes to school. 4, 1, 3, 2 1. Hawaii
3. She takes the subway to her 2. Jack’s brother
university. C
1. In New York. 3. Taking an accounting class
4. Luisa attends class from 10 in the
2. His friend Greg. 4. Surng, swimming, and shopping
morning until 2 in the aernoon.
3. He loves movies. 5. Attending a conference

© 2020 Oxford University Press

Workbook Answer Key 91
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
B 5. F, e car belongs to Chris’s mother. B
Answers will vary. 6. T 1. c 2. a
3. a 4. c
C 3 Grammar 5. Answers will vary.
Answers will vary.
A C
6 Culture Talk! 1. c 2. b Answers will vary.
3. e 4. g
A D
5. a 6. d
Portugal, Answers will vary. 7. f Answers will vary.

B B Unit 5
1. c 2. b
1. ey 2. them
3. f 4. a 1 Vocabulary
3. She 4. it’s
5. g 6. e
5. her 6. us
7. d A
7. We
1. d 2. e
C C 3. g 4. b
Answers will vary. 1. I gave him my phone number. 5. f 6. c
D 2. We visit them on weekends. 7. h 8. a
Answers will vary. 3. She takes a class with us.
B
4. Can you help me?
1. karaoke club
Unit 4 5. Gina doesn’t know him.
2. someone new
6. Please visit me this weekend.
3. watch
1 Vocabulary 4. staying home
4 Reading
A 5. get together with friends and talk
angry, nervous, bored, happy A 6. go out
happy stories 7. Computer games
B 8. meet
1. Happy B
2. angry Positive feelings: happy, good, C
3. frustrated excited, interested Answers will vary.
4. stressed out Negative feelings: angry, frustrated,
5. nervous bored 2 Listening
6. stressed out C
7. excited A
1. F, According to the article, people
get news from the Internet and 1. a restaurant
C social networking sites. 2. watch a movie
Answers will vary. 2. T 3. people from work
3. T 4. at a music club
2 Listening 4. T
B
A 5. F, Readers share more oen when
1. went to a restaurant
1. e 2. a the article has strong emotions or
feelings. 2. stayed home
3. d 4. c 3. went out to eat
5. b 6. e
5 Writing 4. stayed home
B A C
1. Ellen frustrated, Ben surprised Answers will vary. 1. F, Grace’s weekend was terrible.
2. Rosa bored, Diana excited 2. F, Someone took her phone
3 Chris’s mother angry, Chris nervous B 3. T
Answers will vary. 4. F, He stayed home and watched
C movies.
1. F, Ben is majoring in computer C
5. T
science. Answers will vary.
6. T
2. T
7. F, Will says his weekend was
3. T 6 Culture Talk! boring.
4. T
A 8. T
Denmark

92 Workbook Answer Key © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
3 Grammar 5 Writing B
3, 4, 1, 2
A A
1. visited 2. stayed He went home to visit his family. C
3. went 4. got 1. b 2. a
5. played 6. met
B
3. a 4. b
1. Los Angeles
7. saw 8. watched 5. c 6. c
2. Washington
9. ate 10. had 7. b
3. Last weekend
B 4. He went to his favorite Italian
1. I went out to eat oen. restaurant with his family. 3 Grammar
2. Did you visit your family? 5. ey went to a park.
6. On Saturday night
A
3. ey stayed home and ordered a
1. c 2. a
pizza.
C 3. a 4. b
4. Cindy didn’t have a car.
Answers will vary.
5. Did your sister watch movies at B
home? D 1. First Avenue and Center Street
6. Lydia and Ken met friends at a Answers will vary.
karaoke club downtown. 2. the ATM
7. I saw a new movie on the 3. Center Street
weekend.
6 Culture Talk! 4. Center, Second
8. She ordered pizza from the new A
pizza place. C
Italy
1. e library is next to the movie
C B theater.
1. I didn’t watch movies last 1. Norway 2. France 2. e restaurant is on Second
night. Avenue.
3. 53 4. Japan
2. Did Lily go to a karaoke club last 3. e drugstore is on Second Avenue.
weekend? C 4. e parking lot is next to the hotel.
3. We got together with friends. Answers will vary. 5. e coee shop is across from the
4. He didn’t go out to eat.
D park.
5. Did they visit their friends?
6. Did you have a nice weekend? Answers will vary.
4 Reading
7. We didn’t go out for dinner.
8. We stayed home last night.
Unit 6 A
Planned cities
4 Reading 1 Vocabulary
A B
A 1. b 2. a
1. theater 2. parking lot
Free time 3. c 4. c
3. ATM 4. drugstore
B 5. library 5. c
Do something new Hidden word: hotel C
take a class
B 1. T
work in the garden 2. T
1. coee shop 2. ATM
meet new friends 3. drugstore 4. park 3. F, Hotels are not usually next to
Turn off 5. parking lot 6. library banks in Brasilia.
don’t check email 7. hotel 4. F, La Plata is in Argentina.
don’t play computer games 5. T
take photos
C
stay offline
Answers will vary. 5 Writing
Make things easy A
2 Listening
give clothes to charity Answers may vary. Possible answers
take extra books to a library A Places to buy things: store, coffee
1. c 2. a shop
C
3. d 4. b Places for fun: movie theater,
Check 1, 2, 6 restaurants, museums, park
Other: library, school

© 2020 Oxford University Press

Workbook Answer Key 93
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
B 3 Grammar 5 Writing
Answers will vary.
A A
C 1. A: Were you at home last night? Her grandmother
Answers will vary. B: No, I wasn’t. I was at a movie.
B
2. A: Was Julius Caesar a leader?
D 1. Japan
B: Yes, he was.
Answers will vary. 2. California
3. A: Were Victoria and Marie
Antoinette queens? 3. A teacher
6 Culture Talk! B: Yes, they were. 4. She wanted to make movies.
4. A: Was I in your class last year? 5. A director
A
B: No, you weren’t. 6. She did dicult things and followed
Answers will vary. her dreams.
5. A: Were you and Trina on vacation
B last week? C
1. Amsterdam 2. Limpopo B: No, we weren’t. Answers will vary.
3. Berlin 4. Hong Kong 6. A: Was Audrey Hepburn French?
5. London 6. Limpopo B: No, she wasn’t. D
7. Hong Kong 8. London Answers will vary.
B
C 1. He wasn’t a director. He was a 6 Culture Talk!
Answers will vary. scientist.
2. Were they in Italy on vacation? A
D 3. I was a writer. I wasn’t an artist. Italy, Sicily, Germany, the Netherlands,
Answers will vary. 4. Were you surprised at the news? Nigeria, Japan, India, China, Russia,
5. We were excited about the movie. the United States, France, the United
Unit 7 6. I was in Cozumel. e weather was
Kingdom, Spain
beautiful. B
1 Vocabulary 7. Were you nervous about the 1. T
exam?
A 2. T
1. artist 2. leader C 3. T.
3. scientist 4. writer 1. No, he wasn’t. He was a leader. 4. F, One country in Africa makes
5. queen 6. athlete 2. Yes, they were. more than 100 lms a year.
7. inventor 8. director 3. No, they weren’t. ey were leaders. 5. F, According to the map, Russia,
France, and the United States all
4. No, she wasn’t. She was a queen.
B make more than 100 movies a year.
5. Answers will vary.
1. athlete 2. an inventor
3. writer 4. leader
6. Answers will vary. C
5. artists 6. scientists Answers will vary.
4 Reading
C D
A Answers will vary.
Answers will vary.
She was a famous writer/won the

2 Listening
Nobel Prize. Unit 8
B
A 1. Her parents/the Lessings 1 Vocabulary
1. b 2. e. 2. Lessing
3. c 4. a
A
3. Lessing 1. tomatoes 2. green beans
5. f 6. d 4. A woman 3. corn 4. lettuce
B 5. A committee 5. strawberries 6. potatoes
1. Martin Luther King C 7. peaches
2. Marie Curie 1. F, Doris Lessing was born in Persia.
3. Steve Jobs
B
2. T 1. Milk 2. Beef
4. Vincent van Gogh 3. T 3. Eggs 4. Lettuce
C 4. T 5. Tofu 6. Fish
1. 1968 2. 1934 5. F, She wrote novels and books about 7. Juice 8. Corn
her own life.
3. 2011 4. 1919 9. Butter
6. F, She won the Nobel Prize in
Literature in 2007.
7. F, She was 88.

94 Workbook Answer Key © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
C. C You can read labels.
Answers may vary. 1. How many tomatoes are in the bag? It saves money.
White Yellow 2. Are there any strawberries in the Reasons to shop in a small market
tofu butter refrigerator? It’s easy.
milk cheese 3. I don’t have many oranges. People help you.
cheese corn 4. We don’t need much milk. It’s fast.
chicken 5. ere isn’t much juice.
C
yogurt 6. Do you have a few potatoes?
Answers will vary.
Green Red D
lettuce beef D
Answers will vary.
green beans strawberries Answers will vary.
4 Reading
2 Listening 6 Culture Talk!
A
A A
It’s convenient, saves money, and is
Produce Meat healthy. Answers will vary.
strawberries beef B
B
corn chicken Foods with meat Foods with cheese
1. T
green beans fish feijoada pizza
2. F, She has a job.
Dairy 3. T shepherd’s pie shepherd’s pie
milk 4. F, She orders all her food from her Peking duck tacos
cheese computer or her smart phone. rendang
yogurt 5. T kebab
6. F, Her children like junk food. tacos
B curry
1. Chicken, green beans, beef, sh C
Foods with Foods with rice
2. Milk, yogurt, cheese, butter, lettuce, Topic sentence:
vegetables sushi
tomatoes Paragraph 1: There’s never a good
pizza bibimbap
3. Strawberries, green beans, time to go to the store, so now I buy
groceries online. sushi paella
tomatoes, peaches
Paragraph 2: First, online shopping is Foods with meat
C convenient. bibimbap
1. T Paragraph 3: Second, online shopping tacos
2. F, ey will have green beans for saves me money. curry
dinner. Paragraph 4: Third, online shopping is
healthy. C
3. T
Reason Answers will vary.
4. F, Cindy and Joe need yogurt and
cheese. It’s convenient. D
5. F, ey need yogurt and milk. It saves money. Answers will vary
6. F, Karen is going to the farmer’s It’s healthy.
market for strawberries. Details or examples Unit 9
7. F, Amy wants green beans, She orders food online, someone
tomatoes, and peaches. delivers. 1 Vocabulary
She makes a careful list, only buys
3 Grammar what she needs. A
She does research, reads labels, doesn’t 1. headache 2. sore throat
A buy junk food. 3. cough 4. backache
C tomato N milk 5. stomachache 6. fever
C orange C potato 5 Writing
N yogurt N tofu
B
A and B 1. backache 2. stomachache
C bean N sh
Answers may vary. Possible answers: 3. sore throat 4. cold
N juice N beef
Reasons to shop for groceries online 5. fever 6. u
C banana N lettuce
It’s convenient.
B It saves money.
1. much 2. a little It’s healthy.
3. a few 4. many Reasons to shop for groceries in a
5. a lot of 6. many big supermarket
7. much 8. any There’s a lot of choices/food.
© 2020 Oxford University Press
Workbook Answer Key 95
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
C 4. You should drink orange juice / B
Answers will vary. Possible answers: drink hot tea / eat soup. Answers will vary. Possible answers:
It hurts You have a cold 5. You should take a cool bath. Positive: beautiful, charming, exciting,
backache cold 6. You should take aspirin / rest. safe, historic, modern
headache flu Negative: noisy, crowded
sore throat sore throat 4 Reading
C
stomachache A 1. c 2. b
You feel hot cold and flu 3. c 4. a
fever
B
flu
1. b 2. d 2 Listening
3. a 4. c A
2 Listening
C 1. d 2. c
A 3. e 4. a
1, 2, [Add check mark]
1. c 2. d 5. b
3. e 4. a
5 Writing B
5. b
A 3, 1, 4, 2
B a cold, then pneumonia
1. cold 2. stomachache C
3. backache 4. fever B 1. b 2. c
1. Cold/pneumonia 3. b 4. c
C 2. More than 2 weeks
1. F, Helen and Mary aren’t sick. 3. Drank orange juice and tried to 3 Grammar
2. F, Helen has a test next week. rest, then went to doctor
3. T A
4. No
4. F, Rosa says Lidia shouldn’t eat. 1. b 2. e
5. See a doctor if you have a cold for
5. F, Olivia is going for a run. more than two weeks 3. d 4. c
6. T 5. a
C
7. F, Andrew’s temperature is 102. B
Answers will vary.
8. T 1. Where were you last month?
D 2. Why were you there?
3 Grammar Answers will vary. 3. When were you in Japan?
A 4. How long were you there?
1. I should call the doctor.
6 Culture Talk! 5. How was the weather?
2. He should stay home and rest. A 6. Where were they last weekend?
3. ey shouldn’t go to work. 1. d 2. a 7. When were they out of town?
4. You should be in bed. 3. h 4. e C
5. Should we have some chicken 5. i 6. g Answers will vary.
soup? 7. c 8. b
6. Should I see a doctor? 9. f 4 Reading
7. He should not go to the doctor.
B A
B Answers will vary. Seoul, Jeju, Jeonju
Answers may vary. Possible answers:
1. Yes, they should. C B
2. No, he shouldn’t. He should rest. Answers will vary. 8, 1, 3, 4, 2, 6, 5, 7
3. No, you shouldn’t. D C
4. Yes, she should. Places visited
Answers will vary.
5. No, he shouldn’t. Seoul, Jeju, Jeonju
6 No, she shouldn’t. She should drink Unit 10 Activities
hot tea with honey.
Visited the palace
C 1 Vocabulary Hiked Mt. Halla, swam and went
Answers will vary. Possible answers: A diving at Seogwipo
1. You should stay home / rest. 1. c 2 e Ate food, visited museums, hiked a
2. You should rest / take a hot shower. monument
3. a 4. d
3. You should drink hot tea / take 5. b 6. g
aspirin. 7. f, h
96 Workbook Answer Key © 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
5 Writing 3 Grammar 6. John Lennon met Yoko Ono.
7. Abbey Road, 1969
A A 8. they broke up.
Happy 1. Let’s go to a restaurant tonight.
2. Why don’t we listen to the new CD C
B Answers will vary.
in the car?
5, 4, 3, 2, 1, 6 3. What about going to the concert
C later? 6 Culture Talk!
Answers will vary. 4. Let’s watch a movie tonight.
A
5 How about eating at the new pizza
D place? Answers will vary.
Answers will vary. 6. Why don’t we meet at 8? B
B 1. Polka 2. Samba
6 Culture Talk! 1. b 2. f 3. Tuvan 4. Cuba
A 3. d 4. c 5 K-pop
Buri Khalifa, Shanghai Tower, Makkah 5. e 6. a C
Clock Tower Answers will vary.
C
B Answers will vary. Possible answers: D
1. 163 2. 632 1. Let’s go out to eat. Answers will vary.
3. 2012 4. New York 2. Why don’t you call
5. 1451 someone? Unit 12
3. Let’s order a pizza.
C 4. What about some hot tea?
Answers will vary.
1 Vocabulary
5. How about going to a movie?
D 6. Let’s go out to a club. A
7. How about getting tickets for a Go ___
Answers will vary.
concert?
backpacking skiing
Unit 11 to the beach kayaking
4 Reading
camping
1 Vocabulary A Take ___
A 1. Singer a guided tour a cruise
1. e 2. f 2. Classical a train trip
3. a 4. c 3. Pavarotti, Domingo, Carreras
B
5. d 6. h B 1. kayaking
7. g 8. b 1935, 2007, 1955, 1961, 1990, 2006 2. a guided tour
B 3. to the beach
C
1. classical 2. country 4. skiing
1. T
3. rock 4. hip-hop 5. go camping
2. F, He sang with his father as a
5. pop 6. electronic teenager. 6. take a cruise
3. F, e rst opera he was in was 7. going backpacking
C La Boheme. 8. a train trip
Answers will vary. 4. F, e ree Tenors concerts were
before each World Cup. C
2 Listening 5. F, He had pancreatic cancer. Answers will vary.

A 5 Writing 2 Listening
Answers will vary.
A A
B Answers may vary.
The Beatles
2, 4, 5, 1, 3 1. A 2. W
B
C 3. S 4. A
1. e Beatles
1. b 2. a 5. A 6. S
2. “Love Me Do”
3. c 4. a 7. S 8. A
3. 1964
5. a 4. e Ed Sullivan Show B
5. Rubber Soul, Sgt. Pepper’s 2, 1, 4, 3
Lonelyhearts Club Band
© 2020 Oxford University Press
Workbook Answer Key 97
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
C B C
Speaker Activity 1. It’s going to be very hot tomorrow, 1. are going to 2. might
Rick Skiing too. 3. are going to 4. might
Susan Guided tour 2. She’s going to take a bus to work. 5. are going to
Luke Backpacking and 3. I’m going to visit my parents on the
camping weekend. 5 Writing
Emily
4. Your presentation is going to start
Take a train trip
at 10 a.m. A
Length of time Month or day 5. What are you going to do before Traveling, Working, Moving, Free
A month June 30 through class? Time
A week July
C B
18 days August 1. It’s going to rain later. Answers will vary.
Two weeks Friday 2. Where are you going to go on
July vacation? C
3. I might go skiing this weekend. Answers will vary.
3 Grammar 4. Are they going to take a cruise this D
summer?
A 5. I might go camping this summer.
Answers will vary.
1. Are you going kayaking this 6. What are you going to do this
weekend? weekend? 6 Culture Talk!
No, I’m not. I have to study all
weekend. A
2. Is Henry going to take a train trip
4 Reading 1. U.S.
over the break? A 2. Saudi Arabia
Yes, he is. He wants to go from 1. 45 2. 9 3. Japan
Paris to Lyons. ey have a very 3. 4 4. 35 4. shopping, sightseeing and going to
fast train. the beach
3. Are your parents going to y to B 5. Mexico
Jamaica? Things students are going to do 6. Spain
No, they’re not. ey’re going to Go to the beach
take a cruise instead. B
Take a vacation Answers will vary.
4. Is Bella going to travel next
summer? Work
Get more education
C
She’s not sure. She might.
Answers will vary.
5. Are you going to go visit your Have internships
family this summer? Travel D
I’m going to get a job here. Places they are going to live Answers will vary.
Boston
New York
California

98 Workbook Answer Key © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.