New

Frontiers
Teacher’s Guide

B1 Intermediate
 Sc o p e a n d S e q u e n c e
How To USE Page 4

Unit / Page Vocabulary Grammar & Structures Listening

A New School Year Education Present perfect continuous Listen to conversations

1
Experiences abroad Present perfect continuous vs. about what people
Emotions present perfect simple have been doing
Vacation Phrasals with make
Page 6
Help! I Have a Difficulties & Relative clause with when Listen to everyday

2
hardships Past perfect
Problem! Negative emotions
problems and their
Past simple vs. past perfect simple solutions
Page 18 Advice & excuses Interjections
Page 30 Review 1-2 Phrasals with turn

Making Plans Plans Future simple (will / going to) for Listen to people

3
Invitations future plans making plans
Celebrations & events Future continuous tense
Venues & attractions Adverbs of certainty
Page 32 Declining invitations

That’s a Career! Jobs & careers Future perfect simple (affirmative / Listen to people talk

4
Training & education negative statements) about future career
Goals Modals for ability plans
Page 44 Will and going to for prediction
Page 56 Review 3-4 Expressions for making predictions

Problems Around Repairs Passive voice simple Listen to people talk

5
Passive voice in different tenses
the HOUSE Homes
Reflexive pronouns
about problems
Green technology around the house
Causatives with help
Page 58 Phrasals with run

Our Planet, Our Home Science Reported speech (statements) Listen to talks about the

6
Conservation Reported speech (questions) environment
Nature Question tags
Page 70 Environment Too and enough intensifiers
Page 82 Review 5-6
We Love Sports! Sports Gerunds vs. infinitives Listen to people talk

7
Hobbies Comparatives & superlatives about their interests
Interests Stative verbs
Sports jargon Expressions to show degrees of
Page 84 interest

Understanding Culture Modals of obligation and Listen to talks about

8
Travel & travel prohibition
Cultures experiences Adverb clauses for time
problems when
traveling
Page 96 Communication Phrasal verbs with hang
Page 108 Review 7-8 Present perfect vs. Past simple

A Helping Hand Social issues Conditionals type 2 Listen to talks

9
Law & crime Conjunctive adverbs about different
Civil service Expressions to show negative social issues
Page 110 results

What Could Have Been Accidents & Wish statements Listen to people

10
Conditionals type 3
Different? disasters
Phrases to express goals and aims
talk about things
Chances & regrets they could have
Page 122 Used to / Would to talk about past
Wishes done differently
Page 134 Review 9-10 action

2
 Grammar Reference Page 136 Word List Page 140

Speaking Reading Writing Project

Talk about things you have Read about different Write to a friend or family Scrapbook
done recently education systems member about your
vacation

Describe solutions to Read about difficult Write about a problem Survive!

problems situations and how it was solved

Offer and refuse invitations Read about an upcoming Write an invitation for an Cultural Festival
and give reasons festival event

Talk about how you're Read about job market Write a cover letter Career Map
preparing for the future concerns

Talk about problems around Read about smart homes Write a post explaining a School Renovations
the house problem

Report facts about the Read an interview with an Write a summary of what a Environmental
environment environmental expert speaker has said Reporter

Describe hobbies you like Read about sports rivalries Write a sports report Sports Draft
and why you like them

Talk about rules and taboos Read about rules and Give advice to a friend You Make the Rules
in your culture taboos in different cultures traveling to your country

Talk about important social Read about a social issue Summarize two different Model Debate
issues and a potential solution opinions

Talk about how you could Read about events that Write about something you How It Would Have
have done things differently could have been avoided wish you had done Been
differently

3
 How to Use
QR Codes

Audio
Scan the QR Code at the
start of each lesson to get
the audio for the unit.

Video
Scan the QR Code on Project Lessons
to link to animated shorts.

CD-ROM
You can access the audio, videos, and Class Booster on the CD-ROM included

Comics Class Booster

with the Student Book. You will also find links to other bonus materials.

Every animated short comes with a companion comic. Every unit has a digital supplemental unit on
the Class Booster platform. Download to
enjoy additional activities and fun games.

Download the comics at https://www.compasspub.com/newfrontiers4

4
Classroom Language
Answer Key
7. listen
4. talk with a partner
1 Listen
Li t and
d number. 00-01
Scan for Audio 10. read
2 Read the questions. 12. talk with a group
How do you spell “board“? 5. write
Can you repeat that? 8. look at the board
listen talk with a partner Can you say that again more 1. speak
slowly?
14. open your books
How do you say “______________“
6. answer
in English?
What does “board“ mean?
2. close your books
read talk with a group How do you pronounce this word?
3. repeat
I have a question.
11. research
What’s the answer 9. role-play
to number four? 13. watch

write look at the board

2 Read the questions.

• Read the questions to the students.
• Ask students if they understand the questions.
speak open your books
• Practice again. Ask students if they can ask you some
questions.

answer close your books

NOTE
Keep an eye out for Notes! They
provide extra information and
activities.

repeat research

role-play watch

Classroom Language
Teacher’s Note
Classroom Language
Explain to students that this page is there to help them
when they need to understand a direction line or need
help asking questions.

1 Listen and number. 00-01

• Listen to the audio.

• Ask students to repeat aloud after the audio.
• Ask students to write the number of the word/phrase
next to the word/phrase in the book.
• Practice again. Give the classroom commands. Ask
students to follow along.
• Ask students if they have any questions.

5
 Unit

1 A NEW SCHOOL YEAR

This unit will give students the ability to use the present
perfect simple tense, present perfect continuous tense,
and adjectives ending in -ed and -ing to talk about school it

Un
and vacation experiences and how they felt during them.

Scan the QR code to download the Unit 1 audio.

What you will do in this unit

Unit 1 AIMS
Lesson A: Read about different education systems
A NEW SCHOOL YEAR
Lesson B: L isten to conversations about what people have
been doing
Lesson C: Talk about things you have done recently
Lesson D: W rite to a friend or family member about your
vacation
Lesson E: Make a scrapbook

Target Skills
Lesson A: Reading
Lesson B: Listening
Lesson C: Speaking
Lesson D: Writing Scan for Audio
WHAT YOU WILL DO IN THIS UNIT
Lesson E: Project
A Reading Read about different education systems

Target Vocabulary B Listening Listen to conversations about what people have been doing

C Speaking Talk about things you have done recently

Lesson A Lesson B
D Writing Write to a friend or family member about your vacation
attendance abroad
curriculum apply E Project Make a scrapbook
encourage complain
experiment concentrate
individual consider 6

interview hear
marry manage
private organize
salary
stressful
Lesson C Lesson D
convinced / convincing attend
disappointed / disappointing charity
disgusted / disgusting incredible
fascinated / fascinating local
frightened / frightening lose track
satisfied / satisfying make a difference
tired / tiring program
touched / touching willpower

6
 present perfect simple vs. present perfect continuous
The present perfect simple and present perfect continuous
can be used for the same meaning. However, the present
perfect continuous usually emphasizes the length of time.
The present perfect simple is often used for finished
actions, while present perfect continuous can be used to
talk about activities that are unfinished or continuing.

Present Perfect Simple Present Perfect Continuous

I’ve waited for hours. I’ve been waiting for hours.
I’ve been reading the book
I’ve read the book you
you recommended.
recommended. (finished)
(unfinished)

Unit 1 Discussion
Look at the photos and answer the questions.
• Ask students to look at the Unit 1 cover page.
• Ask the class each question.
• Give corrections and ask follow-up questions.
• Ask students to talk with a partner. Have students take
turns asking the questions on the page to their partner.

Extra Practice More Discussion

Ask more questions about vacation and school goals.

Look at the photos and answer the questions. Describe your best and worst vacations.
1. What are the people doing in the pictures? Describe your ideal vacation destination and activities.
2. Which person’s vacation looks most fun to you? How do you plan to meet your goals for the school
3. What did you do for vacation?
4. Are you ready for school to start? What are your goals for the year?
year?
Do you think it’s important to set personal goals for
7
school and in life? Why or why not?

Key Grammar
present perfect continuous
Use the present perfect continuous tense to show that
something started in the past and continues in the
present. The form is made using the construction has /
have + been + present participle (root + -ing).

Usage Example
to talk about I’ve been studying English for three years.
unfinished actions She’s been working out since 2:30.
to talk about I’ve been learning to play guitar recently.
temporary habits She’s been thinking about applying to
or situations study abroad lately.
to talk about I’ve been playing soccer all day, so I’m
recent actions exhausted.
with a present He’s been working hard all year, so he
result graduated with top grades.

7
Lesson A Reading
A Reading Aim Read about different education systems

Aim: Read about different education systems Vocabulary

1 Listen and number. 1-01

Vocabulary
1 Listen and number. 1-01
curriculum attendance individual encourage experiment
• Listen to the audio.
• Ask students to repeat aloud after the audio.
• Ask students to write the correct number of the
vocabulary word next to the word in the book. interview salary marry private stressful

Answer Key 2 Match the words with the definitions.

1. curriculum Ø Ø
a. a test, usually scientific, done to learn something
From left to right, top to bottom 2. attendance Ø Ø
b. to make someone more likely to do something
3. individual Ø Ø
c. a fixed amount of money received by an employee
7. curriculum 4. encourage Ø Ø
d. subjects taught in school, college, or academy
6. attendance 5. experiment Ø Ø
e. only for one person or specific group
6. interview Ø Ø
f. the number of people who go to an event
10. individual
7. salary Ø Ø
g. a meeting to see if someone is suitable for a job or position
1. encourage 8. marry Ø Ø
h. making you feel worried and nervous
5. experiment 9. private Ø Ø
i. separate from the other people or things in a group
10. stressful Ø Ø
j. to begin a relationship as a husband or a wife
2. interview
9. salary
8. marry Pre-reading
3 Look at the jobs. Talk with a partner. Research online how to get these jobs. Describe
4. private the education and experience needed for each job.
3. stressful

• Practice
again. Point at different pictures and ask
students to say the words. general practice
police officer doctor
3D illustrator
2 M  atch the words with the definitions.
• Ask students to read the words and the definitions.
• Ask students to match each word with the correct architect
accountant physical therapist
definition.
• Check students’ answers. 8

Answer Key
1. d
2. f
3. i Extra Practice Dream Jobs, Skills, and Experience
4. b Ask students to each come up with a list of five dream
5. a jobs they would like to have. Then have students say
6. g
those jobs. Make a list of them on the board. Next, tell
7. c
students to get into groups of three to four. Have each
8. j
9. e
group list the education, skills, and experience required
10. h for each job. At the end of the activity, get each group
to share their ideas on each job, or a certain number
of jobs. See if other groups have the same or differing
Pre-reading information. Ask students why they chose what they
chose. Remember to give feedback and ask follow-up
3 L ook at the jobs. Talk with a partner. Research
questions.
online how to get these jobs. Describe the
education and experience needed for each job.
• Tell students to find a partner.
• Ask students to look at the pictures.
• Tell students to discuss the education and experience
needed for each job.
• Ask students if they would like to share their ideas with
the class.
• Ask follow-up questions.
• Give feedback.

8
 6 Answer the questions.
4 Read the article
article. 1-02
• Ask students to answer the questions.
• Replay the audio if needed.
DIFFERENT EDUCATION SYSTEMS • Check students’ answers.
USA
The United States has many different kinds of schools. There are public schools, Answer Key
charter schools, private schools, and more. One group of San Francisco schools is
called AltSchool. These schools have a special curriculum. It focuses on technology Possible Answers
and problem solving. The day starts with students using iPads to check their
attendance. Every week, students are given a “playlist” of activities and individual 1. It costs about $27,000 per year.
goals. Students use the week to complete these goals. AltSchool students are not
put into grades. They’re put in learning groups: lower elementary, upper elementary, 2. They are called hagwon in Korea.
and middle school. There are also no classrooms at the school. Classrooms are called
“stations” for learning. Students are encouraged to explore and learn freely. For some,,
3. It is called the Center Shiken.
AltSchool is the future of education. For others, AltSchool is an extremely expensive
experiment—about $27,000 per year. What do you think?

JAPAN & SOUTH KOREA 7 Talk with a partner.

In
n JJapan and South Korea, getting into a good school is the key to success. It can decide
yyour future job, salary, and even whom you will marry. Students need many things to • Tell students to find a partner.
get into a good school. They need good grades. They also need to pass interviews.
But most importantly, students need to score well on “entrance exams” such as the
• Tell students to discuss the questions.
Center Shiken (Japan) or CSAT (Korea). Unfortunately, these tests are extremely
difficult. In Japan, only about 56% of students get the scores they need to attend
• Ask students if they would like to share their discussion
their chosen universities. Because of the tests’ difficulty, many students feel they
must attend private after-school academies. These are called juku in Japan and
with the class.
hagwon in Korea. These academies help students improve their test scores, but • Ask follow-up questions.
many people believe that they make education too stressful. In fact, many South
K
Korean students preparing for exams spend sixteen hours a day studying. This has
i d the question: How much importance should schools put on standardized tests?
raised
NOTE Teacher’s Note
Comprehension How do students feel about standardized tests in your country?
When do students start preparing for tests in your country?

5 Circle true or false. Education Systems

1. AltSchool teaches students how to make playlists. true false
2. AltSchool does not put students into traditional grades. true false
Turn the content of activity 7 into a class discussion.
3. AltSchool does not have regular classrooms. true false For example, get students to share their answers with
4. The CSAT is a Japanese national test. true false
5. Many Korean students attend after-school academies. true false the class. Then ask other students if they agree or
6 Answer the questions. disagree, or list questions about the education system
1. How much does AltSchool cost per year? in the students’ countries on the board. List questions
______________________________________________________________________________
2. What are private academies called in Korea? such as:
______________________________________________________________________________
3. What is the Japanese national test called? 1. What are the good/bad points about the education
______________________________________________________________________________
system in your country? Why?
7 Talk with a partner. 2. What do you like/dislike about the education system
1. What are some advantages and disadvantages of schools like AltSchool?
2. What do you think of national standardized tests such as the ones in Japan and South Korea? in your country? Why?
3. How can the education system in your country be improved?
3. What would you like to improve about the
9
education system in your country? Why?
4. How stressed out are students about education in
your country? Why?
4 Read the article. 1-02 Then ask students to work with the same partner as
• Listen to the audio. in activity 7 and discuss the new questions. At the
OR end of the activity, ask some students to share their
• Read the reading aloud. ideas with the class. Ask other students if they agree
OR or disagree. Ask students to give reasons for their
• Ask students to read parts of the reading aloud. answers. Remember to give feedback and ask follow-
• Replay the audio if needed. up questions.

Comprehension
5 Circle true or false.
• Ask students to read each sentence and circle true or
false.
• Replay the audio if needed.
• Check students’ answers.

Answer Key
1. false
2. true
3. true
4. false
5. true

9
 Lesson B Listening
B Listening Aim Listen to conversations about what people
have been doing

Aim: L isten to conversations about what people have Vocabulary Focus

been doing 1 Listen and number. 1-03 3 Talk with a partner.

)J
4BNBOUIB
)PX
IBWF
ZPV
CFFO
EPJOH

Vocabulary )J
4BNBOUIB 
)PX
IBWF
ZPV
CFFO

*ⴽWF
CFFO
EPJOH
XFMM


1 Listen and number. 1-03 apply consider 8IBU
BCPVU
ZPV
*
IBWFOⴽU
CFFO
EPJOH
TP
XFMM 


• Listen to the audio. 8IBU
BCPVU
ZPV

• Ask students to repeat aloud after the audio.

*ⴽWF
CFFO
XFMM
UPP

• Ask students to write the correct number of the 0I
*ⴽN
TPSSZ
UP
IFBS
UIBU
8IBUⴽT
CFFO

hear manage
vocabulary word next to the word in the book. CPUIFSJOH
ZPV

-BUFMZ
*ⴽWF
CFFO
BQQMZJOH
UP

Answer Key TUVEZ
BCSPBE
QSPHSBNT

From left to right, top to bottom /PU
NVDI
*ⴽWF
CFFO
DPOTJEFSJOH

XIBU
*
TIPVME
TUVEZ
JO
DPMMFHF

8. apply organize concentrate

5. consider
2. hear 4 Listen and circle the answers. 1-04

1. manage What has Maria been considering?

6. organize a. organizing a music festival
abroad complain b. applying for the music festival
3. concentrate c. which club to join this year
4. abroad 1. Maria
2 Circle the word that matches the definition.
7. complain
1. to ask for something, usually by writing Why has Peter not answered his
a. hear b. organize c. apply calls?
• Practice
again. Point at different pictures and ask a. He’s been busy talking to the
2. to control a group of people counselor.
students to say the words. a. apply b. manage c. attend b. He’s been busy doing 2. Peter
paperwork.
3. to be told some information c. He’s been busy studying abroad.

2 C  ircle the word that matches the definition. a. organize b. complain c. hear

• Ask students to read the definitions. 4. to plan or arrange Why is Phil moving?
a. His family is moving to Japan.
a. complain b. organize c. concentrate
• Ask students to circle the vocabulary word that best b. He hasn’t been able to
5. to think about carefully manage his Japanese studies
matches each definition. a. consider b. manage c. organize 3. Phil well.
c. His school thinks he should
• Check students’ answers. improve his Japanese.
10
Answer Key
1. c
2. b
Teacher’s Note
3. c
4. b I’ve been … for/since …
5. a Explain to students that they can use the questions and
answers below to talk about the length of time they
have been doing something.
Focus
• How long have you been (activity)?
3 Talk with a partner. Since when have you been (activity)?
• Read the short conversation aloud or ask two students • I have been (activity) for (time).
to read the short conversation aloud. I have been (activity) since (time).
• Ask students to practice the conversation with a
Tell students that for and since are a little different.
partner. When using for, one should tell a certain number of
• Tell students to practice the conversation again but to
seconds, minutes, hours, days, weeks, months, or years.
talk about different activities and ideas. When using since, the period of time (last week, a
couple months ago, last summer, etc.) should be used.
4 Listen and circle the answers. 1-04

• Listen to the audio.

• Ask students to circle the correct answers.
How long have you been playing the guitar? / I’ve been
• Replay the audio if needed.
playing the guitar since last month. Since when have
• Check students’ answers.
you been studying English? / I’ve been studying English
for four months.
Answer Key
1. c
2. b
3. b

10
 Extra Practice Who’s the liar?
NOTE
Grammar You can form negative statements with the

5 Look at the table.

present perfect continuous by using not:
He has not (hasn’t) been living in South Korea. Have students work in groups of four. Then split each
Present Perfect Continuous group into two teams of two students (teams one and
The present perfect continuous tense shows that something started in the past and is continuing in the
present. The form is made using the construction has / have been + past participle (root + -ing).
two). Tell each team of two students to choose who
Usage Signal Words Examples will be truthful and who will be a liar. Then have each
to talk about unfinished actions which started
in the past and continued to the present
for, since
I’ve been living in South Korea for ten years.
He’s been studying since 3 p.m. student think of something they have been doing lately.
to talk about temporary habits or situations recently, lately
I’ve been going to the gym recently.
We’ve been talking a lot about the future lately.
The students who are to be truthful think of something
to talk about actions which have recently He’s been studying for weeks, so he got the truthful. The students who are to be liars think of lies.
stopped and have a result in the present highest score.
Then have one student from team one ask a student
6 Rewrite the sentences in the present perfect continuous tense. from team two, “What have you been doing lately?”
1. Peter applies to study abroad programs.
2. Maria considers whether she should join the Music Club.
____________________________________________
____________________________________________
The student that was asked the question should
3. Phil does not manage his studies well. ____________________________________________ answer, “I have been … lately.” Then the next student
4. Marcus organizes a music festival. ____________________________________________
in team one asks, “How long have you been …?” The
5. Rachel worries about Peter. ____________________________________________
student that was originally asked the question answers,
Listen Up “ I have been … since/for ….” Then the two students
7 Listen and read the statements. Match the statements with the speakers. 1-05 from team one can ask follow-up questions to the
student in team two. Continue this process with the
second student in team two. Then decide who is telling
1. Jamie 2. Scarlet 3. Abigail (Abby) 4. Brian a lie and who is telling the truth. Finally, reverse the
a. I’ve been so busy with dance practices! roles with team two questioning team one.
b. I’ve been working on my application to a study abroad program in Mexico.
c. I’ve been thinking you were just organizing a school event.
d. I’ve been thinking about going to Spain.

8 Listen again. Then fill in the blanks. 1-05

Listen Up
1. Jamie: What have you ___________________ recently? I hardly ever see you.
Scarlet: I’ve been ___________________ with ___________________! I’m preparing for the 7 L isten and read the statements. Match the
Part 1 talent show. statements with the speakers. 1-05
2. Scarlet: I’ve been ___________________ about you from Abigail.
• Ask students to read the statements.
Jamie: I’ve been ___________________ on my application for a study abroad program in
Part 2 Mexico. • Listen to the audio.
3. Abigail: I’ve been ___________________ the whole thing myself so far, and it’s so • Ask students to write the letter of each statement next

Part 3
___________________. to the correct speaker.
4.
• Replay the audio if needed.
Brian: I’ve been ___________________ about ___________________, too.
Jamie: I’ve been thinking that I need to ___________________ more on learning a second language. • Check students’ answers.
Part 4
11
Answer Key
1. Jamie – b
2. Scarlet – a
Grammar 3. Abigail – c
4. Brian – d
5 Look at the table.
• Read the contents of the table. 8 Listen again. Then fill in the blanks. 1-05
OR
• Listen to the audio.
• Ask students to read the table.
• Ask students to write the missing words in the blanks.
• Ask students if they know what kind of grammar point
• Replay the audio if needed.
is being highlighted.
• Check students’ answers.

6 R  ewrite the sentences in the present perfect Answer Key

continuous tense. 1. been doing, so busy, dance practices
2. hearing things, working
• Ask students to read the sentences.
3. managing, stressful
• Ask students to rewrite each sentence using the present
4. thinking, applying, concentrate
perfect continuous tense on each line.
• Check students’ answers.

Answer Key
1. Peter has been applying to study abroad programs.
2. Maria has been considering whether she should join the Music Club.
3. Phil has not been managing his studies well.
4. Marcus has been organizing a music festival.
5. Rachel has been worrying about Peter.

11
 Lesson C Speaking
C Speaking Aim Talk about things you’ve done recently

Aim: Talk about things you have done recently Vocabulary

1 Listen and number. 1-06

Vocabulary
1 Listen and number. 1-06 satisfied / disappointed / frightened / tired /
satisfying disappointing frightening tiring
• Listen to the audio.
• Ask students to repeat aloud after the audio.
• Ask students to write the correct number of the
vocabulary word next to the word(s) in the book. convinced / disgusted / fascinated / touched /
convincing disgusting fascinating touching

Answer Key
2 Circle the correct vocabulary word.
From left to right, top to bottom 1. We need to buy this book! I’m convinced / convincing it will make us rich.
2. I love popping bubble wrap. It’s so satisfied / satisfying.
6. satisfied / satisfying 3. I was excited to see the movie. But after watching it, I was a little disappointed / disappointing.
5. disappointed / disappointing 4. That movie was so good! I was really touched / touching by the ending, too!
4. frightened / frightening 5. I had to give a presentation to the class. I was so frightened / frightening to talk in front of everyone.
6. OK. This hike is really tired / tiring. Can we take a break?
1. tired / tiring
7. What do you mean you don’t like kangaroos? I think they’re fascinated / fascinating animals.
2. convinced / convincing 8. You don’t have to eat the ice cream if it’s so disgusted / disgusting. Just throw it away.
3. disgusted / disgusting
7. fascinated / fascinating Focus
8. touched / touching 3 Talk with a partner. NOTE
Adjectives that end in –ed usually describe emotions (how
someone feels). Adjectives that end in -ing usually describe
)FZ
1JFSSF
8IBU
IBWF

• Practice again. Point at different pictures and ask students ZPV
CFFO
EPJOH
MBUFMZ
things that cause the emotion.

to say the words. *ⴽWF
CFFO
UBLJOH

LBSBUF
DMBTTFT 

3FBMMZ
5IBU
NVTU
CF

2 Circle the correct vocabulary word. SFBMMZ
JOUFSFTUJOH 

"DUVBMMZ
JUⴽT
B
MJUUMF
CPSJOH

*
EPOⴽU
MJLF
JU
UIBU
NVDI

• Ask students to read the sentences.
• Ask students to circle the correct vocabulary word in 4 Listen and circle the best response. 1-07

each sentence. 1. a. b. c. d.

• Check students’ answers. 2. a. b. c. d.

3. a. b. c. d.
4. a. b. c. d.
Answer Key
12
1. convinced 2. satisfying
3. disappointed 4. touched
5. frightened 6. tiring
7. fascinating 8. disgusting
Extra Practice Likes and Dislikes
Have students get into groups of three or four. Then
Focus have them each write down two things they like and
two things they dislike. Each group member will have
3 Talk with a partner.
their own list of four items. The items can be activities,
• Read the short conversation aloud or ask two students things, or even people. Then have the students make
to read the short conversation aloud. a big group list with all of the items. Have the students
• Ask students to practice the conversation with a use the patterns below to talk about the feelings they
partner. get from the first item on their list. Each student should
• Tell students to practice the conversation again but to ask a question and give an answer. Go around in a
talk about different activities. circle until each student has done so. Then continue to
the next item.
4 Listen and circle the best response. 1-07
“How do you feel about (list item)?” / “I’m (-ed
• Listen to the audio. adjective) with / by / in / about (item).” / “(Item) is / are
• Ask students to circle the best responses. (-ing adjective) to / for me.”
• Replay the audio if needed.
• Check students’ answers.
How do you feel about learning English? / I’m
Answer Key interested in learning English.
1. c How do you feel about video games? / Video games
2. d
are boring to me.
3. b
4. d

12
 Expressions
Expressions Ask about a person’s well-being
Ask about a pe
person’s well-being
5 Look
k at the table. Then talk with a partner. 5 L ook at the table. Then talk with a partner.
Question Positive Response Neutral / Negative Response
How are you? I’m fine, thanks. Can’t complain.
• Read the contents of the table.
How have you been? Not bad. I’ve been busy. OR
How are you doing? / How ya doing? Pretty good. I’ve seen better days.
How’s life? Couldn’t be better! Not so great.
• Ask students to read the table.
What’s new? So much! Let me tell you… Same as always. • Ask students if they know what kind of expression is
What have you been up to lately? I’ve been so busy. Not much.
How are you feeling? I’m feeling great. I’m not feeling too well these days. being highlighted.
6 Talk with a partner. Take turns role-playing as one of the people below. Ask and answer
• Tell students to find a partner.
questions about what the person has been doing recently. • Ask students to discuss the information from the table.

6 T  alk with a partner. Take turns role-playing

as one of the people below. Ask and answer
Andrea
preparing for an exam
Margot Lindsay
Steve questions about what the person has been doing
exercising
Peter writing a book report trying a new restaurant recently.
studying chemistry
• Tell students to find a partner.
Speak Up • Tell students to take turns role-playing as one of the
7 Look at the table. Then ask and answer the questions with a partner.
people in the activity.
Question Response What do you think of it?
• Ask students to ask and answer the questions from
What have you been doing lately? practicing guitar It’s challenging but very rewarding.
activity 5 .
Ex. Ex.

What books have you been reading

recently? • Ask students if they would like to share their discussion
What TV shows have you been
watching recently?
with the class.
What sports have you been doing lately? • Ask follow-up questions.
What classes have you been taking? • Give feedback.
8 Talk with a partner. Give a short presentation on one of the topics below and share with
the class. Research online if you need.
Topic Why do you think it’s ______________? Speak Up
Something fascinating Ex. Mantis shrimp
Something disgusting 7 L ook at the table. Then ask and answer the
Something frightening questions with a partner.
Something touching
• Tell students to find a partner.
Ex. The mantis shrimp has the fastest punch of any animal. Its punch is so strong, it can actually shatter
aquarium glass! I’ve been interested in mantis shrimps since watching a fun video about them on YouTube. • Tell students to look at the table.
They’re really colorful and interesting animals!
13 • Ask students to ask and answer the questions with
information that is true for them.
• Ask students to write their answers in the table or on a
Teacher’s Note separate sheet of paper.
• Ask students if they would like to share their discussion
I’m interested in …
with the class.
Explain to students that different -ed adjectives take • Ask follow-up questions.
different prepositions. Introduce the more common • Give feedback.
ones below to students.
• I’m interested in … 8 T  alk with a partner. Give a short presentation on
• I’m bored with … one of the topics below and share with the class.
• I’m fascinated by … Research online if you need.
• I’m disappointed with / about … • Tell students to find a partner.
• I’m frightened by / of … • Tell students to look at the table.
• I’m tired of / with … • Ask students to write their answers in the table or on a
• I’m disgusted by / with … separate sheet of paper.
• I’m touched by … • Tell students to use the internet if they are having
• I’m excited about … trouble thinking of ideas.
• Ask students to share their presentations with the class.
• Ask follow-up questions.
• Give feedback.

13
 Lesson D Writing
D Writing Aim Write to a friend or family member about your vacation

Aim: W
 rite to a friend or family member about your Vocabulary
vacation 1 Listen and number. 1-08

Vocabulary
1 Listen and number. 1-08 program attend charity incredible

• Listen to the audio.

• Ask students to repeat aloud after the audio.
• Ask students to write the correct number of the willpower make a difference lose track local
vocabulary word / phrase next to the word / phrase in
the book. 2 Match the words with the definitions.
1. program Ø Ø
a. very good, large, or amazing
2. attend Ø Ø
b. to have an effect on a situation
Answer Key 3. charity Ø Ø
c. an organization that gives money, food, or help to people who need it

From left to right, top to bottom 4. incredible Ø Ø
d. to not know what is happening to someone or something
5. willpower Ø Ø
e. a plan of events or activities
8. program 6. make a difference Ø Ø
f. the ability or capacity to make oneself do difficult things
1. attend 7. lose track Ø Ø
g. to go to an event
8. local Ø Ø
h. relating to the area around you
7. charity
2. incredible
4. willpower Expressions
Phrasal verbs with make
3. make a difference
3 Look at the table. Then fill in the blanks with the correct phrasal verbs. Change
5. lose track the tense if needed.
6. local Phrasal Verbs with make I don’t
know w
Word Meaning to mak hat
e of
make of to think of (opinion) right no you
w.
• Practice
again. Point at different pictures and ask make off to leave quickly

students to say the words. make up for to compensate for

make up to forgive; to invent something
make out to manage to see; to understand
2 M  atch the words with the definitions. 1. James ____________________ with the cookies. Catch him!

• Ask students to read the words and the definitions. 2. Why are you home late? Don’t ____________________ stories.
3. How do you plan to ____________________ your mistakes?
• Ask students to match each word / phrase with the 4. I’m sorry, I can’t hear you well. I can hardly ____________________ what you’re saying.
correct definitions. 5. What do you ____________________ Jim? I think he’s funny.

• Check students’ answers. 14

Answer Key
1. e 2. g
Teacher’s Note
3. c 4. a
5. f 6. b More on Phrasal Verbs with Make
7. d 8. h
Explain some other common phrasal verbs with make.
Below is a list of other phrasal verbs that use make.
Make sure students understand when to use each one.
Expressions
Phrasal verbs with make make for to move toward We made for
3 L ook at the table. Then fill in the blanks with (something) the hills as fast
the correct phrasal verbs. Change the tense if as we could.
needed. make to change They made my
• Read the contents of the table. (something) one thing into room into a
OR into another game room.
• Ask students to read the table. (something)
• Ask students if they know what kind of expression is
being highlighted. make to claim / assert He makes
• Ask students to read the sentences. (something) out himself out to
• Ask students to write the correct expression in each to be be a hero.
blank, changing the tense if needed. make to understand He is so quiet
• Check students’ answers.
(somebody) out one’s character it’s really hard
Answer Key to make him
out.
1. is making off / made off
2. make up
3. make up for
4. make out
5. make of

14