Downloaded 3,286 times
![9 Dialogue
6 Cover the dialogue and listen.
Mom: So, how’s Teen Scene, kids? What are
you up to these days?
Joe: A lot. We’re busy with practice. We
have a show in November.
Mom: That’s great! What kind is it?
Diane: It’s a musical. It’s a mixture of hip-hop,
pop, and Broadway.
Dad: Really? Sounds interesting. Whose
idea was it?
Diane: I’d like to say mine, but . . .
Joe: Yours? Ours, Diane. Not just yours.
Dad: That’s enough, you two. So, how’s
your new director?
Diane: Paul? He’s OK. He’s friendly, but I
think he’s a perfectionist.
Joe: Yeah, he makes us practice a lot. He’s
really serious.
Mom: That’s not so bad.
Diane: It is. He’s not exactly easygoing.
Mom: I bet he keeps you busy.
10 Comprehension
A. Answer the questions.
1. When is the Teen Scene show this year?
2. What kind of show is it?
3. What adjectives does Diane use to
describe Paul?
B. 7 Read along as you listen again. Check
your answers.
11 Useful expressions
A. 8 Listen and repeat.
• What are you up to these days?
• That’s enough.
• That’s not so bad.
• I bet . . .
• Sounds [interesting].
B. Match each expression in Exercise A with
an expression below.
1. Seems nice. Sounds interesting.
2. What’s new?
3. I’m sure . . .
4. Stop it.
5. That’s OK.
10 Unit 1](https://image.slidesharecdn.com/kyk2mtm1tvht5kdzsh3x-signature-c5de56f6777d28c404f996fffe4803ac8500885e78b05572646ea86ea998768b-poli-141005112521-conversion-gate02/75/English-book-3-student-18-2048.jpg)
![rcise A with
ng?
o express
ubt]
making?
itement]
assuring]
ons. Use
tion.
money.
chip pizza.
?
you making?
Unit 2 17](https://image.slidesharecdn.com/kyk2mtm1tvht5kdzsh3x-signature-c5de56f6777d28c404f996fffe4803ac8500885e78b05572646ea86ea998768b-poli-141005112521-conversion-gate02/75/English-book-3-student-25-2048.jpg)
![Discovering grammar
Look at the grammar chart. Circle the correct answers.
1. Use (How much / How many) for questions using count nouns.
2. Use (How much / How many) for questions using noncount
nouns.
3. Use (a few / a little) to talk about quantities of count nouns.
4. Use (a few / a little) to talk about quantities of noncount
nouns.
Practicing Grammar
12 Practice
Complete the questions with How much and How many.
1. How much money do you spend on a school day?
2. text messages do you get per day?
3. hours of sleep do you get each day?
4. time do you spend on homework per day?
5. ice cream can you eat at one time?
13 Practice
Read the dialogue. Circle the correct answers.
A: How much money do you have?
B: Just (1. a few / a little). But I think it’s enough. We don’t need
(2. many / much) money to go camping.
A: Yeah, I’m sure we’re OK. I have (3. a few / a little) dollars, too.
What about food? How much food is there?
B: Food’s not a problem. We have (4. many / a lot).
A: Good. And water? How many bottles do we have?
B: (5. A lot / A little). We have fi fteen bottles.
14 Practice
A. PAIRS. First, complete the
questions with How much
or How many. Then ask a
classmate the questions.
Circle your classmate’s
answers.
GRAMMAR FOCUS
Questions with How much and How many
Questions Possible answers
A lot.
How much milk do we need?
How much money do you have?
Just a little.
Not much.
How many tomatoes do we need?
A lot.
How many glasses of milk do you drink every day?
Just a few.
Not many.
Expressions of quantity
a lot of [tomatoes] a lot of [milk]
a few [tomatoes] a little [milk]
1. water do you drink
each day?
a. fi ve glasses or more
b. three to four glasses
c. two glasses
2. servings of
vegetables do you eat each day?
a. two servings or more
b. one serving
c. none
3. candy and chocolate
do you eat each day?
a. a lot
b. a little
c. none
4. kinds of fruit do you
eat each day?
a. three or more
b. one or two
c. none
5. soda do you drink
each day?
a. three cans or more
b. one to two cans
c. none
B. PAIRS. Compare your
results. Talk about foods
you eat and don’t eat.
Who has healthier eating
habits?
Unit 3 29](https://image.slidesharecdn.com/kyk2mtm1tvht5kdzsh3x-signature-c5de56f6777d28c404f996fffe4803ac8500885e78b05572646ea86ea998768b-poli-141005112521-conversion-gate02/75/English-book-3-student-37-2048.jpg)
![Present continuous for future arrangements
Affi rmative statements Negative statements
He’s leaving early tomorrow. He’s not coming to the party tonight.
We’re practicing this weekend. We’re not doing anything on Friday.
Yes/No questions Short answers
Are you coming over later? Yes, I am. / No, I’m not.
Information questions Answers
When are they leaving? They’re leaving tomorrow morning.
study
go to a movie
phone a classmate
clean my room
stay over at my friend’s house
visit my grandparents
have a party
[ your own idea ]
GRAMMAR FOCUS
Discovering grammar
Look at the grammar chart. Circle the
correct answers.
1. In this sentence, “We’re studying at home
tonight,” the present continuous expresses
(present / future) meaning.
2. In this sentence, “We’re studying at
home right now,” the present continuous
expresses (present / future) meaning.
Practicing grammar
10 Practice
Complete each conversation with the present
continuous.
1. A: (Marta/come) Is Marta coming to the party?
B: Yes, (she/bring) the CDs.
2. A: What time (you/leave)
tomorrow?
B: (I/take) the fi ve o’clock
train.
3. A: (Jon/drive) us to practice
tonight?
B: No, he can’t. (he/do) his
homework.
4. A: (you/do) anything special
this weekend?
B: Well, (I/not go out) on
Friday evening, but (my cousins/come)
over on Saturday and (we/
play) volleyball.
11 Practice
A. Look at the list of activities below. Put a
check (✔) before activities you are doing
this weekend. Put an (X) before those you
are not doing.
B. PAIRS. Ask and answer questions about
what you’re doing this weekend. Use ideas
from Exercise A.
For example:
A: Are you studying this weekend?
B: No, I’m not. I’m visiting my
grandparents on Saturday.
A: What about Sunday?
56 Unit 6](https://image.slidesharecdn.com/kyk2mtm1tvht5kdzsh3x-signature-c5de56f6777d28c404f996fffe4803ac8500885e78b05572646ea86ea998768b-poli-141005112521-conversion-gate02/75/English-book-3-student-64-2048.jpg)
![Fun with grammar
Unit 1, 6 Practice, page 9
For the teacher: You will need any object that you can spin,
such as a pen. Have students sit in a circle. Before playing the
game, explain the mechanics of the game: You, the teacher,
will begin by spinning the pen. When it stops spinning, the
student the pen is pointing to will answer your question. After
that student answers, he or she will spin the pen. When the
pen stops spinning, the student the pen is pointing to will
answer S1’s question, and so on.
For example:
T: OK. Let’s start! [Teacher spins pen, which points to S1.] Are
you ready?
S1: Yes, I am. [S1 spins pen, which points to S2.]
S1: My name’s Luis. What’s your name?
S2: My name’s Clara. [S2 spins pen, which points to S3.]
S2: I’m 13. Are you 13?
S3: Yes, I am. [S3 spins pen, which points to S4.]
S3: I’m very competitive. Are you very competitive?
S4: No, I’m not. [S4 spins pen, which points to S5.]
68 Fun with grammar
Unit 3, 9 Practice,
page 28
For the teacher: Tell
students they are going
to play a game called Ten
Questions. This can be
done in groups of fi ve or
six, or with the entire class.
Explain the mechanics of
the game: Students think of
a well-known place in their
town or city. It must be a
place other students know.
Students make a list of all
the things that they can
fi nd there (people, animals,
objects, etc.). Student 1 says
one sentence beginning
with There is or There are
that describes his or her
place. The other students
take turns asking questions
to get more information.
Once students have asked
ten questions or guess the
place, another student
describes his or her place.
Students continue until all
places have been guessed or
revealed.
For example:
S1: There are a lot of people
in this place.
S2: Are there any cars in
that place?
S1: No, there aren’t.
S3: Is there much noise?
S1: No, there isn’t.
S4: Are there any trees
there?
S1: Yes, there are a lot of
trees.
S5: Is it Central Park?
S1: Yes, it is.
Unit 2, 9 Practice, page 18
For the teacher: This game can be played either as a team
competition or as a whole-class activity. To make the activity
more fun and challenging, give the commands as fast as you
can.
Assign two to three students to help you monitor the activity.
Say out loud a command for students to follow. Those who
don’t follow the command are out of the game. Use the
suggested commands below or use your own.
1. Stand up.
2. Don’t sit down.
3. Sit down.
4. Stand up.
5. Raise both hands.
6. Put down your right hand.
7. Raise your right hand.
8. Don’t put down your hands.
9. Put down both hands.
10. Turn to the classmate on your left.
11. Smile at your classmate.
12. Turn around and face the board.](https://image.slidesharecdn.com/kyk2mtm1tvht5kdzsh3x-signature-c5de56f6777d28c404f996fffe4803ac8500885e78b05572646ea86ea998768b-poli-141005112521-conversion-gate02/75/English-book-3-student-76-2048.jpg)
Uploaded byGabriel Guerrón
English book 3 student
The document introduces the characters of Alex and his friends who are part of the Teen Scene drama and music group. It provides a short self-introduction for each character, describing their name, age, interests and personality traits. The characters introduced are Lori Hudson, Joseph Sanders, Karen Jackson, Diane Sanders, and Alex Romero. Each character shares some biographical details and how they would describe their own personality.
More Related Content
English book 3 student
- 1.
- 2. PRESIDENTE DE LAREPÚBLICA Rafael Correa Delgado MINISTRO DE EDUCACIÓN Augusto Espinosa Andrade Viceministro de Educación Pablo Cevallos Estarellas Viceministro de Gestión Educativa Darío Rodríguez Rodríguez Subsecretaria de Fundamentos Educativos Miriam Chacón Calderón Subsecretario de Administración Escolar Roberto Pazmiño Alvear Directora Nacional de Comunicación Social María Lorena Portalanza Zambrano Equipo técnico Proyecto de Fortalecimiento de Enseñanza de Inglés © Ministerio de Educación del Ecuador, 2013 Av. Amazonas N34-451 y Atahualpa Quito, Ecuador www.educacion.gob.ec La reproducción parcial o total de esta publicación, en cualquier forma y por cualquier medio mecánico o electrónico, está permitida siempre y cuando sea autorizada por los editores y se cite correctamente la fuente. DISTRIBUCIÓN GRATUITA - PROHIBIDA SU VENTA STUDENT'S BOOK - LEVEL 3 Postcards 2A, Student's book First Edition Authorized adaptation from the United Kingdom edition, entitled Snapshot, first edition, published by Pearson Education Limited publishing under its Longman imprint. Copyright © 1998. American English adaptation, published by Pearson Education, I nc. Copyright © 2008. Copyright © 2008 by Pearson Education, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. Pearson Education, 10 Bank Street, White Plains, NY 10606 ISBN-13: 978-0-13-375671-5 ISBN-10: 0-13-375671-8 Impreso por El Telégrafo
- 3. TO OUR STUDENTS The Ministry of Education aims at providing Ecuador’s students with both the foreign language knowledge and the skills needed to succeed in today’s globalized world as English is the international language that will allow them to access knowledge and information and that will become an instrument of personal and professional empowerment to build a more prosperous, equitable society. textbooks to students. This will contribute to the learning process in a positive manner, for every student will have an additional resource to aid them in their language acquisition process. These textbooks as well as the teaching-learning approach adopted are guided by the Common European Framework of Reference for Languages: Learning, Teaching, Assessment, which is an internationally recognized standard for the explicit description of educational objectives, content elaboration, and methods as well as a basis for Since the communicative language approach will shape the teaching and learning practices in Ecuadorian classrooms, both teachers and learners are enthusiastically invited to make use of the English language for meaningful communication and as a tool to open windows to the world, unlock doors to opportunities, and expand their minds to the understanding of new ideas and other cultures. Ministry of Education
- 5. Contents Student Book Scope and Sequence iv Characters vi Let’s get started. 2 UNIT 1 Meet Alex and his fr iends. 6 UNIT 2 Do you have any pizza dough? 14 Progress check 21 Game 1 22 Project 1 23 UNIT 3 Are there any chips left? 24 Wide Angle 1 32 UNIT 4 How often do you go rock climbing? 34 Progress check 41 UNIT 5 Everybody’s waiting for us. 42 Game 2 50 Project 2 51 UNIT 6 What are you going to wear? 52 Progress check 59 Wide Angle 2 60 Fun with songs 1– 2 62 Focus on culture 1– 2 64 Fun with grammar 68 Word list 70 Language Booster Workbook 72 Grammar Builder 114 Peer editing checklist 138
- 6. Scope and Sequence Unit Title Communication Grammar Pages 2–5 Let’s get started. Pages 14–20 Pages 24–31 Pages 34–40 Pages 42–49 Pages 52–58 iv Scope and Sequence The present continuous The simple present contrasted with the present continuous Talk about what’s going on now Everybody’s waiting for us. There is / There are with some and any Questions with How much and How many Expressions of quantity: a little, a few, a lot of, not much, not many Make an offer Meet Alex and his fr iends. Describe someone’s personality Review of the simple present Possessive pronouns: mine, yours (sing.), hers, his, ours, yours (pl.), theirs Whose? Do you have any pizza dough? Give and follow instructions Count and noncount nouns Imperatives (Commands) Are there any chips left? Adverbs of frequency Expressions of frequency How often Gerunds Express preferences: would rather How often do you go rock climbing? too + adjective; not + adjective + enough Present continuous for future arrangements Be going to + verb for future plans, intentions, and predictions Talk about clothes Comment and compliment What are you going to wear? Pages 6–13 Page 21 Page 22 Page 23 Progress check Units 1 and 2 Test-taking tip: Be prepared. Game 1: Stomp, spin, and spell Project 1: A snapshot of a great snack Pages 32–33 Page 41 Wide Angle 1: International treats Progress check Units 3 and 4 Test-taking tip: Stay positive and relaxed. Page 50 Page 51 Game 2: Sentence charades Project 2: A snapshot of a special interest Page 59 Progress check Units 5 and 6 Test-taking tip: Keep your eyes on your own paper. Pages 60–61 Wide Angle 2: What is beauty?
- 7. Vocabulary Skills Learnto learn Pronunciation Scope and Sequence v Classroom activities Reading: Read a blog for specifi c information Listening: Listen to discriminate information Speaking: Talk about reasons for running late Writing: Write about what usually happens at school Role-play to practice English Words beginning with s + another consonant Foods at the supermarket Reading: Read to discriminate information Listening: Listen to identify true information Speaking: Discuss your reactions to errands; Talk about a place described in a reading Writing: Write about a shopping place Learn collocations with food Would you Personality traits Reading: Identify people from descriptions Listening: Listen for specifi c information to complete a chart Speaking: Describe people’s personalities; Talk about yourself Writing: Write about your ideal person Expand your vocabulary Linking words in connected speech Foods for various meals Reading: Read for specifi c information Listening: Listen to determine true and false information Speaking: Give and follow instructions Writing: Make a poster on healthful eating tips Learn words that are often used together (collocations) Using stress and intonation to express strong feelings Sports and activities Reading: Read a bar graph Listening: Listen for specifi c information Speaking: Talk about what you like and don’t like doing when you don’t have school Writing: Write about what you like and don’t like doing during your free time Learn collocations in context The sound /ɑ/ in soccer Clothes Reading: Read for specifi c information Listening: Listen to discriminate information Speaking: Talk about the kind of clothes you like; Discuss your opinion Writing: Write a list of fashion do’s and don’ts Change nouns to adjectives The pronunciation of going to his,
- 10. Vocabulary 1 Personalinformation Read the information. Then complete the form with your own information. Last name First name Age Address Tel. no. E-mail Hudson Kathleen 13 61 Park Avenue (212) 555-3586 [email protected] Mr. and Mrs. Dursley Mr. and Mrs. Evans Mr. and Mrs. Potter Dudley Dursley Harry Potter Marjorie Dursley Vernon Dursley Petunia Evans Lily Evans James Potter only child New York, NY 10303 U.S.A. 2 Relationships The family A. Read the family words. • grandfather and grandmother = grandparents • father and mother = parents • son and daughter = children • brother • uncle • sister • cousin • aunt • only child B. PAIRS. Write some of the words from Exercise A in Harry Potter’s family tree. Friends A. Read the words and look at the pictures. B. Write names below the pictures where appropriate. girlfriend best friend boyfriend friends classmates neighbor pet 2 Let’s get started.
- 11. 3 Classroom commands A. Look at the pictures and read the commands. Brooke is short and pretty. 3. Describe. Your turn. 2. Take turns. 4. Repeat. How old are you? 6. Think. 8. Imagine. 12. Underline. 7. Circle. 1. Cover. What do you think? I think . . . 5. Discuss. 9. Draw. 10. List. Are you famous? No. Try again. 11. Guess. B. PAIRS. Take turns. Student A, act out a command from Exercise A. Student B, guess the command. Act out at least three commands each. 4 Everyday activities A. Read the phrases and look at the pictures. How old are you? 1. wake up 2. get up 3. take a shower 4. brush my teeth 5. have breakfast 6. leave the house 7. go to school 8. have lunch 9. get home from school 10. have dinner 11. do my homework 12. go to bed B. PAIRS. Ask each other questions using some of the phrases in Exercise A. Let’s get started. 3
- 12. Grammar 5 Nouns A. Write two more examples for each category. Category Example months January, days of the week Sunday, classroom objects board, colors red, countries Spain, rooms of a house kitchen, places in a town park, occupations teacher, B. What words begin with capital letters in Exercise A? Give one more example for each. 1. places: India , 2. things: Apple computer , 3. people: Mr. Sandler , 6 Pronouns A. Fill in the missing object pronouns. Subject Object I me You He She It it We You you They B. Write the subject pronouns from Exercise A in the correct column. First person Second person Third person I 7 Adjectives Look at the adjectives. Match them with at least two nouns from the box. game girl hair house magazine mall man movie park test 1. beautiful: beautiful girl , 2. big: , 3. boring: , 4. easy: , 5. expensive: , 6. interesting: , 7. long: , 8. short: , 9. tall: , 10. young: , 8 Verbs Fill in the past form. Base form Simple past form be bring come dance do eat get up go have/has put sing take tell walk write 4 Let’s get started.
- 13. 9 Prepositions oflocation A. Read the sentences and look at the pictures. Where’s the balloon? It’s under the table. It’s behind the computer. Where are the CDs? They’re in the bag. They’re on the bag. Where’s the balloon? It’s above the table. It’s in front of the TV. B. PAIRS. Take turns. Ask where four classroom objects are. Use prepositions of location in your answers. A: Where are your books? B: They’re in my bag. Where’s the teacher’s bag? A: It’s . . . 10 This/These; That/Those A. Read the sentences and look at the pictures. This is my book. These are my books. That’s an apple. Those are apples. B. PAIRS. Point to two things that are near you and two things that are far from you. Ask your classmate what the objects are. Switch roles. For example: A: What’s this? B: It’s a ruler. A: What are those on the teacher’s table? B: Those are dictionaries. Your turn. Communication 11 Ask and answer questions A. 2 Listen to the questions and the answers. A: What’s today’s date? B: It’s February 13th. A: What time is it? B: It’s twelve o’clock. A: What day is it? B: It’s Wednesday. A: What year is it? B: It’s 2010. A: When’s your birthday? B: It’s on November 8th. B. Take turns. Ask and answer the questions in Exercise A. Give true answers. 12 Say goodbye A. Read the expressions below. 1. Good luck. Thanks. 2. Goodbye. 3. Keep in touch. 4. Have a great weekend/day/trip. 5. Take care. B. Write the appropriate response below each expression in Exercise A. A response can be used to respond to several expressions in Exercise A. • Sure. • Bye./See you. • Thanks. / Thank you. • You, too. Let’s get started. 5
- 14. Learning goals Communication Describe someone’s personality Grammar Review of the simple present Possessive pronouns: mine, yours (sing.), hers, his, ours, yours (pl.), theirs Whose? Vocabulary Personality traits 1 Reading 3 Read along as you listen to Alex and his friends. I’m Lori Hudson. I’m 15. Diane, Karen, and I are friends. We’re all in Teen Scene. We’re also in Green Fire, a dance and music group. I’m shy, except when I’m performing. My mom tells me I’m very competitive. I always try to be the best. Hi. I’m Joseph Sanders, but my nickname’s Joe. I’m also 15. Diane, my sister, says I’m a bookworm because I enjoy reading. I love books. Alex and I are best friends, but we’re opposites. He’s easygoing, but I’m a little serious. Alex is pretty popular with girls. My name’s Karen Jackson, and I’m 14. I’m from Los Angeles, but now I live in New York City. I love Broadway! I go to a lot of shows. I’m also outgoing and friendly, like Diane. That’s why we click. Hi. My name’s Alex Romero. I’m 15 years old. I’m a member of Teen Scene, a drama and music group. I play the guitar. I’m easygoing, and I’m not shy! Hello. I’m Diane Sanders, and I’m 14 years old. My brother Joe and I are very different. I’m outgoing and friendly, but he’s quiet and studious. He’s also really smart. 6 Unit 1
- 15. 2 Comprehension A.Write the names of the characters. 1. He’s the director of Teen Scene. Paul Chan 2. Alex is his best friend. 3. She’s from Los Angeles. 4. She’s Joe’s sister. 5. He plays the guitar. 6. She’s in Green Fire with Diane and Karen. B. 4 Read along as you listen again. Check your answers. 3 Vocabulary Personality traits A. Match each personality trait with the correct defi nition. 1. popular b a. makes a lot of rules to be followed 2. easygoing b. liked by a lot of people 3. quiet c. not easily upset; usually not worried 4. studious d. enjoyable or entertaining 5. smart e. spends a lot of time studying 6. serious f. intelligent 7. outgoing g. very calm; not noisy or loud 8. shy h. very sensible; usually works hard 9. competitive i. enjoys meeting new people 10. fun j. determined to be better than other people 11. strict k. uncomfortable around other people B. PAIRS. Which of the adjectives in Exercise A describe you? Talk with a classmate. For example: A: I’m pretty easygoing, but I’m also shy. What about you? B: I’m not shy at all. I’m very outgoing. C. GROUPS. Form groups of four. Choose adjectives from Exercise A that describe one of your classmates. Describe that person to the members of your group and have them guess the person’s name. Learn to learn Expand your vocabulary. When you learn a new adjective, try to learn its opposite, too. This will double your vocabulary. Match the adjectives with their opposites. Use a dictionary if you need to. 1. studious a. shy 2. friendly b. lazy 3. fun c. strict 4. outgoing d. unpopular 5. popular e. talkative 6. quiet f. unfriendly 7. easygoing g. boring I’m Paul Chan, the director of Teen Scene. I’m 26. I enjoy working with teenagers. They’re fun, but they’re also challenging. I’m serious, but I’m not strict. I’m just a perfectionist! Unit 1 7
- 16. Discovering grammar Lookat the grammar chart. Answer the questions. 1. What are the simple affi rmative present forms of the verb be? , , 2. What words do Yes/No questions with be begin with? , 3. What are some examples of question words used in information questions? , , , Practicing grammar 4 Practice A. Write affi rmative (+) and negative (–) statements, describing each person. Use the verb be and the adjectives you have learned. 1. Alex: (+) Alex is popular with girls. (–) He’s not shy. 2. Lori: (+) (–) 3. Paul: (+) (–) 4. Karen and Diane: (+) (–) 5. Joe: (+) (–) 6. Diane: (+) (–) B. GROUPS. Imagine you are one of the characters. Describe yourself to your classmates. They will try to guess which character you are. 5 Practice PAIRS. Ask and answer Yes/No questions about people in your class. Use the cues and any of your classmates’ names. 1. shy A: Is Ann shy? B: No, she’s not./Yes, she is. 2. outgoing 3. talkative 4. competitive 5. serious GRAMMAR FOCUS Review of the simple present: be Affi rmative statements Negative statements I’m 15. I’m not in Teen Scene. Diane is outgoing. Diane’s not shy. / Diane isn’t shy. Lori and Diane are friends. They’re not sisters. / They aren’t sisters. We’re in Green Fire. We’re not in Green Fire. / We aren’t in Green Fire. Yes/No questions Affi rmative answers Negative answers Are you in Teen Scene? Yes, I am. No, I’m not. Is Diane outgoing? Yes, she is. No, she’s not./No, she isn’t. Are Alex and Joe best friends? Yes, they are. No, they’re not./No, they aren’t. Information questions Short answers Long answers Who is she? My teacher. She’s my teacher. How old are you? Fifteen. I’m 15. Where are they? At school. They’re at school. 8 Unit 1
- 17. 6 Practice Playa game. Go to page 68. 7 Practice A. Write information questions about the self-introductions on pages 6–7. Use the cues. 1. (Who) Paul Q: Who’s Paul? 2. (What) Teen Scene Q: 3. (How old) Paul Q: 4. (What) Green Fire Q: 5. (Who) the Green Fire members Q: 6. (What) Lori’s last name Q: 7. (Who) from Los Angeles Q: B. PAIRS. Take turns asking and answering the questions in Exercise A. Don’t look at the reading. 8 Communication Describe someone’s personality A. 5 Listen to the conversation. A: Who’s that? B: He’s my classmate. A: What’s his name? B: Adam. A: He looks really cool. B: He is, but he’s pretty shy. B. PAIRS. Role-play the conversation with a partner. C. PAIRS. With a classmate, write your own conversation about a new person at your school. Use Exercise A as your model. Then role-play your conversation. GROUPS. Talk about yourself. Tell your classmates the following information about yourself: • your name • your nickname if you have one • your age • other interesting information about yourself and your personality Useful language: • My name’s . . . • My nickname is . . . • I’m years old. • I’m friendly/shy/serious/etc. • I enjoy . . . Unit 1 9
- 18. 9 Dialogue 6Cover the dialogue and listen. Mom: So, how’s Teen Scene, kids? What are you up to these days? Joe: A lot. We’re busy with practice. We have a show in November. Mom: That’s great! What kind is it? Diane: It’s a musical. It’s a mixture of hip-hop, pop, and Broadway. Dad: Really? Sounds interesting. Whose idea was it? Diane: I’d like to say mine, but . . . Joe: Yours? Ours, Diane. Not just yours. Dad: That’s enough, you two. So, how’s your new director? Diane: Paul? He’s OK. He’s friendly, but I think he’s a perfectionist. Joe: Yeah, he makes us practice a lot. He’s really serious. Mom: That’s not so bad. Diane: It is. He’s not exactly easygoing. Mom: I bet he keeps you busy. 10 Comprehension A. Answer the questions. 1. When is the Teen Scene show this year? 2. What kind of show is it? 3. What adjectives does Diane use to describe Paul? B. 7 Read along as you listen again. Check your answers. 11 Useful expressions A. 8 Listen and repeat. • What are you up to these days? • That’s enough. • That’s not so bad. • I bet . . . • Sounds [interesting]. B. Match each expression in Exercise A with an expression below. 1. Seems nice. Sounds interesting. 2. What’s new? 3. I’m sure . . . 4. Stop it. 5. That’s OK. 10 Unit 1
- 19. Discovering grammar PAIRS.Look at the grammar chart. Complete the rules with do or does. 1. In questions with he, she, and it, use + the base form of a verb. 2. In questions with I, you, we, and they, use + the base form of a verb. Practicing grammar 12 Practice Complete the paragraphs with the simple present. 13 Practice PAIRS. Ask and answer two Yes/No questions about each article in Exercise 12. For example: Q: Does Michelle Wie play tennis? A: No, she doesn’t. She plays golf. 14 Practice PAIRS. Ask and answer two information questions about each article in Exercise 12. For example: Q: Where do Angelina Jolie and Brad Pitt live? A: They live in California. 15 Writing A. In your notebook, write a magazine article about a person you admire. B. PAIRS. Read your classmate’s paragraph. Circle any errors. Use the Peer editing checklist on page 138 to help you. GRAMMAR FOCUS Review of the simple present: other verbs Affi rmative statement Negative statement Joe practices every day. He doesn’t practice on weekends. Joe and Diane have busy schedules. They don’t have much free time. Yes/No questions Affi rmative answers Negative answers Does Joe practice on weekends? Yes, he does. No, he doesn’t. Do Joe and Diane have busy schedules? Yes, they do. No, they don’t. Information questions Short answers Long answers When does Joe practice? After school. He practices after school. Where do Joe and Diane practice? At school. They practice at school. 1. Michelle Wie (be) only a teenager, but she (play) world-class golf. Michelle (not/spend) all her time playing golf. She also (love) reading and drawing. 2. Brad Pitt and Angelina Jolie (be) Hollywood actors. They (live) in California. They (do) a lot of charity work. Angelina (travel) around the world to help the poor. Brad (use) his fame to help save the environment. Unit 1 11
- 20. 1 5 Discoveringgrammar Look at the grammar chart. Circle the correct answers. 1. A possessive pronoun replaces a possessive adjective and a (pronoun / noun). 2. A noun (always / never) follows a possessive pronoun. Practicing grammar 16 Practice Rewrite the sentences. Use possessive pronouns. 1. Those are their CDs. Those CDs are theirs. 2. This is her backpack. 3. That’s our soccer ball. 4. That’s my comic book. 5. Those are his sneakers. 6. This is your cell phone. 17 Practice GROUPS. Form groups of four. 1. Every person in your group puts three items in a bag. Don’t look at the items. 2. Choose three items from the bag. Don’t take yours! 3. Find out to whom each item belongs. Whoever fi nds the owners of all three items fi rst wins. For example: A: Daniel, is this yours? B: No, it’s not mine. It’s his/ hers. 18 Pronunciation Linking words in connected speech A. 9 Listen and repeat. A: Whose are these? B: Those are mine. A: Whose idea was it? B: It was his. A: Whose is it? B: It’s ours. B. PAIRS. Practice the questions and answers. 19 Listening 10 Listen to the conversation. Put a check (✔) below the name of the person who owns each object. Object Isabel Lukas Socks Shirts Sneakers Magazines Basketball GRAMMAR FOCUS Possessive pronouns Possessive Possessive Possessive Possessive adjectives pronouns adjectives pronouns my mine It’s my book. It’s mine. your yours It’s your book. It’s yours. her hers It’s her book. It’s hers. his his It’s his book. It’s his. our ours It’s our book. It’s ours. your yours Those are your books. Those are yours. their theirs Those are their books. Those are theirs. Question with Whose? Short answer Long answer Whose is that? Mine. It’s mine. Whose idea is it? Ours. It’s ours. 12 Unit 1
- 21. The new director A. 11 Read along as you listen to the conversation. What activity are Diane and Karen attending today? B. GROUPS. Discuss: Which do you think is better, a strict teacher or an easygoing one? Explain your answer. 1 3 5 2 4 6 Hi, Karen. Is that car yours? Hi, Diane. Are you kidding? I wish. Whose is it then? I have no idea. Why? I need a ride after practice. Paul Chan. Is he nice? Mine. Mom said we could use our basement. Cool. Alex drives. Ask him. OK. Guess what? We have a new director. Really? What’s his name? Yeah, but he’s pretty strict. I wouldn’t worry about him. So whose house are we going to for practice? Unit 1 13
- 22. Learning goals Communication Give and follow instructions Grammar Count and noncount nouns Imperatives (Commands) Vocabulary Foods for various meals 014-023_LB2-1 Vocabulary Foods for various meals A. 12 Listen and repeat. Breakfast • bacon • bread • butter • cereal • coffee • eggs • ham • jelly/jam • juice • maple syrup • milk • omelet • pancakes • sausages • tea Lunch and dinner • fruit: apples, pears, bananas, oranges • meat: chicken, steak, pork chop • pasta • pizza • rice • sandwiches • seafood: fish, shrimp • soda • soup • vegetables • water B. PAIRS. Which of the food items in Exercise A are in the pictures? Take turns identifying them. For example: A: This is rice. B: These are pancakes. C. PAIRS. What do you usually eat for breakfast? for lunch or dinner? for snacks? Snacks and desserts • cake • ice cream • chips • pie 14 Unit 2 014-023_LB2-SB2A_U02.indd 14 8/14/13 3:00 PM
- 23. Discovering grammar Lookat the grammar chart. Circle the correct answers. 1. Use a or an before singular (count / noncount) nouns. 2. Add -s or -es to (count / noncount) nouns to make them plural. 3. With noncount nouns, use a (singular / plural) verb. Practicing grammar 3 Practice A. Connect the three parts to make sentences. Write the sentences in your notebook. Subject Verb Complement Rice a lot of salt. Chips rich in vitamins and minerals. Ice cream a lot of sugar. Cookies good for you. Vegetables not that good for you. Fish sweet. Pasta my favorite food. B. PAIRS. Compare your sentences. Correct any errors. GROUPS. Talk about your eating habits. Useful language: • Do you always eat breakfast / lunch / dinner? • What’s your favorite snack? • Of course./Not always. • I (don’t) always eat . . . • I don’t have time to eat . . . GRAMMAR FOCUS Count and noncount nouns Count nouns (can be counted) Singular Plural an apple two apples a tomato a few tomatoes a sandwich several sandwiches many An apple a day is good for you. Apples are my favorite snack. Apples have a lot of vitamins. Noncount nouns (cannot be counted) milk juice cereal rice coffee cheese Ice cream is my favorite dessert. is are has have 2 Listening 13 Listen to the report. Then write True or False. Circle the wrong information in the false statements. According to the report, . . . 1. Fifty-one percent of teenagers try to eat something healthful every day. True 2. Eighteen percent of teenagers eat lunch at school. 3. Judy skips lunch at school because she has no time for it. 4. Carlos always has something for lunch at school. 5. Carlos eats a nutritious lunch at school. Unit 2 15 014-023_LB2-SB2A_U02.indd 15 8/14/13 3:00 PM 3:00 PM
- 24.
- 25. rcise A with ng? o express ubt] making? itement] assuring] ons. Use tion. money. chip pizza. ? you making? Unit 2 17
- 26. GRAMMAR FOCUS Imperatives(Commands) Affi rmative Turn left. (Give directions.) Sprinkle some walnuts. (Give instructions.) Stop! (Give orders.) Please turn on the oven. (Make polite requests.) Negative Don’t worry. Practicing grammar 8 Practice Look at the pictures and the commands. Write each command below the correct picture. Discovering grammar Look at the grammar chart. Circle the correct answers. 1. Use (the base form / the past form) of the verb in imperatives. 2. Use (don’t / doesn’t) before the base form in negative imperatives. • Sprinkle. • Turn right. • Don’t turn it off. • Stop complaining. • Open your mouth. • Don’t erase the board. 1. Don’t erase the board. 2. 3. 4. 5. 6. 9 Practice Play a game. Go to page 68. 18 Unit 2
- 27. Learn words thatare often used together (collocations). Learning some words that go together helps you avoid mistakes. “Turn on” + “the oven” are examples of words that go together. Write each noun next to the verb it goes with. Some nouns can be used more than once. bread cake butter salt oven eggs 1. Turn on the oven . 5. Sprinkle some on the meat. 2. Toast the . 6. Fry the in a pan. 3. Spread the . 7. Melt the in a pan. 4. Bake the . 8. Preheat the . 10 Practice A. Look at the underlined nouns in the recipe below. Write C above each count noun and NC above each noncount noun. B. Complete the procedure for the recipe. Use the verbs in the box. You will use put twice. spread sprinkle put cut 11 Communication Give and follow instructions A. 18 Listen to the instructions. 1. First, draw a big circle. 2. Next, draw a triangle below the circle. Make sure the tip touches the circle. 3. Then draw two straight lines starting from the bottom of the triangle. 4. Finally, draw two straight lines from each side of the triangle. B. PAIRS. Student A, read the instructions out loud. Don’t look at Student B’s paper. Student B, listen to and follow the instructions. Learn to learn 1 slice of bread raisins 2 tablespoons peanut butter brown sugar 1/8 banana, sliced Some round chocolate candy , such as M&Ms 1. Cut the slice of bread into the shape of a circle. 2. the peanut butter on the bread. 3. some sugar on the peanut butter. 4. two banana slices on top to make the eyes and a raisin in the middle for the nose. 5. the pieces of chocolate at the bottom of the sandwich to make the mouth. Eat and enjoy your happy face sandwich! ☺ C. PAIRS. Switch roles. Student A, listen to Student B’s instructions and follow them. D. Compare your drawings. Are your results the same? Unit 2 19
- 28. 12 Reading A.Look at the title and the pictures. What do you think the reading is about? Put a check (✔) before the sentence that expresses the main idea. 1. Food in the United States is delicious. 2. There are too many people in the United States. 3. People in the United States are getting fatter. B. 19 Read along as you listen. 13 Comprehension Discuss and answer these questions. 1. What health problem do people in the U.S. have? 2. Why is the U.S. government worried about it? 3. Who do some people blame for America’s weight problem? 4. Why do advertisers say that America’s problem is not their fault? 5. What are some schools in the U.S. doing to help the country’s weight problem? 6. What do experts say is the best solution to the problem? 14 Writing GROUPS. Make a poster on healthful eating and maintaining good health habits for teenagers. Include a list of do’s and don’ts. According to surveys, 61 percent of Americans, or 127 million people, are obese. The U.S. government is worried because too much weight contributes to diabetes, heart disease, and other illnesses. Some people blame the food industry and advertisers for the nation’s weight problem. They say food makers want people to eat when they’re not hungry and keep eating when they’re full. But food manufacturers say it’s not their fault that many Americans are overweight. People can choose what they want to eat. They point out that supermarkets in the United States offer a lot of choices, including low-calorie, fat-free, and sugar-free foods. Advertisers say it’s not their fault either. More money is spent on marketing low-calorie and fat-free foods than any other foods. No matter who’s right, it is true: People in the United States are getting fatter. They simply eat too much. As a result, health departments in the United States are taking action. For example, New York’s health department has asked restaurants to use healthful ingredients in foods. Many schools in the United States no longer have soda or candy vending machines, and school cafeterias are offering more healthful menus. Health experts agree that being a healthy nation is everybody’s responsibility, that the best way to solve the problem is through education. A public education campaign on food and health would help educate people about what they eat, forcing food manufacturers to offer more wholesome and healthful food choices. 1. Eat at least three healthful meals a day. 2. 3. 4. 5. 6. 20 Unit 2
- 29. Units 1 and2 Test-taking tip: Be prepared. Bring at least two pens or pencils with good erasers and any other resources that your teacher allows you to have at the test. Bring a watch so that you can pace yourself. Grammar A. Write questions for the underlined answers. (3 points each) 1. Matt is 13 years old. (How) How old is Matt? 2. He goes to Kennedy Middle School. (What school) 3. His sister’s name is Tracy. (What) 4. They live in Arizona. (Where) 5. Matt isn’t sporty. He likes reading. (What) 6. He plays video games on weekends. (When) B. Answer the questions using the information in Exercise A. If the answer is no, correct the information. (3 points each) 1. Q: Is Matt 12 years old? A: No, he’s not. He’s 13 years old. 2. Q: Does Matt go to high school? A: 3. Q: Is his sister’s name Tracy? A: 4. Q: Do they live in Texas? A: 5. Q: Does Matt like sports? A: C. Replace the underlined words with possessive pronouns. (2 points each) 1. A: Whose book is this? mine B: It’s my book. 2. A: Whose house is that? B: That’s our house. 3. A: Is this your pen? B: No, it’s not. It’s his pen. 4. A: Are these your sneakers? B: No, they’re not. They’re her sneakers. 5. A: Whose project is this? B: It’s their project. Vocabulary D. Write a or an before the count nouns. Write an X before the noncount nouns. (1 point each) 1. X peanut butter 6. cheese 2. apple 7. avocado 3. banana 8. tomato 4. orange 9. bread 5. juice 10. mango Communication E. Read the instructions. Number them 1–5 to show the correct sequence. (1 point each) Then sprinkle the oranges with 1½ tablespoons of cereal. 1 First, put 2 tablespoons of yogurt in a glass. After that, add 2 more tablespoons of yogurt to the glass. Next, put 4 orange slices on the yogurt. Finally, top with the pineapple. Now I can . . . ❏ describe people’s personalities. ❏ talk about food and eating habits. ❏ give and follow instructions. Unit 2 21
- 30. Steps: 1. Playthis game standing in small groups. 2. One student is the “spellmaster” and can keep his or her book open. The other students close their books. 3. The spellmaster says a word from the list and then asks a student to spell it. The student spells the word aloud, but uses actions instead of letters for s, t, e, and i. If the student spells and “acts” the word correctly, he or she gets a point. 4. If the student does not spell it and act it out correctly, the spellmaster spells it and acts it out. The spellmaster then gives the next student a word. 5. The student with the most points at the end of the game wins. Useful language • You got it! • You didn’t quite get it. • Was that one stomp or two stomps? S= T= STOMP SPIN E= I= CLAP HOP smart juice butter cheese friends omelet sandwiches easygoing serious different vegetables opposites competitive desserts teenagers ingredients interesting perfectionist 22 Stomp, spin, and spell Game 1
- 31. A snapshot ofa great snack Think of a great snack that you can make. Write instructions on how to make it. Use the recipe below as a guide. Then pretend you’re on a cooking show. Explain and demonstrate to your group or class how to make the snack. 1. Write the ingredients you need. To make a Chicago hot dog, you need a hot dog, a hot dog bun, an onion, a tomato, a hot pepper, and a dill pickle. You also need some mustard, relish, and celery salt. 2. Write the steps in the recipe. First, boil the hot dog for about three minutes, until it’s nice and fat. Next, chop the onion and slice the tomato. Then slice the hot pepper and pickle. When the hot dog is ready, put it in the bun. Then add the other ingredients in this order: First, put some mustard on the hot dog. I like to use a lot of mustard. Then put some relish on. After that, put about a teaspoon of chopped onion on top. Finally, add a slice of pickle, three slices of tomato, the hot pepper, and sprinkle the whole thing with celery salt. Mmm, it tastes good! 3. Demonstrate how to make the snack. Project 1 23
- 32. Learning goals Communication Make an offer Grammar There is/There are with some and any Questions with How much and How many Expressions of quantity: a little, a few, a lot of, not much, not many Vocabulary Foods at the supermarket 1 Dialogue 20 Cover the dialogue and listen. Mom: Joe, could you go to the supermarket for me? Joe: Why me? Ask Diane, Mom. Alex: Let’s do it, Joe, so we can get some ice cream. Are there any chips left, by the way? Joe: No. You ate them all. Alex: Then we should get chips, too, and some soda. Mom: Oh no, Alex. You can’t have any junk food at my house. Joe: OK, Mom. I’ll go. Is there a shopping list? Mom: No, but I’ll tell you what we need. We need bread, eggs, milk, juice, cheese . . . Joe: Whoa, Mom! Please, slow down. How much bread do you want, and how many eggs? Mom: One loaf of wheat bread, two dozen eggs, one gallon of milk, . . . what else? Joe: Juice and cheese. How much juice and cheese? Mom: Two quarts of juice and a pound and a half of cheese. Joe: And how much money are you giving me? Mom: Here’s $100. Joe: Cool. Let’s go, Alex. Equivalents 1 pound = about 1/2 kilogram 1 quart = about 1 liter 1 gallon = about 4 liters 24 Unit 3
- 33. 2 Comprehension A.Write True or False after each sentence. 1. Mom asks Joe to go with her to the supermarket. 2. Alex wants to go to the supermarket. 3. Mom says Alex can buy chips and soda. 4. Joe eats a lot of junk food at home. 5. Joe goes to the supermarket with Alex. B. 21 Read along as you listen again. Check your answers. 3 Useful expressions A. 22 Listen and repeat. • Why me? • . . . by the way. • Whoa! • What else? • Let’s go. B. Complete the conversation. Use the expressions from Exercise A. Dad: John, could you get some eggs for me? John: Why me? Ask Ethan. He never does anything. He’s always . . . Dad: , John! Slow down! Ethan’s at practice. You can go with Tim. John: Oh, OK. Why do we need eggs? Dad: I’m making some omelets. John: So, a dozen eggs. Dad: That’s it. What would you like in your omelet, ? John: Just some cheese. Come on, Tim. . 4 Pronunciation Would you /wudjə/ A. 23 Listen and repeat. Would you like some soda? What would you like to eat? Would you like an omelet? What would you like to do? B. PAIRS. Practice the conversation. A: I’m starving. B: What would you like to eat? A: How about a sandwich? B: OK. Would you like a ham sandwich? A: Sure. Thanks. GROUP. Joe doesn’t want to go to the store for his mom. Talk about the things your mom or dad asks you to do and what your reactions are. Useful language: • Does your mom or dad ask you to do a lot of errands? • Do you always obey your mom or dad? • Oh yeah. / Of course. • Sometimes. / Always. / Not always. • What kinds of things do your parents ask you to do? • Go to the store. / Throw out the garbage. / Babysit. Unit 3 25
- 34. 5 Vocabulary Foodsat the supermarket A. 24 Listen and repeat. • beans 9 • carrots • cheese • cookie • cucumber • doughnut • lemon • lettuce • melon • muffi n • mushroom • nuts • olive oil • onion • peach • peas • potato • tomato • yogurt B. Match the words in Exercise A with the food items in the picture. C. PAIRS. Work together to identify the other food items in the picture. 7 8 9 19 Learn to learn 1 2 4 11 12 10 3 5 6 13 14 17 15 16 18 Learn collocations with food Learning expressions that usually go with certain food items is useful. Write the food items that go with the expressions. Use a dictionary if necessary. Some food items can go with more than one expression. eggs milk juice cheese bread beef ice cream onions rice lettuce 1. a gallon of milk/ice cream 5. a quart of 2. a head of 6. a bag of 3. a pound of 7. a pint of 4. a loaf of 8. a dozen 26 Unit 3
- 35. D. Write somefood items from Exercise A in the word web. Bakery products Dairy Food Pasta and Rice Fruit Meat/Seafood Vegetables cookie 6 Practice GROUP. Play the shopping game with fi ve classmates. Decide who’ll start fi rst. Student 1 says one food item he or she wants to buy. Each student who follows adds a new food item, repeating all of the items previously mentioned. For example: S1: I’m going to the supermarket to buy some apples. S2: I’m going to the supermarket to buy some apples and a pound of cheese. S3: I’m going to the supermarket to buy some apples, a pound of cheese, and a melon. 7 Listening 25 Listen to the conversation. Put a check (✔) before all the true statements. According to the conversation, . . . ✔ 1. Many teenagers do the food shopping for their families. 2. They do this because their parents hate food shopping. 3. Most teenagers use shopping lists when they shop. 4. Ryan shops for brand-name products. 5. Nicholas thinks about his dad’s health when he does the shopping. 6. Olivia always looks for the best quality when she does the shopping. Unit 3 27
- 36. Discovering grammar Lookat the grammar chart. Circle the correct answers. 1. Use (there is / there are) with singular count nouns and noncount nouns. 2. Use (some / any) in affi rmative statements. 3. Use (some / any) in negative statements. Practicing Grammar 8 Practice Complete the sentences with some or any. 1. A: I’m hungry. Is there any food? B: I’m sorry. There isn’t. But there’s milk. 2. A: There are sandwiches left from the party. Would you like one? B: No, thanks. 3. A: Are there cookies left? B: Yes, there are cookies in the kitchen. 4. A: Would you like snacks? B: Sure. I’ll have chips. 5. A: Would you like to go to the movies? B: No. I don’t have money. 9 Practice Play a game. Go to page 68. 10 Practice GRAMMAR FOCUS There is/There are with some and any Affi rmative statements Negative statements There’s a sandwich in the refrigerator. There isn’t any cheese. There’s some soda, too. There isn’t any juice. There are several sandwiches on the table. There aren’t any cookies. Yes/No questions Short answers Is there any milk in the refrigerator? Yes, there is./No, there isn’t. Are there any sandwiches in the refrigerator? Yes, there are./No, there aren’t. Some to make an offer Would you like some coffee? Yes, please./No thanks. Would you like some apples? Sure. I’d love some. A. Look at the picture. Memorize what’s in the box. Then cover the picture. B. PAIRS. Take turns. Ask if there are any apples, rice, muffi ns, butter, cookies, and sugar in the box. For example: A: Are there any apples in the box? B: Yes, there is. There’s one apple. 11 Communication Make an offer A. 26 Listen to the conversation. A: I’m in the mood for ice cream. Is there any ice cream in the freezer? B: No, sorry. There isn’t. Would you like some yogurt? A: No, thanks. B. PAIRS. Student A, ask for something to eat. Student B, say there isn’t any and offer something else. Student A, accept or refuse Student B’s offer. 28 Unit 3
- 37. Discovering grammar Lookat the grammar chart. Circle the correct answers. 1. Use (How much / How many) for questions using count nouns. 2. Use (How much / How many) for questions using noncount nouns. 3. Use (a few / a little) to talk about quantities of count nouns. 4. Use (a few / a little) to talk about quantities of noncount nouns. Practicing Grammar 12 Practice Complete the questions with How much and How many. 1. How much money do you spend on a school day? 2. text messages do you get per day? 3. hours of sleep do you get each day? 4. time do you spend on homework per day? 5. ice cream can you eat at one time? 13 Practice Read the dialogue. Circle the correct answers. A: How much money do you have? B: Just (1. a few / a little). But I think it’s enough. We don’t need (2. many / much) money to go camping. A: Yeah, I’m sure we’re OK. I have (3. a few / a little) dollars, too. What about food? How much food is there? B: Food’s not a problem. We have (4. many / a lot). A: Good. And water? How many bottles do we have? B: (5. A lot / A little). We have fi fteen bottles. 14 Practice A. PAIRS. First, complete the questions with How much or How many. Then ask a classmate the questions. Circle your classmate’s answers. GRAMMAR FOCUS Questions with How much and How many Questions Possible answers A lot. How much milk do we need? How much money do you have? Just a little. Not much. How many tomatoes do we need? A lot. How many glasses of milk do you drink every day? Just a few. Not many. Expressions of quantity a lot of [tomatoes] a lot of [milk] a few [tomatoes] a little [milk] 1. water do you drink each day? a. fi ve glasses or more b. three to four glasses c. two glasses 2. servings of vegetables do you eat each day? a. two servings or more b. one serving c. none 3. candy and chocolate do you eat each day? a. a lot b. a little c. none 4. kinds of fruit do you eat each day? a. three or more b. one or two c. none 5. soda do you drink each day? a. three cans or more b. one to two cans c. none B. PAIRS. Compare your results. Talk about foods you eat and don’t eat. Who has healthier eating habits? Unit 3 29
- 38. 5 15 Reading 27 Read along as you listen to the article. As you read and listen, think about this question: What are fl oating markets? 16 Comprehension Answer the questions. 1. What are fl oating markets? 2. Who are the sellers in these markets? 3. What do the sellers sell in these markets? 4. What time do the markets open? 5. Why do the women sell from their boats? 6. What can you do at a fl oating market? 17 Speaking GROUPS. Describe Thailand’s fl oating markets with information from the article. For example: A: Thailand’s fl oating markets are really interesting. There are a lot of . . . B: And there are . . . 18 Writing A. PAIRS. Talk about an interesting shopping place you know. Discuss the questions with a classmate. • What kind of a place is it? • Where is this place? • What can you buy there? • Why is it interesting? • Why do you like to shop there? B. In your notebook, write a paragraph about the place you talked about in Exercise A. Use your answers to the questions in Exercise A for ideas. C. PAIRS. Read your classmate’s paragraph. Circle any errors. Use the Peer editing checklist on page 138. Floating markets are popular tourist destinations in Thailand. At the fl oating markets, there are a lot of small boats overfl owing with fresh fruit and vegetables. Imagine the colors of fresh fruit and vegetables on hundreds of boats sailing quietly along the river. Then imagine Thai women in their colorful traditional clothes on these boats. The effect is magical. The fl oating markets open at 6:30 A.M. Early in the morning, before the markets open, farmers pick fruit and vegetables from their farms. Later, their wives sell the fruit and vegetables on their boats. Why do the women sell their products on boats, instead of in regular stores? Central Thailand has bodies of water throughout. In some places, there are canals instead of streets. Farmers have their farms near these canals, and selling their products on boats is convenient. At a fl oating market, you can use cash to shop or you can exchange your product with other sellers’ products. If you get hungry, just call one of the women and she will come over to you. You can watch her cook your food right on the boat! 30 Unit 3
- 39. Planning for theshow A. 28 Read along as you listen to the conversation. What strategy does Alex suggest for balancing practice and schoolwork? Hi, Alex. I heard about your famous chocolate chip pizza. Is there any left? B. Discuss: Do you think students should have extracurricular activities in school? Why or why not? What kinds of activities do you suggest for your school? No, sorry. It was really good! Yuck. A sweet pizza? Hey, wait up. By the way, how many songs do we need to learn for our show? Not many. Maybe ten. Ten! That’s a lot! We don’t have that much time! I know. I have a lot of homework every day, too. Are there any songs we already know? Thanks. So how many hours per day can you practice? An hour after school. Two hours at the most. Fine with me. So see you at Joe’s on Friday? Maybe three or four. Why? Let’s learn the new songs fi rst and do the old songs later. That’s a good strategy, Alex. You’re so smart. 1 3 5 2 4 6 Unit 3 31
- 40. Every country hasits own special treats. Here are four famous foods from around the world that you may want to try. Vegemite is one of the best-loved foods in Australia, but it’s not very popular in other countries. It’s a dark brown spread that tastes salty—a bit like beef bouillon. Australians usually eat it on bread with butter, on toast with melted cheese. It lot of vitamins and minerals, and most Australian kids grow eating it. When Australians abroad, many take a jar of Vegemite. It’s hard to fi nd in other countries. Escargots, or snails, are a popular French dish. The snails are usually cooked in liquid, then put back into their shells with butter, garlic, and herbs. Because snails eat things that can be poisonous, the snails are fi rst fed lettuce and fl our for about two weeks. Then they are fed anything for several days. This cleans their stomachs so they are safe to eat. If you like hot, spicy foods, you’ll like Korean kimchi. There are many different kinds of kimchi, but the most popular kind is made from Chinese cabbage, garlic, onions, and hot peppers. To make kimchi in the traditional way, Koreans combine the ingredients in a jar. Then the jar is put outside during the winter months. This lets the kimchi ferment and gives it a hot, sour taste. Kimchi is served at meals as a side dish, and it’s used m many recipes. It has lots of vitamins and minerals. O On a hot day in Singapore, try ice kachang, or red b bean ice. It’s a big ball of shaved ice with sweet, f fruity syrup and red beans. The beans are sweet, not s salty, and taste good with the fruit-fl avored ice. It’s u usually served with milk and jelly. Variations of ice kachang are found all over Asia. i. e big s. . in utter, or has , nd not ns out w V u o a a up go abro Vegemi countri 32 Wide Angle 1
- 41. 1 Reading Readingskill: Reading fl uently Don’t stop in the middle of a sentence if you don’t understand a particular word. Carry on to the end, paying attention to the content words (nouns, adjectives, and main verbs). A. Read the text without stopping. Pay attention to content words. B. Complete the chart with information from the reading. Name of food Vegemite Country of origin What is it? How is it served? C. Answer these comprehension questions. 1. Why is Vegemite healthy? 2. Why do many Australians take Vegemite abroad? 3. Why are snails fed lettuce and fl our, and then nothing? 4. Why is a jar of kimchi placed outside in winter? 2 Listening 29 Listen to a description of a popular dish. Write True or False. False 1. It’s called “spicy 4. It’s made with good” in English. raw fi sh. 2. It tastes a 5. Lemon juice makes little sour. it safe to eat. 3. It has only two 6. It’s not popular in ingredients. Latin America. 3 Speaking GROUPS. Talk about some famous or interesting dishes in your country. Use the points below as a guide. • Can you translate the • How do you make it? name into English? • How is it served? • What is it? • How does it taste? 4 Writing Write a paragraph about an interesting dish in your country. Wide Angle 1 33
- 42. Learning goals Communication Express preferences: Would rather Grammar Adverbs of frequency Expressions of frequency How often Gerunds Vocabulary Sports and activities 1 Dialogue 30 Cover the dialogue and listen. Alex: Hi, guys. What’s up? Lori: Nothing much. Where are your Rollerblades®? Alex: I don’t have Rollerblades. I hate Rollerblading. Lori: You do? So why are you here? Alex: Well, I enjoy watching you guys. Lori: Sure you do. What sport are you into? Alex: Rock climbing. Karen: Seriously? How often do you go rock climbing? Alex: Once a week—at the Sports Club. Diane: That’s just wall climbing, Alex. Alex: At least I’m not a couch potato. By the way, where’s Joe? Diane: Guess. Alex: At home, of course. Let’s call him and see if he wants to join us. Diane: Don’t even try, Alex. Joe would rather read than play sports. Alex: Brr. It’s cold. I think I’d rather watch TV in this cold weather. See you. 2 Comprehension A. Answer the questions. 1. Who doesn’t have Rollerblades? Why not? 2. What sport does Alex like? 3. Where does Alex go climbing? 4. Where’s Joe? 5. What does Alex decide to do in the end? B. What do you think a “couch potato” is? C. 31 Read along as you listen again. Check your answers. 34 Unit 4
- 43. 3 Useful expressions A. 32 Listen and repeat. • Nothing much. • Sure you do. • At least . . . • Guess. • See you. B. Match the questions or statements on the left with the responses on the right. 1. A: What’s up? B: See you. 2. A: Who’s at the door? B: Guess. 3. A: I’m not good at skating. B: Nothing much. 4. A: Bye! Talk to you later. B: Sure you do. 5. A: Sometimes I see Johnny B: At least you try. Depp at the supermarket. Unit 4 35
- 44. 4 Vocabulary Learnto learn Sports and activities A. 33 Listen and repeat. Learn collocations in context. Sports and activities go with certain verbs. Learn the following collocations: • play tennis • go biking • do track and fi eld (but run track) Combine play, go, and do with the sports and activities in Exercise 4A. 1. baseball 2. basketball 3. biking 4. bowling 5. camping 6. fi gure skating 7. football 8. golf 9. gymnastics 10. hockey 11. rock climbing 12. Rollerblading 13. skateboarding 14. soccer 15. swimming 16. table tennis 17. tennis 18. track and fi eld 19. volleyball 20. wall climbing B. Number the pictures. Use some of the sports and activities in Exercise A. 5 Pronunciation The sound /ɑ/ in soccer A. 34 Listen and repeat. • soccer • volleyball • hockey • golf • rock climbing B. 35 Listen to the conversations. 1. A: Do you like soccer? B: I love it. Soccer is my favorite. 2. A: Do you watch women’s volleyball? B: Not very often. 3. A: Do you go rock climbing? B: No way. It’s too scary. C. PAIRS. Practice the conversations. 3 36 Unit 4
- 45. Discovering grammar Lookat the grammar chart. Write True or False. 1. Expressions of frequency always go at the beginning of a sentence. 2. We cannot use expressions of frequency as short answers. 3. How often and How many times a week/ month/year have the same meaning. Practicing grammar 6 Practice A. Write questions that begin with How often. 1. you / go out with your family How often do you go out with your family? 2. our teacher / arrive late for class 3. you / play video games 4. your best friend / call you 5. your parents / go to the supermarket 6. you / go to parties B. PAIRS. Ask your classmate the questions in Exercise A. Use adverbs and expressions of frequency in your answers. For example: A: How often do you go out with your family? B: Once a week. We usually go out on weekends. 7 Practice Find one classmate for each activity in the chart. Ask How often . . . ? For example: A: How often do you take a shower? B: Once a day. A: How about you, Sandy? C: Twice a day. Find someone who . . . Name takes a shower twice a day. goes to the movies once a week. never cleans his/her room. goes biking every day. listens to music all the time. GRAMMAR FOCUS Adverbs of frequency 100% 0% always usually often sometimes never I always clean my room. She sometimes goes dancing./Sometimes she goes dancing. I’m never home on weekends. Expressions of frequency once a day/week/month/year all the time twice a day/week/month/year every day/week/month/year three times a day/week/month/year How often Short answers Long answers How often do you clean your room? Every day. I clean my room every day. How often does she go dancing? Once a week. She goes dancing once a week. How often do they eat out? Never. They never eat out. Unit 4 37
- 46. Discovering grammar Lookat the grammar chart. Answer the questions. 1. What do you add to the base form of a verb to change it into a gerund? 2. Can you give two examples of how the base form changes spelling when it is changed into a gerund? Practicing grammar 8 Practice A. Complete the sentences with gerunds. 1. Sue likes (go) to the park. 2. Josh doesn’t mind (do) his math homework. 3. Why do you hate (swim) ? 4. They prefer (play) soccer. B. Complete the sentences with activities you like or don’t like doing. Use gerunds. 1. I like on a rainy day. 2. I love in the summer. 3. I don’t mind on the weekend. 4. I prefer after school. 9 Practice A. First, replace the verbs in parentheses with gerunds. Then fi ll out the questionnaire for yourself. B. PAIRS. Ask your classmate the questions in the survey. Then add up his or her score and compare your results. GRAMMAR FOCUS Gerunds after verbs like, love, hate, (don’t) mind, prefer I like playing basketball. I love dancing. I hate doing track and fi eld. I don’t mind getting up early. I prefer staying home on weekends. Yes/No questions Short answers Do you like exercising? Yes, I do./No, I don’t. Information questions Why do you hate watching soccer? Because it’s boring. You Your classmate Do you like . . . Yes No Yes No 1. (sunbathe)? ❏ ❏ ❏ ❏ 2. (go) to the beach? ❏ ❏ ❏ ❏ 3. (be) outside? ❏ ❏ ❏ ❏ Do you mind . . . Yes No Yes No 4. (be) on a crowded beach? ❏ ❏ ❏ ❏ 5. (get) sand all over you? ❏ ❏ ❏ ❏ 6. (feel) hot? ❏ ❏ ❏ ❏ Do you prefer . . . Yes No Yes No 7. a. (relax) by the pool? ❏ ❏ ❏ ❏ b. (lie) on the beach? ❏ ❏ ❏ ❏ 8. a. (lie) in the sun? ❏ ❏ ❏ ❏ b. (sit) in the shade? ❏ ❏ ❏ ❏ 9. a. (have) a quick dip? ❏ ❏ ❏ ❏ b. (swim) long distances? ❏ ❏ ❏ ❏ Scoring 1) Yes 1 No 0 4) Yes 0 No 1 7a) Yes 1 No 0 7b) Yes 1 No 0 2) Yes 1 No 0 5) Yes 0 No 1 8a) Yes 1 No 0 8b) Yes 0 No 1 3) Yes 1 No 0 6) Yes 0 No 1 9a) Yes 1 No 0 9b) Yes 0 No 1 See page 70 for your Sun Worshipper rating. 10 Practice Have a competition. Go to page 69. 38 Unit 4
- 47. 11 Listening 36Listen to the conversation. Circle the correct answers. 1. Bill is . a. a teacher c. a sports coach b. a manager 2. Daniel prefers watching . a. skateboarding c. volleyball b. baseball 3. Daniel thinks baseball is . a. exciting c. boring b. fun 4. are becoming more popular because of advertising. a. Team sports c. Water sports b. Action sports 5. According to the class, is their favorite sport. a. baseball c. soccer b. basketball 12 Communication Express preferences: Would rather A. 37 Listen to conversation. A: Would you rather watch team sports or action sports? B: Team sports. I like watching soccer. What about you? A: I’d rather watch action sports. B: Which action sport do you like? A: Skateboarding. B. PAIRS. Now practice the conversation with a classmate. C. PAIRS. Ask your classmate his or her preferences. Use the model in Exercise A. Replace the underlined parts with your preferred activities. GROUPS. Talk about the things you like and don’t like doing when you don’t have school. Useful language: • What do you like doing when there’s no school? • What do you hate doing? • I like/love/don’t like/hate. . . • I prefer . . . • I don’t mind . . . • Me, too./Yeah, I hat e doing that , too. • Really?/Seriously? 13 Writing A. Write a paragraph about the things you like and hate doing in your free time. Use the information in Teen Talk for ideas. In my free time, I like . . . In my free time, I hate . . . B. PAIRS. Read your classmate’s paragraph. Circle any errors. Use the Peer editing checklist on page 138. Unit 4 39
- 48. 14 Reading A.GROUPS. List three sports you think are for boys and three you think are for girls. PARTICIPATION IN SOME POPULAR SPORTS ACTIVITIES 0 20 40 60 “Exercise” walking Soccer Biking Basketball Camping Bowling Golf Gymnastics Figure skating Percent of the population 7 years old and over Women Men Sports for boys: , , Sports for girls: , , B. 38 Read along as you listen to the article. Boxing is for boys; dancing is for girls. Some people think of certain sports as only for men or only for women. For example, when a girl wants to take up boxing, people say, “You’re so pretty. Why do you want to be a boxer? Boxing is for men.” And some parents don’t like it when their sons show interest in dancing or fi gure skating. It is generally true that boys tend to do sports that require strength and size, such as soccer and biking, and that girls go for sports that require fl exibility and grace, such as fi gure skating and gymnastics. But is there a difference in the types of sports boys and girls play? C. Look at the graph. Does the information in the chart support the ideas in the reading? 15 Comprehension A. Answer the questions. 1. What kinds of sports do boys tend to like? 2. What kinds of sports do girls tend to like? 3. Are the activities you listed in Exercise 14A the same as the ones in the graph? B. Look at the graph again. Who does more of each activity? 16 Your turn A. GROUPS. Form all-girl and all-boy groups. Each group: List fi ve sports or activities your group likes. Put them in order, with number 1 being the most popular. Boys 1. 2. 3. 4. 5. Girls 1. 2. 3. 4. 5. B. Compare your list with another group’s list. Is there any difference between the girls’ and the boys’ lists? 40 Unit 4
- 49. Test-taking tip: Staypositive and relaxed. Keep a positive attitude throughout the test and try to stay relaxed. Grammar A. Complete the questions with How much and How many. (2 points each) 1. How much money do you need? 2. books do you buy each school year? 3. juice do you drink each day? 4. cups of coffee does your dad drink in the morning? 5. chocolate can I eat? B. Complete the sentences with some and any. (1 point each) 1. There’s some food on the table. 2. There aren’t vegetables. 3. But there’s fruit. 4. Sorry. There isn’t milk left. 5. Is there bread in the kitchen? 6. No, there isn’t bread, but there are cookies. C. Answer the questions with expressions of frequency. Give true answers for you. (3 points each) 1. Q: How often do you visit your grandparents? A: Once a week. 2. Q: How often do you watch TV? A: 3. Q: How often does your dad play sports? A: 4. Q: How often do you go to the movies? A: 5. Q: How often do you walk to school? A: Units 3 and 4 D. Complete the sentences with gerunds. (1 point each) 1. I love (go) going biking. 2. She enjoys (play) tennis. 3. I don’t mind (watch) DVDs. 4. He doesn’t like (study) . 5. What do you prefer (do) after school? 6. I love (dance) with you. Vocabulary E. Circle the word that doesn’t belong in each group. (1 point) 1. a. doughnut b. cookie c. butter 2. a. juice b. cucumber c. carrot 3. a. lettuce b. orange c. mushroom 4. a. milk b. apple c. yogurt 5. a. baseball b. biking c. volleyball 6. a. tennis b. volleyball c. camping Communication F. Complete the conversation with a form of there is or there are. (3 points each) A: I’m hungry. Is there any cheese? B: No, . But some eggs. You can make an omelet. A: No, thanks. any fruit? B: Yes. some apples. A: Good. I’ll have an apple then. Now I can . . . ❏ talk about my reaction to doing errands. ❏ make, accept, or refuse an offer. ❏ express preferences. Unit 4 41
- 50. Learning goals Communication Talk about what’s going on now Grammar The present continuous The simple present contrasted with the present continuous Vocabulary Classroom activities 1 Dialogue 39 Cover the dialogue and listen. Karen: Hi, Diane. Are you waiting for me? Diane: Of course I am. You never show up on time! Karen: I’m sorry. I couldn’t decide what to wear. Diane: For practice? What’s wrong with jeans? Karen: Nothing, but I always wear jeans. And guess what? I’m wearing them today! I’m tired of my clothes. Anyhow, what are the others doing? Are they here yet? Diane: Everybody except Lori. She’s running late. Karen: Are Alex and Joe around? Diane: They’re waiting for us in the auditorium. Alex is practicing, and Joe’s hanging out backstage. He’s probably reading. Karen: Joe reads all the time. Let’s go. Diane: Hey, wait up! Why do you always walk so fast? Karen: Well, everybody’s waiting for us, remember? 2 Comprehension A. Write T for true, F for false, and NI if there is no information in the dialogue. F 1. Karen is waiting for Diane. 2. Karen is always late. 3. Lori is practicing with Paul. 4. Alex is reading. 5. Joe is working on an assignment. 6. Alex likes Diane. B. 40 Read along as you listen again. Check your answers. 42 Unit 5
- 51. 3 Useful expressions A. 41 Listen and repeat. • Of course I am. • What’s wrong with . . . ? • I’m tired of . . . • She’s running late. • Is he around? • Wait up! B. Circle the correct responses. 1. A: Are you sure about that? B: Of course I am. / OK. 2. A: What’s wrong with you? B: No. / Nothing. 3. A: Hey, wait up! B: I can’t. I’m running late. / I can’t. I’m reading. 4. A: Hey, is Patrick around? B: He’s at practice. / He likes to practice. PAIRS. Talk about reasons for running late. Useful language: • Are you usually on time? • Most of the time. / Not always. / I’m always late! • Why are you sometimes late? • I can’t decide what to wear. • I get up late. • I need to fi nish something. • It takes me a long time to get ready. • I spend hours in the bathroom. Unit 5 43
- 52. Andy Mark Elena Kevin Alice Ken Megan Jim Michael Discovering grammar Look at the grammar chart. Circle the correct answers. 1. The present continuous form is (is, am, are / do, does) + verb + -ing. 2. The present continuous refers to an action that is or is not happening (every day / right now). Practicing grammar 4 Practice What are the people in the picture doing? Write sentences using the present continuous. 1. Jim / play volleyball Jim is playing volleyball. 2. Megan and Ken / play Monopoly 3. Alice / relax at the park 4. Mark and Elena / jog together 5. Kevin / take pictures 5 Practice PAIRS. Student A, cover the picture. Guess what three people in the picture are doing by asking Yes/No questions. Student B, look at the picture and check if Student A is correct. For example: A: Is Jim playing volleyball with Kevin? B: No, he’s not. Try again. A: Is he playing volleyball with Michael? B: Yes, he is! 6 Practice Have a competition. Go to page 69. GRAMMAR FOCUS The present continuous Affi rmative statements Negative statements I’m waiting for you. I’m not waiting for him. He’s/She’s waiting He’s/She’s not for you. waiting for him. We’re/They’re waiting We’re/They’re not for you. waiting for him. Yes/No questions Short answers Are you waiting for me? Yes, I am. / No, I’m not. Is he/she waiting for me? Yes, he / she is. / No, he’s/she’s not. / No, he/she isn’t. Information questions Long answers What are you doing? I’m/We’re waiting for our friends. Where is he/she waiting? He’s/She’s waiting in front of the theater. Why are they practicing? They’re practicing because they have a show next month. 44 Unit 5
- 53. GRAMMAR FOCUS Thesimple present contrasted with the present continuous Simple present statements Present continuous statements I always wear jeans. I’m wearing jeans today. He / She usually wears jeans. He’s / She’s wearing jeans right now. We / They wear jeans every day. We’re / They’re wearing jeans today. I live in New York. I’m living in New York this year. He / She studies French. He ‘s/ She’s studying French this Information questions Answers What do you usually wear? I usually wear jeans. What are you wearing today? I’m wearing jeans. Discovering grammar semester. Look at the grammar chart. Complete the grammar rules with present continuous or simple present. 1. Use the to talk about routines and habits. 2. Use the to talk about actions that are happening right now or for temporary situations. Practicing grammar 7 Practice Complete the sentences with the simple present or the present continuous forms of the verbs in parentheses. 1. I usually (ride) ride my bike to school, but right now I (walk) ’m walking to school. 2. We (take) a test right now. We often (have) a test on Fridays. 3. My teacher (sit) at her desk. She (not/usually/walk) around during exams. 4. Michael (not/pay) attention to our teacher today. He (never/pay) attention. 5. My friends (wait) for me at the mall. We (meet) there every Friday night. 8 Practice A. Look at the picture again on page 44. Write conversations about it using the cues. 1. Jim / play volleyball (on Fridays) 2. Megan and Ken / jog (play Monopoly/on weekends) 3. Kevin / relax in the park (take pictures / on Saturdays) 4. Mark and Elena / play Monopoly (jog in the afternoons) 1. A: Where’s Jim? Is he playing volleyball with Michael? B: Yes, he is. He usually plays volleyball with Michael on Fridays. 2. A: B: 3. A: B: 4. A: B: B. PAIRS. Choose two conversations and role-play them. Unit 5 45
- 54. 9 Vocabulary Classroomactivities A. 42 Look at the picture as you listen and repeat. 1. paying attention 7. daydreaming in class 2. sleeping in class 8. getting into trouble 3. taking notes 9. arguing 4. discussing something 10. doing research on the Internet 5. writing on the board 11. explaining something 6. erasing the board 12. spelling a word B. Write the correct number next to each activity in the picture. 10 46 Unit 5
- 55. 10 Pronunciation Wordsbeginning with s + another consonant A. 43 Listen and repeat. • sleep • student • Stacy • spell • school B. PAIRS. Take turns saying the sentences. 1. Nicholas is sleeping in class. 2. Stacy is writing on the board. 3. Kayla and Zach are in school. 4. Abby is a good student. 5. Nicole is spelling a word. 11 Writing A. PAIRS. What do you and your classmates do in English class? List the things you do. Use some of the vocabulary in Exercise 9. , , , , , B. Now write what usually happens in your English class. Use the simple present and the present continuous whenever appropriate. Learn to learn Role-play to practice English. In class, take the opportunity to do role-plays. Role-playing gives you the opportunity to practice pronunciation, intonation, and new vocabulary. PAIRS. Go to Exercise 12. Make sure you participate in the role-play. 12 Communication Talk about what’s going on now A. 44 Listen to the conversation. A: Hello? B: Hi, Nikki. What’s up? A: Nothing much. B: What are you doing? A: Reading. B: What are you reading? A: The new Harry Potter book. A: Do you always read in your free time? B: Usually. A: What else do you do? B: I sometimes watch DVDs or play video games. B. Role-play the conversation, replacing the underlined parts. We do different things in English class. At the beginning of the lesson, we often listen to a dialogue. C. PAIRS. Read your classmate’s paragraph. Correct any errors. Use the Peer editing checklist on page 138. Unit 5 47
- 56. 1 5 13Reading A. GROUPS. Discuss this question: What are the good things about school? Make a list with the members of your group. B. 45 Read along as you listen. 14 Comprehension Answer these questions. 1. How many teenagers in the United States are homeschooled? 2. Who teaches homeschooled children? 3. How does Dylan feel about his education? 4. What activities does Dylan do as part of his home-schooling? 15 Listening 46 Listen to the question-and- answer session on home-schooling. Cross out the phrase that is not correct. 1. Jasmine . a. is Mr. Russell’s student b. is a college student c. was homeschooled 2. Homeschooled kids can meet other people through . a. fi eld trips b. birthday parties c. sports activities 3. Homeschooling is . a. easy b. not for everybody c. a big decision 4. Michael likes his regular school because he . a. has different teachers b. likes his classmates c. likes recess HHHooommmeeesssccchhhoooooollliiinnnggg What do most people remember about their school days? Playing with classmates during lunch breaks and recess, eating cafeteria food, or going to the principal’s office, perhaps. But 850,000 teenagers in the United States don’t experience these things, because they are homeschooled. They don’t go to a regular school. Their parents teach them. Their education takes place at home and in the community. What is it like to be homeschooled? Read Dylan’s blog about his homeschooling experience. I’m Dylan and I’m 14 years old. This is my third year of being homeschooled by my mom, a former professor. A lot of people ask me how I feel about it. They ask, “Do you miss being in school with other kids?” Well, my daily life is different from the daily lives of millions of children who go to regular schools, but I’m enjoying my time with my mom. I’m learning things at my own pace. We can go fast or slow, depending on the subject. These days, I’m reading books that most kids only read when they get to college. I’m studying French, German, art, and the histories of the world—things I’m very interested in. A lot of kids think I never get to interact with other kids, but that’s not true. I get together with the other homeschooled kids during our weekly sports games and at social events. I don’t just study at home. My mom takes me to all kinds of fi eld trips—to museums, theaters, libraries, and lots of other cool places. We even go hiking and explore the woods when I’m studying biology. And college? I’m not worried about it. I know I’m preparing myself well for it. 48 Unit 5
- 57. The problem withAlex A. 47 Read along as you listen to the conversation. What is Diane’s problem with Alex? Hello. Diane? Is Joe there? Hi, Alex. He is, but he’s working on a project with Lori. B. Discuss: Do you think Diane should be mad at Lori? Should she be mad at Alex? Explain your answer. Oh. Lori’s there? Yeah. What are you doing right now? Would you like to watch a movie later? Sure. Can Lori come? I guess. Nothing much. I’m just walking around Times Square. Why? Hi, Lori. We’re planning to go to the movies tonight. Would you like to come? Well, I usually help my mom with dinner on Thursdays, but sure. What time? Great. Can I talk to her? All right. Lori, Alex wants to talk to you. 1 3 5 2 4 6 Unit 5 49
- 58. Sentence charades Steps: 1. Divide the class into A teams and B teams. There should be between three and fi ve players in each team. 2. Your teacher will give the A teams and the B teams some slips of paper. On each slip there is a sentence. (Teacher: See Teacher’s Edition.) 3. One player from each A team picks a slip of paper from the B team’s pile. The player has ten seconds to think about the sentence. Then the player acts out the sentence for his or her team. 4. To act out each word, the player can use hand gestures or body movements, and the special gestures illustrated below. But the player cannot speak and cannot point to objects in the room. 5. If the player’s team guesses the sentence within 30 seconds, the team gets a point. 6. A player from each B team then chooses a slip of paper from the A team’s pile. The game continues as each player on each team acts out a sentence. 7. The team with the most points at the end of the game wins. Useful language • It’s your turn. • Our team gets a point! • It’s our turn because you spoke / pointed at something. There are (three) words in this sentence. First word . . . Second word . . . Keep guessing! Wrong! Right! 50 Game 2
- 59. A snapshot ofa special interest Write a speech about something you fi nd interesting and enjoy spending time on: a craft or hobby, a collection, a pet, a sport, or a free-time activity. Then present your speech to your classmates. 1. Write about your special interest, why you like it, and how often you spend time on it. I’m really into lizards. They’re fascinating animals and they’re very friendly. I know because I have a pet iguana named Iggy. He’s great. I feed him and play with him every day. 2. Give more information about it. Iguanas are diffi cult animals to take care of, but that also makes them interesting pets. I feed Iggy every morning. He gets a special diet of fruit and vegetables. And I make sure his heat lamp is turned on. Most of the day he sits on a rock and warms himself. At least once a day I take him out of his terrarium and let him walk around the house. And once a week I give him a bath. He loves to swim in the bathtub! 3. Share your interest with your classmates. Bring things related to your interest to show the class. Project 2 51
- 60. Learning goals Communication Talk about clothes Comment and compliment Grammar too + adjective / not + adjective + enough Present continuous for future arrangements Be going to + verb for future plans, intentions, and predictions Vocabulary Clothes and accessories 1 Vocabulary Clothes and accessories A. 48 Listen and repeat. • belt • boots • bracelet • dress • earring(s) • jacket • necklace • pants/jeans • ring • shoes/ sneakers • skirt • socks • tights • top • T-shirt B. Label the clothes and accessories with words from Exercise A. 2 Practice Have a competition. Go to page 69. 1. earring 2. 12. 11. 10. 9. 8. 7. 3. 4. 5. 6. 52 Unit 6
- 61. 3 Reading A.GROUPS. Discuss: Does anyone infl uence you in your fashion style? Explain your answer. B. 49 Read along as you listen. American teenagers have a big infl uence on the U.S. fashion industry. Many of them have a part-time job or get money from their parents, so teens buy a lot of clothes. Without teenagers, many clothing companies wouldn’t exist. Celebrities who are popular with teens have the biggest infl uence on fashion trends. Think of performers such as Britney Spears, sports personalities such as Anna Kournikova, and rap/hip-hop artists such as Jay-Z. Low-rise jeans with a very short top (a “belly shirt”) are popular, thanks to Britney Spears and Anna Kournikova. The gangsta look—big, baggy pants; over-sized T-shirts or sweatshirts; and baseball caps—is popular, because of rappers. Punk fashion, which became a trend again in 1996, features combat boots, old Converse® shoes, tight leather pants, ripped T-shirts, and spiked jewelry. 4 Comprehension Answer the questions. 1. Why do American teenagers have a big infl uence on the U.S. fashion industry? 2. Who are the major infl uences on fashion? 3. What fashion trends are these celebrities responsible for? a. Britney Spears b. Sienna Miller 4. What’s a Livestrong band? GROUPS. Talk about the kinds of clothes you like. Useful language: • What kinds of clothes do you like to wear? • I’m the jeans-and-T-shirt type. • I’m the opposite. I love dressing up. • I’d rather be comfortable. • I prefer shorts and T-shirts. Boho-chic (boho for bohemian and chic meaning fashionable) is mainly from the mid- 2000s. A boho-chic outfi t may include long fl owing skirts, wide belts, sheepskin boots or cowboy boots, baggy sweaters, and hobo bags. Sienna Miller and the Olsen twins, Mary Kate and Ashley, popularized the boho-chic trend. There are also celebrities who create their own look—Gwen Stefani, for example, mixes fashion from past decades with modern styles. Another trend is the preppy look, which is a classic, neat look: collared, button-down shirts and loafers. Then, of course, there are trendy accessories, such as the Livestrong band, a yellow wristband developed by cyclist and cancer survivor Lance Armstrong. So that’s the fi rst decade of the century. What’s going to happen in the second decade? For sure, trend spotters from clothing companies are watching Hollywood and the MTV crowd to fi nd out. Learn to learn Change nouns to adjectives. Many nouns can be made into adjectives by adding endings, or suffi xes. For example: beauty—beautiful PAIRS. Add these suffi xes to the nouns to change them into adjectives. -y -ish -ous -able -ful -less 1. style 4. taste 2. trend 5. dress 3. fashion 6. glamor Unit 6 53
- 62. GRAMMAR FOCUS Too+ adjective This sweater is too short. It doesn’t fi t me. These shoes are too tight. I can’t wear them. Not + adjective + enough This jacket isn’t warm enough. I need a different one. These pants aren’t big enough. They’re not very comfortable. Discovering grammar Look in the grammar chart. Circle the correct answers. 1. Too comes (before / after) the adjective. 2. Enough comes (before / after) the adjective. Practicing grammar 5 Practice Complete the sentences. Use too or enough and the cues. 1. These shoes are (not comfortable) for hiking. 2. I don’t like rock climbing. It’s (scary) . 3. This tea needs more sugar. It’s (not sweet) . 4. My mom doesn’t like sports cars. She thinks they’re ( fast) . 5. The pizza (not hot) . Put it back in the oven. 6 Communication Comment and compliment A. 50 Listen to the conversation. A: What do you think of this skirt? B: Actually, it looks too big. A: Really? Well, what about these pants? B: They’re great! You look good in them! A: Thanks! B. PAIRS. Imagine you are celebrities. Student A, ask Student B’s opinion about clothes you are trying on for an event. Student B, respond to Student A. For example: A: Jen, what do you think of this blue dress? B: Uh. It’s not fashionable enough. A: What about this black one? B: Black looks great on you, Angie. You low tight high loose big long short look very glamorous. A: Thanks. small 54 Unit 6
- 63. 7 Dialogue 51Cover the dialogue and listen. Diane: OK. How do I look? Be honest. Karen: Hmm . . . you look too dressed up. How about this purple top and these jeans? Diane: That top is too tight, and those jeans aren’t dressy enough. What are you going to wear? Karen: My red skirt, a black top, and black boots. Diane: Wow! You’re going to look great! But what about me? Karen: Defi nitely wear the jeans. Alex is going to notice you for sure. Diane: I wish! Alex doesn’t even know I exist. He’s going to notice Lori, not me. Karen: Sounds like you’re jealous! Diane: Get out of here! I am not! Karen: Yeah, right. Diane: Anyway, what time are we leaving? Karen: Oh, Lori’s coming by at seven. 8 Comprehension A. Read the false statements. Cross out the false information and correct it. purple 1. Karen suggests a red top and jeans to Diane. 2. Diane says the top is too big. 3. Diane is going to wear a red skirt. 4. Karen wishes Alex would notice her. 5. Karen thinks Lori is jealous of Diane. B. 52 Read along as you listen again. Check your answers. 9 Useful expressions A. 53 Listen and repeat. • How do I look? • I wish! • Defi nitely. • Sounds like . . . • Get out of here! B. Complete the conversations with expressions from Exercise A. 1. A: you’re busy. B: I am. I’ll call you later. 2. A: Ooh. You’re jealous! B: 3. A: B: You look awesome! 4. A: Are you going to the Black Eyed Peas concert? B: I can’t wait! 5. A: Wow! You look like Jennifer Aniston! B: . Unit 6 55
- 64. Present continuous forfuture arrangements Affi rmative statements Negative statements He’s leaving early tomorrow. He’s not coming to the party tonight. We’re practicing this weekend. We’re not doing anything on Friday. Yes/No questions Short answers Are you coming over later? Yes, I am. / No, I’m not. Information questions Answers When are they leaving? They’re leaving tomorrow morning. study go to a movie phone a classmate clean my room stay over at my friend’s house visit my grandparents have a party [ your own idea ] GRAMMAR FOCUS Discovering grammar Look at the grammar chart. Circle the correct answers. 1. In this sentence, “We’re studying at home tonight,” the present continuous expresses (present / future) meaning. 2. In this sentence, “We’re studying at home right now,” the present continuous expresses (present / future) meaning. Practicing grammar 10 Practice Complete each conversation with the present continuous. 1. A: (Marta/come) Is Marta coming to the party? B: Yes, (she/bring) the CDs. 2. A: What time (you/leave) tomorrow? B: (I/take) the fi ve o’clock train. 3. A: (Jon/drive) us to practice tonight? B: No, he can’t. (he/do) his homework. 4. A: (you/do) anything special this weekend? B: Well, (I/not go out) on Friday evening, but (my cousins/come) over on Saturday and (we/ play) volleyball. 11 Practice A. Look at the list of activities below. Put a check (✔) before activities you are doing this weekend. Put an (X) before those you are not doing. B. PAIRS. Ask and answer questions about what you’re doing this weekend. Use ideas from Exercise A. For example: A: Are you studying this weekend? B: No, I’m not. I’m visiting my grandparents on Saturday. A: What about Sunday? 56 Unit 6
- 65. GRAMMAR FOCUS Begoing to + verb for future plans, intentions, and predictions Statements I’m He’s / She’s (not) going to watch TV tonight. You’re We’re / They’re Yes/No questions Short answers Are you Yes, I am. / No, I’m not. Is he / she going to watch TV tonight? Yes, he/she is./No, he’s / Are they she’s not. Yes, they are. / No, they’re not. Information questions Answers Who’s going to watch TV tonight? I am. What is she / he going to do tonight? He’s / She’s going to watch TV. When are they going to watch TV? Tonight. Discovering grammar Look at the grammar chart. Circle the correct answers. 1. Be going to is followed by the (past / base) form of a verb. 2. Use be going to + verb to talk about (plans / promises). Practicing grammar 12 Practice Complete the conversations with be going to and the verbs in parentheses. 1. A: Is Jason coming to your party on Saturday? B: I don’t know. I (call) him in a minute. 2. A: (you/have) a party for your birthday this year? B: Yeah. I (have) it in a club. A: What (you/wear) ? B: Just jeans and a nice top. The party (not/be) formal. 13 Practice PAIRS. Look at the pictures. Ask and answer what each person is going to do. Choose phrases from the box. make a phone call play music wash his car take a bath For example: A: What’s Angelina Jolie going to do? B: She’s. . . . What about Cameron Diaz? What’s she going to do? 1 Angelina Jolie 2 Cameron Diaz 3 Jennifer Lopez 4 Russell Crowe Unit 6 57
- 66. 1. Wear stylesyou’re going to be comfortable in. 2. Don’t wear clothes that are too fashionable or too trendy. 3. 4. 5. 6. 7. 8. 14 Pronunciation The pronunciation of going to /gɑnə/ A. 54 Listen and repeat. 1. I’m going to see you tonight. 2. She’s going to call you at 5:00. 3. He’s going to arrive at 7:00. 4. They’re going to play volleyball. B. PAIRS. Take turns saying each sentence out loud. 15 Listening 55 Listen to the talk show. Circle the letter of the phrase that correctly completes each statement. 1. Olivia says the girls in her new school . a. are not fashionable c. hate fashion b. are into fashion 2. Lauren advises Olivia not to wear anything that’s . a. too comfortable c. too short b. too trendy 3. Noah tells Olivia to . a. be confi dent c. be nice b. look pretty 4. Lauren says a person can’t be confi dent if the clothes are . a. too trendy c. not comfortable b. too expensive 5. Ella advises Olivia to . a. follow fashion trends c. look young b. be herself 6. When choosing clothes, Anna advises teenagers to consider their . a. parents c. friends b. personal style 16 Speaking GROUPS. Discuss this question. Do you agree with the advice that the teens and the editor of Teen Magazine give? Explain your answer. 17 Writing GROUPS. Write some fashion do’s and don’ts for teenagers like you. Include the advice you heard in Exercise 15. 58 Unit 6
- 67. Grammar A. Completethe conversations with either the simple present or the present continuous. (3 points each) 1. A: What (you/do) are you doing ? B: I (check) my messages. A: But why (you/use) my computer? You always (use) my things without permission. B: I’m sorry. But Mom (use) the other one. Just fi ve more minutes. 2. A: Can I borrow one of your Harry Potter books—the fi nal book? B: I’m sorry, but I (read) it. A: You (not/read) it right now. You only (read) on weekends. B: You’re wrong. I (just/rest) for fi ve minutes. A: All right. But can I borrow it later? B: Sure. B. Complete the conversation with the present continuous form to express future meaning. (2 points each) A: Can I come to your house tonight? B: No, sorry. My cousins from Canada (visit) us. A: When (they/come) ? B: They (arrive) at 7:00 tonight. A: (you/take) them anywhere? B: Of course. We (take) them all over town. Units 5 and 6 Test-taking tip: Keep your eyes on your own paper. You don’t want to appear to be cheating and cause unnecessary trouble for yourself. Vocabulary C. Put a check (✔) next to proper behavior in the classroom and an X next to the ones that are not proper. (2 points each) ✔ 1. paying attention to the teacher 2. daydreaming during class 3. checking your messages on your cell phone 4. arguing with your classmates 5. taking notes during a lesson 6. sending instant messages during class 7. helping to erase the board Communication D. Complete the conversation. Use too and enough in your responses. (3 points each) A: What do you think of these jeans? B: (low and tight) A: What about this pair? B: Um. No, (not fashionable) . A: You’re diffi cult. How about these? Are they, (fashionable) ? B: Yes! They look great. Now I can . . . ❏ talk about reasons for running late. ❏ explain what’s going on now. ❏ compliment and respond to a compliment. Unit 6 59
- 68. 1 Reading Readingskill: Using pictures Look at the photos and illustrations in an article or story before you read, as you read, and after you read. A. PAIRS. Look at the title and pictures before you read. Talk to a partner about what you see in the pictures. B. As you read, look at the pictures that illustrate information. C. After you read, use pictures to help you remember. Write the letters of pictures that illustrate the following. 1. d Ancient Egypt 6. neck rings 2. thin women 7. tattoos 3. plump women 8. Maori culture 4. Renaissance Europe 9. long hair on men 5. Padaung culture 10. piercings 2 Listening 56 Listen to a fashion expert. On the chart, check (✔) what she says is stylish and attractive for men and women today. Hairstyle Makeup Tattoos Piercings Men Women ❑ short ❑ medium length ❑ long ❑ none ❑ a little ❑ a lot ❑ none ❑ one or two ❑ a lot ❑ none ❑ one or two ❑ a lot ❑ short ❑ medium length ❑ long ❑ none ❑ a little ❑ a lot ❑ none ❑ one or two ❑ a lot ❑ none ❑ one or two ❑ a lot 3 Speaking GROUPS. Talk about what makes men and women stylish and attractive. Comment on hairstyle, makeup, tattoos, and piercings. A: Do you think long hair is attractive on a man? B: Well, I think short hair on a man is attractive. C: Interesting. I think long hair is attractive. 4 Writing Write two paragraphs about what you think makes men and women attractive and stylish. 60 Wide Angle 2 052_061_LB2-SB2A_U06.indd 60 3/28/07 9:10:27 AM
- 69. Images of beautyand style are all around us: in movies, on television, in magazines, and on the Internet. However, what’s attractive changes over time and varies from culture to culture. What is the ideal body shape? In ancient Egypt, beautiful women were thin and had small waists. In Renaissance Europe (1300–1500), people thought plump women were very beautiful. And in many traditional Pacifi c Island cultures, men fi nd extremely heavy women very attractive. In sixteenth-century England, the ideal woman had snow-white skin, red cheeks, and red lips. To make themselves attractive, women wore very white makeup and painted their lips and cheeks bright red. In the nineteenth century, makeup went out of fashion. Queen Victoria said it was “impolite” to wear makeup. By the 1940s, makeup was back in fashion—but snow-white skin was out. Suntans were glamorous. Some cultures have very special ideas of beauty. For the Padaung of Burma, a very long neck is beautiful on a woman. Girls from the age of fi ve or six wear metal rings around their necks. As their necks grow, more rings are added. In the traditional Maori culture of New Zealand, tattoos made a man attractive. Men tattooed their faces and much of their bodies. Th e tattoos were “body art” and gave information about the man’s family and position in society. Long, healthy hair on a man also made him handsome. ut mans In western countries today, some people think tattoos and body pier piercings are attractive. While some men and women get small tattoos, others get tatt tattoos all over their bodies. Piercing is also stylish, and not just on the ears. Some people have piercings on their ople ctive. mall eir ot ngues. akes eyebrows, noses, no lips, or tongues. What do you think makes a person attractive? e l . , r dto o d n re e d n e c meo o n a Wide Angle 2 61 10:27 AM
- 70. Fun with songs1 A list of our favorite songs A. GROUPS. On a piece of paper, make two columns with the heads Favorite English songs and Favorite local songs. B. GROUPS. Talk about your favorite songs. Choose two or three songs for each column. List their titles and the names of the singers. Use the Useful language in your discussion. C. GROUPS. Present your list to the class. Write the song titles and the singers’ names on the board. D. CLASS. Look at the titles on the board. Vote on your top three favorite songs in each category. Copy the titles of the top songs into your notebook. 62 Fun with songs 1 E. Homework: Listen to as many of the songs on the class list as you can. Which songs do you like best? Why? F. CLASS. Share your reactions to the songs with your classmates. Useful language: • What’s your favorite English song? • That’s mine, too! • I don’t know that one. Can you sing a few lines? • Who sings it? • It’s not that popular, right? • What about local songs? • Yeah, that’s a really cool song.
- 71. from the collectionand share some information about the singer or group. Ask your classmates for their comments and questions. E. CLASS. Vote on the following: • The best presentation • The most creative song collection • Your favorite song collection Fun with songs 2 63 Fun with songs 2 A booklet of favorite songs A. GROUPS. Look at the list of songs you made in Fun with songs 1. Each group member should choose one favorite song from the list. B. Homework: Each group member should look for: • the lyrics to the song • biographical information about the singer or group • pictures to illustrate the song and booklet C. GROUPS. Put your booklet together. Use the Useful language in your discussion. Discuss: • how to organize the songs and biographies • the title for the collection • the decorations for the pages and cover of the booklet D. GROUPS. Present your song book to the class. If time allows, play one song Materials: • Paper for each group’s booklet • Markers or colored pencils • Lyrics to favorite songs • Pictures to illustrate the booklet Useful language: • Do we have the lyrics to all the songs? • How should we organize the songs? • How about (by genre/alphabetically/ by singer’s name)? • Should we include the singer’s biography before or after each song? • What about the title for the collection? • That’s a really cool title! • Let’s talk about the cover.
- 72. Focus on culture1 International Games All over the world, people love to play games. Here are four fun games from different parts of the world. 1 “Marco Polo” from the United States You play this game in a swimming pool. One player closes his or her eyes and counts to ten. The other players swim to different parts of the pool. With eyes closed, the player tries to fi nd the others. He or she calls out “Marco,” and the others say “Polo.” The game ends when the player catches someone. Then it’s that person’s turn to fi nd the others in the next game. 2 “Take from the End” from Japan You play this game in pairs or groups. One person says a word that does not end with the “n” sound, for example, “baseball.” The next person says a word that begins with the last sound in that word, for example, “love.” Then the next person says a word beginning with the last sound in that word, for example, “very.” If someone says a word ending with an “n” sound, or if they can’t think of a word, they lose. 3 “The Hunter” from Saudi Arabia One person is “the hunter.” The hunter closes his or her eyes while the other players run and hide. Then the hunter starts looking for them. When the hunter fi nds someone, the person starts running and the hunter has to catch him or her. The game ends when the hunter catches everyone. 4 “Caught You!” from China A group of people sits in a circle. One person sits outside the circle, eyes closed, with his or her back to the group. The group quietly passes a small ball from person to person. The person outside the circle says “Stop!” The person holding the ball stands up and sings a song or tells a story. 64 Focus on culture 1 n’s he t en und, s en n r sses on
- 73. 1 Comprehension A.Complete each statement with the name of the correct game. 1. You play in water. 2. You need a ball for . 3. You answer a call in . 4. is a word game. 5. In , people run. 6. In , someone sings or Focus on culture 1 65 tells a story. B. GROUPS. Play “Take from the End” or “Caught You!” If you lose or have the ball, you can either: • sing a song in English OR • say four funny sentences about yourself (for example, “I like to eat shoes.”) 2 Comparing cultures PAIRS. Discuss these questions. 1. Do you play any games similar to these in your country? 2. What other games do people play in your country? 3. Describe a fun game people play in your country: • How many people play? • What are the rules? • What do people do? • How does someone win or lose? 3 Your turn Write a paragraph about a game people play in your country.
- 74. Focus on culture2 A WORLD OF SPORTS Do you like fast sports? Here are three sports from around the world with speeds of over 60 miles per hour. Sepak takraw is a Malaysian game that people play all over Southeast Asia. It’s similar to volleyball, but players can’t touch the ball with their hands or arms. Instead, they must use their feet, legs, and lower body to hit the ball and keep it from touching the ground. There are three players on each team and they get three chances to try to send the ball over the net, which is 5 feet high. To do this, players often do a 360-degree turn in the air. The opposing team tries to block the ball with their legs and feet. The game is fast, fun, and exciting—in fact, the rattan ball can reach speeds of over 60 miles per hour! In the frozen Arctic North, reindeer racing is a sport of skill and speed. We think of reindeer as the cute animals that pull Santa’s sled. In fact, they are very strong animals that can survive extremely low temperatures and can reach running speeds of 60 miles per hour. In Siberia, the reindeer pull a sled in which the driver sits. In Finland, the reindeer driver is on skis and holds on to the reins with both hands. Speeding behind the reindeer over frozen ground or ice is very exciting. Sandboarding is especially popular in South America, Australia, and the United States—but you can do it wherever there are sand dunes. Like snowboards, sandboards are waxed and there are straps on the board for boots (or bare feet). Sandboarders usually walk up or ride a dune buggy to the top of a dune, then hop on their boards for the awesome ride down. You can reach speeds of 60 miles per hour and when you jump up into the air, you feel like you’re fl ying. Unlike snowboarding, you can sandboard all year round. Sand doesn’t melt! 66 Focus on culture 2 5 feet = 1.5 meters 60 miles = 97 kilometers
- 75. 1 Comprehension A.Write short answers to the questions. 1. Where do people play sepak takraw? all over Southeast Asia 2. How do takraw players hit the ball? 3. What do takraw players often do to send the ball over the net? 4. How fast can reindeer run? 5. Look at the photo of reindeer racing. Is this in Siberia or Finland? 6. How do sandboarders stay on the board? 7. What is an advantage of sandboarding? B. PAIRS. Take turns pointing to the following in the pictures: 1. a net 5. straps 2. reins 6. a 360-degree turn 3. a sand dune 7. frozen ground 4. a rattan ball 2 Comparing cultures PAIRS. Discuss these questions. 1. Which of these sports would you like to Focus on culture 2 67 watch or do? Why? 2. Do people play or do any of these sports in your country? 3. What are some interesting or unusual sports in your country? 4. Choose one interesting or unusual sport. • What equipment do you need? • Where do you do or play it? • How do you do or play it? • What is exciting about it? 3 Your turn Write a paragraph about an interesting or unusual sport in your country.
- 76. Fun with grammar Unit 1, 6 Practice, page 9 For the teacher: You will need any object that you can spin, such as a pen. Have students sit in a circle. Before playing the game, explain the mechanics of the game: You, the teacher, will begin by spinning the pen. When it stops spinning, the student the pen is pointing to will answer your question. After that student answers, he or she will spin the pen. When the pen stops spinning, the student the pen is pointing to will answer S1’s question, and so on. For example: T: OK. Let’s start! [Teacher spins pen, which points to S1.] Are you ready? S1: Yes, I am. [S1 spins pen, which points to S2.] S1: My name’s Luis. What’s your name? S2: My name’s Clara. [S2 spins pen, which points to S3.] S2: I’m 13. Are you 13? S3: Yes, I am. [S3 spins pen, which points to S4.] S3: I’m very competitive. Are you very competitive? S4: No, I’m not. [S4 spins pen, which points to S5.] 68 Fun with grammar Unit 3, 9 Practice, page 28 For the teacher: Tell students they are going to play a game called Ten Questions. This can be done in groups of fi ve or six, or with the entire class. Explain the mechanics of the game: Students think of a well-known place in their town or city. It must be a place other students know. Students make a list of all the things that they can fi nd there (people, animals, objects, etc.). Student 1 says one sentence beginning with There is or There are that describes his or her place. The other students take turns asking questions to get more information. Once students have asked ten questions or guess the place, another student describes his or her place. Students continue until all places have been guessed or revealed. For example: S1: There are a lot of people in this place. S2: Are there any cars in that place? S1: No, there aren’t. S3: Is there much noise? S1: No, there isn’t. S4: Are there any trees there? S1: Yes, there are a lot of trees. S5: Is it Central Park? S1: Yes, it is. Unit 2, 9 Practice, page 18 For the teacher: This game can be played either as a team competition or as a whole-class activity. To make the activity more fun and challenging, give the commands as fast as you can. Assign two to three students to help you monitor the activity. Say out loud a command for students to follow. Those who don’t follow the command are out of the game. Use the suggested commands below or use your own. 1. Stand up. 2. Don’t sit down. 3. Sit down. 4. Stand up. 5. Raise both hands. 6. Put down your right hand. 7. Raise your right hand. 8. Don’t put down your hands. 9. Put down both hands. 10. Turn to the classmate on your left. 11. Smile at your classmate. 12. Turn around and face the board.
- 77. Fun with grammar69 Unit 4, 10 Practice, page 38 For the teacher: 1. Act out an activity for the class, for example, playing basketball. Ask the class, “What do I like doing?” Elicit the answer “You like playing basketball.” 2. Divide the class into two teams. Ask for 3–4 volunteers from each team to act out activities. For example, choose a student from Team A and whisper an activity to him or her, for example, eating ice cream. That student acts out the activity, and the opposing team gets the fi rst chance to guess. If the opposing team is unable to guess, they pass, and the student’s team gets the chance to steal the point. 3. Once all activities have been acted out, add up each team’s points. The team that guessed the most activities wins. Unit 6, 2 Practice, page 52 For the teacher: 1. Have students draw a chart with three columns, one labeled Correct, the other Partly Incorrect, and the third labeled Incorrect. 2. Play some music. While the music is playing, have students walk around the room, observing their classmates’ clothing, footwear, and accessories. This activity should be done quickly; the music should play for less than one minute per round. As soon as the music stops, tell students to pair up with another student. Students should stand back to back with their charts. Tell students to take turns making statements about the other’s appearance. For example: A: You’re wearing blue jeans. B: No, I’m not. I’m wearing blue pants, not jeans. If the student is 100 percent correct, he or she gets 2 points. Partial responses are 1 point. Start the music again. The students walk around the room again. When the music stops, tell students to pair off with a different partner. Continue for four or fi ve rounds. Unit 5, 6 Practice, page 44 For the teacher: 1. Divide the class into two teams. Give List A to Team A; List B to Team B. Tell students to try to memorize the -ing form of the verbs. Tell them to pay attention to spelling. After three minutes, take the lists away. 2. On the board, make two lists of the base form of some of the verbs. Each list should have the same verbs but arranged in a different order. 3. Have a student from each team go to the board and choose any verb to write in its -ing form. 4. Each student should write only one verb, but he or she may also correct the previous student’s answer. The fi rst team to give all the correct answers wins. List A List B 1. wait waiting 1. explain explaining 2. argue arguing 2. have having 3. jog jogging 3. pay paying 4. sit sitting 4. erase erasing 5. practice practicing 5. wait waiting 6. have having 6. argue arguing 7. hang hanging 7. listen listening 8. erase erasing 8. run running 9. pay paying 9. hang hanging 10. explain explaining 10. sit sitting 11. run running 11. practice practicing 12. listen listening 12. jog jogging
- 78. Word list Let’sget started. aunt, 2 best friend, 2 boyfriend, 2 brother, 2 brush teeth, 3 children, 2 circle, 3 classmates, 2 cousin, 2 cover (v), 3 daughter, 2 describe, 3 discuss, 3 do homework, 3 draw, 3 eat or have breakfast/ lunch/dinner, 3 father, 2 friend, 2 get home from school, 3 get up, 3 girlfriend, 2 go to bed, 3 go to school, 3 grandfather, 2 grandmother, 2 grandparents, 2 guess, 3 imagine, 3 leave the house, 3 list, 3 mother, 2 neighbor, 2 only child, 2 parents, 2 pet, 2 repeat, 3 sister, 2 son, 2 take a shower, 3 uncle, 2 underline, 3 wake up, 3 Unit 1 competitive, 7 easygoing, 7 friendly, 7 fun, 7 nickname, 6 outgoing, 7 perfectionist, 7 popular, 7 quiet, 7 serious, 7 shy, 7 smart, 7 strict, 7 studious, 7 Unit 2 bacon, 14 bananas, 14 bread, 14 breakfast, 14 butter, 14 cake, 14 carrots, 14 cereal,14 cheese, 14 chicken, 14 chips, 14 coffee, 14 cookies, 14 dessert, 14 eggs, 14 fi sh, 14 fruit, 14 ham, 14 ice cream, 14 jam, 14 juice, 14 lunch, 14 maple syrup, 14 meat, 14 milk, 14 nuts, 14 omelet, 14 pancakes, 14 pasta, 14 peanut butter, 16 pears, 14 pie, 14 pizza, 14 pork chop, 14 rice, 14 sandwiches, 14 sausages, 14 seafood, 14 shrimp, 14 snacks, 14 soda, 14 soup, 14 tea, 14 tomatoes, 14 vegetables, 14 water, 14 Unit 3 beans, 26 beef, 26 carrots, 26 cheese, 26 cucumber, 26 doughnut, 26 fl oating market, 30 lemon, 26 lettuce, 26 loaf, 24 melon, 26 muffi n, 26 mushroom, 26 nuts, 26 olive oil, 26 onion, 26 oranges, 26 peach, 26 peas, 26 potato, 26 sell, 30 tomato, 26 yogurt, 26 Unit 4 action sports, 39 baseball, 36 basketball, 36 biking, 36 bowling, 36 camping, 36 couch potato, 34 fi gure skating, 36 football, 36 golf, 36 gymnastics, 36 hockey, 36 Rollerblading, 36 skateboarding, 36 soccer, 36 sunbather, 38 swimming, 36 table tennis, 36 tennis, 36 track and fi eld, 36 volleyball, 36 Unit 5 arguing, 46 daydreaming, 46 discussing a problem, 46 doing research on the Internet, 46 erasing the board, 46 explaining something, 46 getting into trouble, 46 hiking, 48 homeschooling, 48 paying attention, 46 sleeping in class, 46 spelling a word, 46 taking notes, 46 writing on the board, 46 Unit 6 accessories, 53 belt, 52 baggy, 53 baseball cap, 53 boots, 52 bracelet, 52 comfortable, 53 dress, 52 dressy, 53 earrings, 52 jacket, 52 jeans, 52 necklace, 52 pants, 52 shoes, 52 skirt, 52 sneakers, 52 socks, 52 sweater, 52 top, 52 T-shirt, 52 Your Sun Worshipper Rating 6–9 You are a true sun worshipper. You love being at the sea and lying in the sun, but you should try to be more active. 3–6 You like the sun, but you don’t just sit or lie down on the beach. You like being active. 0–3 You hate the sun. You also hate going to the beach, especially when there are too many people. You don’t mind doing a bit of exercise, but you are defi nitely not a sun worshipper. 70 Word list
- 79. Contents WORKBOOK GRAMMARBUILDER Let’s get started. 72 UNIT 1 Meet Alex and his fr iends. Vocabulary 74 Grammar highlights 114 Grammar 75 Grammar practice 115 Communication 79 UNIT 2 Do you have any pizza dough? Vocabulary 80 Grammar highlights 118 Grammar 83 Grammar practice 119 Communication 85 UNIT 3 Are there any chips left? Vocabulary 86 Grammar highlights 122 Grammar 87 Grammar practice 123 Communication 91 Skills Development 1 92 UNIT 4 How often do you go rock climbing? Vocabulary 94 Grammar highlights 126 Grammar 96 Grammar practice 127 Communication 99 UNIT 5 Everybody’s waiting for us. Grammar 100 Grammar highlights 130 Vocabulary 104 Grammar practice 131 Communication 105 UNIT 6 What are you going to wear? Vocabulary 106 Grammar highlights 134 Grammar 107 Grammar practice 135 Communication 111 Skills Development 2 112
- 80. Vocabulary Personal information 1 Read the introductions. Then fi ll in the chart Hi. My name’s Rob Snapp. I’m a new student. I’m 14 years old. 72 with the information. Let’s get started. Hi, Rob. It’s nice to meet you. I’m Brent Rodin. I’m 14, too. Last name First name Age Snapp The family 2 Write a word from the box next to the correct relationship. aunt brother cousin grandfather grandmother grandparents parents uncle 1. father and mother = parents 2. your mother’s son = 3. your father’s brother = 4. your father’s mother = 5. your aunt’s child = 6. your parents’ parents = 7. your mother’s father = 8. your cousin’s mother = Friends 3 Unscramble the letters to form the words. 1. yobridnef boyfriend 4. saltscame 2. brenihog 5. tep 3. frligdiner 6. inrfesd Classroom commands 4 Label the pictures with the commands. 1. underline 2. 3. 4. 5. 6. Everyday activities 5 Complete the activities. 1. leave the house 2. my teeth 3. up 4. my homework 5. breakfast 6. a shower Your turn.
- 81. Let’s get started.73 Grammar Nouns, pronouns, adjectives, and verbs 6 A. Read the sentences. Circle the adjectives and draw two lines under the verbs. The teacher told us that France is a beautiful and interesting country. She said the book was boring. He read it anyway. B. Complete the chart with words from the sentences. Noun Subject pronoun Object pronoun teacher Prepositions of location 7 Look at the picture. Choose the correct preposition to complete the sentences. 1. The backpack is (under / on ) the car. 2. The chairs are (behind / under) the umbrella. 3. The basket is (above / in front of) the chair. 4. The clock is (in front of / behind) the fence. 5. The magazines are (under / on) the chair. 6. The sun is (above / under) the beach. This/these; That/those 8 Complete the sentences with This, These, That, or Those. 1. These are your magazines over here. 2. is an apple over there. 3. are books right here. 4. is a pencil here. 5. are shoes over there. Communication Ask and answer questions 9 Match the questions with the answers. c 1. What’s today’s date? 2. What time is it? 3. What day is it? 4. When’s your birthday? 5. What’s this? 6. Who is Gary Davis? 7. What time do you get up? a. It’s on February 23rd. b. At seven o’clock. c. It’s October 11th. d. He’s my cousin. e. It’s four-thirty. f. It’s Thursday g. It’s a ruler. Say goodbye 10 Match a verb from Column A with a word or phrase from Column B. Write the letters on the lines. A B b 1. good 2. keep 3. have 4. take a. a great trip b. luck c. care d. in touch
- 82. Vocabulary Get started 1 Complete the adjectives. Write a, e, i, o, or u in the blanks. 1. p o p u l a r 2. syg ng 3. s r s 4. tg ng 5. fr ndly 6. q t 7. st d s 8. c mp t t v 9. str ct 10. sm rt 11. f n Move up 2 Write the words from Exercise 1 in the Across 1. very sensible; usually works hard 3. intelligent 6. enjoys meeting new people 7. enjoyable or entertaining 9. liked by a lot of people 10. very calm; not noisy or loud Down 2. not easily upset; usually not worried 4. behaves in a nice way 5. spends a lot of time studying 8. makes a lot of rules and demands to 74 puzzle. Use the clues. be followed Unit 1 1 2 S E R I O U S 3 4 6 7 8 9 10 5 Which word does not fit? Write it on the line. Reach for the top 3 Complete each sentence with the opposite of the adjective in bold. Use words from the box. easygoing friendly fun outgoing popular quiet studious 1. She’s not unfriendly. She’s friendly . 2. I’m not shy. I’m . 3. Dan isn’t talkative. He’s . 4. You are very strict. Can’t you be more ? 5. Gemma isn’t . She’s lazy. 6. My dad isn’t . He’s boring. 7. You’re not unpopular. You’re .
- 83. Workbook 75 Grammar Review of the simple present: be Statements and questions Get started 4 Read Koko’s e-mail. Circle the correct form of the verb be. Move up 5 Complete the questions with Is or Are. Then write short answers. 1. Is Koko at school? No, she isn’t. 2. Koko and her parents on vacation? 3. Koko’s new friend shy? 4. Koko’s new friend’s name Oscar? 5. Felix’s parents American? 6. Felix’s parents from Brazil? 6 Read the answers. Then complete the questions with Who, Where, How, or What. 1. A: What are those under the table? B: Those are my dirty sneakers. 2. A: are your parents? B: They’re on vacation. 3. A: is your next class? B: It’s English. 4. A: is your English teacher? B: Mrs. Scott. 5. A: old are you? B: I’m sixteen. Hi, Julia, It (‘s / ’m) (1) me, Koko. How (is / are) (2) you? I (’s / ’m) (3) fine. I (’m not / ’re not) (4) at school at the moment because my parents and I (am / are) (5) on vacation. Guess what? I have a new friend. His name (is / am) (6) Felix. He (is / am) (7) smart and outgoing. He (is / am) (8) fifteen years old. He (isn’t / aren’t) (9) from around here. He and his parents (is / are) (10) Brazilian. I met his parents last week, and they (’s / ’re) (11) really easygoing. Write soon and tell me what’s new! Best, Koko
- 84. 76 Unit 1 Grammar Review of the simple present: other verbs Statements and questions Get started 7 Complete the sentences with the simple present forms of the verbs in parentheses. This is Steven. His friends (call) call (1) him Steve. He’s a student, and he (live) (2) with his parents in San Francisco. His best friends, Darren and Chuck, (live) (3) there, too. They all (go) (4) to the same school. Steve (like) (5) to play football and hockey, but he (not/like) (6) soccer. On Saturdays Steve (work) (7) in a restaurant, and on Sunday afternoons he (meet) (8) his friends Darren and Chuck. They are in a dance group, and they (practice) (9) every Sunday. “We (love) (10) music and dance,” says Steve, “but we (not/perform) (11) very often.” Move up 8 Read the answers. Write information questions about the underlined words. 1. What do Steven’s friends call him? They call him Steve. 2. He lives in San Francisco. 3. Darren and Chuck are his best friends. 4. Steve works in a restaurant on Saturdays. 5. On Sundays he meets his friends Darren and Chuck. 9 Make the negative sentences affi rmative and the affi rmative sentences negative. 1. I have a lot of free time. I don’t have a lot of free time. 2. Tony doesn’t travel every day. 3. We study French at school. 4. You don’t work for your father. 5. I don’t get paid every week. 6. Sarah has a very busy schedule. 7. John and Maria practice on weekends.
- 85. computers, football Workbook77 Reach for the top 10 Read the information and write sentences about Maria. 1. (call) Her friends call her Mari. 2. (be) She 3. (live) She 4. (like) She 5. (not/like) She 6. (play) She 7. (speak) She 8. (be) She NAME: Maria Costa NICKNAME: AGE: CITY: LIKES: 14 Seattle music, TV DISLIKES: Mari MUSICAL INSTRUMENTS: LANGUAGES: PERSONALITY: 11 Write Yes/No questions and short answers about Maria. 1. Maria / live / Seattle / ? Does Maria live in Seattle? Yes, she does. 2. Maria / like / music / ? 3. her friends / call / her / Maria / ? 4. Maria / like / football / ? 5. she / speak / French / ? 6. she / play / the guitar / ? 7. Maria / shy / ? 8. Maria / friendly / ? guitar Spanish, English outgoing, friendly, competitive
- 86. Grammar Possessive pronouns Get started 12 Circle the correct words. 1. Whose soccer ball is this? Is it (your / yours)? 2. I can’t fi nd (my / mine) computer magazines. 3. Luis is doing his homework, but Carmen 4. Did you pass (your / yours) exams this year? 5. That comic book is (my / mine). 6. (Our / Ours) basketball team is good, but 7. I love (her / hers) house! It’s much nicer than 78 isn’t doing (her / hers). (their / theirs) isn’t good at all. (our / ours). Unit 1 Move up 13 Write the correct possessive pronouns. 1. Give it to her. It’s hers . 2. Give it to me. It’s . 3. Give it to them. It’s . 4. Give it to him. It’s . 5. Give it to us. It’s . 6. You take it. It’s . 14 Look at the pictures and complete the conversations with possessive pronouns. Write mine, yours, his, hers, theirs, or ours. 1. A: Excuse me. Is this puppy yours ? B: No, it isn’t . I think it’s . 2. A: Excuse me. Is this puppy ? B: No. I think it’s . 3. A: Excuse me. Is this puppy yours? B: No, it isn’t. Do you see those people over there? I think it’s . 4. A: Well, it isn’t theirs. B: OK, we can keep it. It’s now! A: Hooray!
- 87. Workbook 79 Communication Get started 15 Read the statements. Write the appropriate responses from the box. No, it’s not. But he’s really serious. He’s OK. Mr. Cruise. Nothing much. A: Hey, What’s up? B: Nothing much. (1) New school year, new teachers. A: Who’s your English teacher this year? B: (2) A: Is he strict? B: (3) . I like him. A: What about your math teacher? Is he OK, too? B: Well, he’s not bad. (4) A: That’s cool. B: (5) . I get bored in class. Move up 16 Read the responses. Write the questions. A: Hey, What’s up? (1) B: Nothing much. How about you? A: I’m OK. (2) B: What student? A: That one. B: Oh, she’s from the U.S. She’s a new student here. A: Really? (3) B: Lauren. Lauren Stern. A: (4) B: I think she’s 14. A: (5) B: Yeah, she’s very friendly. Come on. I’ll introduce you to her. Reach for the top 17 Imagine you have a new student in your class. Write a conversation between you and a friend about the new student. Talk about the student’s physical description and personality. Use the conversation in Exercise 15 as a model. A: Who’s that? B: That’s Matt. He’s a new student. A: B: A: B: A: B:
- 88. 80 Unit 2 Vocabulary Get started 1 Unscramble and write the breakfast words. 1. adreb bread 2. ceuji 3. ate 4. trubet 5. nobac 2 Write the breakfast words from Exercise 1 under the correct pictures. 1. 2. 3. 4. 5. 6. mah 7. klim 8. segg 9. fecofe 10. kacsneap 6. 7. 8. 9. 10.
- 89. 4 Complete thelunch and dinner words. 1. s o d a 2. s ndw ch 3. p zz 4. w t r 5. c cr m 6. c k 7. st k 8. r ng 9. p rk ch ps Workbook 81 3 Write the words from the box in the correct category. cake cereal chips eggs fish ice cream omelet pancakes pasta pie pizza pork chops Breakfast Lunch/Dinner Snacks/Desserts cake 5 Label the pictures. Use the words in Exercise 4. 1. soda 4. 7. 2. 5. 8. 3. 6. 9. 6 Circle the word that doesn’t belong. 1. pancakes butter steak maple syrup 2. ham cheese bread carrots 3. pasta cake ice cream cookies 4. seafood juice vegetables rice 5. tea chips coffee milk 6. bananas oranges vegetables apples
- 90. Move up 7Find and circle the food and drinks from the banana chicken coffee fish orange shrimp steak water 8 Write the words from Exercise 7 in the correct category. fruit banana seafood meat drink 82 box in the puzzle. O F I S H P O N C T R O M T A R G O S P A N D E C X F H B A N A N A L F R W O N G E R K E I A M P A E R T E M T O M A T O Y L P E R G I G T D O S R C H I C K E N Unit 2 Reach for the top 9 Complete the sentences with words from the box. bacon banana butter chips eggs ham ice cream pie pork chops sandwich shrimp soda 1. Ice cream is my favorite dessert. 2. You need to make an omelet. 3. I’m thirsty. Do we have any ? 4. Apple and vanilla ice cream go well together. 5. , , and come from pigs. 6. No for me, thanks. I don’t like seafood. 7. We need some to put on our bread. 8. make a good snack between meals. 9. A green is not ready to eat. 10. Can I have a ham and cheese , please?
- 91. Workbook 83 Grammar Count and noncount nouns Get started 10 Write C before the count nouns, and NC before the noncount nouns. NC 1. ice cream 9. cheese C 2. chocolate chips 10. tomato 3. nuts 11. egg 4. juice 12. butter 5. apple 13. soup 6. green bean 14. onion 7. maple syrup 15. cookie 8. food 16. rice 11 Write a or an before each singular count noun. Put an X before nouns that don’t need a or an. 1. Mom is baking a pie in the oven. 2. We need eggs to make a cake. 3. Let’s make pancakes. 4. My eyes tear up whenever I peel onion. 5. I want to buy book to read on the train. 6. If you have a cold, you should eat orange. 7. My brother always sprinkles chocolate chips on his ice cream. 8. Would you like a banana or apple? 9. Emily usually eats cereal for breakfast. 10. I’d like to have omelet, please. 11. She always puts butter on her bread. 12. My brother got car for his birthday. Move up 12 Read the dialogue. Complete the sentences with a or an. Put an X before nouns that don’t need a or an. Jack: Mom, can I have a (1) cookie, please? Mom: No, Jack. Cookies aren’t very healthful. Would you like (2) banana? Jack: No, thanks. Bananas are boring. What about (3) chips? They’re healthful! Mom: No, they aren’t. Why don’t you have (4) orange? Jack: OK. Can I have (5) milk with it? Mom: Yes, of course. Jack: And (6) cheese? Mom: Good idea. In fact, I’ll make you (7) cheese sandwich, OK? Jack: OK. Thanks, Mom. Reach for the top 13 Complete the sentences with the correct form of the verb. Use contractions where possible. 1. Oranges (have) have a lot of vitamins. 2. Nuts (be) very healthful. 3. This honey does (not/taste) very sweet. 4. Pasta (be) very good for you. 5. Onions do (not/make) me cry. 6. Rice does (not/have) many vitamins in it.
- 92. 84 Unit 2 Grammar Imperatives (Commands) Get started 14 Circle the imperatives. 1. Tom: Do you need any help? Maria: Yes, please turn off the oven. 2. Jack: Do you like this show? Sue: Yes! Don’t turn it off. 3. Greg: I’m starving. Tim: Stop complaining! Eat some chips. 4. Jane: We don’t have any butter. Mark: Don’t worry. 5. Sarah: Relax, John. John: Don’t tell me to relax! 6. Dan: Bye, Mom! Mom: Don’t forget your sandwiches. 7. George: It’s raining. Fred: Don’t worry. I have an umbrella. 8. Colin: There’s the theater. Stop here! Steve: OK, OK. Don’t shout. Move up 15 Complete the sentences with the negative imperatives of the verbs in the box. be drink eat forget go sit turn worry 1. Dinner is at seven o’clock. Don’t be late. 2. This milk is really old. it. 3. There’s a cake on the chair! on it. 4. That fi sh isn’t cooked. it. 5. to turn off the oven when the pizza is ready. 6. Everything will be fi ne. ! 7. I’m listening to this. it off. 8. Please, . I need your help. Reach for the top 16 Read the sentences. Write a positive or negative imperative for each situation. Use the sentences in the box. Sit down. Don’t be scared! Look in your backpack. Don’t eat it. Don’t worry! Find something to do. 1. This sandwich tastes bad. Don’t eat it. 2. I’m bored. 3. I’m nervous about the math test. 4. I can’t fi nd my cell phone. 5. That dog scares me. 6. I’m so tired.
- 93. Workbook 85 Communication Get started 17 Number the lines of the recipe for a peanut butter and jelly sandwich in the correct order. Then write the complete recipe in order on the lines below. Put the second slice of bread on top of the first slice. Put a spoonful of jelly on top of the peanut butter. Eat and enjoy! Spread peanut butter on one slice of bread. 1 Get two slices of bread. Then spread the jelly. 1. Get two slices of bread. 2. 3. 4. 5. 6. Move up 18 Complete the conversation with sentences from the box. Next, crack two eggs into a bowl. Finally, fold the omelet, slide it onto a plate, and enjoy! Now wait a few minutes. Then beat the eggs and pour them into the pan. First, put some oil in a pan and heat it at a low temperature. You can sprinkle some cheese onto the eggs. Ray: I’m starving. Let’s make an omelet! Lucia: Sounds good. So how do we make an omelet? Ray: First, put some oil in a pan and heat it at a low temperature. (1) Lucia: OK. What’s next? Ray: (2) Lucia: Then what do I do? Ray: (3) Lucia: Should I use a fork to beat the eggs? Ray: Yes, here’s a fork. Lucia: OK. Can I add other ingredients? Ray: (4) Lucia: Great! I love cheese. Now what? Ray: (5) Lucia: Now I’m really hungry. Ray: Your omelet is almost ready. (6)
- 94. 86 Unit 3 M C U T O Vocabulary Get started 1 Look at the pictures. Then complete the food words. 1. 2. d o u g h n u t o n 5. 6. m n el 2 Write the words from Exercise 1 in the puzzle. 3. 4. u u b e u e 7. 8. y g t u m
- 95. Study Corner Expandingyour vocabulary You can learn new English words every day by looking around and listening. When you see a new word in an advertisement or hear a new word in a song, write it down! Then look it up in your dictionary. 5 Think of three new words you saw or heard recently. Look them up in a dictionary. Write the words and their defi nitions below. Workbook 87 Move up 3 Write the words from Exercises 1 and 2 in the correct category. Bakery products Dairy Fruit Vegetables Reach for the top 4 Complete the sentences with words from the box. beef cucumber doughnut lettuce melons muffins potatoes yogurt 1. A cucumber is a long, green vegetable. 2. A is round with a hole in the middle. 3. is a healthful dairy product. 4. You need to make chips. 5. is a kind of meat. 6. Many people eat for breakfast. 7. are my favorite fruit. 8. Rabbits like to eat . Grammar There is/There are with some and any Statements and questions 1. 2. 3. Get started 6 Complete the sentences. Circle is(n’t) or are(n’t). 1. There (is / are) an onion on the table. 2. There (isn’t / aren’t) any beef. 3. (Is / Are) there any cucumbers in the refrigerator? 4. There (is / are) a few doughnuts on the plate. 5. There (isn’t / aren’t) any melons. 6. (Is / Are) there any yogurt? 7. There (is / are) a dog in the kitchen! 8. There (isn’t / aren’t) any soda.
- 96. Move up 7Look at the picture. Then complete each sentence. Circle the letter next to the correct answer. 1. potatoes in the refrigerator. 2. egg. 3. milk. 4. tomatoes. 5. water. 6. cheese. 7. doughnuts. Reach for the top 8 Write questions about the picture in 1. (rice) Is there any rice? 2. (cheese) 3. (tomatoes) 4. (butter) 5. (onions) 6. (milk) 7. (muffi ns) 88 a. There aren’t any b. There are some c. There is a a. There isn’t any b. There is some c. There is an a. There isn’t any b. There is some c. There is a a. There are some b. There is some c. There is a a. There isn’t any b. There are some c. There is a a. There aren’t any b. There is some c. There is a a. There aren’t any b. There are some c. There is some Exercise 7. Use the cues and any. Unit 3 9 Look at the picture in Exercise 7. Write short answers to the questions in Exercise 8. 1. No, there isn’t. 2. 3. 4. 5. 6. 7.
- 97. Workbook 89 Grammar Questions with How much and How many Get started 10 Complete the sentences. Circle the correct words. 1. How (much / many) money do you spend on food each week? 2. How (much / many) eggs do you want? 3. How (much / many) sleep do you get every night? 4. How (much / many) time do we have? 5. How (much / many) bottles of water do you drink per day? 6. How (much / many) yogurt is there in the refrigerator? 7. How (much / many) hours do you work? 8. How (much / many) coffee do your parents use every month? 9. How (much / many) onions do we need? 10. How (much / many) text messages do you send your friends each day? 11. How (much / many) cheese do you want in your sandwich? 12. How (much / many) more questions do we have to answer? Move up 11 Complete the sentences with How much or How many. Interviewer: Today, I’m talking to athlete Rosa Blanco. Rosa, how much (1) time do you spend training every day? Rosa: I train for two hours in the morning and three hours in the evening. Interviewer: Wow! (2) days a week do you train? Rosa: Every day. Interviewer: You must get very tired! (3) hours do you sleep at night? Rosa: I try to get at least eight hours of sleep every night. Interviewer: What about your diet? (4) fruit do you eat every day? Rosa: A lot. I love fruit, especially oranges. Interviewer: (5) oranges do you eat per day? Rosa: Oh, usually three. Sometimes fi ve! Interviewer: What about junk food? (6) junk food do you eat? Rosa: I never eat junk food!
- 98. 12 Look atMarco’s shopping list. Then write 1. How much yogurt does he want? 90 questions for the answers. Two containers. Unit 3 2. Half a pound. 3. Five. 4. One pound. 5. Three. 6. One quart. Grammar Expressions of quantity: a few, a little, a lot of Get started 13 Circle the letter of the correct answer. 1. How much chocolate do you eat every week? a. A few. b. A lot. 2. How many cookies do you eat per day? a. a few b. a little 3. How much money do you have? a. a lot b. a few 4. How many friends do you have? a. a little b. a lot 5. How much milk is there in your refrigerator? a. a few b. a little Move up 14 Complete the sentences. Write a little, a few, or a lot of and a word from the box. days eggs Japanese money rooms salt syrup water 1. I can’t go out for dinner tonight because I don’t have a lot of money . 2. Don’t forget to put in the soup—but not too much! 3. Today is June 19. Only are left before classes end. 4. It was very hot yesterday, so I drank . 5. I live in a very small house. There are only in it. 6. I understand some of what Masako says because I speak . 7. You need to make omelets for twenty people! 8. My brother likes to put only on his pancakes, but I like to put on a lot.
- 99. Workbook 91 Communication Get started 15 Read the questions. Then look at the pictures and write the correct responses. 1. Would you like an apple? Yes, please. 2. Would you like some soda? No, thanks. 3. Would you like some ice cream? 4. Would you like some beef? 5. Would you like a doughnut? 6. Would you like a sandwich? Move up 16 Complete the dialogues. Accept (✓) or refuse (✗) a new food from the box. coffee ice cream muffin water 1. A: I’m in the mood for a doughnut. Are there any doughnuts? B: No, there aren’t any. Would you like a muffin? A: (✓) Sure. 2. A: I need a hot drink. Is there any tea? B: A: (✓) 3. A: I’m thirsty. Is there any soda? B: A: (✗) 4. A: I’m in the mood for yogurt. Is there any yogurt? B: A: (✗)
- 100. Skills Development 1 92 Skills Development 1 Reading 5 10 15 20 25 30 35 40 A screen fridge Max is coming home from school, and he’s very hungry. He’s going to have a snack and then go out. He wants a cheese and tomato sandwich and a glass of milk. But what’s in the refrigerator? Is there any cheese? Are there any tomatoes? There was some milk this morning, but is there any now? Well, now Max can ask the refrigerator, and you can, too! Thanks to the new “screen fridge,” you always know what there is to eat and drink. The screen fridge has an Internet link, so you can go to it from any computer and find out what’s inside. When the refrigerator is almost empty, the screen fridge compiles a grocery list and transmits it to the supermarket. There’s also a video message board on the door, so you can leave messages for your family. An online supermarket Sarah is sitting at home. It’s Saturday, and there isn’t a lot of food in the house. Her dad usually goes to the supermarket, but he’s feeling under the weather. Sarah wants to go to the supermarket, but she can’t drive. She’s only fourteen. The store isn’t that far, but it takes an hour to walk there. What’s she going to do? Sarah can do her food shopping without leaving home. She can go to an online supermarket, and so can you! All you need is an Internet connection. You can go to a supermarket’s website; choose a food category, such as fruit or dairy; look at pictures of all the food and drinks; and select your groceries. You can type in how many apples you want and how much bread you want to buy. And you can see how much everything costs. After you select the food you want to buy and type in your zip code, someone will deliver the food to your house. It’s that easy! A High-Tech World
- 101. Workbook 93 3Answer the questions. 1. What does Max want to eat? A cheese and tomato sandwich. 2. What does he want to drink? 3. What’s on the door of the refrigerator? 4. Why can’t Sarah’s dad go to the supermarket? 5. Why can’t Sarah drive to the supermarket? 6. How is Sarah going to get her groceries? Writing 4 Think of a high-tech product for the kitchen. It can be real or imagined. Say what it is. Describe what it looks like, and explain what it does. Vocabulary 1 Match the words with the defi nitions. Write the letters. A screen fridge d 1. thanks to (line 10) 2. compiles (line 16) 3. transmits (line 17) An online supermarket 4. under the weather (line 24) 5. category (line 34) 6. groceries (line 36) 7. deliver (line 41) a. group of things of the same type b. take goods to a particular place c. makes a book, list, or record d. because of e. sends f. sick g. food sold in a supermarket Comprehension 2 Answer true (T ) or false (F ). 1. Max is going to have breakfast. F 2. A screen fridge can tell you what’s inside. 3. Max can fi nd out what’s in the fridge before he gets home. 4. Sarah is going to drive to the supermarket. 5. Sarah is going to order her groceries on the phone. 6. If Sarah shops online, she won’t have to go to the store.
- 102. 6 94 5 Unit 4 Vocabulary Get started 1 Look at the pictures. Then write the name of each sport or activity in the puzzle. Use a dictionary if you need help. F 1 ? I G U R E K A T I N G 2 3 4 7 8 S ? What is the mystery sport? Write it on the line. 1. 2. 3. 4. 5. 6. 7. 8.
- 103. Workbook 95 2Unscramble the words to write the sports and activities from the box. baseball basketball football gymnastics hockey Rollerblading skateboarding soccer table tennis volleyball wall climbing 1. blaylellov volleyball 2. eblat nisnet 3. yeckho 4. labsleba 5. toolfl ab 6. smangsticy 7. reccos 8. lawl bimcling 9. stabklebla 10. randiboskaget 11. ladgirlnobleR Move up 3 Write the sports and activities from Exercises 1 and 2 in the correct categories. Sports with wheels Sports with balls Other baseball 4 Circle the correct word. 1. I hate (doing / going) camping. 2. Do you like (playing / doing ) track and fi eld? 3. We (play / go) rock climbing every weekend. 4. Dan likes (playing / going) table tennis. 5. Let’s (do / go) skateboarding this afternoon! 6. I can’t (play / do) gymnastics – it’s too hard. 7. She (plays / goes) bowling every night. 8. Do you know how to (play / do) volleyball? Reach for the top 5 Read the sentences. Then write the names of the sports. 1. You play this game with a ball. You hit the ball over the net with your hands. People sometimes play this game on the beach. volleyball 2. This game is very popular in the United States. There are nine people on each team. You hit the ball with a bat and run around three bases to reach home. 3. You wear boots with wheels on the bottom to do this sport. 4. In this sport, there are eleven players on each team. Only the goalkeeper may touch the ball with his or her hands. 5. In this ball game, there are fi ve players on each team. This game is easy if you are very tall. 6. Roger Federer and Serena Williams are famous players of this sport. 7. This game is played over a very large area with eighteen holes. You must try to get the ball into these holes. 8. You do this sport in the water! 9. This game is usually played on ice. There are six players on each side. 10. In this game, you roll a heavy ball down a path and try to knock over ten wooden pins.
- 104. 96 Unit 4 Grammar Adverbs and expressions of frequency and How often Get started 6 Complete the adverbs. Write a, e, i, o, or u in the blanks. 1. s o m e t i m e s 2. n v r 3. l w y s 4. s l l y 5. f t n 7 What does Toni do after school? Look at the chart. Then circle the correct word to complete the sentences. Toni’s After-School Activities 1. Toni (sometimes / never) cooks dinner. 2. She (always / often) plays computer games. 3. She (usually / always) does her homework. 4. She (never / usually) watches TV. 5. She (always / never) goes to bed early. Move up 8 Read each sentence. Decide where the adverb goes and insert it in the sentence. always 1. I clean my teeth. (always) ^ 2. She goes swimming. (sometimes) 3. My mother drives the car. (never) 4. I play video games. (often) 5. It rains in April. (usually) 6. Daniel listens to music. (all the time) 7. I hate going to school. (every day) 8. You are late for class. (always) 9. She eats out. (never) 10. We have a party. (twice a year) Do homework Watch TV Play computer games Cook dinner Go to bed early Activities Always Often Never Frequency
- 105. Workbook 97 9How often does Marta do her favorite activities? Look at the chart. Then write questions and short answers using adverbs or expressions of frequency. Activities Monday Tuesday Wednesday Thursday Friday Saturday Sunday 1. go out with her family ✓ ✓ 2. play basketball 3. wash her hair ✓ ✓ ✓ 4. call her best friend ✓ ✓ ✓ ✓ ✓ ✓ ✓ 5. eat out ✓ 1. Q: How often does she go out with her family? A: Twice a week. 2. Q: A: 3. Q: A: 4. Q: A: 5. Q: A: Reach for the top 10 How often do you do these sports and activities? Write four sentences. For each sentence, use an activity from the fi rst box and a word or phrase from the second box. Activities and sports Adverbs and phrases of frequency • go to the movies • watch TV • play soccer • do my homework • every day (week, month, year) • never • once (twice, three times) a week • once (twice, three times) a month • once (twice, three times) a year 1. I go to the movies once a week. 2. 3. 4. 5.
- 106. 98 Unit 4 Grammar Gerunds after verbs like, love, hate, (don’t) mind, prefer Get started 11 Complete the sentences with the gerund forms of the verbs in parentheses. My name is Monica Gibbons, and I like (play) playing (1) all kinds of sports. I especially like (swim) (2) and other water sports. Skateboarding is very exciting, but I only do that in the summer. Gymnastics is fun, too, and I really enjoy (run) (3) . Ball games are fantastic! I like (play) (4) volleyball and soccer with my friends on the beach. There are only a few sports I don’t like. I’m afraid of heights, so I don’t enjoy (climb) (5) . I also hate (bike) (6) anywhere! Move up 12 Correct the false sentences about Monica. 1. Monica can’t stand playing sports. Monica likes playing sports. 2. She doesn’t like swimming. 3. She prefers climbing. 4. She hates running. 5. She doesn’t like playing volleyball. 6. She loves biking. Reach for the top 13 What kinds of sports do you like? Write sentences about yourself using the cues. 1. (like) I like biking. 2. (hate) 3. (don’t mind) 4. (love) 5. (prefer) Study Corner Increasing your verb power When you learn new verbs, make notes about the spelling changes. Use a chart like the one below. Base form of verb Third-person singular/simple present Gerund form go goes going run runs running have has having 14 Complete the chart. Base form of verb Third-person singular/simple present Gerund form 1. come 2. put 3. do 4. write 5. live 6. win
- 107. Workbook 99 Communication Get started 15 Complete the conversation with the words in the box. do doing hate like love prefer rather Roy: Hey, Steven. What do you like doing (1) on the weekend? Steven: I (2) playing sports. Roy: Really? Would you (3) play team sports or action sports? Steven: Action sports. I (4) rock climbing. Roy: Seriously? I (5) climbing. It’s so dangerous! Steven: What kinds of sports (6) you like? Roy: I don’t like sports. I (7) playing computer games. Move up 16 Complete the dialogues. Write the questions. 1. A: Would you rather watch team sports or action sports ? B: I’d rather watch team sports. Team sports are never boring to watch. 2. A: ? B: I’d rather play soccer. Table tennis isn’t much fun. 3. A: ? B: I’d rather eat meat. I don’t like fi sh. 4. A: ? B: I’d rather eat oranges. I like apples, but oranges are great. 5. A: ? B: I’d rather go to the park. There’s nothing on TV. 6. A: ? B: I’d rather play tennis. We don’t have enough people for a soccer game! Reach for the top 17 Write a conversation between you and a friend about what you like to do in the evenings after school. Use Exercise 15 as a model. A: What do you like doing after school? B: I love . . . A: B: A: B:
- 108. 100 Unit 5 Grammar The present continuous Statements and questions Get started 1 Write sentences with the present continuous using the cues. Use contractions. 1. he / swim He’s swimming. 2. she / run 3. they / play basketball 4. she / play soccer 5. he / ride his bike 6. she / Rollerblade 2 Make the negative sentences affi rmative and the affi rmative sentences negative. 1. It’s raining. It’s not raining. 2. I’m not joking. 3. They’re playing volleyball. 4. He isn’t practicing. 5. We aren’t waiting for the train. 6. You’re reading my book. 7. She’s wearing her new jeans. 8. We’re running late. 9. They aren’t hanging out at the mall. 10. I’m having fun. 11. They’re not taking pictures. 12. He’s waiting for us. 13. Jeff and Zach aren’t watching the game. 14. Pam isn’t listening to music.
- 109. Workbook 101 Moveup 3 Read the paragraph and look at the pictures. Then complete the sentences. I’m Susan. Today is my birthday. My friends and I are having a party. We’re in the backyard at my house. We’re having lots of fun. The weather is wonderful. 1. Rosa and Matt (play) are playing volleyball. 2. Billy (listen) to music. 3. Keiko and Kenji (swim) in the pool. 4. The kids (not/take) photographs. 5. The dog (sleep) under the table. 6. It (not/rain) today. 7. Susan (eat) a hot dog. 8. Susan (not/open) her presents. 9. The kids (have) a party. 10. They (celebrate) Susan’s birthday. 4 Write Yes/No questions and short answers. Use the cues and the picture in Exercise 3. 1. Rosa and Matt / sit Are Rosa and Matt sitting? No, they aren’t. 2. Susan / read a book 3. the kids / have a birthday party 4. Billy / listen to music 5. the dog / run 6. Keiko and Kenji / dance 7. the kids / have fun 5 Write information questions for the answers. Use the question words in parentheses. 1. What are Susan and her friends doing? (what) Susan and her friends are having a party. 2. (where) They are playing in the backyard. 3. (why) They are having a party because it is Susan’s birthday. 4. (what) Susan is eating a hot dog.
- 110. 102 Unit 5 Grammar The simple present contrasted with the present continuous Statements and questions Get started 6 Circle the correct phrases to complete the conversations. 5 Circle the correct answer in each conversation. 1. A: What (are you looking for / do you look for) under the bed? B: (I’m looking for / I look for) my sneakers. 2. A: What (are you usually doing / do you usually do) after school? B: Well, (I’m usually hanging out / I usually hang out) with my friends. 3. A: Look! (It’s raining. / It rains.) B: That’s strange. (It never rains / It’s never raining) here in August. 4. A: What (are you doing / do you do) right now? B: (I’m playing / I play) video games. 5. A: (I’m making / I make) my lunch every morning. B: Really? (I’m never having / I never have) enough time in the morning. 6. A: Where’s Tony? (Is he playing / Does he play) tennis again? B: I think so. He (is playing / plays) tennis every Saturday. 7. A: Why (are we usually having / do we usually have) a lot of homework? B: It’s a lot, but it’s easy. I (am doing / do) mine right now! 8. A: Who (is making / makes) noise? I can’t study. B: I think Sam (is playing / plays) his guitar. 7 Circle the letter of the choice that completes each sentence. 1. Jessie like school? a. Do b. Is c. Does 2. I speak Italian. a. ‘m not b. don’t c. am 3. Listen to the teacher. She talking. a. ’s b. are c. do 4. We learning how to play the guitar. a. am b. don’t c. are 5. your sister like soccer? a. Is b. Does c. Don’t 6. The children playing in the yard. a. are b. do c. be 7. What time practice start? a. is b. does c. do 8. You like math class. a. aren’t b. isn’t c. don’t 9. He always me with my homework. a. helping b. helps c. help 10. What you studying? a. are b. is c. do 11. She near her grandmother. a. living b. live c. lives 12. Kristen teaching us how to skate. a. is b. does c. be
- 111. Workbook 103 Moveup 8 Complete Derek’s paragraph. Use the simple present or present continuous form of the verbs in parentheses. This is a picture of me on vacation. I (lie) am lying (1) in bed because I am sick. I always (get) (2) sick when we are on vacation! My grandparents (sleep) (3) next to the pool. They always (come) (4) on vacation with us in the summer. Mom (read) (5) a magazine. She (love) (6) reading, and usually (buy) (7) two or three magazines every day. My brother’s name is Tom. He (climb) (8) a tree. My dad and sister (sit) (9) next to our grandparents. They (not/like) (10) swimming, so they (listen) (11) to the radio. Reach for the top 9 Answer the questions about Exercise 8 in complete sentences. 1. What is Derek doing? Derek is lying in bed. 2. When does Derek always get sick? 3. What are his grandparents doing? 4. When do his grandparents always come on vacation? 5. What is Derek’s mom doing? 6. What does Derek’s mom love doing? 7. What is Tom doing? 8. Where are Derek’s dad and sister sitting? 9. What doesn’t Derek’s sister like doing? 10. What are Derek’s dad and sister doing?
- 112. 104 Unit 5 Vocabulary Get started 10 Match the words from Column A with the words from Column B to make classroom activity phrases. Write the letters. A B f 1. paying a. something 2. taking b. into trouble 3. discussing c. a word 4. erasing d. notes 5. getting e. research on 6. doing the Internet 7. spelling 8. sleeping f. attention g. in class h. the board Move up 11 Complete the sentences with the phrases from Exercise 10. 1. We’re discussing something , but we still don’t know the answer. 2. Mary isn’t . She’s looking out the window! 3. He is very tired. That’s why he is . 4. The teacher is because she wants to draw something on it. 5. I don’t like because my parents get angry with me. 6. We have a project to fi nish this summer, so we are in the library. 7. I’m listening to the teacher and . 8. Listen. Mark is . 12 Look at the pictures. What are the people doing? Write sentences with the words from the box. argue daydream in class explain something write on the board 1. She’s writing on the board. 2. 3. 4.
- 113. Workbook 105 Communication Get started 13 Complete the conversation. Use the present continuous or simple present form of the verbs in parentheses. Use contractions when possible. Mateo: Hi, Jessica. It’s Mateo. What (you/do) are you doing (1) ? Jessica: I (make) (2) dinner for my family. Mateo: Dinner? It’s only fi ve o’clock. (you/usually cook) (3) this early? Jessica: No, not usually. Mom (usually/cook), (4) but she (not/feel) (5) well right now. Mateo: I’m sorry to hear that. Listen, I (plan) (6) to go to the movies tonight. (you/want) (7) to come? Jessica: No, thanks. I (never/go) (8) out on Thursdays. Mateo: Well, maybe tomorrow? Jessica: Sure. Sorry, I have to go now. Mom (call) (9) me. Mateo: OK. See you tomorrow. Jessica: Bye! Reach for the top 14 Think of a park you like to visit. Write sentences about the things you usually see people doing there. 1. Children are playing in the park. 2. 3. 4. 5. 6.
- 114. 106 Unit 6 Vocabulary Get started 1 Write the words from the box under the correct clothing items. boots coat dress jacket pants shoes skirt sneakers socks T-shirt 1. coat 6. 2. 7. 3. 8. 4. 9. 5. 10. 2 Look at the pictures. Circle the correct word to complete each sentence. 1. Scott is wearing (boots / shoes). 2. Melissa is wearing a (skirt / dress). 3. Bruce is wearing (sneakers / boots). 4. Terry is wearing (pants / tights). Scott Melissa Bruce Terry
- 115. Workbook 107 Moveup 3 Unscramble the words to write the names of the accessories. Then match each word to the correct picture. Write the letter of the picture next to the word. a b c d e g f 1. telb belt c 2. canlkece 3. greasirn 4. grin 5. clartebe 6. chawt 7. gab Grammar Too + adjective / Not + adjective + enough Get started 4 Complete the sentences. Circle too or enough. 1. These jeans are (too / enough) short for me. 2. My shoes aren’t big (too / enough). 3. You are walking (too / enough) quickly. Please slow down. 4. I can’t reach the bell because I’m not tall (too / enough). 5. You are (too / enough) young to see this movie. 6. I don’t like this dress. It isn’t stylish (too / enough). 7. Ouch! These pants are (too / enough) tight! 8. Let’s not go to the beach today. It’s (too / enough) cold. 9. I’m sorry. Your project isn’t good (too / enough). 10. Who put sugar in my coffee? It’s (too / enough) sweet! Move up 5 Look at the pictures. Then write sentences with too or enough. 1. Her hat / big Her hat isn’t big enough. 3. His room / quiet 5. Her jeans / long 2. He / hot He’s too hot. 4. That sweater / expensive 6. The soup / hot
- 116. 108 Unit 6 Grammar The present continuous for future arrangements Statements and questions Get started 6 Write present after the sentences about the present and future after those about the future. 1. I’m doing my homework now. present 2. We’re going to a party tonight. future 3. The children aren’t sleeping right now. 4. The sun is shining! 5. Sharon isn’t coming over tomorrow morning. 6. Are you going to Tim’s party on Friday? 7. Listen! The baby is crying. 8. What time are you leaving Thursday night? 9. I’m not doing anything next weekend. 10. Mom isn’t feeling very well. Move up 7 Look at Mark’s schedule. Write sentences about Mark’s plans using the present continuous. Mon Tues Wed Thurs Fri AM: tennis PM: swimming AM: e-mail Sally PM: video games AM: coffee PM: painting AM: gym PM: cake AM: shopping PM: party 1. have / coffee He’s having coffee on Wednesday morning. 2. play / tennis 3. shop 4. play / video games 5. make / a cake 6. have / a party 7. e-mail / Sally 8. go / to the gym 9. paint / his room 10. go / swimming Reach for the top 8 Write sentences about what Mark isn’t doing next week. Use your own words. 1. He isn’t playing tennis on Tuesday morning. 2. 3. 4. 5. 6.
- 117. 9 Write questionsusing the cues. Then complete the answers. Use correct end punctuation. 6. we / invite Gary to our party? 8. you / take a test on Friday? 10. they / practice on Wednesday? Workbook 109 1. you / go out tonight Are you going out tonight? Yes, I am. 2. Mary / go to the movies? No, 3. the teenagers / travel with you? Yes, 4. you / go home early this afternoon? No, 5. your mom / help you tonight? Yes, No, 7. they / leave tomorrow? No, Yes, 9. I / babysit next weekend? Yes, No, Grammar Be going to + verb for future plans, intentions, and predictions Get started 10 Complete Melanie’s e-mail. Write the correct form of be going to and the verb in parentheses. Hi, Maria, Guess what! My mom and I (go) are going to go (1) to Hong Kong on vacation tomorrow! I’m really excited. My dad (drive) (2) us to the airport in the morning, and we (leave) (3) at 10:30 A.M. for Hawaii. We (spend) (4) the night there, and we (fly) (5) again the next morning. We (arrive) (6) in Hong Kong at 4 P.M. on Saturday. Anyway, that’s why I (not /go) (7) to your party next Saturday. Sorry about that! I hope you have a good time. See you in two weeks! Your friend, Melanie
- 118. Move up 11Look at the pictures. Answer the questions and write what the people are doing. 1. Are Jack and Kenji going to play tennis? No, they aren’t. They’re going to play soccer. 3. Is Ruben going to buy some sandwiches? 5. Is Rosa going to wear jeans and a sweatshirt tonight? 110 Unit 6 2. Is Ramona going to listen to the radio? 4. Is Dave going to walk to school? 6. Are Mr. and Mrs. Jones going to travel by plane? 12 Imagine that you won the trip in the advertisement below. Complete the conversation. Write sentences with be going to. Use contractions. Win a fi ve-day trip to Disney World in Orlando, Florida! June 3–7 ✸ Stay at the Disney Boardwalk Resort. ✸ Visit three exciting theme parks: Magic Kingdom, Epcot, and Disney’s Animal Kingdom! ✸ See Green Day in concert. A: I’m really excited. I’m going to Disney World! B: You are? When are you going to leave? A: I’m going to leave on June 3. (1) B: That is awesome! How many days are you going to be there? A: (2) B: Five days! Where are you going to stay? A: (3) B: What theme parks are you going to visit? A: (4) A: Cool! What else are you going to do? B: (5)
- 119. Workbook 111 Reachfor the top 13 Read Kenji’s schedule. Then read the answers. Write questions with What, Who, When, Where, or How and be going to. Use contractions when possible. Monday Morning Go to the gym at 9:30 A.M. Afternoon Meet Clara at Tony’s Café! Evening Finish school project. Tuesday Morning Call Daniel and invite him to the party. Afternoon Take bus at 2:30 P.M. to the dentist. Evening Have dinner with Clara at Mario’s Pizza. 1. What’s he going to do on Monday morning? Go to the gym. 2. At 9:30 A.M. 3. Clara. 4. Finish his school project. 5. Call Daniel and invite him to the party. 6. At 2:30 P.M. on Tuesday. 7. By bus. 8. Have dinner with Clara. 9. At Mario’s Pizza. Communication Get started 14 Look at the pictures. Then complete the conversations using the words in the box. too big too loose too short too small too tight you look great 1. A: What do you think of this jacket? B: Hmm. I think it’s too small. 2. A: What do you think of these pants? B: I think . 3. A: Do you like this T-shirt? B: No, I think . 4. A: Do you like this dress? B: No, I think . 5. A: What do you think of this jacket? B: I think the sleeves . 6. A: Now . B: Thanks! Reach for the top 15 You and a friend are going to a party. Write a conversation between you and your friend about what you are going to wear to the party. Use Exercise 14 as a model. A: What are you going to wear to the party? B: What do you think of this . . . A: It’s too . . . B: A: B:
- 120. Skills Development 2 112 Romero Bryan is one of the hottest talents in fashion. He is designing clothes for some of the top names in music. He started designing clothes when he was thirteen. He made his first outfits for family and friends. They were popular because they were different. Romero got his big break when he designed a dress for Irish singer Samantha Mumba to wear at the 2001 Brit Awards, the annual awards ceremony for British pop music. He was a high school student when Mumba appeared on the front pages of the newspapers wearing one of his outfits. Romero also designs clothes for Beyoncé and Usher. Many companies want to sell Romero’s clothes, but he is not going to rush into anything. He is in a five-year program at the London College of Fashion. People in the fashion industry predict that Romero is going to be worth more than $56 million by 2020. So why is Romero going to college? “Everyone should have an education,” he says. “Natural talent is not enough. This course will teach me more about the technical part of designing clothes, and a degree will show that I’m qualified to do what I’m doing.” Romero says that he doesn’t care about being a celebrity after college. He cares about being a clothing designer. 5 10 15 Skills Development 2 Reading The Hottest New Talent in Fashion
- 121. 3 Write thequestions for the answers. 1. When did Romero start designing clothes? Workbook 113 When he was thirteen. 2. Because they were different. 3. When he designed a dress for Irish singer Samantha Mumba to wear at the 2001 Brit Awards. 4. One of Romero’s outfi ts. 5. Because he wants to learn about the technical part of designing clothes. 6. No, he doesn’t. He wants to be a clothing designer. Writing 4 Imagine that you are looking for a job. Write a letter to an employer to ask about the possibility about working at his or her company. Include the following: • Where you are studying • What you are studying • What you’re good at doing • Why you want to work at the company Dear Sir or Madam: I am writing to ask about the possibility of working at . . . Vocabulary 1 Match the words with the defi nitions. Write the letters. g 1. top names (line 2) 2. big break (line 4) 3. outfi ts (line 7) 4. companies (line 8) 5. rush (line 8) 6. predict (line 10) 7. degree (line 13) 8. celebrity (line 14) a. a university qualifi cation b. businesses c. a famous person d. sets of clothes worn together e. fi rst opportunity to be successful f. do something very quickly g. the most famous people h. say something will happen before it happens Comprehension 2 Answer the questions. 1. Is Romero a fashion model? No, he’s a clothing designer. 2. For whom does he design clothes? 3. When did people fi rst hear about Romero? 4. How long is his college program? 5. What does he want to do after college?
- 122. 114 Unit 1 Grammar Highlights Review of the simple present: be Affirmative statements Negative statements I am I am not You are You are not friendly. He/She/It is He/She/It is not friendly. Remember! Use the contraction I’m not, not I amn’t, with the subject pronoun I. We/They are We/They are not Yes/No questions Affirmative answers/Negative answers Am I Yes, you are. / No, you’re not. Are you Yes, I am. / No, I’m not. Is he/she/it tall? Yes, he is. / No, he’s not. (No, he isn’t.) Yes, it is. / No, it’s not. (No, it isn’t.) Remember! The contractions of pronouns and be are: I’m, you’re, he’s, she’s, it’s, we’re, and they’re. Are we/they Yes, we are. / No, we’re not. (No, we aren’t.) Yes, they are. / No, they’re not. (No, they aren’t.) Information questions Short answers Long answers Where is she? At the library. She’s at the library. When is the party? Saturday night. It’s on Saturday night. Review of the simple present: other verbs Remember! Always use end punctuation with sentences: • Use a period at the end of a statement. • Use a question mark at the end of a question. Affirmative statements Negative statements She plays golf. She doesn’t play guitar. I have a sister. You don’t have a dog. Yes/No questions Affirmative answers Negative answers Does he work on weekends? Yes, he does. No, he doesn’t. Do you like music? Yes, I do. No, I don’t. Information questions Short answers Long answers What do you want? A sandwich. I want a sandwich. Where does he live? London. He lives in London. Possessive pronouns Possessive adjectives Possessive pronouns my My hat is on the table. mine That hat is mine. your Your CD is on the table. yours That CD is yours. his His jacket is on the table. his That jacket is his. her Her hat is on the table. hers That hat is hers. our Our keys are on the table. ours Those keys are ours. their Their books are on the table. theirs Those books are theirs.
- 123. Grammar Builder 115 Grammar Practice Review of the simple present: be Statements 1 Complete Sofi a’s e-mail with the correct forms of the verb be. Use contractions when possible. 2 Complete the sentences with the correct forms of the verb be. Use contractions when possible. 1. I (negative form) ’m not fi fteen years old. I twelve years old. 2. They (negative form) in my high school. They in your high school. 3. You (negative form) from Mexico. You from Brazil. 4. He (negative form) outgoing. He shy. 5. Her hair (negative form) brown. Her hair blonde. 6. We (negative form) always serious. Sometimes we funny. 7. I in high school. I (negative form) in college. 8. She on the soccer team. She (negative form) on the volleyball team. Hi, Emily, My name is (1) Sofia. I (2) fifteen years old. I (3) in the ninth grade at Wheeler High School in Queens, New York. I (4) friendly and very competitive. I have long, brown hair and blue eyes. I wear glasses. There are five people in my family: my father, my mother, my brother, my sister, and I. My father’s name (5) Juan. He (6) a salesman for a computer company. My mother’s name (7) Rosa. She (8) a teacher. My sister’s name (9) Linda; she (10) sixteen years old. My brother, Juan, (11) nineteen years old. He (12) in college. My sister and brother (13) cool! My best friend at school (14) Barbara. We love basketball. We (15) on the girls’ basketball team. We (16) (not) the best players, but we have a lot of fun playing. You (17) my new e-mail friend, so please write me soon. Tell me about yourself and your family. Sofia
- 124. Review of thesimple present: be 116 Unit 1 Yes/No questions 3 Read Sofi a’s e-mail on page 115 again. Then write questions and answers using the cues. If the answer is No, write the correct information. 1. Sofi a / sixteen years old / ? Is Sofia sixteen years old? No, she’s not. She’s fifteen years old. 2. Sofi a / unfriendly / ? 3. her father’s name / Mike / ? 4. her mother’s name / Rosa / ? 5. her father / a teacher / ? 6. Sofi a and Barbara / on a soccer team / ? 7. Sofi a and Barbara / best friends / ? 8. Sofi a / in eighth grade / ? 9. Sofi a’s mother / a nurse / ? 10. Sofi a’s school / in Manhattan / ? Review of the simple present: be Information questions 4 Write questions for the underlined words. Use Who, How old, and Where. 1. Who is he? He’s my cousin. 2. The game is in Los Angeles. 3. My aunt is a doctor. 4. My brothers are nine years old. 5. Your skateboard is in the garage. 6. They are eleven years old. Review of the simple present: other verbs Statements and Yes/No questions 5 Complete the conversation with the correct forms of the verbs. Philip: Hi Ben, what are you up to these days? Ben: I’m really busy with the band. We (have) have (1) a show next week. Philip: Cool! That (sound) (2) like fun. Ben: (3) you (want) (4) a ticket? I (have) (5) some here. Philip: Yes, please! I (love) (6) your music. My girlfriend (love) (7) it, too. Can I have two tickets? Ben: Sure. What about your sister? (8) she (enjoy) (9) going to shows? Philip: Yes, she (10) . But I’m sorry to say she (not/like) (11) your band! Ben: No problem.
- 125. Grammar Builder 117 The simple present: other verbs Information questions 6 Read the answers. Then write questions about the underlined words. Use Who, What, When, and Where. 1. Where do your mom and dad live? My mom and dad live in Caracas, Venezuela. 2. I go to bed at 10:30 P.M. 3. My brother works in a restaurant. 4. My brother likes rap music. 5. Summer vacation starts in June. 6. Sam plays football. 7 Mark plays the guitar. 8. My dad helps me with my homework. 9. My aunt loves chocolate cake. Possessive pronouns 7 Complete the sentences with the correct possessive pronouns. 1. This is my new CD. This new CD is mine . 2. That is his soccer ball. That soccer ball is . 3. That is your video game. That video game is . 4. Those are our backpacks. Those backpacks are . 5. Those are her comic books. Those comic books are . 6. Those are their cell phones. Those cell phones are . 7. This is my magazine. This magazine is . 8 Circle the correct words to complete the conversations. 1. A: This cell phone is cool. Is it (your / yours) or Clara’s? B: It’s (my / mine). (Her / Hers) is in her backpack. 2. A: Is this (our / ours) CD player, or is it (their / theirs)? B: It’s (our / ours). 3. A: Can I use this cassette player? B: Ask Elena and Pablo. It’s (their / theirs) cassette player.
- 126. 118 Unit 2 Grammar Highlights Count and noncount nouns Count nouns can be counted. Singular Plural an onion onions a banana bananas Noncount nouns cannot be counted. milk butter water rice Remember! Add -s or -es to count nouns to make them plural. Remember! A noncount noun does not have a plural form. Remember! Use a singular verb with noncount nouns. Imperatives (Commands) Affirmative Turn right. (Give directions.) Open your mouth. (Give instructions.) Stop talking. (Give orders.) Please be good. (Make polite requests.) Negative Don’t cry. Remember! Use an before a singular count noun that begins with a vowel. Use a before a singular count noun that begins with a consonant. Remember! Use the base form of the verb in imperatives. Remember! Use Don’t before the base form in negative imperatives.
- 127. Grammar Builder 119 Grammar Practice Count and noncount nouns 1 Write C next to the count nouns and NC next to the noncount nouns. 1. ice cream NC 2. chocolate chips C 3. nuts 4. juice 5. orange 6. potato 7. tomato sauce 8. food 9. egg 10. sugar 11. salt 12. pasta 13. pie 14. fl our 15. honey 2 Write the singular or plural form of the nouns. Then add a or an to each singular count noun. Singular Plural 1. an orange oranges 2. vegetables 3. pie 4. sandwich 5. pork chops 6. nuts 7. apple 8. chips 9. pancake 10. bananas 3 Read the sentences and circle the food nouns. Then write SC next to the singular count nouns, PC next to the plural count nouns, and NC next to the noncount nouns. 1. We love cookies. PC 2. She loves soup. 3. Give me an egg, please. 4. Where did you put the rice? 5. There’s some milk over there. 6. Do we have any chips? 7. I need some water. 8. Can I have the butter? 9. I’d like some ice cream. 10. Cut the onion, please.
- 128. 4 Complete thesecond sentence with is or are. 1. An orange is good. Two oranges are better. 2. Milk is good for you. Eggs good for you, too. 3. Honey comes from bees. Milk from cows. 4. Pork chops are delicious. Fried chicken 120 Unit 2 delicious, too. 5. Bananas are Joe’s favorite snack. Cake Nate’s favorite snack. 6. Eggs are great for breakfast. Pancakes great, too. 7. Coffee is good with milk. Tea good with milk, too. 8. Bread with butter is good. Bread with jelly better. 5 Circle the correct verbs. 1. Cereal (is /are) good for breakfast. 2. Vegetables (need / needs) a lot of sun to grow. 3. Chips (isn’t / aren’t) good for you. 4. Those apples (isn’t / aren’t) very red. 5. Bananas (has / have) a lot of vitamins. 6. Pasta (doesn’t grow / don’t grow) on trees. 7. Fish (taste / tastes) like chicken to me. 8. (Do / Does) milk come from pigs? 9. The butter (is / are) in the refrigerator. 10. (Do / Does) nuts have a lot of vitamins? 6 Choose one word from each column to make sentences. Write the sentences on the lines. Subject Verb Complement Maple syrup is are has have needed to make omelets. Eggs popular at birthday parties. Vegetables used on pancakes. Ice cream a red or green skin. Cakes a lot of fat. Apples a lot of vitamins. Bacon made from milk and sugar. 1. Maple syrup is used on pancakes. 2. 3. 4. 5. 6. 7.
- 129. Grammar Builder 121 Imperatives (Commands) 7 Write the correct imperatives next to the pictures. Don’t eat in the classroom. Don’t park in front of the school. Don’t smoke in here. Don’t talk in the library. Insert a coin in the machine. Turn left only. 1. Turn left only. 2. 3. 4. 5. 6. 8 Complete the sentences with the verbs in the box. Be Don’t eat Don’t go Eat Get Get up Go Do you want to be a good athlete? Here is some advice. 1. Eat good food. 2. fast food. It’s not good for you. 3. lots of exercise. 4. to practice every day. 5. to bed late. 6. early. 7. positive! 9 Match the two parts of the sentences. e 1. Don’t open 2. Don’t listen 3. Don’t drink 4. Don’t ask 5. Don’t write 6. Don’t eat 7. Don’t laugh a. me because I don’t know the answer. b. my sandwich! c. at her new hair style. d. to that terrible music. e. the window. f. coffee before you go to bed. g. your name in the library books.
- 130. Remember! For noncountnouns, use: • There is + some + noun • There isn’t + any + noun • Is there + any + noun? Remember! Use How much + be to ask about the price of something. How much is an egg sandwich? 122 Unit 3 Grammar Highlights There is/There are with some and any Affirmative statements Negative statements There is a doughnut There isn’t a doughnut There’s some milk on the table. There isn’t any milk on the table. There are some doughnuts There aren’t any doughnuts Short answers Yes/No questions Affirmative Negative Is there a doughnut Yes, there is. No, there isn’t. Is there any milk on the table? Yes, there is. No, there isn’t. Are there any doughnuts Yes, there are. No, there aren’t. Remember! For plural count nouns, use: • There are + some + noun • There aren’t + any + noun • Are there + any + noun? Questions with How much and How many Questions Answers Use how many with count nouns. How many eggs do you eat in a week? Five. OR I eat five eggs in a week. Use how much with noncount nouns. How much butter do I need for this recipe? One cup. OR You need one cup of butter for that recipe. Expressions of quantity Count nouns Noncount nouns a few melons a little juice a lot of apples a lot of milk Remember! Use some to make an offer. Would you like some coffee? Remember! Use a few with count nouns and a little with noncount nouns. Use a lot of and some with both count and noncount nouns.
- 131. Grammar Builder 123 Grammar Practice There is/There are with some and any: Statements 1 Write sentences using the cues and some and any where appropriate. 1. tomato (✓) onion (✗) There’s a tomato, but there isn’t an onion. 2. eggs (✓) apples (✗) 3. milk (✓) juice (✗) 4. bananas (✓) melons (✗) 5. butter (✓) doughnuts (✗) 6. orange (✓) soda (✗) There is/There are with some and any: Questions 2 Complete the questions with Is there or Are there. 1. Is there an egg in the basket? 2. any salt for my beef? 3. any chocolate chips on this pizza? 4. a banana for Felix? 5. any toys for the kids? 6. any water in this cup? 7. any potatoes in the box? 8. any salt in this omelet? 9. any nuts in these cookies? 10. an orange in this bag? 3 Complete the questions with Is there or Are there. Then look at the picture and write the answers. 1. Are there any eggs? Yes, there are. 2. any milk? 3. any muffi ns? 4. any bananas? 5. any mushrooms? 6. a tomato? 7. any juice? 8. an orange? 9. any beef?
- 132. 4 Look atthe pictures. Then write Yes/No questions and short answers using the cues. 1. tomatoes 2. cake 3. potatoes 4. apples 5. sugar 6. orange juice 7. cucumbers 124 Are there any tomatoes? Yes, there are. Is there a cake? No, there isn’t. Unit 3 8. bananas 9. melons 10. beef 11. oranges 12. milk 13. carrots 14. doughnuts
- 133. Grammar Builder 125 Questions with How much and How many 5 Unscramble the words to make questions. 1. Maria / How many / guitars / does/ have / ? How many guitars does Maria have? 2. How much / Raul / want / does / yogurt / ? 3. need / you / How much / rice / do / ? 4. are / buying / How many / you / magazines / ? 5. want / for / How many / breakfast / eggs / you / do / ? 6 Read the answers. Then write questions with How much or How many. 1. A: How many new friends does Elena have? B: Elena has three new friends. 2. A: B: Mateo eats a lot of bread each day. 3. A: B: There are thirty students in my English class this year. 4. A: B: I drink two glasses of juice a day. 5. A: B: We need half a gallon of ice cream. 6. A: B: I spend a lot of money on video games every month. Expressions of quantity: a few, a little, a lot of 7 Circle the correct expression of quantity in each sentence. 1. Emilio watches (a little / a few) news programs every day. 2. Louisa does (a little / a few) work in the morning. 3. Does Elizabeth have (a lot of / a few) homework? 4. Does Brent buy (a lot of / a little) books? 5. Rita likes to play (a little / a few) games with her grandchildren. 6. This recipe uses only (a few / a little) butter. 7. Alana watches (a little / a few) TV shows with her mother. 8 Complete the sentences with a few, a little, or a lot of. 1. Let’s hurry. We don’t have a lot of time. 2. There are only tickets left. 3. I can’t hang out tonight. I have homework. 4. My pronunciation is good, but I still have trouble with it. 5. We don’t know where to begin. There are stores in this mall. 6. I have only money left. 7. She did well on the test, but she got questions wrong. 8. We need to go to the store. There are only apples left.
- 134. 126 Unit 4 Grammar Highlights Adverbs and expressions of frequency and How often Adverbs of frequency I always have coffee in the morning. Remember! Adverbs usually occur at the beginning of the sentence or before the verb. He usually gets to bed before midnight. Expressions of frequency usually occur at the end of We often play sports after school. the sentence. Sometimes she plays soccer. I never work on Sundays. Expressions of frequency all the time twice a day/week/month/year every day/week/month/year three times a day/week/month/year once a day/week/month/year How often Short answers Long answers How often do you wash your hair? Every day. I wash my hair every day. How often does she go biking? Once a week. She goes biking once a week. How often do they eat out? Three times a week. They eat out three times a week. Remember! We can use expressions of frequency as short answers. Never. They never eat out. Gerunds after verbs like, love, hate, (don’t) mind, prefer I like playing soccer. You love swimming. Domingo hates skateboarding. They don’t mind biking. She hates writing letters. She prefers getting e-mails from friends. Yes/No questions Short answers Do you mind going to school? Yes, I do. / No, I don’t. Information questions What sport do you like playing? I like playing basketball. Why do you hate figure skating? Because it’s boring. Remember! To form the gerund, add -ing to the base form of the verb. read + ing = reading Remember! Some verbs have spelling changes. write + ing = writing take + ing = taking sit + t + ing = sitting get + t + ing = getting
- 135. Grammar Builder 127 Grammar Practice Adverbs and expressions of frequency and How often 1 Write questions with How often and the cues. 1. they / visit their relatives in Barcelona/? How often do they visit their relatives in Barcelona? 2. I / need to see the dentist / ? 3. Jordan / have English classes / ? 4. we / play table tennis / ? 5. you / practice gymnastics after school / ? 6. Ashley / visit her grandmother in New York City / ? 2 Write sentences about yourself using the cues and adverbs or expressions of frequency. 1. go to work I go to work twice a week after school. 2. go shopping 3. drink orange juice 4. call my friends 5. watch soccer on TV 6. play video games 7. read the newspaper 8. go to the beach 9. go wall climbing at the gym 3 Write fi ve questions with how often. Ask a friend or family member each question and write their names and answers. 1. How often do you go swimming? My grandmother: She never goes swimming. 2. : 3. : 4. : 5. : 6. :
- 136. Gerunds after verbslike, love, hate, (don’t) mind, prefer 4 Complete the sentences with the gerund form of the verbs in parentheses. 1. Teresa loves (ski) skiing in the 2. My sister and I like (babysit) on 3. Do you like (swim) in the pool 4. Mateo and Amber love (ride) 5. Cody likes (skateboard) every day. 6. Nori loves (dance) at the new 7. Rosa and Mario prefer (Rollerblade) 128 mountains. weekends. every morning? their new bikes. nightclub. Unit 4 after school. 8. Frank and I don’t like (climb) the wall at the amusement park. 9. Hiroshi doesn’t mind (practice) gymnastics with his teammates. 10. I hate (play) volleyball. I never hit the ball over the net! 11. Does Maria mind (clean) her room? 12. Do you like (sleep) late on the weekend? 5 Complete the sentences with the gerund form of the verbs in the box. cook do exercise get up have play run sleep stay swim travel watch 1. Ben really likes cooking breakfast for himself every morning. 2. Rosa doesn’t like eggs for breakfast. She’d rather have cereal. 3. Shana and I don’t like sports on TV. 4. My mother and father love to Mexico. 5. I hate homework after dinner. 6. My friends and I love in the snow. 7. My brother likes on the track. 8. I prefer at the gym. 9. My mom loves early. 10. My dad likes late on weekends. 11. My sister hates at the beach. 12. I don’t mind home on rainy days.
- 137. Grammar Builder 129 6 Complete the sentences with gerunds. Think of a different gerund for each sentence. 1. I love shopping for new clothes. 2. Do Madison and Amanda mind vegetables? 3. You like the piano. 4. Sofi a loves in the chorus at school. 5. Does Max like to the movies on Friday nights? 6. He loves dinner for his family! He’s a great cook. 7. Do you like pair work in English class? 8. Antonio doesn’t mind the dishes. 9. I love books about history. 10. Kyle and I love basketball games on TV. 7 Write your own answers to the questions. Use a gerund in each answer. 1. What does your brother like doing after school? My brother likes playing baseball after school. 2. What do you and your friends hate doing on weekends? 3. What do your classmates like doing in their English class? 4. What does your family love doing in the evening? 8 Write sentences about what you like and don’t like to do. Use the verb in parentheses and a gerund in each sentence. 1. (hate) I hate getting up early. 2. (love) 3. (like) 4. (don’t like) 5. (hate)
- 138. 130 Unit 5 Grammar Highlights The present continuous Affirmative statements Negative statements I’m watching TV. I’m not watching TV. He/She’s watching TV. He/She isn’t watching TV. We/They’re watching TV. We/They’re not watching TV. Yes/No questions Short answers Are you watching TV? Yes, I am. / No, I’m not. Is he/she watching TV? Yes, he/she is. / No, he/she’s not. / No, he/she isn’t. Information questions Long answers What are you watching? I’m/We’re watching a movie. Where is he/she going? He/She is going to the supermarket. Why are they leaving? They’re leaving because they’re tired. Remember! Use the following rules to spell verbs in the present continuous. 1. For one-syllable words with a consonant, vowel, and consonant (CVC), double the last consonant and add -ing. skip + p + ing = skipping Do not double the last consonant if it is w, x, or y. fix + ing = fixing 2. If a verb ends in a silent e, drop the e and add -ing. take + ing = taking The simple present contrasted with the present continuous Simple present Present continuous I walk two miles every day. I am walking to the store now. She takes piano lessons twice a week. She is playing the piano now. Information questions Answers What do you do on Friday nights? I go to the movies. What are you doing now? I’m reading a book. What do they do at the park? They play soccer. What are they doing at the park now? They’re riding their bikes. Remember! Use the present continuous to talk about things that are happening now. Remember! Use the simple present to talk about daily habits or usual activities.
- 139. Grammar Builder 131 Grammar Practice The present continuous Statements Rico Isabel Lauren 1 Complete the sentences with the present continuous form of the verbs. 1. My friends and I (enjoy) are enjoying ourselves in the park. 2. I (sit) on the bench. 3. I (write) a letter to my best friend. 4. My dog (sleep) under the bench. 5. Isabel and Rico (ride) their bikes on the path. 6. Lauren (skate) behind them. The present continuous Yes/No questions 2 Look at the picture in Exercise 1. Write the questions and short answers. 1. Zachary / play soccer / ? Is Zachar y playing soccer? No, he isn’t. 2. Rico and Isabel / ride their bikes / ? 3. Lauren / rock climb / ? 4. Zachary / sit on the bench / ? 5. it / rain / ? The present continuous Information questions 3 Look at the pictures. Then read the answers and write questions about the underlined words. Use Who, What, or Where and the present continuous. 1. What are Tran and Jose doing? They’re playing basketball. 2. Carol is skating. 3. He’s sitting under a tree. 4. He’s reading a book. 5. They’re playing Frisbee. 6. She’s jogging. 7. Bob is talking on the telephone. Zachary Tran Carol Tom Jose Patricia Bob Ana Gabriela
- 140. 4 Read theanswers. Then write questions about the underlined words. Use Who, What, Where, or Why and the present continuous. 1. What is she making for lunch? She’s making a cheese sandwich for lunch. 132 Unit 5 2. We’re going to the movies tonight. 3. They are riding their bikes in the park. 4. I’m painting a picture now. 5. Justin and Nick are playing basketball in the park now. 6. I’m eating doughnuts because I love doughnuts! 7. He’s swimming in the pool at the gym. 8. I’m laughing because you’re funny. 9. Mike is singing in the concert. The simple present contrasted with the present continuous Statements and questions 5 Complete the sentences with the simple present or the present continuous form of the verbs. Use contractions when possible. 1. How often do they (go) go to the beach? 2. My mom (swim) in the pool every morning. 3. Pablo (play) soccer right now. 4. I (study) . Please be quiet. 5. Tina and I ( go) to camp together every summer. 6. What time do you (practice) the piano after school? 7. Excuse me. We (look for) Room 507. 8. We can’t play outside. It (rain) . 9. Josh (like) computer games. 6 Write the answers to the questions using the cues. Use contractions when possible. 1. What is Pablo doing? (clean / his room) He’s cleaning his room. 2. Where is everybody? (they / at the beach) 3. What’s that noise? (Tom / play his guitar) 4. Why are you happy? (be / in Anita’s class) 5. How often do you go to the beach? ( go / once a week)
- 141. Grammar Builder 133 7 Write the simple present or the present continuous form of the verbs. Use contractions when possible. August 20, 20 Dear Aunt Clara, Hi. How are you? Mom, Dad, Felix, my friend Rebecca, and I (enjoy) are enjoying 8 Write a letter to a friend. Say what you and your family are doing now. Also say what you usually do. Use the letter in Exercise 7 as a model. Dear , (1) the day at Clearwater Beach today. During the summer, we usually (come) (2) to this beach on Saturdays. Right now, Mom and Dad (sit) (3) under an umbrella. They (read) (4) their magazines. They usually (read) (5) every day, even on Saturdays and Sundays. Felix (love) (6) the ocean, so he (ride) (7) the waves now. I can see him from my beach chair. I (write) (8) this letter, and my friend Rebecca (wait) (9) for me. She wants to walk down the beach. She and I always (do) (10) lots of fun things together. Please write me soon. Love, Julia
- 142. 134 Unit 6 Grammar Highlights Too + adjective This soup is too hot. I can’t eat it. Not + adjective + enough This house isn’t big enough. We need to move. The present continuous for future arrangements Affirmative statements Negative statements I’m working this weekend. I’m not working this weekend. Yes/No questions Short answers Are you practicing tonight? Yes, I am. / No, I’m not. Information questions Answers What time are you going? I’m going at eight o’clock this evening. Be going to + verb for future plans, intentions, and predictions Statements I’m going to play tennis this weekend. He’s not going to be happy about this. You’re going to love my new sneakers. We’re going to have a party next month. Yes/No questions Answers Are you going to visit me in the hospital? Yes, I am. / No, I’m not. Is she going to go to college? Yes, she is. / No, she isn’t. Information questions Answers Who’s going to make dinner? I am. What are you going to do tomorrow? I’m going to go shopping. When are they going to come over? At seven tonight. Remember! Use be going to + verb to talk about future plans, intentions, and predictions. Remember! Be going to is followed by the base form of a verb.
- 143. Grammar Builder 135 Grammar Practice Too + adjective / Not + adjective + enough 1 Complete the sentences. Use too or enough and the words in the box. busy cold comfortable dark expensive far heavy old quiet sweet tall tired 1. I can’t hear the TV. It’s too quiet . 2. No, you may not see that horror movie. You’re not . 3. Don’t buy those earrings. They’re . 4. I’m not going to go to the gym today. I’m . 5. Please put more sugar in my tea. It’s not . 6. He can’t lift the box because it’s . 7. This bed isn’t . I can’t sleep in it. 8. Let’s take the bus home. It’s to walk. 9. I can’t reach the book on the top shelf. I’m not . 10. She can’t hang out tonight. She has a lot of homework, so she’s . 11. I need a blanket. This room is . 12. He can’t sleep because the sun is out. His room isn’t . 2 Rewrite the sentences using too or enough and the adjective in parentheses. 1. It’s too cold to go out. (warm) It’s not warm enough to go out. 2. I’m not tall enough. (short) I’m too short. 3. The music isn’t loud enough. (quiet) 4. Your sweater isn’t long enough. (short) 5. Those jeans are too casual. (dressy) 6. The streets aren’t safe enough. (dangerous) 7. This restaurant is too expensive. (cheap) 8. This shoe is too small. (big)
- 144. 3 Write questionsabout the future using the cues and the present continuous. 1. what time / you / get up / tomorrow / ? What time are you getting up tomorrow? 2. you / go out / tonight / ? 3. your sister / work / this weekend / ? 4. what / you / do / tomorrow night / ? 5. when / you / go on vacation / ? 6. what / you / eating / for dinner / tomorrow / ? 7. what time / you / go to bed / tonight / ? 4 Answer the questions in Exercise 3. 1. I’m getting up at 7:00 tomorrow. 136 The present continuous for future arrangements Unit 6 2. 3. 4. 5. 6. 7. Be going to + verb for future plans, intentions, and predictions Statements 5 Write sentences with be going to and the cues. Use contractions. 1. They / (not) take their coats They’re not going to take their coats. 2. Ray / send / me a postcard from Barcelona 3. Emilio and I / leave / for Mexico on September 3 4. I / shop / in the mall this afternoon 5. Ana / (not) see Shakira in concert this weekend 6. It / (not) rain / today 7. We / buy / new jeans next week 8. She / wear / her new dress to the party
- 145. Grammar Builder 137 Be going to + verb for future plans, intentions, and predictions Yes/No questions 6 Complete the conversations. Write questions with be going to and the verbs in parentheses. Then complete the answers. 1. A: Are you (study) going to study after school today? B: Yes, . 2. A: Van and Kevin (be) at the game tonight? B: Yes, . 3. A: Yoko (swim) at the pool party today? B: No, . 4. A: Carlos (buy) a present for his sister tomorrow? B: Yes, . 5. A: we ( go) to the movies on Sunday? B: No, . 6. A: I (sing) in the concert on Friday night? B: No, . 7. A: you (exercise) at the gym tomorrow? B: Yes, . 8. A: they (play) in the game on Saturday? B: Yes, . 9. A: your mom (cook) for the party? B: No, . 10. A: Jo (wait) for us? B: No, . Be going to + verb for future plans, intentions, and predictions Information questions 7 Read the answers. Then write questions about the underlined words using Who, What, When, Where, Why, or How and be going to. 1. When are they going to go to the beach? They’re going to go to the beach this afternoon. 2. Catherine is going to go to the mall. 3. I’m going to go downtown this evening. 4. Ana and I are going to play soccer on Sunday. 5. Marcia is going to go to the concert by car. 6. We’re going to leave for school at 7:45 tomorrow. 7. _____________________________________ He’s going to study in the library because it’s quiet there.
- 146. Peer editing checklist Is the fi rst letter of each sentence capitalized? Are proper nouns capitalized? she is a student. She is a student. Our director’s name is paul. Our director’s name is Paul. He lives in new york. He lives in New York. Is there a period (.) or exclamation mark (!) at the end of each sentence? I like Michele Wie I like Michele Wie. She’s awesome She’s awesome! Is there a question mark (?) at the end of each question? What is your name What’s your name? Is the vocabulary correct? Nicole Kidman is very high. Nicole Kidman is very tall. Is the spelling correct? That’s a beautiful necklece. That’s a beautiful necklace. Do sentences and questions have the correct word order? You are a student? Are you a student? Are the verbs and their tenses correct? I be fine. I am fine. He like rock climbing. He likes rock climbing. Did you went out yesterday? Did you go out yesterday? Are sequence words such as fi rst, next, or after that used if needed? Toast the bread. Spread the butter. First, toast the bread. Next, spread the butter. Are the paragraphs clear and easy-to-understand? I like school. I meet my friends there. I don’t sometimes like school. I get up early. We have a lot of fun. 138 Peer editing checklist 0ii_LB2-SB2A_I like school because I meet my friends there. We have a lot of fun. But sometimes, I don’t like school because I have to get up early.
- 147. Illustration credits JohnAmoss; Dave Carleson; Mark Collins; Dave Coulson; Renee Daily; Francois Escalmel; John Faulkner; Adam Gordon; Peter Gunther; Tim Haggerty; George Hamblin; Michael Hortens; Brian Hughes; Laura Hartman Maestro; Dan Martinetti; Alan Neider; Dusan Petricic; Barbara Pollak; Fred Pusterla; Chris Reed; Bart Rivers; Robert Roper; Lauren Scheuer; Andrew Shiff; Jim Starr; Dan Tesser; George Thompson; Anna Veltfort; Deborah White; Ron Zalme. Text credits p. 2 Source for Harry Potter’s family tree: wikipedia.org; p. 20 “Becoming a Fat Nation,” adapted from USA TODAY, February 19, 2002; p. 40 Source of chart: U.S. Bureau of the Census. Photo credits All original photography by Stephen Ogilvey; Borders (globe) Larry Williams/Corbis, (clouds) Royalty-Free/ Corbis; Page 2 (friends) Darrin Henry/Fotolia, (classmates) Sergey Novikov/Shutterstock; p. 9 CandyBox Images/ Shutterstock; p. 11 (top) Andrew Redington/Getty Images, (bottom) Fabrice Coffrini/Getty Images; p. 14 (breakfast) Danny Hooks/Fotolia, (rice) oriori/Fotolia, (ice cream) picsfi ve/Fotolia, (cake) Corinna Gissemann/Fotolia, (fruit) Denis Vrublevski/Shutterstock; p. 20 (top) BananaStock/ age fotostock, (bottom) Mark Richards/PhotoEdit; p. 26 Peter Lake/Pearson; p. 30 Bavaria/Getty Images; p. 32 (top left) Richard McDowell/Alamy, (middle left) Dorling Kindersley, (bottom left) Mary Lane/Fotolia, (middle right) Dorling Kindersley; p. 33 (top) Dorling Kindersley, (bottom) Dorling Kindersley; p. 36 (biking) mylife photos/ age fotostock, (hockey) Dennis MacDonald/age fotostock, (skateboarding) Hemera/age fotostock, (swimming) John Cumming/age fotostock, (table tennis) Image DJ/ age fotostock, (bowling) Jose Maria Riola/age fotostock, (camping) image100/age fotostock, (running) SuperStock/ age fotostock, (rock climbing) Cate Frost/Shutterstock, (wall climbing) S. Palazov/Shutterstock; p. 51 (top) Royalty-Free/Corbis, (middle right) Royalty-Free/Corbis, (lamp) Steve Horrell/Photo Researchers, Inc., (bottom left) Royalty-Free/Corbis, (bottom right) Baloncici/ Shutterstock; p. 52 (left) Kaz Chiba/Getty Images, (right) Thomas Northcut/Getty Images; p. 53 Presselect/Alamy; p. 57 (1) Dee Cercone/Newscom, (2) infusny-05/42/Dara Kushner/INFphoto.com/Newscom, (3) Janet Mayer/ Splash News/Newscom, (4) Everett Collection/Newscom; p. 58 (left) Bobby Deal/RealDealPhoto/Shutterstock, (right) Jupiterimages Corporation; p. 60 (a) Royalty-Free/ Corbis, (b) Christophe Loviny/Corbis; p. 61 (c) Tom & Dee Ann McCarthy/Corbis, (d) Christine Osborne/ Corbis; (e) PRISMA ARCHIVO/Alamy, (f) Anders Ryman/ Alamy; p. 62 (Mars) Everett Collection Inc/Alamy, (Swift) ZUMA Press, Inc./Alamy, (Perry) MARKA/Alamy, (man singer) Hitdelight/Shutterstock, (girl singer) NAS CRETIVES/Shutterstock, (man guitar) Wallenrock/ Shutterstock, (band illo) Vectomart/Shutterstock; p. 63 MANDY GODBEHEAR/Shutterstock; p. 64 (top) Nicki Pardo/Getty Images, (middle) Robert Adrian Hillman/ Alamy, (bottom) Arabian Eye/Getty Images; p. 65 (top) Kaz Chiba/Getty Images, (bottom) Royalty-Free/Corbis; p. 66 Kenneth Garrett/Getty Images; p. 67 (top) Anne- Marie Weber/Getty Images, (bottom) Reuters/Corbis; p. 76 Peter Lake/Pearson; p. 77 Myrleen Ferguson Cate/ PhotoEdit; p. 80 (1) Lori Sparkia/Shutterstock, (2) Mike Tolstoy/photobank.kiev.ua/Shutterstock, (3) Peter S./ Shutterstock, (4) Neamov/Shutterstock, (5) Jefferey Collingwood/Shutterstock, (6) Kenneth William Caleno/ Shutterstock, (7) monticellllo/Fotolia, (8) Olga Lyubkina/ Shutterstock, (9) antpkr/Fotolia, (10) Marc Dietrich/ Shutterstock; p. 81 (1) JustASC/Shutterstock, (2) Andi Berger/Shutterstock, (3) Giovanni Cancemi/Fotolia, (4) RJ Lerich/Shutterstock, (5) M.studio/Fotolia, (6) Dan Peretz/ Shutterstock, (7) Boleslaw Kubica/Shutterstock, (8) Scott Rothstein/Shutterstock, (9) David P. Smith/Shutterstock; p. 82 Lsantilli/Fotolia; p. 85 Meliha Gojak/Fotolia; p. 86 (1) spaxiax/Fotolia, (2) Jovan V. Nikolic/Shutterstock, (3) ajt/Shutterstock, (4) Sandra Caldwell/Shutterstock, (5) Gabriela Trojanowska/Shutterstock, (6) Massimiliano Pieraccini/Shutterstock, (7) GeoM/Shutterstock, (8) Piotr Majka/Shutterstock; p. 89 Michael Krasowitz/Taxi/Getty Images; p. 92 Norebbo/Shutterstock; p. 94 (1) Lorraine Swanson/Fotolia, (2) Fukuoka Irina/Shutterstock, (3) Maxim Petrichuk/Shutterstock, (4) Jill Yang/ Shutterstock, (5) nadianb/Fotolia, (6) yanlev/Fotolia, (7) Galina Barskaya/Shutterstock, (8) Riddle Photography/ Shutterstock; p. 98 PhotoDisc, Inc.; p. 106 Stephen Ogilvey; p. 112 Peter Michael Dills/Getty Images; p. 117 Will & Deni McIntyre/Stone/Getty Images; p. 127 Jon Bradley/ Stone/Getty Images. 0ii_LB2-SB2A_FM.indd ii 8/14/13 10:51 AM
- 149.
- 150.
- 151.
- 152.
- 153.
- 154.
- 155.
- 156.
- 157.
- 158.
- 159.
- 160.