1 grandparents

4 parents
7 children
*
2 grandmother 3 grandfather
5 mother 6 father 13 wife
15 sister
14 husband
16 brother 8 daughter 9 son
28 UNIT 4
GOAL Identify people in your family
10 grandchildren
12 granddaughter 11 grandson
2 PAIR WORK Point to two people in the family. Describe their relationship.
3 LISTENING COMPREHENSION Listen to a man identify people in his family. Check the correct photo.
1 VOCABULARY Family relationships Read and listen. Then listen again and repeat.

Shes his daughter.
* one child / two children
1 2 3
4 5 6
LESSON 1
2:03
2:02
GOAL Identify people in your family
Family
UNIT
4
1 Identify people in your family.
2 Describe your relatives.
3 Talk about your family.
GOALS After Unit 4, you will be able to:

M04_TN_TE_LFUN_9944_U04.indd 28 10/10/10 12:27:27 PM

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Lesson 1
Family
UNIT
4
T28
1 Vocabulary
Suggested
teaching time:
Your actual
teaching time:
710
minutes
Give students a minute to look at the family tree before
listening. Write on the board: man woman boy girl. Point
to people in the pictures in the family tree and ask Is she
a woman? Is he a boy? Students can answer yes or no.
After students listen twice, ask Howmany syllables are in
each word? Say each word again and have students say
the number of syllables.
Write the words on the board and drawdots above
each syllable (see page 16 of the Students Book for an
example). Drawa larger dot above the rst syllable of
all the multi-syllabic words. Say The rst syllable has
more stress; for example, GRANDmother GRANDfather
MOTHer FATHer.
Have students chorally practice each word with the
proper stress.
To check comprehension, ask Is a grandson a boy or girl?
(A boy.) Is a daughter a boy or a girl? (A girl.) Is a brother a
boy or girl? (A boy.) Is a grandmother a man or a woman?
(A woman.) Is a husband a man or a woman? (A man.) Is
a wife a man or a woman? (A woman.) Is a grandfather
a man or a woman? (A man.) Is a sister a boy or a girl? (A
girl.) Is a father a man or a woman? (A man.) Is a son a
boy or a girl? (A boy) Is a mother a man or a woman? (A
woman.) Is a granddaughter a boy or a girl? (A girl.)
Option: [+5 minutes] To reviewsubject pronouns and
the verb be, have students work in pairs to say or
write sentences about the people in the pictures; for
example, Shes a grandmother. Hes a grandfather. Theyre
grandparents.
Language and culture
In spoken informal English, these words are often
used, especially within a family: (grandmother) Grandma;
(grandfather) Grandpa, Granddad; (mother) Mom, Ma,
Mommy (by young children); (father) Dad, Daddy (by
young children). In informal English, many people use the
expressions my baby sister or my baby brother for a younger
sister or brother and my big sister or my big brother for an
older sister or brother.
In British English, Mum or Mummy (by young children) are
often used for mother and Dad is often used for father.
ActiveTeach
Multimedia Disc
Vocabulary Flash Cards
2 Pair work
Suggested
teaching time:
Your actual
teaching time:
35
minutes
Model the activity. Point to the mother on the family tree
and then point to the daughter. Say She is her daughter.
Point to the grandmother and then point to the
daughter. Say She is her granddaughter. Say the following
sentences and have students point to the pictures of the
people in the relationship.
Shes his sister.
Hes her brother.
Shes their granddaughter.
Hes her husband.
Theyre their children.
FYI: Some students may struggle with a feminine
possessive adjective before a masculine word (for
example, his sister) or a masculine possessive adjective
before a feminine word (for example, her brother). In
English, the possessive adjective is determined by the
possessor (she or he), not the person possessed. To clarify
this point for students, point to the picture of the mother
[5] and say her and then point to the picture of the son [9]
and say son. Repeat with a few other combinations (his
wife, his daughter, her brother, his sister, his granddaughter,
her father, his mother).
Move around the roomas students are talking and make
sure they are using the subject pronouns and possessive
adjectives correctly.
3 Listening comprehension
Suggested
teaching time:
Your actual
teaching time:
510
minutes
First listening: Have students look at the pictures and
check the correct picture.
Second listening: Reviewanswers by asking students
to identify the correct picture; for example, Teacher:
Number one. Student: Picture two.
You may want students to listen again to reviewthe
correct information.
Option: [+5 minutes] For a challenge, give students a
dictation. Say each sentence fromthe audio twice. Ask
students to write the sentence. To reviewanswers, ask
various students to write one sentence on the board.
Correct any mistakes. Then ask students to repeat each
sentence chorally.
AUDIOSCRIPT
1 The boy? Hes my grandson.
2 Shes my wife.
3 Theyre my sisters.
4 Hes my brother.
5 Shes my daughter.
6 The girls? Theyre my granddaughters.
M04_TN_TE_LFUN_9944_U04.indd T28 10/10/10 12:27:31 PM
76 UNIT 7
A Read and listen to a conversation about a holiday.
A: I heard theres going to be a holiday next week.
B: Thats right. The Harvest Moon Festival.
A: What kind of holiday is it?
B: Its a seasonal holiday that takes place in autumn. People
spend time with their families and eat moon cakes.
A: Well, have a great Harvest Moon Festival!
B: Thanks! Same to you!
B Rhythm and intonation Listen again and repeat.
Then practice the Conversation Model with a partner.
GOAL Wish someone a good holiday
LESSON
1
CONVERSATION MODEL
A Read and listen. Then listen again and repeat.
VOCABULARY Ways to commemorate a holiday
set off fireworks march in parades have picnics
send cards
wear costumes remember the dead wish each other well
give each other gifts
a moon cake
4:03
4:04
4:06
B Pair work Match the Vocabulary with holidays
and celebrations you know.
Everyone wears costumes on . . .

Types
of holidays
seasonal
historical
religious
4:05
pray
M07_TN_SB_L03_9876_U07.indd 76 7/22/10 3:12:50 PM
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4 Grammar
Suggested
teaching time:
Your actual
teaching time:
810
minutes
Direct attention to the Grammar box and have students
study the examples.
Write on the board:
1 is she? Shes my sister.
2 is he? Hes my brother,
3 are they? Theyre my parents.
Point to each blank and ask Who or What? (Who.) Fill
in the blanks and say We use who to ask questions about
people.
Direct attention to the contractions and have students
repeat themafter you.
Point to your questions on the board. Ask Is a contraction
OK in question 1? (Yes.) Is a contraction OK in question 2?
(Yes.) Is a contraction OK in question 3? (No.) Write in the
contractions on the board where possible and cross out
the uncontracted forms. (Whos she. Whos he.)
Point out that the formWho are cannot be contracted.
Indicate one student and ask Who is she? (Shes
[Pamela].) Indicate two or three students and ask Who
are they? (Theyre [our classmates].) Say a specic name
and ask Whos Tom? (Hes [my / our classmate].)
Point out that questions with Who can be answered with
just a name or a relationship; for example, Who is he? My
dad. Who are they? My sisters.
Option: [+5 minutes] Extend the activity by showing photos
of celebrities. Have students work with a partner to ask
and answer questions with Who.
ActiveTeach
Multimedia Disc
Inductive Grammar Charts
5 Grammar practice
Suggested
teaching time:
Your actual
teaching time:
35
minutes
Read the example aloud.
Remind students to make contractions when possible.
(Items 4 and 6 cannot be contracted.)
To review, have students compare answers in pairs. Then
call on pairs to read the conversations aloud to the class.
Encourage students to be expressive as they read aloud.
NOW YOU CAN Identify people in your family

1 Conversation model
Suggested
teaching time:
Your actual
teaching time:
23
minutes
This conversation strategy is implicit in the model:
Use And . . .? to shift the topic.
Point to the photo albumand the woman on the left and
say These are photos of her family.
To check comprehension after students listen, ask Who
are the people in the photos? (Her father and her sisters.)
2 Rhythm and intonation
Suggested
teaching time:
Your actual
teaching time:
2
minutes
Have students repeat each line chorally. Make sure
students:
use falling intonation for Whos that? and And who are
they?
stress that and they in the two questions.
3 Pair work
Suggested
teaching time:
Your actual
teaching time:
10
minutes
FYI: Students may use photos of their family that they have
on their cell phones. Students who do not have family
photos or cell phone pictures can drawa family tree on a
piece of paper and write in the names of family members.
Dont stop! Extend the conversation. Before students
begin their conversations, tell themto ask additional
questions from the Recycle box.
Model the conversation with a more condent student.
For example:
T: Whos that? [pointing to a picture the student is
holding]
S: Thats my brother.
T: Whats his name?
S: His name is Sam.
T: Howdo you spell that?
S: S-A-M.
T: Is your brother a student?
S: No, he isnt. Hes a banker.
T: And whos that?
S: Thats my mother.
T: Whats her occupation?
Be sure to reinforce the use of the conversation strategy;
for example, point to someone the student is not talking
about in his or her photo and ask And whos that? to shift
the topic.
ActiveTeach
Multimedia Disc
Conversation Pair Work Cards
4 Change partners
Suggested
teaching time:
Your actual
teaching time:
5
minutes
To review, ask students about their partners pictures.
Workbook: Exercises 15
Copy & Go: Activity 10
M04_TN_TE_LFUN_9944_U04.indd T29 10/10/10 12:27:34 PM
Be sure to recycle
this language.
Hes / Shes [an engineer].
Theyre [architects].
Whats his / her name?
What are their names?
How do you spell that?
2:04
2:05
29
Contraction
Who is Whos
Be careful!
Who are NOT Whore
4 GRAMMAR Be: questions with Who
5 GRAMMAR PRACTICE Write questions. Use Whos or Who are and he, she, or they.
1 CONVERSATION MODEL Read and listen.
A: Whos that?
B: Thats my father.
A: And who are they?
B: Theyre my sisters, Mindy and Jen.
2 RHYTHM AND INTONATION Listen again and repeat.
Then practice the Conversation Model with a partner.
3 PAIR WORK Bring in family photos.
(Or write the names of people in your
family.) Personalize the conversation
with names of your family members.
Then change roles.
A: Whos that?
B: Thats .
A: And ?
B: .
Who is he? (Hes my dad.
*
) Who are they? (Theyre my sisters.)
Whos Louise? (Shes my mom.
*
) Who are Nina and Jan? (Theyre my daughters.)
1 A: ?
B: Hes my grandfather.
2 A: ?
B: Shes my mother.
3 A: ?
B: Hes Mr. Fines grandson.
4 A: ?
B: Theyre Pats grandparents.
5 A: ?
B: Shes Eds wife.
6 A: ?
B: Theyre my brother and sister.
Whos he
* mom and dad = informal for mother and father
2:04
NOW YOU CAN Identify people in your family
Dont stop!
Talk about occupations.
Ask more questions.
4 CHANGE PARTNERS Personalize the
conversation again.
Whos she
Whos he
Who are they
Whos she
Who are they
M04_TN_TE_LFUN_9944_U04.indd 29 10/10/10 12:27:40 PM
76 UNIT 7
A Read and listen to a conversation about a holiday.
A: I heard theres going to be a holiday next week.
B: Thats right. The Harvest Moon Festival.
A: What kind of holiday is it?
B: Its a seasonal holiday that takes place in autumn. People
spend time with their families and eat moon cakes.
A: Well, have a great Harvest Moon Festival!
B: Thanks! Same to you!
B Rhythm and intonation Listen again and repeat.
Then practice the Conversation Model with a partner.
GOAL Wish someone a good holiday
LESSON
1
CONVERSATION MODEL
A Read and listen. Then listen again and repeat.
VOCABULARY Ways to commemorate a holiday
set off fireworks march in parades have picnics
send cards
wear costumes remember the dead wish each other well
give each other gifts
a moon cake
4:03
4:04
4:06
B Pair work Match the Vocabulary with holidays
and celebrations you know.
Everyone wears costumes on . . .

Types
of holidays
seasonal
historical
religious
4:05
pray
M07_TN_SB_L03_9876_U07.indd 76 7/22/10 3:12:50 PM
30 UNIT 4
LESSON 2
30 UNIT 4
GOAL Describe your relatives
1 VOCABULARY Adjectives to describe people
Read and listen. Then listen again and repeat.
2 GRAMMAR Be with adjectives / Adverbs very and so 3 PAIR WORK Use the Vocabulary to
describe two people in your class.
5 INTEGRATED PRACTICE Look at the pictures. Complete each sentence with
a form of be and an adjective.
1 pretty 2 handsome
3 good-looking
4 cute 7 old 8 young 5 short 6 tall
1 Your sisters
so .
3 Our grandfather
very .
2 Your daughter
so !
Describe people with a form of be and an adjective.
Shes pretty. Theyre good-looking.
Hes handsome. Your children are cute.
The adverbs very and so make adjectives stronger.
Theyre very good-looking. Shes so pretty!
Hes very handsome. Your children are so cute!
1 Her husband is (handsome / tall / old).
2 His daughter is (tall / good-looking / cute).
3 Her brothers are (tall / good-looking / young).
4 His son is (tall / good-looking / short).
5 Her father is (tall / old / short).
6 His sisters are (tall / good-looking / short).
4 LISTENING COMPREHENSION Listen to the conversations.
Circle the adjective that describes each person.

Gina and Deborah

are very pretty.
VOCABULARY BOOSTER
More adjectives p. 128
2:06
2:07
are
pretty / good-looking / young
cute / young
is
is
old
M04_TN_TE_LFUN_9944_U04.indd 30 10/10/10 12:27:41 PM
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T30
4 Listening comprehension
Suggested
teaching time:
Your actual
teaching time:
1015
minutes
Have students listen and circle the adjective for each
person. Then have themlisten to conrmtheir answers.
FYI: Items 1 and 6 on the audio are different fromthe
words on the page, but they have the same meaning.
(1 good-looking = handsome; 6 pretty = good-looking.)
To reviewthe answers, ask individual students to say
the complete sentences; for example, Number one. Her
husband is handsome.
AUDIOSCRIPT
CONVERSATION 1
F1: Whats your husbands name?
F2: Renaldo.
F1: Is he good-looking?
F2: Yes, he is.
CONVERSATION 2
F: Whos that?
M: Oh, thats my daughter. Shes twelve.
F: Shes so cute!
M: Thank you.
CONVERSATION 3
M: Are those your brothers?
F: Yup.
M: Oh, theyre so young!
F: Yeah, Mikes sixteen. And Dons only twelve.
CONVERSATION 4
F: Whos that?
M: Thats my son. Hes eighteen.
F: Hes very tall!
M: Yes, he is.
CONVERSATION 5
M: Whos that?
F: Oh, thats my father. Hes an architect.
M: Really?
F: Yes. And hes very short. Like me.
CONVERSATION 6
F: Who are they?
M: Theyre my sisters.
F: Oh, theyre so pretty!
M: I think so, too.
ActiveTeach
Multimedia Disc
Learning Strategies
5 Integrated practice
Suggested
teaching time:
Your actual
teaching time:
4
minutes
To warmup, have students look at the pictures, listen to
your questions, and point to the corresponding people
in the pictures. Whos pretty? (Picture 1, Picture 4, and
Picture 5.) Whos young? (Picture 2 and Picture 3.) Whos
old? (Picture 3 and Picture 5.) Whos cute? (Picture 2 and
Picture 3.) Whos short? (Picture 4 and Picture 6.) Whos
tall? (Picture 4 and Picture 6.)
After students complete the exercises, ask individual
students to read their sentences aloud to the class.
Option: [+5 minutes] Extend the activity by having
students write additional sentences about the people in
the pictures.
1 Vocabulary
Suggested
teaching time:
Your actual
teaching time:
3
minutes
Showthat good-looking is used for both males and
females. Point to the pictures of the man and woman.
Say Shes good-looking. Hes good-looking. Theyre good-
looking.
Option: VOCABULARY BOOSTER (+5 minutes)
Language and culture
Pretty is generally not used for men. Cute for children
means adorable. Cute for adults means attractive in
informal spoken English. In most English-speaking
countries, it can be rude to refer to someone directly as
old.
ActiveTeach
Multimedia Disc
Vocabulary Flash Cards
2 Grammar
Suggested
teaching time:
Your actual
teaching time:
710
minutes
Direct attention to the rst part of the Grammar box and
have students read the examples.
To check comprehension, point to the pictures in the
family tree on page 28 and make statements. Have
students correct your false statements. For example:
[Pointing to picture 2] Shes young. (No, shes not. Shes
old.)
[Pointing to picture 5] Shes handsome. (No, shes not.
Shes pretty.]
[Pointing to picture 14] Hes pretty. (No, hes not. Hes
handsome.]
[Pointing to picture 16] Hes cute. (Yes, he is.)
Direct attention to the bottompart of the box and have
students study the explanation and examples with very
and so.
Showstudents that very and so come before the
adjective. Point out that very and so are stressed. Have
students say the examples chorally.
To practice the new adjectives, have students identify
famous people who t the adjectives. Say Lets talk about
actors and athletes. Who is very handsome? Who is very
tall? Who is very pretty? Who is so cute? Whos very old?
Whos very young?
ActiveTeach
Multimedia Disc
Inductive Grammar Charts
3 Pair work
Suggested
teaching time:
Your actual
teaching time:
23
minutes
Read the model aloud to the class. Then give an example
fromyour own class.
M04_TN_TE_LFUN_9944_U04.indd T30 10/10/10 12:27:43 PM
76 UNIT 7
A Read and listen to a conversation about a holiday.
A: I heard theres going to be a holiday next week.
B: Thats right. The Harvest Moon Festival.
A: What kind of holiday is it?
B: Its a seasonal holiday that takes place in autumn. People
spend time with their families and eat moon cakes.
A: Well, have a great Harvest Moon Festival!
B: Thanks! Same to you!
B Rhythm and intonation Listen again and repeat.
Then practice the Conversation Model with a partner.
GOAL Wish someone a good holiday
LESSON
1
CONVERSATION MODEL
A Read and listen. Then listen again and repeat.
VOCABULARY Ways to commemorate a holiday
set off fireworks march in parades have picnics
send cards
wear costumes remember the dead wish each other well
give each other gifts
a moon cake
4:03
4:04
4:06
B Pair work Match the Vocabulary with holidays
and celebrations you know.
Everyone wears costumes on . . .

Types
of holidays
seasonal
historical
religious
4:05
pray
M07_TN_SB_L03_9876_U07.indd 76 7/22/10 3:12:50 PM
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6 Integrated practice
Suggested
teaching time:
Your actual
teaching time:
45
minutes
Model the activity. Write a fewsentences on the board
about your family. For example:
My husband is very handsome. Hes tall.
My children are young. Theyre so cute.
Erase your sentences before students begin to write their
own sentences.
Have volunteers write one of their sentences on the
board.
NOW YOU CAN Describe your relatives
1 Conversation model
Suggested
teaching time:
Your actual
teaching time:
3
minutes
These conversation strategies are implicit in the model:
Use Tell me about . . . to invite someone to talk about a
topic.
Use Well, to indicate you are deciding howto begin
a response.
Use And howabout? to ask for more information.
After students read and listen, check comprehension.
Ask Whats her fathers occupation? (Hes a doctor.)
Whats her mothers occupation? (Shes a scientist.) Is her
father short? (No, hes not. Hes very tall.) Is her mother
pretty? (Yes, she is. Shes very pretty.)
2 Rhythm and intonation
Suggested
teaching time:
Your actual
teaching time:
2
minutes
Have students repeat each line chorally. Make sure
students:
use falling intonation for Tell me about your father and
And howabout your mother?
pronounce the language chunk Tell me about your as a
single word.
pause slightly after Well . . .
3 Pair work
Suggested
teaching time:
Your actual
teaching time:
510
minutes
Reviewthe words for family relationships. Say Tell me
all the words for relatives. Write students ideas on the
board:
grandparents: grandmother / grandfather
parents: mother / father
children: daughter / son
grandchildren: grandson / granddaughter
wife / husband
sister / brother
Have students write their relatives and words to describe
them. Model this step. Write on the board:
sister : tall, athlete
mother : doctor, short
grandfather : old, short
Say My sister is very tall. Shes an athlete and a student. My
mother is a doctor. Shes short. My grandfather is very old.
Hes short.
Dont stop! Extend the conversation. Brainstorm
additional questions students can ask their partners to
continue the conversation. Ask the class What are more
questions about your classmates family? Write students
ideas on the board. Students can say:
Where is he / she from?
Is he / she a [student]?
Is he / she good-looking?
Is he / she tall?
Model the conversation with a more condent student.
Play Role A so that you can ask more questions. For
example:
T: Tell me about your family.
S: Well, my mother is a teacher. Shes very tall.
T: Is she pretty?
S: Yes, shes very pretty!
T: And howabout your father?
To provide feedback as students practice their
conversations, move around the roomand listen in.
Encourage students to ask additional questions from
the board. Tell students to make a list of the additional
questions they ask in their conversations.
Option: [+5 minutes] For a different approach, bring to
class magazines, newspapers, or other print materials
that have pictures of people. Have students create
conversations describing them.
ActiveTeach
Multimedia Disc
Conversation Pair Work Cards
4 Change partners
Suggested
teaching time:
Your actual
teaching time:
5
minutes
To review, ask students about their partners family. Say
Tell me about his / her family. Your students can say, for
example, She has a daughter. Shes very cute. Her husband
is from . Hes tall and handsome. Hes an engineer.
Workbook: Exercises 68
Copy & Go: Activity 11
M04_TN_TE_LFUN_9944_U04.indd T31 10/10/10 12:27:50 PM
31
My brother is very tall.
NOW YOU CAN Describe your relatives
1 CONVERSATION MODEL Read and listen.
A: Tell me about your father.
B: Well, hes a doctor. And hes very tall.
A: And how about your mother?
B: Shes a scientist. Shes very pretty.
2 RHYTHM AND INTONATION Listen
again and repeat. Then practice the
Conversation Model with a partner.
3 PAIR WORK Personalize the
conversation. Describe your
relatives. Then change roles.
A: Tell me about your .
B: Well, . And .
A: And how about your ?
B: .
5 His wife so ! 6 Your brother so
tall. And his colleague
very .
6 INTEGRATED PRACTICE Write three sentences about people
in your family. Use adjectives and the adverbs very or so to
describe the people.
Dont stop!
Ask about other people
in your partners family.
4 His girlfriend
very .
4 CHANGE PARTNERS Ask about other
classmates relatives.
2:09
2:08
is
tall / good-looking
is young /
pretty / good-
looking
is
is short
M04_TN_TE_LFUN_9944_U04.indd 31 10/10/10 12:27:53 PM
76 UNIT 7
A Read and listen to a conversation about a holiday.
A: I heard theres going to be a holiday next week.
B: Thats right. The Harvest Moon Festival.
A: What kind of holiday is it?
B: Its a seasonal holiday that takes place in autumn. People
spend time with their families and eat moon cakes.
A: Well, have a great Harvest Moon Festival!
B: Thanks! Same to you!
B Rhythm and intonation Listen again and repeat.
Then practice the Conversation Model with a partner.
GOAL Wish someone a good holiday
LESSON
1
CONVERSATION MODEL
A Read and listen. Then listen again and repeat.
VOCABULARY Ways to commemorate a holiday
set off fireworks march in parades have picnics
send cards
wear costumes remember the dead wish each other well
give each other gifts
a moon cake
4:03
4:04
4:06
B Pair work Match the Vocabulary with holidays
and celebrations you know.
Everyone wears costumes on . . .

Types
of holidays
seasonal
historical
religious
4:05
pray
M07_TN_SB_L03_9876_U07.indd 76 7/22/10 3:12:50 PM
GOAL Talk about your family
LESSON 3
23 45 40 18 94 21 20 14
58 102 43 89 90 44 53 13
30 19 60 99 22 50 52 100
15 47 33 54 17 66 77 70
64 78 95 80 87 101 1 31
1 GRAMMAR Verb have / has: affirmative statements
1 Mark two brothers.
2 My grandmother five grandsons.
3 They a granddaughter.
4 We twelve grandchildren.
5 Carl and Anna two children.
6 She five sisters.
7 They no brothers or sisters.
I .
3 VOCABULARY Numbers 21101 Read and listen. Then listen again and repeat.
2 GRAMMAR PRACTICE Complete the sentences. Use have or has. Then complete the sentence
about your own family.
4 PRONUNCIATION Numbers Listen
and repeat. Then practice saying the
numbers on your own.
twenty-one 21 twenty-five 25 twenty-nine 29
twenty-two 22 twenty-six 26 thirty 30
twenty-three 23 twenty-seven 27 thirty-one 31
twenty-four 24 twenty-eight 28 thirty-two 32
forty 40 eighty 80
fifty 50 ninety 90
sixty 60 one hundred 100
seventy 70 one hundredone 101
2:10
2:11
I have one son
and one daughter.

13 30 17 70
14 40 18 80
15 50 19 90
16 60
5 PAIR WORK Take turns saying a number from
the chart. Your partner circles the number.
32 UNIT 4
has three sisters.
I
You
We
They
have a brother.
He
She
YOU
has have
has
have
has
have
have
M04_TN_TE_LFUN_9944_U04.indd 32 10/10/10 12:27:54 PM
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T32
some numbers on the board and have students identify
them.
Have students repeat the numbers chorally as they
listen.
After listening: Check comprehension. Dictate strings of
two or three numbers and have students write themas
numerals; for example, 29, 40, 64. Include numbers not
presented on this page; for example, 33, 45, 52, etc. Write
the numbers on the board for students to check their
answers.
Language and culture
For the numbers 101, 102, etc. people also say one
hundred and one, etc.
Option: [+10 minutes] For a challenge, introduce the
language of addition and do math problems with the
students. Write the plus sign and say plus. Write the
equals sign and say equals. Write examples on the board:
(plus) (equals)
23 + 10 = 33
15 + 42 = 57
64 + 16 = 80
Make sure the totals do not add up to over 100. Say twenty-
three plus ten equals thirty-three. Then ask students to
work in pairs to say the other equations.
ActiveTeach
Multimedia Disc
Vocabulary Flash Cards
4 Pronunciation
Suggested
teaching time:
Your actual
teaching time:
24
minutes
First listening: Ask students to listen and notice the
stress for each number.
Second listening: Have students listen and repeat
chorally, paying particular attention to where they place
the stress in each word.
ActiveTeach
Multimedia Disc
Pronunciation Activities
5 Pair work
Suggested
teaching time:
Your actual
teaching time:
24
minutes
Model the activity with the class. Say a number and
have everyone circle it. Make sure everyone circled the
correct number.
Option: [+5 minutes] As an alternative, ask various
students to say two of their circled numbers and have the
class write the numerals down. Then have themwrite the
correct numbers on the board for students to check.
Option: [+5 minutes] For additional practice, have students
take turns in groups to count backwards from100; for
example, Student A: One hundred; Student B: Ninety-nine;
Student C: Ninety-eight, etc.
1 Grammar
Suggested
teaching time:
Your actual
teaching time:
8
minutes
Direct attention to the sentence in the speech balloon.
Read it aloud to the class. Have students study the
examples in the box.
To clarify the meaning of have, talk about classroom
objects and things (not people). Hold up a book and say
I have a book. Indicate a student and say [Steve] has two
books. Walk around the roomand say sentences to point
out different objects students have.
To demonstrate the use of have to talk about family
members, write family vocabulary on the board: sister,
brother, wife, husband, daughter, son.
Make statements about your own family; for example, I
have [one sister]. I have [two daughters].
Call on various students to use have to make a statement
about their family. You may want to write their
sentences on the board.
Option: [+5 minutes] For basic practice, do a substitution
drill with the class. For example: Teacher: I have a book.
Amanda. Student A: Amanda has a book. Teacher: Grace
and Dennis. Student B: Grace and Dennis have a book.
ActiveTeach
Multimedia Disc
Inductive Grammar Charts
2 Grammar Practice
Suggested
teaching time:
Your actual
teaching time:
24
minutes
Do the rst itemwith the class.
Have students compare their answers in pairs.
Call on individual students to read their personal
sentence to the class.
Option: [+5 minutes] For a different approach, write on the
board a fewcorrect and incorrect sentences with have.
For example:
Im have a brother.
You have two sisters.
She s has three grandchildren.
He have one son.
They haves two daughters.
Point to each sentence and ask the class Is it OK? If the
class says no, invite a student volunteer to come up to the
board and correct the sentence.
Language and culture
In spoken English, it is common to say I have no brothers
or sisters and I have no children (instead of I dont have any
brothers or sisters and I dont have any children).
ers
3 Vocabulary
Suggested
teaching time:
Your actual
teaching time:
35
minutes
Before listening: Reviewnumbers 020 (Unit 2) by
asking students to count aloud. You may want to write
M04_TN_TE_LFUN_9944_U04.indd T32 10/10/10 12:27:55 PM
76 UNIT 7
A Read and listen to a conversation about a holiday.
A: I heard theres going to be a holiday next week.
B: Thats right. The Harvest Moon Festival.
A: What kind of holiday is it?
B: Its a seasonal holiday that takes place in autumn. People
spend time with their families and eat moon cakes.
A: Well, have a great Harvest Moon Festival!
B: Thanks! Same to you!
B Rhythm and intonation Listen again and repeat.
Then practice the Conversation Model with a partner.
GOAL Wish someone a good holiday
LESSON
1
CONVERSATION MODEL
A Read and listen. Then listen again and repeat.
VOCABULARY Ways to commemorate a holiday
set off fireworks march in parades have picnics
send cards
wear costumes remember the dead wish each other well
give each other gifts
a moon cake
4:03
4:04
4:06
B Pair work Match the Vocabulary with holidays
and celebrations you know.
Everyone wears costumes on . . .

Types
of holidays
seasonal
historical
religious
4:05
pray
M07_TN_SB_L03_9876_U07.indd 76 7/22/10 3:12:50 PM
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6 Grammar
Suggested
teaching time:
Your actual
teaching time:
8
minutes
Direct attention to the Grammar box.
Call on individual students to read the questions and
answers to the class. Make sure they pronounce the
contractions correctly.
Write the following on the board:
1. is she? Shes my sister.
2. is her name? Her name is Jane.
3. are they? Theyre 16 and 17.
Point to each blank and ask What, Who, or Howold?
(1. Who, 2. What, 3. How old)
Point out that the question words and verbs, Howold is
and Howold are, cannot be contracted.
Language and culture
In English-speaking cultures, it can be rude to ask adults
their age directly.
The question How old is she? may be answered She is
twenty years old, She is twenty, or Twenty; all are correct
answers.
In rapid speech (but not in writing), the adjective old and
the verb be are often contracted when used with nouns
and proper nouns in the question How old is . . . ?; for
example, How olds your sister? In writing, use the full form.
ts
ActiveTeach
Multimedia Disc
Inductive Grammar Charts
7 Grammar practice
Suggested
teaching time:
Your actual
teaching time:
35
minutes
Model the rst itemfor the class.
To review, call on individual students to read the
questions aloud.
NOW YOU CAN Talk about your family
1 Conversation model
Suggested
teaching time:
Your actual
teaching time:
34
minutes
This conversation strategy is implicit in the model:
Use Really? to showinterest or mild surprise.
After students listenandread, ask Howoldis his brother?
(Twenty.) Howoldare his sisters? (Eighteenandtwenty-two.)
2 Rhythm and intonation
Suggested
teaching time:
Your actual
teaching time:
23
minutes
Have students repeat each line chorally. Make sure
students:
use slightly rising intonation for one brother and falling
intonation for and two sisters.
use falling intonation for Howold is your brother?
use rising intonation for Really? and And your sisters?
use rising intonation for Eighteen and falling intonation
for twenty-two.
3 Pair work
Suggested
teaching time:
Your actual
teaching time:
710
minutes
Dont stop! Extend the conversation. Prepare students
to continue the conversation by reviewing the questions
in the box with them. Model each question in the box
and have students repeat chorally.
To practice the questions, ask various students Whats
your fathers name? or Whats his occupation? or Tell me
about your grandparents. Have students answer with
their personal information.
Model the conversation with a more condent student.
Play Role B so that you can model how to extend the
conversation using additional questions fromthe Dont
stop! box. For example:
S: I have one brother.
T: Really? Howold is your brother?
S: Hes 24.
T: Whats his name?
S: Jerry.
T: Whats his occupation?
S: Hes an engineer.
T: Really? Is he an engineer here?
S: No. He isnt. Hes in Sydney, Australia.
Be sure to reinforce the conversation strategy listed
with the Conversation Model. Encourage students to say
Really? with genuine interest.
To provide feedback on student conversations, move
around the roomand listen in. Make sure each student
asks at least one additional question fromthe Dont
stop! box. Have students make a checkmark () next to
the question(s) they use.
FYI: Students can use real or imaginary information about
their family.
ActiveTeach
Multimedia Disc
Conversation Pair Work Cards
4 Change partners
Suggested
teaching time:
Your actual
teaching time:
5
minutes
Have pairs of students volunteer to present their
conversation to the class. After the conversation, ask the
class comprehension questions, such as Howold is [her
sister]? Whats [her] occupation? Whats [her] name?
Workbook: Exercises 912
Copy & Go: Activity 12
M04_TN_TE_LFUN_9944_U04.indd T33 10/10/10 12:28:03 PM
33
6 GRAMMAR Be: questions with How old
1 CONVERSATION MODEL Read and listen.
A: I have one brother and two sisters.
B: Really? How old is your brother?
A: Twenty.
B: And your sisters?
A: Eighteen and twenty-two.
2 RHYTHM AND INTONATION Listen again
and repeat. Then practice the Conversation
Model with a partner.
3 PAIR WORK Personalize the conversation.
Talk about your own family. Then
change roles.
A: I have .
B: Really? How old ?
A: .
B: And your ?
A: .
Dont stop! Ask more questions.
Tell me about your [mother].
And your [father]?
How about your [grandparents]?
Whats his / her name?
What are their names?
Whats his / her occupation?
What are their occupations?
4 CHANGE PARTNERS
Personalize the conversation again.
NOW YOU CAN Talk about your family
7 GRAMMAR PRACTICE Complete the questions. Use How old is or How old are.
he? Hes nineteen years old.
How old is she? Shes thirty-three.
your sister? Shes twenty.
How old are
they? Theyre twenty-nine.
your parents? Theyre fifty and fifty-two.
1 your sister?
2 Matts parents?
3 your grandfather?
4 Helens husband?
5 her children?
6 his son?
2:12
2:13
How old are you?
Im three.
How old is How old is
How old are How old are
How old is How old is
M04_TN_TE_LFUN_9944_U04.indd 33 10/10/10 12:28:08 PM
76 UNIT 7
A Read and listen to a conversation about a holiday.
A: I heard theres going to be a holiday next week.
B: Thats right. The Harvest Moon Festival.
A: What kind of holiday is it?
B: Its a seasonal holiday that takes place in autumn. People
spend time with their families and eat moon cakes.
A: Well, have a great Harvest Moon Festival!
B: Thanks! Same to you!
B Rhythm and intonation Listen again and repeat.
Then practice the Conversation Model with a partner.
GOAL Wish someone a good holiday
LESSON
1
CONVERSATION MODEL
A Read and listen. Then listen again and repeat.
VOCABULARY Ways to commemorate a holiday
set off fireworks march in parades have picnics
send cards
wear costumes remember the dead wish each other well
give each other gifts
a moon cake
4:03
4:04
4:06
B Pair work Match the Vocabulary with holidays
and celebrations you know.
Everyone wears costumes on . . .

Types
of holidays
seasonal
historical
religious
4:05
pray
M07_TN_SB_L03_9876_U07.indd 76 7/22/10 3:12:50 PM
Extension
Who Are They ?
This is Jackie Chan.
Mr. Chan is an actor and a
singer from Hong Kong.
His wife is Joan Lin. She is
an actress from Taiwan. Her
Chinese name is Lin Feng-Jiao.
They have a son, JC Chan. He's
an actor and a singer, too.
This is Gael Garca Bernal, on the left,
with his good friend, Diego Luna, on the
right. Mr. Garca Bernal is a famous actor
from Mexico. His parents, Patricia Bernal
and Jos ngel Garca, are actors, too. He
has one sister and two brothers. Mr. Luna
is also an actor. Many people think they are
both very handsome.
This is Abigail Breslin. Shes an actress
from the United States. Shes very young,
and shes a movie star, too. She has two
brothers, Ryan and Spencer. Spencer is also
an actor. Miss Breslin lives with her parents,
Michael and Kim Breslin, in New York. Her
grandparents, Catherine and Lynn Blecker,
say shes very cute in her movies.
34 UNIT 4
Relatives name Relationship Age Occupation Description
Doug brother 14 student Hes very tall.
1 READING Read about some famous actors and their families and friends.
GRAMMAR BOOSTER
Extra practice p. 139
2 READING COMPREHENSION Read about the people again. Complete the sentences.

Doug is Lauras brother.

Hes 14. . . .
Relatives name Relationship Age Occupation Description
4 GROUP WORK Now tell your classmates about
your partners family.
2:14
ActiveBook Self-Study Disc
grammar vocabulary listening
reading speaking pronunciation
More Practice
1 Jackie Chan is JC Chans .
2 is Lin Feng-Jiaos husband.
3 Abigail Breslins is an actor.
4 Miss Breslin is Lynn Bleckers .
5 Gael Garca Bernal is Diego
Lunas .
6 Patricia Bernal, Jos ngel Garca, and
Diego Luna are .
3 PAIR WORK Interview your partner. Complete the notepad with
information about your partners family.
On your ActiveBook Self-Study Disc:
Extra Reading Comprehension Questions
2:15/2:16 2:15/2:16
Top Notch Pop
Tell Me All About It Lyrics p. 149
father
Jackie Chan
brother
granddaughter
friend
actors / from Mexico
M04_TN_TE_LFUN_9944_U04.indd 34 10/10/10 12:28:09 PM
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Extension
2 Reading comprehension
Suggested
teaching time:
Your actual
teaching time:
34
minutes
To reviewthe answers, call on individual students to
read the sentences. Make necessary corrections.
ActiveTeach
Multimedia Disc
Extra Reading Comprehension Questions
3 Pair work
Suggested
teaching time:
Your actual
teaching time:
57
minutes
Have students look at the notepad. Point to each column
and ask What are the questions? Students can say Tell me
about your family and ask:
Whats his / her name?
Howold is he / she?
Whats his / her occupation?
And howabout . . .?
Write the questions on the board.
Model the activity with a more condent student. Copy
the notepad categories on the board and ask the student
questions about his or her family. Complete the notepad
on the board with information about the students
family.
Write clarifying questions on the board to help students
communicate with their partners. For example:
How do you spell that?
What?
Is she / he your . . . ?
4 Group work
Suggested
teaching time:
Your actual
teaching time:
35
minutes
Have students work in groups of three or four.
Have students take turns describing their partners
family to the group. Encourage students to use their
notes.
Option: [+5 minutes] As an alternative, have students write
six to eight sentences about their partners family using
their notes from their interview.
1 Reading
Suggested
teaching time:
Your actual
teaching time:
912
minutes
Pre-reading: To practice scanning, ask students to read
the text quickly and underline the occupations of Gael
Garca Bernal, Diego Luna, Abigail Breslin, and Jackie
Chan. (All are actors.)
Then have students read the text silently.
On the board, write Mr. Bernal, Mr. Luna, Ms. Breslin,
and Mr. Chan.
Pronounce each of the names and have students repeat.
Then have students read the descriptions again. To
check comprehension, ask the following questions.
Encourage students to nd and read the answers from
the text:
Who is fromthe United States? (Ms. Breslin.)
Who is fromHong Kong? (Mr. Chan.)
Who has two brothers? (Mr. Bernal and Ms. Breslin.)
Who has a son? (Mr. Chan.)
Who is very young? (Ms. Breslin.)
Who is handsome? (Mr. Bernal and Mr. Luna.)
Who is very cute? (Ms. Breslin.)
Ask students to identify each person:
His wife is an actress. (Mr. Chan.)
His parents are actors. (Mr. Bernal.)
Her brother is an actor. (Ms. Breslin.)
Option: [+5 minutes] To use the reading for pronunciation
practice, play the audio for the description of Abigail
Breslin as students read. Pause after each sentence and
have students repeat, imitating the pronunciation and
intonation.
Option: [+1015 minutes] To turn this reading into a
listening activity, drawthe following graphic organizer on
the board (without the answers) or print out the graphic
organizer fromthe ActiveTeach Multimedia Disc. First
listening: Have students listen for and write down the
countries people are from with books closed. Help with
any spelling questions. Second listening: Have students
listen for and write down the occupation and family of
each person. Then have students read the text to conrm
their answers.
Country Occupation Family
Jackie Chan Hong Kong
/ China
actor and
singer
wife, 1 son
Abigail Breslin United
States
actor parents,
2 brothers
Gael Garca
Bernal
Mexico actor parents,
1 sister,
2 brothers
Language and culture
Abigail Breslins grandfathers name is Lynn. It is a
name for both women and men.
ActiveTeach
Multimedia Disc
Graphic organizers
Learning Strategies
T34
M04_TN_TE_LFUN_9944_U04.indd T34 10/10/10 12:28:10 PM
76 UNIT 7
A Read and listen to a conversation about a holiday.
A: I heard theres going to be a holiday next week.
B: Thats right. The Harvest Moon Festival.
A: What kind of holiday is it?
B: Its a seasonal holiday that takes place in autumn. People
spend time with their families and eat moon cakes.
A: Well, have a great Harvest Moon Festival!
B: Thanks! Same to you!
B Rhythm and intonation Listen again and repeat.
Then practice the Conversation Model with a partner.
GOAL Wish someone a good holiday
LESSON
1
CONVERSATION MODEL
A Read and listen. Then listen again and repeat.
VOCABULARY Ways to commemorate a holiday
set off fireworks march in parades have picnics
send cards
wear costumes remember the dead wish each other well
give each other gifts
a moon cake
4:03
4:04
4:06
B Pair work Match the Vocabulary with holidays
and celebrations you know.
Everyone wears costumes on . . .

Types
of holidays
seasonal
historical
religious
4:05
pray
M07_TN_SB_L03_9876_U07.indd 76 7/22/10 3:12:50 PM
Review
T35
Before the rst activity, give students a fewminutes
of silent time to explore the photographs and become
familiar with them.
Pair work 1
Suggested
teaching time:
Your actual
teaching time:
710
minutes
Say the names of each person in the photographs and
have students repeat.
Have two students read the conversation aloud. Ask
Whos Meg? Have thempoint to the picture of Meg.
Move around the roomto listen in and make sure
students are forming questions correctly.
A: Whos Pia? B: Shes Amy and Mikes daughter. A: Is Pia
old? B: No, she isnt. A: How old is she? B: Shes about 3
or 4. A: Is Pia Eddies sister? B: Yes, she is. A: Is Pia Beths
daughter? B: No, she isnt. Shes Beths granddaughter.
A: Is Pia handsome? B: No, she isnt. Shes cute.
Possible responses . . .
Pair work 2
Suggested
teaching time:
Your actual
teaching time:
57
minutes
Have students point to Mike in the picture. Read the
example to the class.
Point to two other people in the pictures and call on
students to make sentences with has or have.
Option: [+57 minutes] As an alternative, have students
work together to write statements instead of making them
orally.
Option: [+5 minutes] For a different approach, formgroups
of three and have students play a guessing game. Student
A describes a person in one of the pictures. Students B and
C try to identify the person. Then students switch roles.
Herb is a grandfather. / His wife is Meg. / He has a
daughter. / Her name is Sue. / Herb has two grandchildren. /
Their names are Dora and Carter. / His grandchildren are
very cute.
Possible responses . . .
Description
Suggested
teaching time:
Your actual
teaching time:
5
minutes
Reviewthe adjectives students have learned in this unit.
Students can do this activity in pairs as a speaking
activity or individually as a writing activity.
Shes pretty. / Hes handsome. / Shes cute. / Hes tall. /
Shes short. / Hes old. / Theyre old. / Theyre good-
looking. / Shes young. / Hes [16]. / Shes [76].
Possible responses . . .
Option: [+5 minutes] Have students compete in teams of
three to write as many sentences as possible about one
person in the photos. Set a ve-minute time limit. Then
have teams take turns reading sentences fromtheir list
aloud to the class. Every correct sentence gets a point.
Writing
Suggested
teaching time:
Your actual
teaching time:
810
minutes
Have students work individually to write their sentences.
In pairs have students read their sentences aloud to a
partner and make any necessary corrections before
submitting their writing to you.
My grandparents are old. They are 82. Theyre from Chicago.
Their names are Jim and Sara Parker. My parents are
doctors. My mothers name is Sandra Allen. My fathers
name is Jules Parker. My mother is very short. My father is
very tall. My mother is from New York. I have two brothers.
They are 20 and 17 years old. Their names are Jules and
Jimmy. They are students.
Possible responses . . .
ActiveTeach
Multimedia Disc
Writing Process Worksheets
Option: [+5 minutes] For a different approach, organize a
student dictation. In groups of three, have students take
turns saying two statements about their families. Other
students write what they hear.
Option: Oral progress check
Use the illustration on page 35.
Test listening comprehension: Say Point to the
correct person; for example, say I amBeth. She is my
daughter. (Student points to Amy.) Say They are my
grandchildren. (Student points to Eddie and Pia.)
Say He is my husband. (Student points to Sam.)
Test speaking: Point at one of the photos. Say Tell me
about the family.
Evaluate students on intelligibility, uency, correct use
of target grammar, and appropriate use of vocabulary.
ActiveTeach
Multimedia Disc
Oral Progress Assessment Charts
Option: GRAMMAR BOOSTER (+20 minutes)
Complete Assessment Package
Weblinks for Teachers: pearsonlongman.com/topnotch/
And on your ActiveTeach Multimedia Disc:
Top Notch Pop Song Activities
Top Notch TV Video Program and Activity Worksheets
Supplementary Pronunciation Lessons
Audioscripts
Unit Study Guides
M04_TN_TE_LFUN_9944_U04.indd T35 10/10/10 12:28:16 PM
Mike
Eddie
Amy
Pia
Beth
Sam
Meg
Sue
Chuck
Dora
Carter
Herb
Review
di di i di di di di di di ddddieeeeeeee

35
PAIR WORK
1 Ask and answer questions about the
people. For example:
A: Whos Meg?
B: Shes Sues mother.
A: Is Dora Megs daughter?
B: No, shes not.
2 Take turns making statements about
the family relationships. For example:
Mike has two children. Pia is
his daughter.
DESCRIPTION Choose a photo.
Use adjectives to describe the people
in the family. For example:
Pia is very cute.
WRITING Write ten sentences to
describe the people in your family.
For example:
NOW I CAN
Identify people in my family.
Describe my relatives.
Talk about my family.
My grandparents are very good-looking.
M04_TN_TE_LFUN_9944_U04.indd 35 10/10/10 12:28:20 PM