area Vv 19:02 eer Good memories J sxarsuor By the end of Cyee I students will be able to use astionse questions wth did and was/ware fo ask People about ther past By the end of Cycle 2, dents wil be able to discuss their childhoods using wsed to. Learning Objective discuss social networking + Books closed, Induce the topic of mosting peoples Ask: "Do people use the Intemet to make new fiends in your country? What do you think about social networking? What do you think about online friends?” Books open. Ss look a two examples of line profiles oftwo neighbors. Ask: “What kind of information did these people include?” (Answer: basic information like location, hometown, work, likes and interests, and contact information) + Option: Ss work in pairs Stadent”A roads the information onthe lf, ad Student Breads the information onthe right. Then partners exchange information about the people CONVERSATION ‘Ss workin pls or groups to discus the questions. ‘Go around the class and give help as needed necessary, review the structutes“they bath. and “so dos (s)he: Option: The third task, erating an online profile, ‘could be assigned as homework or turned into a project, ‘Ss compare their profiles with classmates. They discuss what they have in commen. Learning Objective: use the simple past in a conversation between two people meeting forthe © Aep1, Tack 1 TIP To help focus Ss attention on the picture rather tha the text, ask them to bring asa index card) to class. Ss smal card (such nse the can over the text. Ss cover the text with a card and look atthe picture ‘Ask them to guess some information (eg, “Where ae thse people? What ae they doing? What has just happened? Do they know exch other), Don't sive the answers yet Pay the audio program. Ss listen and check their predictions, (Answer: Two strangers were skating in the park and crashed into cach other) ‘Atk Ssto lsen for thse facts about Nico’ background. Play the audio program again. Ss listen and take notes + Check Ss" answers. (Answers: He's fiom Argentina. He was bom and grew up there. His family moved ten years ago, when he was in middle school.) + Point out how Nico gives addtional information (eg Yes, Fam... Tas bom 7.7, Yes, did, but they will practice this. Play the audio program again Ss iste and read silently. Go over any vocabulary that they find difficult 90 ). Tell Ss no \ ‘Ss practice the conversation in pairs. Go round the ‘lass and encourage Ss tobe enthusiastic and to have fun For more practice exchanging personal information, try Say It with Feeling! — downoad i from the website. Ss use gestures and emotions here, such 2s surprise when bumping into each other, hand sestues when saying "Her in the park" and a handshake when introducing thmselves. TIP time isan issve, ask only one or two paits to act. © Blco1, track 2} Read the instructions and the question. Tells not to worry about understanding every word, Then play the rest ofthe audio program. Ss listen to find the (ote: Beeause Interchange Fih Eition Student's Book 2 contains longer listening mate Students Book I, the audio scripts appear at the back ofthis Teacher's Eton ) ais than oT168, See p Isabel works in a hospital She’ a computer Q Good memories3 | GRAMMAR FOCU: Learning Objective: use was/were and did to ask and answer questions © (cd 1, track 3} Past tense questions + Books close Write these questions on the board. ‘Ask Ss to complete them: 1. Where 2. When Focus Ss atertion on the Grammar Focus box. Then akthem to check their answers Ask: “What isthe difernce between the lft and right columns?" (Answer: Left columa contins you born? questions with be; right column containe questions with did) Point out that we say “tobe born” (not “to bom") and “to die” (not “io be died”), Elie the rule forthe two types of questions: ‘Tobe: Wh- + wastwere + subject+(1est? Other verbs: Wh. + did + subject + verb-+ (est)? Books open. Focus Ss atlenton on the Grammar Focus box. Play the audio program to present the ‘questions and statements Option: Play the clas intotwo wud program again, Divide wpe: One group repeats the ‘questions, andthe other repeats the responses. For ditional practice, Ss swith role. A + Rea the instructions and model the tsk withthe first question, Ss complete the exercise individually and then go over answers in pir. you move to Los Angeles? + Elicit $s" reyponses to check answers Your English is very begin to study English? heganistared in middle school ‘What did you thik of English class at Fst? [though it was a bie diet, bat ‘Where were you born? [is bor in Meni, Did you grow up then? No.1 didn’t. I grow up in Canada, ‘Where did you meet your hes rind? ‘We mee in high schoo Do you sill ee each other? but not very offen. She moved to South Korsa to years a, Did you have favorite teacher when you were a child? Yes, I di. I had a very good teacher named Me Poster What did he teach? He taught math + Ss practice the conversations in pairs. Then they switch roles and practice again For another way to practic this conversion, try © Look Uip and Speak! ~ download it rom the website. B Pair work ‘+ Read th instructions, Model the task with one orto Ss by asking thom these questions in part A: "Where were you born? Did you grow up there” + Ss. workin pairs to take tums asking the questions and responding with their own information, + Goaround the class and give help as needed. Note any common grammatical problems. Ar pits finish, go over the erors you noticed, a ISTENING Leaming Objective: listen for details in interviews with immigrants © Alcv1, Track 4} + Asa topic wam-ap, ask Ss questions about immigrants (eg, "Are there many immigrants where you live? Where are they from? What do yeu think they miss? What do you think they find dificult?” + Sette scene, Ss are going to hear interviews with ‘to immigrants. Play the audi program. Se listen to find out why they movedito the U.S.A. (Answer: 1, Enrique: to study business; Jessica: to goto high school and improve her English See page T-168 90 © Bic 1, Track 5} + Preset the questions in the chart, Point out that Ss need to write only Key words and phrases, not ll sentences Ply the endo program again. Se ten fd complete he chart. Afters compare answer in pi, check answers by Enrique Jessica 1. not spending time the school system with family food family and the sic C Group work + Divide Ss into groups so they ean answer the ‘question orally. Have one S fiom each group present the answers tothe clas, m0 QElsreaxinc Learning Objective: discuss past exper using questions with was'were and did; ak follow-up questions; give additional information A Pair work ‘+ Have Ss silemly read the instractons and questions Then let them choose six questions to ask a classmate + Model the task witha S S: Hello. Pm TT. Nice to mect you, oo, So, where were your grandparents born? ‘S: My grandfather was born in Brazil but my Nice to mest yo grandmother was bom in Colombia + Ss work in pairs, preferably with a partner they don't know very well Remind Ss to ask fllow-up questions and give aition expressions box. information, Point out the usefl + While Ss ar interviewing each othe, go around the class and givehelp as needed. WORD POWER For a new way to practice exchanging personal @ information, try the Onion Ring ~ download it from the website, B Group work + Read the instrctons andthe example sentence. Have Ss form groups. + Haves take tums telling the group three interesting things they lar ad about their part answering any questions. + Option: Ss introduce their parmer from part Ato the class eke a Sce the Supplementary Resources chart at the hs and student activities related to this Cycle, ginning of this unit for additional teaching mal Learning Objective: use vocabulary for discussing childhood memories A + Read the instructions an focus S* ‘word map. Then ask Ss to look a the vocabulary list, and help them with the fst word. Ask: “Is beach an example ofa pet, hobby, place, oF possession?” (Answer: place) vention om the Ss complete the word map individually, Remind them to add two more words to each eategory. Let them use ther dicionaries they want + lict answers rom the lass. Write additional words ‘on the boar and encourage Ss to add them to their ‘own maps, Explain the meaning and pronunciation of any new vocabulary Pets Hobbies cat collect comic books fish play video games ture watch cartoons Places Possessions armanement park stickers beach teddy bear 20 BO B Pair work + Go over the tak and the example conversation 1+ Model the task with one or a0 8. + After choose three wonds from the wor! map, have them form pairs and take turns talking about some oftheir childhood memories. Go around the class and give help as nseded. + Option: I possible, have Ss bring photos or ‘mementos from thee childhood to share withthe class For more practice with childhood vocabulary and past tense verbs, play the Chain Game itffom the website. Stat like this dovnload Sl: Many year ago, collected comic books, 52: Many year ago, SI collected comic books and 1 had aca Good memoriesnee Vv PERSPECTIVES Learning Objectives: discuss childhood habits; identify Books open, Explain the task. Ss silently read the used to in context stafoments and eheck (7) those that are ruc for them, Go around the class and give help as needed. re Explain any new vocabulary. nae iin goes Oncol Play the audio program, Ss listen and ase thei hand ‘very time they hear a statement that struc about oes them. Find out which changes are most commen in When Iwas a kid, I never used to play sports, but now the lives. Tike to keep ft Option: Have Ss study some ofthe verbs an thee + Explain that used to refers to something that you collocations (eg kee fi, follow polities, car abaut regularly cin the past but donot do anymore. appearance). + Elicit examples of activites that Ss regulary did in ‘the pas but don’t do anymore (eg be afta of the B Pair work dark, tal in clas, play with dolls. + Road the instrstions and the example sentences. Ss workin pairs to discuss the changes. Point out that there ate no right or wrong answers 8 | GRAMMAR FOCUS Learning Objective: form questions, statements, A negatives, and short answers with used to + Read the instructions and model the task with © (coi, ma the fist question, Have Ss complete the exercise individually and then go over answers in pairs. Focus Ss" attention on the statement in the Pence rin, Check ty wnctad th Sn sng of cl a lal pleco td a Did 0.0, use to; used to refers to an activity that takes place over an extended Did-1 | use tor didn't use to; used to period of time. We ean’ say, “I sed to go tothe a ‘ise ‘movies last Saturday.” Have Ss find some examples in the Perspectives section of afimative statements with used to (Answers: 2, 6 7), and negative statements with To encourage Ss to use English a they work in eis (Gerretse rented ernie pairs, bave thers lok atthe Classroom Language for forming affirmative and negative structures with ‘0 page v. If possible, write the phrases o es posters and display them onthe classroom walls Airmative: subject +used to + verb + (st) Tusedto be (oeat and B organized + Explain the task, Ss first work individually to write four Negative: subjoot +didn't+ use to + verb + (ret) sentences about themselves with used to, Then Se 1 didn't useto collect workin pairs, taking turns reading their sentences to Point out that while never is used in negative seach othe. statements, it follows the rule forthe affirmative + Encourage pairs to correct each other's sentences structure 1c needed. Tell Ss they will practice their sentences subject + never + usod to + verb + (est) again in Exenise 9, part B. ieee + Option: Read some sentences written by Ss. Ask the Play the audio program, Ss listen and silently read the a Ree area eae ‘Grammar Focus box. Then point out how questions B ‘or more practice with new vocabulary and used to, are farmed (Gi + wel), abd cit examples fn play Mime ~ download it from the website. Ss at out the cle. Stlements fam the Perspectives section or makeup ther own. 20 0 Qol PRONUNCIATION Learning Objective: sound more natural when pronouncing used to and use to © Aten, tracks} + Play he aio program. Pint out the reduction acer alee reel teria tee pronunciation fused and we ts the same ToC sound ike “uh.” + Pray a n. This time, have Ss e audio program a at each sentence wing the reduced pronunciation of used to, B Pair work + Explain the task, Focus $5" attention onthoit sentences from Exercise 8B. Ss work in pairs, taking tums reading the sentences and paying close attention tothe pronunciation of used to, Have them work witha diferent partner from the one they had in Exercise 88, + Go around the class and listen $3 ro If they are having any difficulty, medel the comet reduced sounds again, + Option: For more practice, have Ss pronounce the statements fom Exercise 7 tw SPEAKING Learning Objective: discuss childhood memories A Pair work + Explain the tsk. Se write thr ‘rin parson his intial ask + Ps take tums asking and answering the questions I'S fel a question is too personal, ell them to make ‘up an answer oro say “I'm sony, but I'd rather not answer that.” semore questions task each other. Tell them that they may work individually B Class activity + Ss take tums ling the cass ro intresting things they learned about thee partner For more speaking practice, play Just One Minute download it fom the website [Iwertnc Leaming Objective: write a paragraph about childhood with used 10 (Note: Waiting excrises can be done in class or assigned as homework.) A Have Ss silently cad the example paragraph, Elicit some topics that Ss may wish to include in their ‘own paragraphs. family, houses, ames, and hobbies). Writs the topics onthe board + Tol the cass to use their questions, note, and ideas from Exercise 10 as addtional topies(¢, sports vacations). Add these tothe list on the boat + Explain the task. Ss write a raf paragraph abou their childhood. Encourage them to start by brainstorming ideas for each topic they choose to include, Then they should use that information to write a first drt. + While Ss are writing ther fist daft, go around the class and give individual feedback on the content and organization of cach one's draft Alternatively have them work in pairs to give each other comments ‘on what is good and what could be improved. H Se revise thei paragraphs in class or as homework. For another way to help Ss plan ther paragraphs, ry {© Mind Mapping - download it fom the website B Group work + Read te instuetions. Ss take rus wading their paragraph in groups and answering any questions. Ss lk about what they have in common + Option: Coie he paragraphs and give Ss writen comments. You could also post thir paragraphs on wall or bltin board for thers to ead + Option: Tur thie into a photos of their childhood, write poems or so find out what elie happen fl INTERCHANGE 1 See page F114 for ching notes. 90 Good memoriesnee Vv 13 | READING Learning Objectives: scan a biographical article for key facts; identify meaning from context + Books closed Ask Ss o work in pars to brinstorm what they know about the artist Frida Kahlo BT help activate Ss’ schema, play Prediction Bingo — download it from the webs Books open. Focus Ss attention on the ttle ofthe reading. Ask: “What do you think life in paintings means?” (Possible answer: Her paintings tell her lites story.) Ss can he text quickly, ignoring words they don’t know. They should simply look forthe answers to the ‘questions, (Answers: Kahlo was from Mexico, She was involved in a bus accident when she was i ‘She married Mexican painter Diego Rivera) TIP, ‘To encourage Ss to read quickly and focus onthe task, give them a time limit. ‘Se read the article individually Tell them not to use their dictionaries, Instead, encourage them to circle ‘or highlight any words they can guess fom the context ofthe article, [Explain the tsk. Ss find cach won! inthe text and ‘guess its meaning from contest, Go over answers swith the class. I.a.courage 4d. cast 2 f imgedy 3c. destiny 6.6. injury + Blicit or explain any new vocabulary Vocabulary illness a disease or sickness take up: start to do body cast: hard protector for the whole body afer you break many bones ott: panting an atst makes of hnwhersel achievement success eyebrow: the snp of hair growing above a person's eye a + Explain the task and Ss work individually to answer the question. Go around the lass ad give help + Check answers as lass 1. She played soccer and took up boxing. (She exersed) 2. She started punting to entertain herself during her ies. cause she was often alone and she knew rset very well Kahlo compared her marriage tothe bus accident, ‘She couldnt have children because of the bus fccident and her bad health ‘She wore traitionsl Mexican clothes and had ‘8 taditional headed hairstyle, She had thick eyebrows + Option: Have Ss write time line of Frid’ fe From the information given. (Possible answer: She was bom in 1907, had polio in 1913, hada accident in 1925, got maried in 1929, she died in 1954), DGroup work + Ss diseuss Frida life, Encourage Ss to ask follow-up Questions + Option: Ask Ss o think about othe artists who a ‘considered different from what society expects For more practice with pas tense questions, play ‘Twenty Questions - download it fram the website Have Ss use famous people to play the game eet Kalo did sports that mos girs didn't do, She had a career asa painter despite he illness. She didn't remove hai fom her face like other women di See the Supplementary Resources chat a th beginning ofthis unit for additional teaching materials and student activities related to this Cycle,nee Life in the city fl worp rower students discuss city life. By the end of Cycle 1, students will beable to discus city issues and public services using expressions of quantity and compound nouns. By the end of Cycle 2 students wil be able to ask indirect questions Learning Objective: use compound nouns to discuss transportation + Option: To introduce the topic oF his eyele (transportation and other pubic services inact), ask: “How many hours do you spend traveling cach day? How do you get around the city? Do you ever get stuck in waflic? What do you do to stay calm? + Ask Ss: “What do we calla police officer who isa ‘man? What do we cll the car he drives? What do we call his dog?” (Answers a policeman, a police ca, a police d ‘Wit these words on tho board and explain that they are compound nouns, oF nouns that eonsst of two oF ‘more words. Poin out that some compound nouns are writen as one word and others are writen as two separate wor Use the example answer to model the task. Help Ss make a compound noun using the first word in column A (bicyel)-Point out that more than onc combination is sometimes possible, ‘Ss work individually or in pairs to complete the tsk before looking in a dictionary + Bliit answers and ask Ss to write them on the boa. bieyele:biyele lane, bicyele stand bus: bus lane, bus station, bus stop, bus sytem srcen: green space parking: parking garage, parking space Feeyeling:recyeling centr, ecyeling system stret stostligh subsvay: subway station, subway'stop, subway. system taxis tox lane, tx stand trafic: afi jam, wai ight tenn: trun sation, train stop, tain system TIP Encourage Ss to keep a voeabulary notebook. B Pair work + Ss workin pais to discuss which things in part A can be found where thy live. Go around the clas and sive help as needed. TP Tohelp Ss remember the new vocabulary, make a vocabulary box. Ask them to write the new words tn slips of paper and put the slip into a shocbox ‘or containee Review 3 few of these words during cach class, Write «check (7) on the slip i Se are able to recall the word. When a slip bas three checkmarks, remove it fom the bo To review the new vocabulary, play Picture It download it fom the website aA PERSPECTIVES Learning Objective: demtify expressions of quantity © Alcv1, Track 9] + Books closed. Write these questions onthe board A. Which speaker says the biggest problem is parking? B. Which speaker says the streets are dark and dangerous? C. Which speaker says there is too much pollution? + Play the audio program. Ss listen and decide which speaker made cach statement, (Answers: A. 3B. 2) + Books open. Have Ss lok atthe comments made by cach speaker and match each opinion tothe correct pictur. (Answers: 1.¢,2.a,3.b) 20 BO + Explain tattoo mach means “more than we wank.” Ask: “Which things do the speakers think dere ste too much of” (Answer: pollution, cars) Then ask “What things do the speakers think there are not ‘enough of?” (Answers: police officers, parking) For another way to teach this Perspectives, ry {© Running Dictation ~ download it fom the website. B Pair work + Explain the task, Ss workin pirs to decide onthe biggest problem, Then cict answers fom the clas, + Option: Prepare some pictures about city issues to bring to class. Ask Ssto identify the problem and suggest» possible solution Q Life inthe citynee i GRAMMAR FOCUS Leaming Objective: use expressions of quantity wit ‘count and noncouat nouns © (01, Tack 19 ‘Counv/noncount nouns Elicit or exphin the differences between count an CCoant nouns have a plural form — usually with -s ‘because they ave considered separate and countable things (eg, ca, 10 car). [Noncount nounsdo not havea plural form because they are impossible o separate and count (eg. ‘nai, but not ane trafic, two trafic) + Draw two columns onthe board with he headings ‘Count nouns and Noneourt nouns, Ask Ss find ‘examples ofeach in the Perspectives section, Then clict answers and write them on the board. For more practice with count and noncount nouns, play Run fort — downloud i from the website Prepare alist of sentences with missing nouns. Thea ‘write each missing noun ona sign and pod the signs ‘on the classroom walls, Too much/many; less/fewer + Write this onthe board Count nouns: there are + too many/few, fewer Noncount nouns; there is + to muchilttle, less COpiion: Do aquick substitution rill, Ask Ss 10 use information bout ther city T Sevatights Sl: Thee are too few streetlights. Pollution 'S2: There is too mach pllation + Point out the first two sentences in the Grammar Focus box. Elicit sentences that mean the same: There are too many cars, (Answer; There should be fewer cars) ‘Theres 10 mach pollution. (Answer: There should be less pollution + Option: Ask Ss to change the other Sentences so that they mean the same More((not) enough + Ss reid the moreno) enough examples inthe Grammar Focus box, Answer any questions they have. + Play the audio program to prosent the information A + Road the instuctions and model the task withthe first two sentences, Ss work individually and then ‘compare answers in pairs, Elicit answers aes ‘We need more public schools There ae oo many accident. ‘There aren't enoughiion few public parks, There is too much noise ll the time There isnt enoughtoo litle recyling in our iy ‘The government should build morsless afforable housing, The city needs moreifewerbieyele lanes There aren't enoughitoa few free Wi-Fi botspots, B Pair work + Road the instructions and elit some answers for the first iter, Ss work in pairs to write sentences Se will use ther sentences again in Exercise 6B. a ISTENING Learning Objective: listen for details in a passage about rfc problems © Alcv 1, Track 11) + Books closed Ask: “What ae some problems people ‘nommaly haven a big ety?” Elicit esponses + Secthe scene. Two neighbors are taking about some problems their city has, Play the audio program, Se listen and matk statements truco false. See page T168, Fale 2. Tre 3.False 4.Falke 5. ive 90 © B icp 1, Tack 12) + Road the instructions and deaw $s" attention to the model answer for statement 1, Play the audio Program again, Ss listen and comect statements 3 and 4 inthe char. Go over answers with the clas 1. He starts his new job tomorrow. 3. In summer, thee ae too many tourists, 4. People rid their bikes alt C Pair work + Have Ss discus possible solutions. Help students having difficulty: Ask Sst el the class about what they discussed m0 Qnee Vv iiscussion Learning Objectives: discuss services using expressions of quantiy; give reasons to support, opinions A Group work + Writ those expressions on the bos: It's terrible!not bad/OK/pretty good/excellent. I think it's better'worse than it used tobe. In my opinion, its getting bett eriworse. On the positive side... ; On the other hang, “The problem is that “Model the tas withthe frst item (rcycling system), ‘Ask Ssto think about things like quantity, quality, cos, location, frequency, comfort, and awarencs Remind Ss o use the new language from the Grammar Focus Ss discuss the other services in groups WRITING Learning Objective: write an online complaint post Ask; “Have you ever posted a complaint on social media?” If someone has, tll the others to ask that S questions + Sssilently read the example posing, Explain any new vocabulary and stylistic issues (eg. say: “The writer bins with a story and then gives suggestions.) Ss brainstorm ideas for a post. They ean work individually oi they are going to write about the same city’s tale problems, in pits or smal groups, ‘Ss use thie brainstorming ideas and nots from [Exercise 3B to write a fit drat. Go around the class and make general comments about content ‘or organization, Give individual feedback or B Group work + Read the nsttions. Then explain the ating sytem and any unknown vocabulary ‘Ss workin groups wih classmates who lve, work or 0 school in the same city or own, Go aound the class ad give help as needed. Then have groups take tums explaining their ratings to the resto the clas, ‘Optica: Take apo Ask cach group to announce bow many points they gave each service. Add up the total points se which services ar best and wort ‘encouragement as needed. Alternatively, sit in one place and encourage Ss o come to you to get help. > Group work ‘Ss work in small groups to take turns reading thei soxial media poss Option: Have 8s give each other suggestions on ‘ways to improve thir post, Then have them revise their work into a final dra. Option: Collet the posts and display ther on a wall ‘or bulletin board for others tread. Encourage Ss to Post thei ideas in an appropriate online location. PERRO ae Sce the Supplementary Resources chart a the beginning ofthis unit for additional teaching materials aun student activities related t this Cyc 7 | SNAPSHOT Leaming Objective: ask and answer comon tourist questions + Books closed. Ask Ss to brainstorm information about tourists who visi the city where Ss live. Ask; "Where are they from? Whore do they say? What places do they vist? Where do they eat” Rooks open. Ss silently read the questions in the ‘Snapshot. Go over any new vocabulary 20 BO + Ss chock (7) the questions th their city Then they brainstorm adlitional questions that visitors might ask and discuss possible answers to these questions can answer about + Haye Ss workin small groups to find answers to all the questions. Life inthe etyFA conversation Learning Objective: use indireet questions in a conversation about schedules and locations © Atcv 1, Track 13) + Books closed Writ thse focus questions on the boar Where are the restrooms? Where isthe nearest ATM? Where ean {each a bus downtown? How often do the buses run? + Ask “In what order does Rachel wan o know these things?” Then play the suo progam, Seiten and onder the question. Ect anewers. (Answers: 12,3) + Rooks open. Pay thes progam again, Ss tise forthe answers o Rachels questions. Go over anewers wit the clas. (Answers I, down he ste trom from the café {allow the signs for “Public “Transportation” 5 every 10 minutes o 30 4. inside) + Elicit or explin any new vocabulary Vocabulary ATM: astomated teller machine; a machine that ‘automatically provides cash sign: a symbol that resttoom: a public toilet ‘+ Ss practice the conversation in pairs, Ask them to act itout, standing up a if a counter. © B (CDI, Truck 14] + Play the second part ofthe audio program, Have Ss listen and cheek (¥) the information that Rachel asks for Then have Ss compare answers in pairs See page T-169 the cost ofthe bus fae; the ration of abookstore ol GRAMMAR FOCUS Learning Objectives: change Wh-questions into indirect questions ask and answer indirect questions © {cv 1, Track 15] + Write one ofthese words and phrases on nine eas ATM Doyouknow —Canyoutell me do howoften is mm they where thencarest + Ask aS to wad Rachels fit question from the board (Where isthe nearest ATM, Then ak four Ss 0 come tothe front of he cass, Give Ss the clevant cards (e.g. Where, i, the nearest, ATM), Have Ss standin order and bold the cards for theres ofthe class tose: SI: Whew S2:is St: ATM + Now focus 8s"atenton on the conversation and ask them to find her exact question (Do you know where the nearest ATM is?) Give another S the Do you ‘know card and an the Sto stand with the others to forma question like Rachel’ original oe: SS; Do you know SHATM —S2iis + Ask: “What happened tothe question?” (Answer Te word order changed) 3: the nearest Sl:where $3: the nearest peat the activity for Wh-questions with do, Ask four volurters to standin ine holding up these cans: SI:Howoften $2: do SSthey — S4:run 90 Unit 2 + Give another S the Can you tell me ead and ask the Ss o form Rachel's original question. Make sure S2 pts down thedo card or steps out of ine, + Play he aio program, Have Ss ston and va along. + Option: Forextra practive, have Ss tum the ‘questions inthe Snapshot into indirect questions. A + Read the instructions, Use the fist item wo model the tsk. Thon have Ss work individually to complete the tsk. After Ss go over their answers in pairs, elicit ‘answers ftom the clas. Answers begin with Could/Can you tll me ‘where I can rent a car? hhow much a ety tour costs? how early he sores open?” where the nearest Wi-Fi hotspot is? how mach a taxi tothe airport costs? ‘what time the post office opens? ‘where an inexpensive hotel inthis stea is? how late the nightelubs stay open? or Do you know B Pair work + Se work in pir to discuss the answers to the ‘questions they Wrote in part A m0 QI 0| PRONUNCIATION Leaming Objective: sound more natural by asing + Option: Changs the order of be ask. First Ss guess syllable stress in two-sylable words in which column cach word belongs. and thea they listen to the audio program and check their answers © Ajcn1, track 16) + Affer $s compare answers in pais, elicit answers from + Point outa the bubbles over the words show the the class difszeat srs pater in wo-syllable words. The ES Tnrgr bubble means that syllabi asthe main tes = + Play the audio program, Ss listen and practice ee ce © Bicp1, track 17] Sere Irovide ‘+ Model the ask with the est word. Have Ss write taxis hotel buses in the frst column, ————————— «Have Sc ten tha For more practice with syllable stress, play TheTae> Have Ss listen to the audio program and wit Sa ene teal oe dosloed it fom the website. + Option: To prepare Ss fr the next activity have them find the syllable pater fr these word: city, people, local, musi. (Answer ll belog inthe fist column.) fIsreakinc Leaming Objective discuss one's city or town using ae B Pair work eee ‘+ Model the task with afew Ss, Write these useful A ‘expressions on the board: ‘+ Explin he tk, $e ind au how much hey know Let me think about their cy or town by asking and anowering That's an easy/a difficult ques ars Tow this one. Guestions abot Somy. I have no idea, + Ask Ssto giveyou the indirect question for each iret qucstion inthe char. Then have Ss write the Tm not sure, but I think question inthe chart. Check answers by asking + Have Ss complete the askin pars. Remind 8510 give individual Ss to ead their questions akin information when possible en ae ae eer sed goodness as oes on ony ican Ancwers begin wi th pa is, go ove ence wih the Could Can you tell me°.°. or Do you know kere the best reat ty? 2.11 what ee best way to see the ity is? 3 ‘how late the buses run’? Say 7-75 hw mh pop pina estan? + Bliitanowers fom the lass, Who knows the most 5. CG. whata good resturant ty the eal about thee iy? Taodis? : + Option: 8 work in pars oak questions about e-itinighee tiaihet ecient eee places their partner has visited on vacation, Ss can tt where Leaner Ine muse?’ ____ tye te qustons fram Exes 1 other own 7 ideas. ‘To make sure you include everyone, write each S's For a new way to practice indirect questions, try tmacea.aipot pee Pu ic lgs ina ple ca 1 Question Exchange ~ download it fom the website your desk. After asking a Sa question, remove th slip with that S's name, Continue until you have asked cach Sa question. Altematively, keep track of participation by checki ames on a class list [Dntercuance 2 See page THIS for teaching nots, 20 0 Q Life inthe cityLearning Objective: skim and read for details in article about cites A + Books closed. As a cass, brat what makes. «city good to live in (cg. public transportation, boeing safe and clean, free healthcare and dayeare cnterainment). Writ Ss"idcas on the board. Thea {ell Ss they are going to lear about the cities with the happiest residents + Books open. Go over the task 8 skim quickly to find the words that are mentioned in the article (Answers transportation, natural areas, fly, entertainment, schools) B + Ss silently wead the article and decide which picture ‘matches cach paragraph. Ask Ss o explain thie Lb 2d he ta + Go over some vocabulary wit the elass, Ask ifthe Ss know any ofthese cities and which one they would Tike to live in and why, Vocabula hnaltneae: the set of teatments provided for itinoss daycare: a place that takes cae of ehildgen while the parents are at Work ‘commute: travel between work and home feam: got money for work 90 Unit 2 + Option: To cheek if he Ss really understood the ‘vocabulary, have Stel the clase about the article fiommemory, without reading. Make sure they use the new vocabulary to talk about the fourcites GI + Goover the comments to make sure Ss understand them, Ss work individually to answer the questions + Option: For mare speakin into pais. Hi practice, divide the cass sch partner state whether they ses ordegres wil cach comment Aik the Seo ove ha 3.6 Se Ta th te oa kb DPair work +s icuss the comments in pis, Have Ss as follows wp questions about the problems and possible solutions in their ety of town. Ask Ss how the problems are similar or diferent, + Option: Have pairs share some oftheir idsas with the rest of the clas, For similar problems, discuss who has the best solution, End of Cycle See the Supplementary Resources chat a th binning ofthis unit for addtional teaching mat and student activities related to this Cycle m0 QMaking changes By he end ofCyele 1, students wil be able to ‘ualuate and compare houses ad apartments using too and comparatives. By the end of Cycle 2, studens willbe able to diseuss changes in their lives using L wish il WORD POWER TIP ‘To show the purpose of activites, write the ljectves onthe board, As you complete each activity, cheek (7) that objective so Ss know what they've learned. Learning Objective: describe houses and apartments using positive and negative adjectives + Haye Ss diseuss thee ideal home in pars, Tell them 19 think about location, size, view, facilities, and features (eg. Pa like a really big house onthe beach I'd like to have thee bedrooms and...) + Option; Dive Ss into three groups and assign cach group a column of vocabulary words. Ss look up the assigned words in a dictionary. Then Se regroup and explain the meanings A + Go over the instructions and explain the task +86 work individually to complete the task. Tel them to guess about any words they don’t know ‘Whon Ss finish, lot thom check their dictionaries. Option: Model the pronunciation ofthe adjectives in the list and have Ss repeat each word Vocabulary cramped: having very litle space; to small dingy: dark and unattractive Dipersrectives run-down: old and in poor condition spacious: large: with lots of extra rom + After Ss compare answers in pairs, go over answers ‘comfortable cramped dangerous dark dingy expensive private quiet u-down sie small spacious For a new way to practice the vocabulary, try Vocabulary Steps ~ download it from the website Choose six positive words. Ss order the words according to what is most important to then, To review vocabulary play Picture lt ~ download it fiom the website B Pair work + Go over the instructions and rea the example sentences aloud. Remind Ss that however though, ‘and but ar ll usod 1o show contrast, ‘do the activity in pairs. Go around the class and sive help as needed. Learning Objectives: discuss houses and apartments; idemify evaluations and comparisons in context © A[cv 1, Track 19) + Books closed Ask: Have you sver moved? How ie yourhouse or apartment difen om your old Gas What eal pied ghia balag er re ee erecta Seta eee ees eter ene ee eerie charitristics of «ba neighborhood, bing or apartentiouse. Afr tree minutes, have thegoups exchange papers and dscuss which eee etre cere comet ther langue yet Books open. Ss look a the Satemenis to see which ones match what they liste, Explain the meaning of any new words Ficit which items ae about the building (2), neighborhood (8) and apartment (1,3, 4) Play the audio program. Ss listen ad ead silently eae eee eee ony Running Dictation ~ download from the website, B Pair work + Explain the task, Have Ss go over the lit of opinions ‘gain and talk about thei exporenees. Give help as needed + Option: Play the audio program. Pause after each sentence and have Ss raise ther ands if they had a similar problem, Determine which problems ae Q Making changesrg Vv Hi GRAMMAR FOCUS Learning Objective: use adjectives and nouns to ‘evaluate and compare © [cd 1, Track 20) Evaluations with adjectives and nouns + Explain te diference between evaluations and ‘comparisons: Both are judgments, but a comparison evaluates oe thin agaist another. + Haye s cite the examples of enough and to in Exercise 2. Ask: “Ith adjoin before o afer cenough00?" (Answer before enough, afer 00) ‘Then writ this onthe board 1. Enoughyoes after the adjective (big + enough, The apartment isn't big enough. Enoughgoes befate the noun nough+ closets). Houses don't have enough closets 2, Tooalways goes before the adjectiue (00 + small), Apartments are too small for pets. TIP Use a different color foreach structure. This helps + Do. quick substitution drill to practice these structures Start with evaluations with adjectives, and then swith 1 evaluations with nouns: ‘T The kitchen ist ig enough. Bedroom ‘The bedroom ist big enough, T There aren't encugh eosets. Windows. ‘There arent enough windows, + Option: Begin par A at this point. Comparisons with adjectives and nouns + Point out the new structures and have Ss find ‘examples in Exercise 2. Fora challenge, have Ss count-noun (+8) We don’t have as many bedrooms as we had, There aren’t as many good restaurants around. as much noncount noun (88) ‘We don’t have as much privacy as we had in our old place. Do another substitution dil using the information on the board and the sentences in the boxes Play the audio progeam. (Option: Begin part Bat this point o over the instructions. Ss look at the two ptures and the ads. Model the first two sentences using too. + Ss work individually to complete the task. Remind them to use words from Exercise 1. Go around class and give help as needed. Have Ss campare their answers in pairs before you go over them as ‘class, 1. If too far fom downtown /The house is too far from downtown's too inconvenient. [ns too inconvenient Iedocsn’t have enough bathrooms. Stoo expensive The rent i 00 igh. The apartment isn't modern enough. Snot, ‘adem enought: not new enough, caren cnough bedrooms. Ie’ too small “There arent enough parking spaces./There isnt enough parking B + Read the task and example sentences. Remind Sé that ll answers must follow one of these three pattems: as adjoetive as, as many + cout noun + 8s, as much +noneount noun + as + Se work: individual ho finish early write their sem to complete the tak Have Ss 1s onthe beard Peete The apartment isn't a big. a the house, The house isnt as noisy asthe apariment The apartment doesn't have as many bedrooms as the house The apartment isn’t as expensive a the house. The house has (ust) as many bathrooms as the epertment ‘The apartment isnt as modern as the house The apartment isn't as spacious as the house. The house isnt as convenient as the apartment The apartment isn't as private asthe house “The apartment doesn't have as many parking spaces/as much parking a the house C Group work + Go over the instructions and th example conversation, Then model the tsk with ne or two Se + As Ss work in small groups, go around the clas and ive belp a node + Elicit opinions and reasons from the las, ffs met ih rains nd opson play Concentation- download it from th website $s match cards with the same meaning (eg, 18109 simal. and W's not big enough). QPRONUNCIATION Learning Objective: sound more natural when saying ‘words with unpronounced vowsls © Alen 1, track 21] + Books closed, Write the words average and if «nthe oar. Ask:"How many yates do these ‘words ave?” Elicit answers, but don't say if they are Tht or wrong. + Explain ha though they ar writen with thro syllables, we only hear to, Ply the ist two words cn the aio program. + Books open. Give Ss a minute to ead part A. Then play the rest ofthe audio program, B + Explain the task and model the example sentence, Have Ss write their own sentences, + Ss pretice thee sentences in pairs. Go around the ‘lass and listen in. IPnevessary, model the words and let Ss repeat. 5 | LISTENING Learning Objective: listen for the main idea and details ina passage about a unique building © Alcv1, Track 22] + Ask th clasif anyone knows what a capsul hotl is. Ifnot, explain the meaning ofthe word capsule (a ‘small container, Have them predict which adjectives describe a capsule hotel, TIP To develop Ss’ top-down listening skills, encourage them to make predictions before playing the audio program, “+ Explain the ts and read the five statment. Then play the audio program. Ss check (/) whether the Statements are True or False. True statements: 3,4 False statements: 12,5 See page 7-169. © Bicp1, track 23) + Play the audi program agin Thi time, 8s listen for els. Let Se compare their answers in pair befor: You go over them ata clas 1, Sometimes it feels too big 2. A.capsle hotel is just as convenient asa regular hotel 5. He wouldn't recommend a capsule hotel to people who can't relax in sal, ramped Spaces C Group work + Ss form pas und discus the questions. Encourage them to explain thei opinions. Ga WRITING Leaming Objective: write a descriptive email using adjectives and nouns for comparison A ‘+ Haye Sad the instructions and the example cal silently + Direct $s attention to the picture, Elicit information about the apartment flor plan: spacious bedroom, ‘one bathroom, large living room, modem kitchen, sumall balcony, only one closet in bedroom, As a class, Se brainstorm ways to compar this partment to ther current home (.g. (nt) enough bbodrooms/bathrooms/windows, cramped - spacious, dark —brigh), + Elicit other ways that Ss might compare a new partment to ther current home (e.g, dangerous safe, only one parking space ~ two parking spaces). 90 + Have Ss selectat least three comparisons for ‘mail, Then Ss write an email TIP you are going to grade Ss writing be sue to let them know what you expect of them, B Pair work + Ss exchange papers with another classmate. Then they read cach other's emails and ask questions eo kers cal Sce the Supplementary Resources chart a the beginning ofthis unt for addtional teaching materials and student activities related to this Cycle Making changeseens Ee SNAPSHOT Learning Objective: discuss life improvements using wish + Books closed. Ask Ss to brainstorm some common ‘wishes people have about their lives (¢.g, eam more money). Books open. Ss read the Snapshot and compare the wishes with thee predictions + Explain the task Ss check the things they would like to do individually ad then tll a partner. Have Ss sliscuss the questions in pairs oF groups. + Goamound the class and give help as needed. Then ask pars or groups if they discovered anything intersting. Don’t expect Ss to produce expressions with wish corel. Instead, notice how they express their ideas. 8 | CONVERSATION Leaming Objective: use the veib wish in a conversation about wanting life changes © A (cp 1, Track 24) + Ss cover the text and look at the pictur, Ask: “Do ‘you think the men are friends? Strangers? Brothers? ‘Where are they? How old do you think they are? ‘What do you think they are talking about?” Accept any reasonable answers, ‘Books closed. Play the audio program. Ss listen to find out ifthe two men ae friends or strangers and they are talking about. (Answer: friends; Dylan is complaining about living wih his parents.) Wirite these focus questions on the boar: True or false? 1, Dylan hates living at home. 2. Dylan’s parents are always asking him to be home early. 3, Dylan thinks his life is diffcut. 4, Dylan is going to move out of his parents" house soon, Play the audio program again, Ss listen and answer the questions on the board. Then check answers, (Answers: I, F2,73.74.F) COpvion: Ask Ss 0 lsten for examples of addtional information tht Dylan gives. Elicit or exphin any new vocabulary Vocabula criticize: express disagreement or disapproval room and boants accommodation and meals (2 place to stay and food to eat) Ask Ss thik about the two men's pertonalities and the kinds of gestures and facial expressions they ‘would use. Then play the audio program and have Ss listen forthe emotions expressed by the speakers ooks open. Ss practice the conversation in pais. TP ‘Tofind out how your Ss lea best, ty differen methods (eg isten and repeat, isten and read silently ston and mouth the words). Then ask Your Ss which method(s) thy find most useful For another way to practice this conversation, try Say 1 Ii with Feeling! download it fom the website + Option: Have a class disewsson about living with parents. Is Dylan’ life easy or dificult? Should a som help his parents around the house? Should parents worry about an adult son? Should Dylan pay for his room and board? © Bic 1, track 25] + Read the insttions aloud, Then play the second part of the audio program. Have S listen to Har trshes, Then elicit responses fom the clas. See page T.170 Harry would like to change jobs and live somewhere more exci For another way to practice wish and other 1 exprssions try Substitution Dialog — download it fiomtbe website, Use only the frst haf of the dialog, until." parents at ike tat!” Ss replace these underlined expressions with 1. living sith your parents?/vorking at the bank?) studying? ny.on apartment different jobla eaeet pazcnisico-workers teachers tae home before midnight/make photocopies! ‘write long compositions worrying about sina much homeworkoO GRAMMAR FOCUS Learning Objective: se wish © (cd 1, Tack 26) + Explain that we use wish when we would lke reality to he different. Refer Ss othe conversation on page 19 and have Ss underline the four examples of wish that Dylan uss, + Draw the chart below on the bose’, Write the four sentences about Dylan inthe left-hand column. Ask Ss to complete the right-hand column with examples ‘of Dylan's wishes from the dialog Pm [wish Uhad my own apartment. 1, live with my parents 2. Leant move out. 3. My parents won stop wortying about me 4, Life isso ditiul, + Focus Ss’ attention on the Grammar Focus bos Explain that if we want the present situation to change, we use the past tense form ofthe verb with wish + Go over the wishes in the box and ask Ss 0 underin the past tense verbs. (Answer: didn’ lve, had, could move, wer, weren't, would stop) + Point ou tha the wish sentence must be the opposite ofthe reality. For example Tam poot {wish I were rich, or I wish I weren't poor + Point out that with the ver he, we use werelwerent after wish with all pronouns, even i, Some natv speakers also use waswaen'in informal situations (ag, wish was. 11), Practoe ths drill with the clas, Give the eal situation and have Ss say as nce using wish, For example 1.1 don’t have a cat SI wish IIa a eae F Lean’ fy S: wish I could fy 1 I'm tired S:I wish I weren' tired, T It won't stop raining, Swish it would stop raining For more practic, play the Chain Game — download from the website Sl: L wish I could fy $2: SI wisheshe could fy, and I wish I were 3: SI wisheshe could fy $2 wishes she were and I wish + Play the audio program present the statements, A + Explain the tsk and any new vocabulary + Ss complete the tas individually and then compare answers in pairs, Elicit Ss" responses. 1. Lwish she liked my gtfriend 2. She wishes she were tlleShe wishes sho ‘weren't so short 3. Twish my elasss werent so boring /f wish my classes were more interes 4, Lwishl were on vacation ight now 5. Wewish we could afford a bigger house. wish my family could afford a bigger house, T wish the neighborsthey would stop making Hary/Hfe wishes he had another job Harry/He wishes he could find anethes ja, 6 B Pair work + Go aver the insnttions and give $time to think ‘of five wishes, Ask two Ssto model the example have Se discuss their wishes in ps convertion. I i SPEAKING Learning Objective: discuss wishes A + Explain the tsk and remind Ss to use language from the unit. Have them write their the wishes. B Group work + Model the example with aS, Focus Ss" attention on the structure to give the suggestion (Why don’t you You ean...) + Have Ss compare their wishes in small groups and discuss some possible ways to achieve then, [Tin tercHANcE 3 See page T-116 for teaching nots, 20 BO Making changeseens a READING Learning Objective: skim, scan, and summarize an article about living without money A + Books closed. Ask: “What do we need money for? ‘What can you do to save money? What would life be like if we had no money? + Books open. Explain thatthe article is bout living without money, Ask: “Which ofthese sentences is trac?” Have Ss skim the text quickly o find the answer (Answer. Boyle wanted to give people the chance to livea different lifestyle.) + Option: Point out hat the answers ae inthe fst paragraph Explain that it's common to writ the main points a the heginning ofan aril. ‘Ask Ss what they would miss the most if he lived on atall, Have a brief discussion. B + Explain the task, Have Ss read the article and guess ofthe vocabulary fom context. Then clict the answers and explain any new vocabulary. 2. spent oo mich 3. so he didn't have t pay rent 4. the forest 5. bette lave Ss wad the article again silently and at deir ‘own pace, without using their dictionaries, Ask them tounderline, circle, o highlight any words they can't ‘guess fom context Vocabulary damage: harm or injury waste: a bad use of something useful mobile home: along, arrow home that ean be moved from one place to another park (a vehicle): to stop a vehicle temporarily in ‘one place {row one's own: plant one's own Food erops Scod: at small objectIpreducedby a plant “that a new! plant can grow form For a new way o practice this vocabulary, ty Vocabulary Mingle download it from the website + Explain the task Se read the sentences and decide the purpose ofeach paragraph. Read the first sentence aloud and ak the class to which paragraph itrefers. (Answer: paragraph C) + Secomplete the ts individually and then compare “answers in pais ‘+ Write the answers on the board and then go over them with the clas LC 2D 3A 4B SE Pair work + Have Ss discuss the question in pars and share “answers withthe class For more speaking practice, play Just One Minute 1 download it foe the website. Give Ss topes (e ry ideal home, houses and apartments, common, wishes, bad habits) End of Cycle 2 Sce the Supplementary Resources chart at the ning ofthis unit for additional taching materials and student activities related to this Cycle,eens Vv 4 Have you ever tried it? (or By the end of Cycle 1 students will be able to Mleseribe personal exfercnoes isi the pst tense and the present perfect. By the end of Cycle 2, students will beable to describe recipes using soquence adverbs. il SNAPSHOT Leaming Objective: discuss food and traditional dishes + Books closed, 8s diseuss fod. Ina heterogenous clas: Ask fr names of some popular or traditional dishes that people like to cat in the Se’ countries. Elicit addtional information about the dishes $s mention, Ask: “What it made of? Do you ea it only on special occasions?” Ina homogeneous class: Ask Ss about their favorite foods from ather counties (eg, Japanese ast, Hakan Meat pizza, Korean kimhi, Indian cuny, Mexican a0) + Books open. Give Ss few minutes to look over the information inthe Snapshot. Explain any unknown ‘words or expressions, + Go.over the questions. Then have Ss dscass them in Pairs or groups. + Option: To prepare Ss for vocabulary inthe unit have the elass rainstorm in groups four kinds of reat, fish, vegetables, and fruit. This could be done as arace against each other ot Fish'seafood Vegetables Fruit chicken shrimp (chil) pepper banana lamb sheliish ‘onion coconut hoot tuna carrot tomato pork lobster cewpplant Time a CONVERSATION Learning Objective: use the simple past and present perfect ina conversation about past food experiences © jen, track27) + Ask Sst Tookat the picture. Ask: “Where ae these ‘people? What do you think they are eating? What do you think they're feeling?” Accept any reasonable + Flict or explin any new vocabulary. Vocabulary atic: plant used in cooking to give a strong appetizer: a small dish served at the beginning of ameal (an) order: portion of food ‘sails smal land ania with hard round shell and no les ‘adventurous wiling to try something new and ‘musa ‘+ Books closed. Write these questions onthe bourd 1. Has the man eaten fiog legs before? 2. Has the woman eaten frog legs before? 3. Has the woman eaten snails before? + Play the audio program. Ss listen for answers tothe questions on the boar. Elicit Ss answers, (Answers: 1.02. yes 3.n0) + Books open. Play the audio program again. Have Ss listen and wad silently. 90 + Option: Focus Ss attention on the wont ave inthe ‘conversation. Explain that we don’t stress the word have in Have you ever. |. .2 when it's an ailiany ‘verb, but we do sess have in have 7”. when i's them in verb. Play the audio program again, this time pausing so Se can practice the diflrence in pronunciation, + Ss pretice the conversation in groups of three. Encourage them to use facial expressions and to have fun + Option: Books closed, Have Ss act out the conversation infront ofthe class Tell them that they ‘can substitute any food words they want fr another way to practice this conversation, try Disoppearing Dialog — download i from the website © Bicp1, Hack 28] + Read the questions and then play the est ofthe audio program. Ss listen forthe answer + After Ss compare responses in pais or groups elicit answers and chock them a clas See page T170 Aiden dit tke the ssl a), He ordered (rcs uy) lek, each ie, and age soda m0 Q Have you ever tried it?rae Cees Vv Hi PRONUNCIATION Leaming Objective; sound more natural when © A icp 1, Track 29) + Play the audio program. Ss listen al aatce how {two consonants atthe beginning ofa word, called ‘consonant clusters, are pronounced GRAMMAR FOCUS + Play the audio program again, pausing afer each word B Pair work + Refer $s to page 22 and have them find examples of the consonant clusters, Cheek answers asa class scored, strange, anal, mils, fog Learning Objective: ask and answer questions using the simple past and the present per © (1, Tack 30) Simple past and present pret + Asaovew, wile he senenes on the Boer 1, Weuse the definite ine athe past. Werse the for experiences that happened at an indefinite time inthe past. We se the for experiences that begun in the past and continue upto he present. 4, We unually use the witheuer and never + Ask Sto complete th seteces with ie simp a eet renee et (lal Ugh ui) peal pei 3. presen pret pea perf) + Date losin tans in ont oa show ee eel pclae ecient al cating ti bebe ia for experiences ata Birth (from birth until now) Now Have you (ever) ea Present perfect + Have Ss ciel ihe past participles inthe conversation ‘on page 22. (Answers: eaten, decided) IF-necessary ‘copy and give the Ss the appendix on page T-151 so Ss can use more iegular participles + Play the audio program. Ss Histen and repeat, A + Read the instnctions and model the fe! diaog with 4S. Have Ss complete the task individually. Check respanses before pairs practice together. Answers Have you ever eaten sushi? Yes, Fhave. In fet, Tate some just ast week Have you ever tied Moroccan food? No, haven't, but Id like id you have breakfast today? Yes, fd, Tate a huge breaks Have you ever been to pienie a the beach? Yes, Fhave. My fumily and 1 had a pienie onthe beach last month. We cooked Iamburgers Did you cook dinner lastnight? Yes, Idd I made spache! B Pair work 5: Yes, Thave, We ale chicken and + Ss workin prs. Go over problems when Ss finish 5 | LISTENIN Learning Objective: listen for details make inferences about ordering food in a restaurant © A (cv 1, tack 31) + Setthe scene, People are asking questions ina restaurant Explain the task and the listed items + Play the audi program. Ss write or Nin cach item and then compare answers with thee partner Check answers as cass. LN y 2N B (CD 1, Track: + Ask Ssto guess what the speaker may be talking ‘bout, Encourage the students to give eacons for their guesses. Give them five minutes to writ their answers thea have Ss share with the class. (Possible answers: I soda. soup 5, coffe 6. the check)(@j sPEAKING Learning Objective: desribe experiences and ask follow-up questions using the simple past and the present perfect, Pair work + Explain the tsk. $s practice asking questions using the present perfect and responding sing the simple past + Present the questions and model the example sation. Ss make up four more questions to ask a partner + Ss complete the activity in pairs. Go around the class and give help as needed. + Option: Set his up as competition. The pair that ‘continues talking the longest wins! For more pea 1 technique ~ download it from the website king practice try the Onion Ring 7 | INTERCHANGE 4 ‘See page 17 for teaching notes, 14 eee scat Sce the Supplementary Resources chart a the beginning ofthis unit for addtional teaching materials ann student activities related to this Cycle fi WORD POWER Lean types of food Dbjetive: discuss ways to cook different A “+ Pocus Ss attention onthe six pictures above the chart, Say the words and have the class repeat. + Explain the ask. Then read the words inthe chart and have Sé repeat, Explain any words that Se dont know ‘+ Mode! how to cheek (7) the most common cooking method) used for each food in the chart Read aloud the first food: fish, Ask: “How do people cook fishin your countey? Do they usually bake it, bol ity it, gil it, roast it, or seam it? “+ Ss work individually to check (/) the cocking ‘methods that are most common in ther country, Go around te class and give help as needed. + Stop the activity after afew minutes and have Ss ‘compare their charts in pairs. Then ask few Ss to ‘write their ideas on the board 20 BO (The answers given here generally fleet North American cooking techniques.) fish: bake. fy, gril, steam, roast shrimp boil fy grill exes: bol, fy chicken: bake, fy, gil roast bret potatoes: bake, bol, iy roast ‘com: bol, rast, steam in br B Pair work + Ask two Ss to ead the example conversation, Have Ss work in pairs or groups. Then use a show of hands to find out which cooking method is the ‘each ofthe foods in part A. wvorite for To practice the vocabulary, play the Chain Game download it fom the website sentences like this SI: Last night baked bread 2: Last night baked bread and boiled fish 3: Last night baked bread, boiled fish, and fied some potatoes. Have you ever tried it?Dy) rersrectives Learning Objective: identify sequence adverbs in + Books elosed. Ask: “What is something you eat that ‘makes you think of your childhood?” Write some Answers onthe board, Ask addtional questions bout ingredients and preparation, © A (cv 1.11043) + Sette scene, Someone is deseribing howto make ‘a farmous American comfort food, Write these {questions on the boar! 1. What foods do you need to make pasta? 2. What are the steps to make pasta? (Answers: 1. You need pasta, water, salt, and sauce. 2. boil the make the sauce, combine both) Play the audi program. Then check Ss' answers 10 the questions onthe board. tw GRAMMAR FOCUS Learning Objective: deveribe how to prepare food using sequence adverbs © (01, Tack 4) + Play the audio program to present the sentences in the box. Sslisten and repeat. Explain that thes sequence adverbs ~ fist, thn, next, afer that, and finally ~are connecting Words that show the order of steps in a processor events ina story. + Point out that then, next and ater that are cable Tn ther words, after frst and before + Go over the tsk, [fneessary, use the pictures fo ‘explain new vocabulary. Then model the fst part of the task by using the first picture T Inthe first picture, there are chopped olives, some parsley and cheese. Look a the mixed-up sentences in thelist forthe one that matches it Can anyone find it? S: Yes, i's the second sentence, chop some olives, parsley, and chee Thats right. So write I inthe box to the left ofthat TP To get Se" attention while you explain the instructions, vary your technigue and position (eg. give the instructions from the back of the classroom sometimes), + Books open, Phy the audio program again. Ss listen and read along silently. Ask; “Do you think this is healthy dish” (Answer: No) + Option; Ss fist the kitchen tools and appliances that a person needs to cook or et a pasta dish (stove bbumer oven, pt, pan, spoon, fork, B Pair work + Explain the task. $s number the pictues from 1 t 5. Elicit answers, ee 25.38.14 + Option: Have Ss deseribe how to make the macaroni and cheese fiom memory. Don't expect 8st use sequence adverbs at this point Ask $s: "Would you like to try the macaroni and ‘cheese? Why of why no?" Eliit responses + Sscomplete the ist part ofthe tsk individually. ‘Check answers before Ss beg the second part. ‘Answers here ae for both parts ofthe task ) 1. First, chop some olives, parsley, and cheese. 2. Thea oil a pot of water 53. Next, pour some couscous into the hot water ad Lett sit for 10 minutes 44 Aller tha, drain the couscous and Ie it oo Finals coss the eooked couscous withthe olives, parsley and cheese + Ss complete the second part of the task, When they finish, go aver answers (see above). B Pair work + Explain the tsk. Ss cover the recipe in part A and took only a the five pictures showing how to make ‘couscous salad. Ss take tums explaining ach step to ‘a parner They do not need to se exactly the same words. Remind $s to use soquenee adverbs, For more practice with sequence adverbs play ime ~ dawnload it from the website, Ask Ss to act ‘outa sequence of ations, suchas changing a Mattie[usr ENING Learning Objective: listen fr details in passages about ‘+ Ask: “What ae some of your faverte snacks?” + Sette scene, Four people are describing their favorite snack. n pits, have Ss look a the pict and predict some ofthe words they ae going to hear (pasa, spread, cheese, cu, pop) © Acv1, Track 35) + Explain the ts + Play the audio program, pausing after each speaker Sslisten and match the picture of each snack with the number ofthe speaker who described i. Then g0 cover answers with the class See page F170 alsa 2. popeom 3. French tosst 4. chocolate chip cookies © Bcd 1, Hack 36] + Play the audio again and have Ss check the bows. Go over any new vocabulary. 1. ad, chop 3. sz cook 2 hel, pour 4 mix, bake C Pair work + Divide the Ss in pars and have them exphin the ‘cooking method while the other person tris to. tess the snack. Go around the class helping with socabulary, fl SPEAKING Learning Objective: desribe how to make food using sequence adverbs Group work “+ Model the activity by having questions, Tel the class how to make your favorite food + Give Ss time to think about their favorite food. Some ‘Ss may nced to check a dictionary or ask you for specialized vocabulary Sask youthe ‘+ Put Ss into groups, Ss take tums asking and answering questions about their favorite food. Set a time limit of about ten minutes fr this, Encourage group members to ask follow-up questions. Go around the class and give help as needed. TP To stop an activity, silently raise your right hand and keep it there, When Se see your hand up, they should also put thee right hand up and stop talking. Alternatively, count down fom five to zero, giving Sea chance to finish their sentences + Option: Have Sx deseribe their favorite Food asin ‘but without saying the name oft. The others try’ to guess what iti. Or you can prepare pictues 0 Ss ‘ean use them 1 deseribe or gues TP Ws important to give Ss feedback on thei speaking. If possible, ry to include both praise and correction, 13 | WRITING Learning Objective: write a recipe using evoking methods and sequence adverbs A + Go over the instructions and example recipe. Answer any vocabulary questions. + Paint out that recipes usally hve two separate pars list of ingredients anda series of steps, ‘ually writen as imperatives, B + Ss work individually to write the class and give help as needed. Altematvely let Ss come to you with their questions and daft 90 2 frst draft, Go around no + When $s ar finished, have them road their das to check th ir grams they didn’ sections. ar and spelling and to make sure Ve oUt any important ingredients oF C Group work + Explain the task. a e turns discussing their ecipes in groups, + Have each group share one recipe with the class Have Ss explain why they chose that recipe. + Option: Post the recipes onthe wals forthe whole class to read. Atematvely, tur this into a project. Put Ss’ fivorite recipes togethcr ina class cookbook Q Have you ever tried it?qi READING Learning Objective: sean an article for specific details Vocabulary ‘and make inferences knowed your mind Ft be right for information and understanding + Books closed Ask: “Whit foods do you thin are the Doker’speson ft mes read and orher tao osc nthe wor? Where they xginally Baked goods fron avfisar th tt + Books open. Set ine init of one to two mints, sau longs se crest with ght sim te atic to find the answers to the Stateed a 9p of plant tht grows in he ocean eee eel! topping layer of fod spread ovr a bse Naples: Pizza arved nthe US: in the 1890s: People takeout & meal bought ta restaurant nd exten in Japan like squid, octopus, and seaweed on theit at home slice: a pieve shaped like a riangle pizzas) sanding up: upright, on one's fo + Option: Pre-teach some vocabulary in the ait asking the Ss: “How many dif ‘ean you find in the article?" (Answers: cheese, by pizza tops tomato, peanut, banana, octopus, squid, roasted seaweed, kangaroo, erocodile, and mango. Teal: 10) B + Ss read the anile silently. Encourage Ss wo guess the ‘meaning of words they dont know before checking @ + Go over any new vocabulary + Goover the questions. Then have Ss discuss the their dictionaries, + Option: Have Ss tol the class about a strange pizza eee cee topping they eamember or have tried before. tsk. Ss place the comes paragraph Ermer ‘number next to each detail sentence + Explain See the Supplementary Resources chat a th beginning ofthis unit for additional teach and student activities related to this Cycle 20 0 Q Unit 4ry Vv Hit the road! [i snarsuor By the end of Cycle 1, students willbe able to desribe plans using the future with be going to and willBy the end of Cycle 2 students will be able to give travel advice using modal for necessity and suggestion Learning Objective discuss vacation activities + Books closed Brainstorm types of vacations with the class and write responses on the board. Fr example: Types of Vacations 20 abroad visit relatives go skiing travel around the world relax have fan goonacruise take a bicycle tour Books open. sed the Snapshot individually, ‘Ask: “Which categories (ake a fon tp, discover something new, et.) describe the ideas om the board? Do we ned to add any new categories? licit or explain any new vocabulary. Read the discussion questions, Ss discuss the topes in small groups TP Tel $s make a “time-out” signal (by forming 8 T shape with thee hands) o stand up if they want i ir fist language (Option: Ask Ss to bring vacation images to cass Encourage them to share and explain their images. Use show of hands to find out which activities are their favorites, Option: To review the verb wish fom Unit 3, have Ss express some wishes about vacations (e.g. wish had more vacation time I wish I could go ona cruise.) A CONVERSATION Learning Objective: use be going to and will in a conversation about vacation plans © Aten 1, Track 39) + Focus Ss tention onthe pictur, Tl hm wo cover the ext, Aske “Are these peopl frend? How old ae they? What do they do? What time of ear i it? Hove do they feet?" predic the answers Play the fist wo lines ofthe audio program. Ask: "Why ae they 0 happy?” (Answer The have two weeks off) Sct the scene. Two fends ae talking abou vacation plans ‘Write these focus questions on te board 1. What is Lily going to do? 2. todo? 3. What sport is Nora goin 4, What does Nora invite Lily to do? + Point out that Nora isthe ist speaker and Lily is the second, Ask Sst listen forthe answers tothe questions on the board. Play the audio program. Then elicit responses, (Answers: I, She isnt sure relaxat the beach 3 surfing 4, Nora invites Lily to join her at the beach) With Ss now looking at the text, play the audio program again, Explain any new vocabulary. Explain the expression “The mor the metre!” (An activity js more fan when more people participate, Merry is an old wor for happy. Isnt used much these days except inthis expression and in"Mery Christns.”) 20 BO + Focus Ss altention onthe follow-up questions used by Lily and Nora 1 keep the conversation going (eg., What are you going todo? What about you? Any plan?), Explsi tht Ss will practice dis in the next few units + Ss practice this conversation in pais To practice this conversation several times, try Moving Dialog — dawnload it from te website + Option: Discus the situation with the class. As: ave you everbeen on vacation at the beach? Have ver invited a classmate or friend to g0.0n vacation with you” © Bicp1, track 40 + Road the two questions, Then play the wt of the audio program and elicit answers from the class See page F171 They are going to stay at a hotel near the beach They will get there by bus. + Option: Ss write a conversation between Nort (oF Lily) and friend describing what happened onthe ‘vocation, Then Ss practice the conversation in pairs. Hit the road!3 | GRAMMAR FOCUS Learning Objective: use be going to and will o tall about Future plans © (01, Trak 41) been eee fe eee eer {you write this on the board: be going to will + Ask Ss to find examples ofbe going t9 and will inthe ‘conversation and write them inthe correct column fon the board. (Answers: be going to: What are you going to do?, I'm going torelax..., We've going to go surfing... ; will: guess I'l just tay home. Maybe I'll hang out with my friends ‘welll go snorkeling one day I bring my surtboan!) Elicit or expan the difference between be going to and will Ask: “Who has definite plans, Nora or Lily?” (Answer Nora) ‘Does Nora use be going to ‘or wll?” (Answer: be going to) “Lily isnot sure of har plans. Wht does she use?" (Answer: will "What other words does L (Answer: not sue, I guess, maybe) Be going to + verb + Explain tat we se be going to + verb for plans we hhave decided on. Nora i 100 percent sure, 3 she uses be going to, Will + verb + I guess/maybe/T think/probably + We use wil + verb for possible plans, Wills often accompanied by other words to show possibility or probability (¢-g,1 guess, mayb | think, probably, 1 suppose, I expec). We also use wll for spontaneous offers and sudden decisions (eg 1 bring my surfboard I'l help you! F'Il gt the phone.) 50 maybe ily use to show she isnot certain?” + Refer 8s tothe Grammar Focus box. Point out that be in he pong ts normally contracted in conversation Ask Ssto find examples inthe left-hand columa (eg rm, We're). Move to the right-hand column, Show will nd will notin contracted forms (I'l, Lon), + Practice be going to by asking questions: “Wha are you going 1 do tonighvon Friday/this weekend?” ee, Se give real responses with be going to + veb Repeat the activity with will: “What will you probably do this surmmevnext year?” ete + Play the audio program to pseu the information ia the bor. Have Ss listen and repent Go over the instructions. Medel the first one of to blanks with §, Then have Ss complete the task individually. As this is conversation, tll Ss to we contractions where they can. Go around the class and sive help as coded, ‘Ss compare answers in pairs. Then elicit Ss" answers, 90 1. A: Have you made any vacation plans? Bs Well, Pve decided on one thing — I'm going to take a bike tour That's peat! For how long? I'm going ta be away for about a week, f sed to take Some tne olf So, when are yu leaving? Tm not sure. probably leave around the end of next month And where are you going o 20? ‘haven't thought about that yet. 1 guess PL zo down south That sounds like fun, Are you going to buy anow bicycle? Timonot sure. Actually 1 probably won't buy ‘one — Tdon'thave enough money tht row, I guess IT rent one ‘Are you going lo go with anyone? 1No. [need some tne lone. ma going to travel by mysel. ‘What are your plans for the holiday wookend? mn going to vist my pares, What are you going todo thee? Nothing much. I'm going to hang out with some old school fiends. And we'll probably have a barbecue on Sunday “That sounds like fun. When are you going tolene? Pm no sure yet. 'l probably leave on Friday night if doa’t noed to work on Sturdy ‘Are you going t fly there? Tish could, but is to expensive. t guess iL take the train Are you going to go alone? ‘Maybe miy brother wll go, to, He hasnt decided yet. Do you know when you are coming back? [think Pil eome back on Monday. ‘Good. Then we ean have dinner together on Monday’ For another way to practice this conversation, try 1 the Onion Ring technique download it fom the website B Explain the task, Then read the questions and have Ss repeat Ask afew Ss to answer the fist question ‘Ss work individually to complete the tsk on separate pioce of paper. While Ss work, go around the room and check their use of be going to and will > Group work Explain the task Ss look over their nots and then talk about their vacation plans in groups. Encourage them to ask questions and give additional information Option; Each group shares their mos intresting of unusual vacation plans with the res of the class, m0 Qa WORD POWER Leaming Objective: discuss thi fora tip A ‘+ Model the pronunciation of nccded to prepare word in thelist and the category headings i the chart. Answer any vocabulary questo + Se work individually or in pairs to complete the tas using dictionaries if necessary. Remind them to add ‘one more word 1 each category. Then check answers Clothing: hiking boots, sandals, swimsuit, hat ‘Money: ATM ard cash, money belt, local Health: Rirst-d kit, medication, vaccination, Documents: passport, plane tek, ave insurance, drivers license Luggage: backpack, cary-on bag, suitcase, briotease (Note: Additional examples ae italicized) B Pair work + Explain the thre types of vacations. In pais, Se dscuss the five mest important things needed for each ‘vocation. Encourage thom to use words from pat A. + Elicit answers by asking Ss fo use be poing o (ee We're going to take ourpassport oa foreign To review the vocabulary, pay Bingo download it fiom the website. Give definitions if possible, TP Toelp Ss remember the new vocabulary, always review it during the next class, Se forget new ‘words quickly (80 percent s lost afer 24 hours). 5 | INTERCHANGE 5 See pages TIS an T-119 For teaching notes, 6 | PERSPECTIVES Learning Objectives: discuss travel advice; dently modal verb for necessity and suggestion in context © Ajen1, track 42] + Books closed Ask 8 0 inane that somenne is ng io vst thirty Ak: “What advice would you five about the climate” (eg. Bring a warm sweater) ‘Wt these sentences on the bat: 1. It’s necessary to have a valid passport when you travel, Travelers should try eating at stalls on the street You nced to keep important things in your suitease. 4. You should keep a copy of your ered card numbers, 5. You must be 21 or older to drive a eat 6. You should buy travel insurance, Explain the tak Se will travelers and decide if he statements on the board are te oF false car rx piece of advice fom + Play the audio program. Then elicit answers, (Answers: 1.72, F3,F4,7 5.76.1) 20 BO dof Sce the Supplementary Resources chart a the beginning ofthis unit for addtional teaching mater and student activities related to this Cycle + Books opea.Piay the audio program again. Have Ss listen and read along. + Tn pais, have Ss decide what topic each person is talking about, Elicit answers and ask which words helped them with each answer Documentation (passport), food (specialties, water), health (travel insurance), packing (cary cm bag, checked luggage), money (credit ants, ‘ash, diving (drivers license) TIP Ss are worried about a new structure they se in the Perspectives section, el them that they only noed to understand the meaning. They il lean how to form the structure in the next exercise B Pair work + Tnpais, Ss discuss the value ofeach picce of advice Encourage them to use words from part A. Q Hit the road!7 | GRAMMAR FOCUS Learning Objcctive: use modal verbs to express recesity and suggestion © (01, Tack 3} Moda for necessy + Focus Ss atention onthe Grammar Focus box, Point at there are many ways to express necessity Explain that mst, need to, and have to have similar sand ae therefore interchangeable, + Refer Ss ta the travel advice in Excvise 6, Have Ss underine the modals for necessity. Modals for suggestion + Point out that had better ought to, and should have similar meanings bu differ in strength, They ae listed in the chart withthe strongest (had better) fst. Refer Se othe travel advice in Exercise 6, Have Ss cle the modal for suggestion + Play the audi program to present the sentences in the bor. Slaton and repeat. + Explain the task. Elicit or explain any new vocabulary. + Model the first item forthe class. 8s work individually te compete the task and then compare answers pairs, Go over answers with the clase. 1. shouldnt 3. ought wo 4 “abeter 5: should 6. aged to B Pair work + Explain the tsk and read the example sentence Ss ake turns giving cach other the advice in pais. ‘Go around the class and give help as needed. Then check answers + Culture note: An ATM (Automated Teller Machine) card allows people to withdraw money from their ‘bank accounts using n automated machine, In North America, ATMs ean be found outside banks and inside many stores, hotels, and restaurants ‘must/haveto/nced to'should Shouldought tod beter ‘must/have to/need 0 shouldnt musthave foineed to don't have to + Option: Pairs add four more poves of advice 8 | PRONUNCIATION Learning Objcctive: sound more natural when pronouncing linked sounds with iw oF © [0 1, Track 44] + Explain tat some words relink gether bya w/ sound, This happens when words end in w ory sound and are followed bya vowel eg. know ‘eu cay 3) When word eds with 0 o Serle ere tel er eee ‘owe sound, fe words a link wih sound ‘When «word ens with an oor sound and is flowed by a weed begising wih avowd sual the wos are inked with ay sound 90 Unit 5 + Play dhe audio program. Ss listen and notice bow the words are linked. Then ply the audio program a hile $s listen and rept TIP To practice linking, use the Back Chaining technique. Ss practice the last word, ten the last two words, then the last three words, te, until they can say the whole lin + Option: Refer Ss tothe Perspectives section on page" 32. Ask them to listen again and find examples ‘of wos linked with fw ery (e., copy of your creditcard numbers, when you go ou). m0 QoO LISTENING Learning Objectives listen forthe main ides and details in a dialog about travel advice; summarize key information © Aled, Tack 45) + looks closed. Expin the situation, A woman i giving some advice to people who visit London. Ask: “What do you already know about London? Do you know any famous placest visit” Elicit answers fom the class, + looks open. Explain the task. Play the audio program hile Ss number the opis fom I-4, See page F171 + Haye Ss compre aners in pai. Then ick responce re a. 4 mone ©. 3 safety bb. 2public transportation 1 planning tip © B [cv 1, Track 46) “+ Explain the task. For each topic, Ss write one pice of advice thatthe woman gives. Ss should write only key ‘words and phrascsto summarize each picce of advice, + Play the audi program. Pause t gi to take notes. Sea chance + Encourage 8s se their notes to write complete sentences using modals, Then go over their answers, [Ask the S with the best or most coret pose of advice foreach topic to write it onthe Board a. money: Ifyou're a student, you should bring {your student” ID eard with you b. public transporiation: You ought to go online ‘and investigate. You shouldn't be aad ask questions «. Sefety: Vou should be careful. You shouldn't {go off on your own, especially at night. You Should carry much cash on you 4. planning a wip: You should stat planning ‘before you get here. You ought to decide in jvance which sights you most want to For another way to practice modal, play ust One Minute — download it from the website C Group work + Ss answer the gusstion in small groups. Go around helping with vocabulary and structure. Ask one § to present their ideas tothe class. I i WRITING Leaming Objective: write a personal email using be ‘going to and modals o give advice A + Ask $5 to rad the example email, Explain any vocabulary that Ss don't understand, Poin out features of an email fa fiend (eg use Deat+ fist name to open the email include an introductory sentence; close the email with a phrase you! and a final good-bye, such 1s Best wishes, Love, All the best, Yeur tind, and theirown name), like Can't watt + Have Ss write their first drat individually: Go around the lass and give help as needed. B Pair work + $s exchange dats and read the partners email to see what else the writer should ince (.., information about money, climate, vist), Encour Ssto focus on conten aher than grammar or spelig. + Pairs give each other feedback, Then Ss write a second draft using corect grammar and spelling + Option; Have Ss send the email a parmer ectroncally during class or at hon response and email back Have Ss write a fforscussion Leaming Objective: discuss vacation plans using be ‘oing to and will modals for necessity and su A Pai work + Focus Ss’ attention on the title of the exercise, Ask: “What do you think 30-day trip means?” (Answer tip that lasts for 30 days) + Explain the task Have S rea the questions aloud, and check pronunciation, Then Ss discuss the ‘qusstions in prs, B Pair work + Go over the topics and the example conversation, With the same parner, Ss take tums discussing the things they need te do before their rp. Encourage Ss o ask follow-up questions Q Hit the road!a READING Leaming Objective: summarize key information ad rake inferences A + Books closed, Write these words on the boa: travel, adventure, danger, forest, snowshoes, survival skills + TRILSs the words ae al wate to the tps. Ask 10 _guess what the article is about + Books open. Have Ss read the tlle Elicit the meaning of Adventure Vacations (answer: a vacation where you do exciting activities in remote places) + TRILSs to mate the paragraphs to the pictur, + Remind $s 1o look forthe information quickly and not to worry about words they don't know, Then elicit the answers. (Answers: 1.C,2.A, 3.B) + Ss read the ancl silently. Tell the Ss 10 underline three new vocabulary words and then look them wp in their dictionaries, + When the class finishes reading, ask Ss to tell the lass which thee words they underlined. Write them ‘on the board and go over the definitions, Look atthe sentences and point out any contextual cues. These clues can omietimes help Se guess the meaning of unfamiliar words, + Bh ‘or explain any other new vocabulary Vocabulary pleasant: enjoyable Sanger: the possiblity of suffering harm or injury ‘whole: al of entire pick (someone) up collet someone who is ‘waiting for you sub-zero: below zeo degrees very cold Pick: choose B 1+ Mae sure Ss know why the words nowadays, s0, and aftenwand ate used in the summary (answer: ‘nowadays: at present time; So: consequently: afterward: later) + Explain in the Blanks withthe corr tsk. Ss reed the aticle again and then fill words 90 Unit S| + Ss work individually nd then check theiranswers in pairs, Check answers with the class and write all answers on the board, Al 1. adventure 3. snowshoes 4 reindeer 5. local guides & week + Option: Ss rewrite the summary in their own words, @ + Explain the tsk, Reo the sentences out oud For the class and explin any vocabulary. + Have Ss work individually and then check answers in” pais + Option: Have Ss write a comment about a vacation they would like to take. Bore For more speaking practice, play Hot Potato download it fom the website. The first § begins by saying something about the text from memory. Then he or she throws an object to another S, who says another fact from the text. Ss canine to throw the ‘object and say things about the text, DGroup work + Insmall ‘questions Sce the Supplementary Resource beginning of tis unit for additional teaching materials nd student atvitis elated ups, Ss take tums discussing the Cycle m0 Qaes Vv a Sure! P’ll do it. By the end of Cycle 1, students willbe abe to use two-part verbs to make and respond to requests By the end of Cycle 2 students willbe abe to ‘make and respond to requests using modals and Would you mind? il SNAPSHOT Learning Objective: discuss common complaints + Books closed. Write these questions onthe board and have Ss discuss them in pais 1, Do your parents, children, or siblings ever bother you? 2. What do they do to bother you? 3. What do you do or say about it? + Books open. Read the headings aloud. Have Ss skim the list of common complaints. Elicit or explain any ew vocabulary. Vocabulary criticize: say bad things about + Read the questions aloud, Have Ss check the ‘complaints that are tue for thei family and then ‘discus the questions in groups or pais, Remind Ss to ask fllow-up questions tok cp the discussion soing + Have Ss vote on ther biggest complaint to find out whichis the most common. For the last aurstion, ask Ss to suggest some other complaints (e., My parents don't lt me borrow thecar. My kids tay ‘ut 100 late. My sister spends too much ime on the phonelcomputr) 2 | CONVERSATION L conversation about making and respondi 1ning Objective: use two-part verbs and will in & © A [cv 1, Hack 47) + Pocus Ss aeton om the pict the text, Atk “What are they di problem” Ss prot he answers Tell hem w cover g? What isthe + Books closed, Play the fist six Tes ofthe audio program (until Ken says, "No problen.”), Then check answers, (Answers: Ken is watching TV while Nolan is second part ofthe Tistening; "What else mi bt Nolan complain about? + lay the audio program. Ask questions like: “What did Nolan complain about? Whose things are they? ‘Why is Nolan so nervous?” Elicit answers. Answers the mess and clothes, Nolan’s, beeause he has an + Hooks open. Pla the audio program again while Ss read silnily. Explain any new voeabulary words ot expressions Vocabulary lou: making alot of noise mess: something thats dity or untidy drive (someone) crazy: to make someone" feel + Ss practice the conversation in groups of three 20 BO For another way to practice this conversation, try Say 1 with Feeling! — downloud it rom the website + Option: Aska few Sst act out the conversation in ng props and actions. Encourage them to se ther own word, © B[cp1, Hack 43] + Real the instractions and the focus question that Ss need to listen for Tell Ss o take notes. Then play the second pat of the audio program. See page 171 + After pairs compare their answers, go over them with the cass Ken never puts his clothes away. He never d the dishes Sure! PildoitGRAMMAR FOCUS Learning Objectives: use two-part verbs to make requests; use will to respond t requests © (01, Track 49} ‘Tworpart verbs + Refer $s tothe conversation on page 36. lic actions Ken and Rodrigo ay and have Se undertine them, (Answers II tun it down, II tun i off... put them away?) + Explain that tum down, tum off and put away’ are ‘examples of two-part verbs. They are made up of verb and another word called a particle, whieh changes the meaning of the verb + Option: Show Ss how ta store two-part verbs ina loieal way. Ds “Ripple Diagram” onthe boa: ihe volume Ste fan > Cony Responding with will, +The modal wills used to respond toa request OK, Til uit down, Al sight. 1 pur them away. + lay dhe audio program to present the sentences in the Grammar Focus box. 8s listen and repeat A + Before Ss begin the tsk, focus their attention on the Picture and requests below, Model the fist item for the class. Then elicit uggestions forthe second item, Paint out that there i more for some of the items. han one possible ansver + Ss complete the task individually and then compare answers in pairs Elicit responses 1. Tum the musicithe TVithe lights off, please, 2. Turn the musiethe TV the lights on, please 5: Please tum the musicithe TVithe lights down, 4 ¢ the radio) Pick up your socks'the magazines/your —S jacket’your boots, please, : 5, Please put your sogksthe magavines'your Tm jacket your Boos away. > hep S Find out how they ler best, have them re try differea ways to onganize vocabulary in ther See at ae ae aloe hotchooks. Then ask Se which methods) work Clean the yaryourbooe/he oor up, best for them pene 9. Please take ho tash out + Point out thatthe object noun (2, V5 things) ean Piste te at come below orate the patil: ‘Tumthe TV down, Putyourbooksawy. Tum downthe TV, Putaway your books. B Pair work + When he object of the two-part ver sa pronoun, + Madel she example conversation end ask one oF to itcan only came between the verb and the patil Seto give their own responses, Remind Ss 8 “Tum it down. Put them away expressions ike sure, OR, no problem, and al ight Making requests + In pairs, $s ke tums making and responding fo cach + Itis polite to use please to make a request. Please other's requests from part A. Go around and make potent oan aneperioss sure Ss use pronouns in ther reponse, (@atice the use o comma when please comes For more practice with wvo-part verbs, pay Simon athe end); Please run dowa the music. Tn it Says - download i fom the website dhown please PRONUNCIATION Leaming Objective: sound more natural when making B request by using tess patoms in quests with rrnens sane soos ates or + Esplin nd md the ak by cing sve ‘examples and writing them onthe board. Then have Gy cotieal $s worc individually to write four more request + Play the adi program to preset the sentences. og ee fie obs sed ke Ce ins ‘Ss tap the desk or clap in time to the stress. Then eee they repeat For another way to practice sts pats ry 1 Walking Stress ~ download it fm the website 20 0 Q Unit 6WORD POWER Learning Objective: use two-part verbs to make requests about chores A + Explain the tsk. Then real he nouns an the tovo-part verbs while Ss repeat. Use the frst two-part vetb to elicit $s" responses. Model how to complete the char. + Tell Ssnot to wse thir dictionaries until they have ‘matched all eight two-part verbs with nouns, Altematively, have Ss work in pairs. + Check Ss’ answers. Explain any new vocabulary. clean up the garbage, the mess, the kitchen Trang up the towels, your coat, his shirt pick up the garbage, the magazines. the mess, the towels, your coat, the socks putaway the groceries the magazines, the towels, your coat, your lap, yur things the garbage, your laptop, the dog the garbage, the magarines, the food ‘um oftfon _ the microwave, your laptop, the lighis (Note: Additional phrases are italicize.) ke out Expl the chart in part A. the tsk, Se us dhe won from page 37 or ‘Mode! the askcby reading the example conversation in part Then have Ss work individually to write their requests and exeutes. Encourage Ss to write creative ‘or funny excuses. To keep an element of suprise in the next task, go around the las to check individual Se’ anewers. C Pair work + Read the example conversation again, Tell $s listen

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