TIME ZONES

THIRD EDITION
2 Teacher’s Book 2
LEARNING 2
Where are we going next?

TIME ZONES
Time Zones, Third Edition uses amazing photography, updated videos,

TIME ZONES
and inspiring stories of global citizens to encourage teenage learners
to explore the world in English.

Through teacher-tested language lessons, carefully scaffolded practice

activities, and teaching resources that keep classrooms engaged,
Time Zones, Third Edition delivers the skills and language that learners
need for wherever they’re going next. THIRD EDITION
The Time Zones Teacher’s Book includes:

TEACHER’S BOOK
• Page-by-page support, including teaching notes and answer keys

• Ideas and suggestions for optional activities, notes on language,

culture and cross-cultural communication, and expansion activities
to supplement instruction in every unit

• An introductory “To the Teacher” section that provides advice and
suggestions for teaching communicatively through content, using
video in the classroom, and taking learning beyond the classroom

CEFR correlation

Pre–A1 A1 A2 B1

AMERICAN ENGLISH

Teacher’s Book
LEARNING
Bringing the world to the classroom
and the classroom to life

ELTNGL.com/timezones3e
A PA RT OF CE NGAGE
CARMELLA LIESKE
LEARNING

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TIME ZONES
Time Zones, Third Edition Teacher Resources
ELTNGL.com/timezones3e
Username: TZ_teacher
Password: ngl_timezones
THIRD EDITION

STARTER
Student’s Book Combo with Online Practice 978-0-357-42172-7
Student’s Book Combo 978-0-357-41894-9
Online Practice 978-0-357-45752-8
Student’s eBook Combo 978-0-357-42763-7
Teacher’s Book 978-0-357-42648-7
Classroom Presentation Tool 978-0-357-42748-4

LEVEL 1
Student’s Book with Online Practice 978-0-357-42168-0
Student’s Book 978-0-357-41891-8
Workbook 978-0-357-42637-1
Combo Split A with Online Practice 978-0-357-42671-5
Combo Split B with Online Practice 978-0-357-42672-2
Online Practice 978-0-357-45748-1
Student’s eBook 978-0-357-42759-0
Teacher’s Book 978-0-357-42644-9
Classroom Presentation Tool 978-0-357-42744-6

LEVEL 2
Student’s Book with Online Practice 978-0-357-42169-7
Student’s Book 978-0-357-41892-5
Workbook 978-0-357-42638-8
Combo Split A with Online Practice 978-0-357-42673-9
Combo Split B with Online Practice 978-0-357-42674-6
Online Practice 978-0-357-45749-8
Student’s eBook 978-0-357-42760-6
Teacher’s Book 978-0-357-42645-6
Classroom Presentation Tool 978-0-357-42745-3

LEVEL 3
Student’s Book with Online Practice 978-0-357-42170-3
Student’s Book 978-0-357-41893-2
Workbook 978-0-357-42639-5
Combo Split A with Online Practice 978-0-357-42675-3
Combo Split B with Online Practice 978-0-357-42676-0
Online Practice 978-0-357-45750-4
Student’s eBook 978-0-357-42761-3
Teacher’s Book 978-0-357-42646-3
Classroom Presentation Tool 978-0-357-42746-0

LEVEL 4
Student’s Book with Online Practice 978-0-357-42171-0
Student’s Book 978-0-357-41987-8
Workbook 978-0-357-42636-4
Combo Split A with Online Practice 978-0-357-42677-7
Combo Split B with Online Practice 978-0-357-42678-4
Online Practice 978-0-357-45751-1
Student’s eBook 978-0-357-42762-0
Teacher’s Book 978-0-357-42647-0
Classroom Presentation Tool 978-0-357-42747-7

ON THE COVER

Volcán de Agua, a 3,760 m dormant volcano, towers over the city of Antigua in Guatemala. Here, its
silhouette is seen through the 17th century Santa Catalina Arch, refle ted in the cobblestone rain puddles.
© Beau Pilgrim/beaupilgrim.com

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2

TIME ZONES
TEACHER’S BOOK | THIRD EDITION

CARMELLA LIESKE
JENNIFER WILKIN
CATHERINE FRAZIER
RICHARD FRAZIER
ANDREW BOON

LEARNING

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

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LEARNING

National Geographic Learning, © 2021 Cengage Learning, Inc.

a Cengage Company
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
may be reproduced or distributed in any form or by any means, except as
permitted by U.S. copyright law, without the prior written permission of the
Time Zones Teacher’s Book 2 Third Edition copyright owner.
Carmella Lieske, Jennifer Wilkin, Catherine Frazier,
“National Geographic”, “National Geographic Society” and the Yellow Border
Richard Frazier, and Andrew Boon
Design are registered trademarks of the National Geographic Society
® Marcas Registradas
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Printed in China
Print Number: 01 Print Year: 2020

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CONTENTS
Student Book Scope and Sequence................................................................................................... iv
Welcome.................................................................................................................................................. vi
Take a Tour of Time Zones Teacher’s Book......................................................................................... ix
Meet the Time Zones Team.................................................................................................................... x
Using the Teacher’s Book Effectively.................................................................................................. xi
Unit Walkthrough................................................................................................................................ xiii
Components of the Series................................................................................................................. xix
How to Teach Time Zones.....................................................................................................................xx

UNIT 1 UNIT 7
What Do You Like to Do?.............................. 6 What’s for Dinner?........................................78
UNIT 2 UNIT 8
What Does She Look Like?.......................... 18 You Should See a Doctor!...........................90
UNIT 3 UNIT 9
When Did You Buy That Shirt?...................30 I Often Skate After School....................... 102
UNIT 4 UNIT 10
What’s the Coldest Place on Earth?..........42 How Do You Get to the Restaurant?...... 114
UNIT 5 UNIT 11
Are Parrots Smarter Than People?............54 What Were You Doing?............................ 126
UNIT 6 UNIT 12
I Really Like Electronic Music!....................66 We’re Going to Volunteer!....................... 138

Communication Activities................................................................................................................ 150

Workbook Answer Key...................................................................................................................... 155
Credits................................................................................................................................................... 167

Welcome  iii
iii

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SCOPE AND SEQUENCE
UNIT FUNCTIONS GRAMMAR VOCABULARY PRONUNCIATION READ, WRITE, & WATCH

WHAT DO YOU LIKE TO DO?

1
PAGE 6
Talking about Asking about activities: Hobbies Reduction: to Reading: Incredible
one’s favorite What do you like to do? Interests Teens
hobbies Do you like to play tennis? Writing: Email
Favorite
Real English: Expressing time and frequency: activities Video: Teen Rock
I’m good. How often do you exercise? Climber
When do you have class? Phrasal verbs
with take
Adverbs of frequency: once,
twice, three times a week

2 WHAT DOES SHE LOOK LIKE?

Describing Asking about and describing Physical Consonant blends:
PAGE 18
Reading: The World of
physical physical appearance: appearance bl, br, gl, gr Madame Tussauds
appearance What do you look like? Sense verb + Writing: Descriptive
Real English: She has long hair. like + noun paragraph
I’m on my way. He has brown eyes.
Video: Great Facial Hair
Adjectives:
short/long/straight/curly hair
green/brown eyes
medium height

3 WHEN DID YOU BUY THAT SHIRT?

Identifying Time adverbials: recently, last Clothes Consonant blends
PAGE 30
Reading: Yarn Bomb!
different types of weekend, last year, just, two Accessories with s: sm, sn, sw, Writing: Social media
clothing days ago sk, sl, st post
Phrasal verbs
Talking about related to Video: The Thirsty
shopping clothes Cotton T-Shirt
Real English:
What’s wrong?

4 WHAT’S THE COLDEST PLACE ON EARTH?

Describing places Superlatives: Extreme places Sentence stress
PAGE 42
Reading: Extreme
and things What’s the highest mountain in on Earth Amazon!
Real English: Let’s the world? Numbers in Writing: Poster
see. biggest words
prettiest Video: Icy Antarctica
most famous
best
worst
least

5 ARE PARROTS SMARTER THAN PEOPLE?

Making Comparative adjectives: Animals Reduction: than
PAGE 54
Reading: Working
comparisons Which are more playful, rabbits or Synonyms Animals
between two turtles? Writing: Blog post
things taller
bigger Video: How Cats Jump
Real English:
Ta-da! friendlier
more intelligent
better
worse

6 I REALLY LIKE ELECTRONIC MUSIC!

Identifying music Giving and expressing Music genres Syllable stress
PAGE 66
Reading: The Feel of
genres and opinions: Musical Music
musical Do you like rap? instruments Writing: Music review
instruments What kind of music do you like best?
Which do you like better? Collective Video: The Musical Magic
Expressing likes nouns of Ice
and dislikes I love it.
I can’t stand it.
Real English: I like rock better.
Not exactly.

iv 

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UNIT FUNCTIONS GRAMMAR VOCABULARY PRONUNCIATION READ, WRITE, & WATCH

WHAT’S FOR DINNER?

7
PAGE 78
Identifying things Talking about countable and Food Linked sounds Reading: A Slice of
in the kitchen uncountable things: Utensils History
Expressing There’s some Writing: Text message
There isn’t any Things in the
quantity kitchen Video: How Do We Taste
There are some
Real English: There aren’t any Adjectives to Food?
I can’t wait! describe taste

8 YOU SHOULD SEE A DOCTOR!

Talking about Asking for and giving advice: Health Should, could,
PAGE 90
Reading: Old New
health-related What should I do? Injuries would Medicines
problems You should stay home and rest. Writing: Article
You shouldn’t go to school. Parts of the
Asking for and body Video: Biking in Cities
giving advice Why don’t you take some medicine?
Verbs related to
Real English: health
Come on!

9 I OFTEN SKATE AFTER SCHOOL

Talking about Comparing present progressive Daily routines Homophones
PAGE 102
Reading: Unusual
daily routines and and simple present: Habits Commutes
activities I am studying in school. Writing: Descriptive
I always study in school. Verbs related to
Real English: traveling paragraph
Good question. Adverbs of frequency: rarely, Video: Helping Children
once in a while, hardly ever to Love Nature

10 HOW DO YOU GET TO THE RESTAURANT?

Identifying places Asking and giving directions: Places in the O sounds
PAGE 114
Reading: Wayfinding
in the city Where’s the museum? city Technology
Real English: How do you get to the park? Directions Writing: Text message
No problem. Go straight down this street.
Turn left./Make a right. Linking words Video: Shape of Cities
Prepositions of place: behind,
between, across from, in front of,
next to, on the corner of

11 WHAT WERE YOU DOING?

Describing past Comparing past progressive Risk Ending blends:
PAGE 126
Reading: Diving with
experiences and simple past: Adventure -sk, -st, -nk, -nt Sharks
Real English: Were you eating when she called? Writing: Descriptive
What were you doing last night? Homonyms
Hurry up! paragraph
I was going down the stairs when
I fell. Video: The
Misinformation Effect

12 WE’RE GOING TO VOLUNTEER!

Talking about Future with simple present: Charity events Reduction: going to
PAGE 138
Reading: The “Ugly”
future plans I’m going to volunteer. Volunteering Food Challenge
Talking about What are you going to do? Writing: Article
When is the charity fair? Community
volunteering and service Video: Feeding the 5,000
charity events The charity event is tomorrow.
Nouns related
Real English: to food
Definitely!

  v

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WELCOME
Welcome to the updated and expanded edition of Time Zones.

WHAT IS TIME ZONES?

Time Zones is a five-level, four-skills series that combines a communicative
approach to learning English with up-to-date National Geographic content.
It is designed to be engaging for all young students, from pre-teens to
young adults.

HOW IS THE BOOK ORGANIZED?

Time Zones follows a familiar grammatical syllabus, with simple structures
introduced in the lower levels, followed by increasingly complex structures
in later levels. However, Time Zones also follows a rich, thematic content
syllabus. Real-world content is used as a springboard for introducing the
language that students need to become effective communicators in
English.
As with the grammatical syllabus, Time Zones teaches the highest-
frequency vocabulary in the earlier stages of the course, with relatively
lower-frequency vocabulary appearing only in the higher levels of the
series. Along the way, more specialized vocabulary is occasionally
introduced so that students can develop a meaningful understanding
of it, as well as be able to talk about the real world topics and issues
introduced in Time Zones. Key vocabulary is recycled systematically
throughout the series.
The vocabulary and grammar is well integrated throughout the series. For
example, students might learn the grammatical structure can to talk about
abilities in a unit on animals—learning to talk about what animals can and
can’t do—before going on to personalize the language and talk about
themselves and their own abilities.
Ideally, the units of Time Zones will be taught in order and no units will be
skipped. However, if your students have some background in English, you
may wish to skip the Starter Level, which consolidates some of the core
English that young students might have already encountered if they have
been exposed to English learning before.

vi  Welcome

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WHAT ARE THE PRINCIPLES BEHIND
THE SERIES?
1. ENGLISH FOR INTERNATIONAL COMMUNICATION
Students today are living in an increasingly globalized world, with English continuing to
become an important lingua franca. The distinction between “native” and “non-native”
speakers of English is becoming even less distinct than in the past. In fact, the majority of
communication in English is between two so-called “non-native” English speakers. While
Time Zones uses standard American English as its basis—in terms of lexis and grammar—
it also acknowledges, and embraces, the fact that English is a global language.
Time Zones positions students to be effective communicators in English in a world where
English is a common means of international communication. Because of this, the Time Zones
audio program includes speakers from other countries with a range of real-world accents. This
allows students to become comfortable listening to speakers from around the world and
encourages them to speak themselves. Additionally, this emphasis on global accents better
prepares students for common international exams, which increasingly focus on various
international English accents.

2. AUTHENTIC, REAL-WORLD CONTENT

Time Zones is built on the belief that authentic, real-world content is more motivating and
more relevant to students than content that is contrived or artificial. Stories, photographs,
and video from National Geographic and other real sources tap into student curiosity,
motivate them to learn about the world, and get students talking in English as early in
their studies as possible.
At the same time, this focus on authenticity provides students with many opportunities for
personalization. Throughout the program, students apply the language they learn as they
develop the ability to talk about the world, as well as about themselves and their own lives.
For example, students may learn about extreme weather conditions—the coldest place on
Earth—but will also be able to use this language to talk about themselves and their own
everyday experiences.

3. GLOBAL CITIZENSHIP AND VALUES

Time Zones encourages students to think deeply about the values that all global citizens share.
Throughout reading, listening, and video lessons, students of Time Zones learn about the
world around them and its many varied cultures, as well as about global issues and events
affecting everyone—including historical discoveries, scientific developments, and the health
of the environment and the planet’s inhabitants. Real stories about National Geographic
Explorers and real-life global citizens prompt students to consider the effects of their own
thoughts, beliefs, and actions on the whole world, and act as a springboard for short projects
that go beyond the textbook.

Welcome  vii

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4. ESSENTIAL SKILLS FOR SUCCESS
Students need more than strong communication skills to be successful. Time Zones recognizes that students
need to be able to understand information presented in different ways—text, audio, video, charts, maps, and
graphs—and be able to communicate about them in different settings and contexts. They also need to be able
to work collaboratively in pairs and in group settings. Explicit and frequent practice in higher-order thinking
skills are critical to future success in the classroom. Students using Time Zones will be exposed to all of these
skills woven into each unit of the program.
Time Zones also acknowledges that many students today are balancing long-term communication goals with
the immediate need for exam preparation. Throughout the program, students are exposed to task types
commonly found on international exams. This helps students practice test-taking strategies and builds their
confidence before taking these high-stakes exams.

WHAT’S NEW IN TIME ZONES, THIRD EDITION?

• Two videos in every unit help students see more of the world and make personal connections with the unit theme.
• More grammar and vocabulary activities in each unit deliver more guided language practice for in-class use.
• Clear unit goals and review activities encourage learner independence and self-assessment.
• Audio recordings with a range of international accents expose learners to natural English.
• Updated technology resources make Time Zones easy to use in and out of the classroom.
• Different activities in the Workbook and Online Practice offer more practice opportunities out of the classroom.
• An expanded Starter Combo level with six complete units is ideal for short courses for true beginners.

viii  Welcome

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TAKE A TOUR OF TIME ZONES TEACHER’S BOOK

The Teacher’s Book of Time Zones is full of suggestions on how to get the most out of your class time. The following pages will
help you understand the vast resources at your disposal. (Don’t forget to read about the other components on page xix.)

CONTENTS
Student Book Scope and Sequence .................................................................................................. iv
Welcome ................................................................................................................................................. vi
Take a Tour of Time Zones Teacher’s Book ........................................................................................ ix
Meet the Time Zones Team ................................................................................................................... x
Using the Teacher’s Book Effectively ................................................................................................. xi
Unit Walkthrough ............................................................................................................................... xiii
Components of the Series ................................................................................................................ xix
How to Teach Time Zones....................................................................................................................xx
The How to Teach Time Zones section
UNIT 1 UNIT 7 introduces techniques and tips to help
What Do You Like to Do? ............................. 6 What’s for Dinner? .......................................78
you teach Time Zones more effectively.
UNIT 2 UNIT 8
What Does She Look Like? ......................... 18 You Should See a Doctor! ..........................90
UNIT 3 UNIT 9
When Did You Buy That Shirt? ..................30 I Often Skate After School ...................... 102
UNIT 4 UNIT 10 Every level of Time Zones is divided into
What’s the Coldest Place on Earth? .........42 How Do You Get to the Restaurant? ..... 114 12 units. Each twelve-page unit is
UNIT 5 UNIT 11 based on a particular theme, allowing
Are Parrots Smarter Than People? ...........54 What Were You Doing? ........................... 126 students to learn about the world
UNIT 6 UNIT 12
around them as they develop language
I Really Like Electronic Music! ...................66 We’re Going to Volunteer! ...................... 138 skills.

Communication Activities ............................................................................................................... 150

Workbook Answer Key ..................................................................................................................... 155
Credits.................................................................................................................................................. 167

Welcome iii
iii

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The Workbook is an effective way for students to practice

the language learned in Time Zones. Page xix gives more
information about the Workbook. Answer keys for all of the
Workbook activities are on pages 155–166.

Take a Tour of Time Zones Teacher’s Book  ix

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MEET THE TIME ZONES TEAM

MING STIG
MAYA
NADINE

This is Maya This is Ming

This is Stig This is Nadine
Santos from Chen from
Andersson Barnard from
Rio de Janeiro, Shanghai, in
from Stockholm, Cape Town, in
in Brazil. She’s China. He likes
in Sweden. He South Africa.
into music, sports and
loves food, She loves
singing, and animals.
photography, nature, movies,
shopping.
and sports. and music.

x  Meet the Time Zones Team

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USING THE TEACHER’S BOOK EFFECTIVELY

The reduced Student’s Book pages show answers for each activity.
“Answers will vary.” is used when there is no single correct answer for
a particular question or activity.

The CONTENT AREA box summarizes key

UNIT 7 ABOUT THE PHOTO B Tell students they will listen again and
should match the countries to the places
vocabulary and the grammar point in the unit.
WHAT’S FOR
This photo shows 18 traditional meals from around
the world. Traditional dishes around the world
usually contain region-specific ingredients which
where people in those countries get their
food. It also gives optional suggestions for things you
DINNER? WHAT ’S FOR
are available to locals either all-year-round or

may want to prepare before class.

seasonally. A good example of a region-specific 7.1 Play Audio Track 7.1. Play it
ingredient is wasabi in Japan. Fresh wasabi is
again, if necessary.

DINNER?
expensive, and can reach prices of up to $250 per
CONTENT AREA: HISTORY kilogram. This is due to the delicate nature of the

Other useful vocabulary is related to the

wasabi plant, which can only be grown in specific
Check answers.
AND CULTURE
conditions. For this reason, fresh wasabi is rarely
Topic: food sold commercially outside of Japan. Instead, what OPTIONAL Have students find the places

topic of the unit and is particularly helpful for

we more commonly get outside of Japan is a
mixture of horseradish, coloring, and sweetener. on a world map.
Vocabulary: foods and drinks:
honey, tuna, bread, crab, milk, tomato,
C As students follow along, read the

students who are slightly more advanced and

berry, strawberry, noodle, coffee, shrimp,
question aloud.
orange, meat, cookie, cupcake, ice cream,
juice, soda, bottled water, cheese, bread, Model the conversation with a student.
salad, cauliflower; silverware/utensils:
plate, bowl, glass, fork, knife, napkin, cup;
locations: counter, refrigerator, table, sink,
Have students get into pairs and take
turns asking and answering the question.
need a further challenge.
cabinet; other words: come from, thin,
hungry, various, delicious, chef OPTIONAL Ask students to list various
foods and drinks that are popular in their
Grammar: talking about countable and countries. Have them talk about how often
uncountable things—there is, there are, (e.g., every day, for special meals) and when
some, any People around the (e.g., for breakfast) they eat and drink them.
world eat different
Extra material: photos of foods kinds of food.
CHALLENGE Ask the students to say
including foods from around the world, a some other kinds of foods, including fruit and
photo of a slice of pizza, a world map HISTORY AND CULTURE
PREVIEW vegetables. (See Other useful vocabulary.)
Other useful vocabulary: foods: A 7.1 Listen. Check (✓) the foods and B 7.1 Listen again. Where do the people in each C Talk with a partner. What did you eat UNIT GOALS
drinks you hear. place get their food? Match. yesterday? Answers will vary.
potato chips, tortilla chips, French fries; • describe different foods
fruit: pineapple, cherry, grape, mango; ✓ honey ✓ crabs ✓ berries 1 Malaysia from farms and forests
What did you have for dinner last night? • use language for talking about countable and
UNIT GOALS
vegetables: lettuce, cucumber, peas; ✓ tuna milk ✓ oranges 2 Greece from hunting and fishing uncountable things
Direct students’ attention to the UNIT GOALS
desserts: pie, candy, chocolate, doughnut; bread ✓ tomatoes ✓ meat 3 East Africa from hunting and I had fish and a salad. How about you? • learn how taste works box. Explain that these are some of the things
silverware/utensils: spoon, chopsticks gathering
78 79 students will learn in this unit. Point out that
this unit is about history and culture. As
END OF UNIT PROJECT Have students follow along, read each of the unit
students do research and write a short report
• the name of the dish PREVIEW A Tell students they will listen to a woman goals to the class. Explain any words students

The End of Unit Project section provides a

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about an unusual dish that is new to many TEACHING NOTE: TABLE

• where it’s from talking about photographer Matthieu do not know. Remind students that at the end
students. Tell them they should use a world SETTINGS
• the ingredients (what’s in it) Have students read the unit title to themselves Paley and they should check the foods and of the unit there is a self check that allows them
map to show where the food comes from and as you read it aloud. Explain that in this unit to see if they have accomplished each goal.
suggestion for a bigger project that students can
• whether it’s a dish eaten for special Silverware is the name given to the utensils drinks that are mentioned. Have students
bring a photo to class so students can see what they will learn to talk about food and whether
occasions or on a daily basis we use for eating: forks, spoons, and knives. follow along in their books as you read the
the food looks like. or not something exists.
The act of putting the plates, drinks, and names of the foods and drinks aloud.
Have students do their research.

do either inside or outside of class. The project

Show students photos of some foods from silverware on the table is called setting the
7.1 Play Audio Track 7.1. Play it
around the world. As you show each one, give In class, have students give their table. In an informal situation, a typical OPTIONAL As students follow along, read
again, if necessary.
a simple explanation. presentations. After every five presentations, Western table setting has silverware, a napkin, the photo caption aloud. Have students get
While you explain the dish, have students take
notes. After your explanation, ask what
have students get into pairs and talk about the
food (e.g., which looks the most interesting,
which seems difficult to cook, which they
a glass, and a plate. When we set a table in the
classic Western style, the basic rule is that
forks go to the left of the plate, knives and
into pairs and describe the food in the photos. Check answers.
extends and personalizes both the content and
the language from the unit.
information you gave. For example: spoons go to the right of the plate, and the
would like to try).
glasses go above the knives and spoons.
78 Unit 7 Unit 7 79

THE REAL WORLD

D CRITICAL THINKING Applying Find any photo or video of food. What do you think the food
THE REAL WORLD ABOUT THE PHOTO stylists did to make it more attractive? Answers will vary.
PRONUNCIATION
This photo shows a photographer taking PROJECT Photograph your food. Work with a partner. For the next 24 hours, take
Ask students to look at the photo. As students photos and videos of food for a vlog. photos of your meals. Then, show them to your partner and describe what you ate.
Tell students they will practice their
follow along in their books, read the title and pronunciation of linked sounds.
the photo caption aloud.
THE ART Food stylists are often hired to do
advertisements for large food and
(AND STYLE!) beverage companies like McDonald’s.
Often, food stylists don’t use real food
PRONUNCIATION linked sounds Explain that we often blend two or more
words together when we speak quickly in
CONTENT NOTE: FOOD OF FOOD for their photo shoots. An example
7.4 Listen. Complete the sentences. Take turns reading the sentences.
1 There are some knives in the sink. 3 There are some cups on the counter. everyday English. Tell students that in order
STYLIST would be replacing milk with white glue
bowls on plates in to avoid miscommunication, it is important

Both the CONTENT NOTE boxes and the

for a cereal commercial. This allows the 2 Are there any the table? 4 There are some the cabinet.
A food stylist’s job is different every day. A cereal to be placed neatly and arranged to understand English when it is spoken in
in the most appetizing manner possible.
stylist may spend a day working on photos
This also buys the food stylist time
COMMUNICATION this way.

ABOUT THE PHOTO boxes give additional

for a cookbook or magazine, and the next before the cereal gets soggy. (See Work with a partner. Find the differences. Student A: Look at the picture below.
Student B: Look at the picture on page 151. Take turns asking and answering questions to find Have students read the sentences to
day making videos of food for TV CONTENT NOTE for more information.) seven differences. Circle them. themselves. Tell students to listen and
commercials or a food segment for a news
complete the sentences.

details about the content being studied and

show. Food stylists are also called in to help Are there any noodles?
sell products for food companies. Stylists 7.4 Play Audio Track 7.4. Play it again,
No, there aren’t.
use things such as pins, cotton swabs, A photographer pausing after each sentence to check answers.
scissors, tweezers, eyedroppers, art brushes,
the photos. This information can be shared
takes photos and
videos of food. Students may have difficulty hearing the
and other art supplies, as well as things you linked sounds. If so, say the sentences aloud
find in the kitchen, like knives, spoons, and without linking the two words. Then play the

with students to widen their knowledge.

straws. Not all the food we see in photos or A 7.1 Watch the video. Check (✓) the foods you see.
audio a third time.
on TV is actually edible! ✓ strawberry burger ✓ coffee ice cream ✓ tomato ✓ shrimp
Have students get into pairs and take turns
B Watch again. Check (✓) two correct answers. According to the video, what are some reading the sentences.
A Tell students they are going to watch a
7.1
ways to make food look good in videos?
video about food stylists and how they ✓ fil videos in slow motion paint the food
make food look so beautiful. As students
COMMUNICATION
use beautiful plates or glasses ✓ use good lighting
follow along, read the food items aloud
and explain that they should check the C Complete the paragraph below. Use the words in the box.
things they see. You might want to Tell students they are going to play a game
drinks milk ice cream strawberries where they will try to find seven differences in
emphasize that they should focus on the
visuals for this activity. Some of the things food stylists use to make food look good aren’t actually food! They sometimes two pictures. Explain that they should circle
use white glue instead of 1 milk so that breakfast cereal doesn’t become soft. Or the differences. Emphasize that Student A
7.1 Play Video 7.1. Check answers. they add soap bubbles to 2 drinks to make them look more bubbly. Sometimes they should not look at Student B’s picture and
paint 3 strawberries with lipstick to make them look red. Finally, because vice versa.
B Tell students they will watch again, and 4 ice cream melts quickly, food stylists often use frosting instead!
they should check the two ways that food Have students get into pairs, and decide who
stylists make food look good. As students 82 Unit 7 Unit 7 83
will be Student A and Student B.
follow along, read the ways aloud.
Have the Student Bs look at the picture on
7.1 Play Video 7.1. Play it again, C Have students use the words in the
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As students follow along, read the 2/25/20 2:15 PM TZ_L2_SB_18925_U07_078_089.indd 83

TEACHING NOTE: DIGITAL PROJECT As students follow along, read 2/25/20 2:16 PM
page 151.
if necessary. Check answers. box to complete the paragraph. question aloud. Have students get into the project instructions aloud. If some
LITERACY Model the conversation with a student.

The TEACHING NOTE boxes contain tips for

Check answers. pairs and talk about their ideas. students don’t have access to a camera, have
CHALLENGE Tell students that in Digital literacy includes the ability to find, them make a list of the food they eat. Have students do the task.
informal English, we often say right at the end CHALLENGE Ask students to discuss use, manipulate, and evaluate information,
In the next class, have students get into pairs

teachers, additional activity explanations, and

of a sentence to draw the listener into the D CRITICAL THINKING whether they feel there are any ethical including images. With the advent of Check answers by having pairs make
and take turns describing the food they ate. comparative statements. (e.g., In my picture,
conversation. Explain that we also use it to seek Have students find photos or videos of limitations to what a food stylist can do, modern technology, it is increasingly
confirmation from the listener. Tell students you food. Encourage them to think critically providing reasons for their ideas. important for students to think critically there are two eggs on the blue plate, but in my

explanations of language acquisition concepts.

will play the first part of the video again and about all the different sources they could about media, including photos, because partner’s picture, there is a fish on the
they should notice the use of right. use to find photos (e.g., reference books, they can be digitally altered to appear real. blue plate.)
the internet, magazines, leaflets, recipe
Play the first part of the video again.
These notes are in easy-to-understand language
7.1
books). Alternatively, bring some photos SUPPORT Before you begin, have
to class for the students to use. students identify the items in the pictures.

82 Unit 7 Unit 7 83
so that they can be used to explain the concepts
to students.

Using the Teacher’s Book Effectively  xi

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Three sections give suggestions for differentiated instruction. SUPPORT sections provide ideas to make the activities more accessible
for lower-level students. CHALLENGE sections include ways to expand the learning or make them more difficult (for stronger
students), and OPTIONAL sections expand the activities, providing more practice.

Additional Activities to Use with the

Reading suggest various activities to expand READING
READING
A Look at the photo and read the headings. What’s the OPTIONAL Have students find South

the content, including reinforcing vocabulary,

article about? America, Europe, the United States, and
a the ingredients in pizza
CONTENT NOTE: PIZZA b how people started making pizza Naples, Italy, on a world map. Tell students
c how to make pizza that Persia is the ancient name for the area

increasing students’ awareness of the way

The origins of the name pizza are uncertain,
B Scan the article. Where was the firs pizzeria? where Iran is now. Have students find the area
although the first recorded use of the word In Naples, Italy where the Persian territories used to be.
dates back to AD 997 in an ancient Latin C Talk with a partner. Do you like pizza? Why do you
think it’s popular? Answers will vary.

vocabulary is used, expanding on the grammar

text found in the town of Gaeta, Italy.
Additional Activities to Use with
As in the rest of the world, there are many the Reading

used in the reading, personalizing the material,

kinds of pizza in Italy, and they often vary
by region. In Rome, for example, pizzas A SLICE OF Additional Discussion

HISTORY
Questions
often don’t have tomatoes on them.
Ask students what surprised them the most
and practicing the unit’s pronunciation point. Ask a student to read the title aloud.
If you brought in a photo of a slice of pizza,
A 7.5 What’s your favorite pizza? Pepperoni? Meat?
Veggie? Many people around the world love pizza. But
about the article, and why.
Have students brainstorm questions that they

You can select the activities that best meet your show it to students and tell them what it is.
Explain that a slice of means a piece of.
where did it come from?
B The First Pizza. Every pizza has a crust. A crust is a thin,
flat bread. Five to ten thousand years ago, people made
can ask and answer about pizza, writing them
on the board, if necessary. (e.g., Where is the
best pizza in your city? When did you first eat
students’ needs and your time constraints.
flat bread on hot rocks. Then, someone decided to put
other food, or toppings, on top of the flat bread. This was
CHALLENGE Have students name the world’s first pizza.
pizza? How often do you eat pizza?) Then have
different toppings that are often put on pizza C Food for Soldiers. About 2,500 years ago, the Persian students get into small groups and talk
(e.g., pepperoni, mushrooms, onions, army was a long way from home. The hungry soldiers did about pizza.
not have any ovens, so they cooked flat bread on their
peppers). Also have them discuss toppings metal shields. They put various toppings on the bread. Developing Creative Thinking
that may be unique to their country. (e.g., D Dangerous Tomatoes? Explorers from South America
Some pizzas in Japan have mayonnaise on brought tomatoes to Europe in the 1520s. At first, the Have students get into small groups. Have a
Europeans thought tomatoes were poisonous. But people competition for students to design the most
them.) Comparing and contrasting different soon found out that tomatoes were safe … and
cultures is a good critical thinking skill. delicious! Today, tomato sauce is a basic topping interesting pizza.
ABOUT THE PHOTO on pizza.
This photo shows a man tossing a pizza in a pizzeria in Seattle, USA. Tossing pizza dough in E The First Pizzeria. Pizza makers opened the world’s first After groups have designed their pizzas, have
A Ask students to look at the photo. Ask, the air is a better way to shape the crust and retain the right amount of moisture in the pizza restaurant, or pizzeria, in 1830, in Naples, Italy. The them take turns presenting their pizza to the

The CHALLENGE sections allow you to expand

dough, compared to using machinery which dries the dough out more. Tossing the pizza chefs used hot lava from a volcano to cook the pizza!
What is he doing? (He’s making the class, giving reasons for their ideas. Have the
dough also makes the dough less sticky and easier to handle. Pizza is one of the most F Pizza for the World. In the late 19th century, many
pizza crust.) popular foods in the world, and in the United States, it is estimated that three billion pizzas Italians moved to the United States. Some of them class vote on the most interesting pizza. Other
are sold every year. Pizza is so popular in the United States that National Pizza Month is A man makes pizza at a opened pizzerias, and pizza became very popular. Now, awards could include most delicious, most

on the Student’s Book material, adding

Have students read the headings in the celebrated every October, beginning in 1984. (See CONTENT NOTE for more information.) pizzeria in Seattle, USA. pizza is sold all over the world. People eat about 5 billion
pizzas every year! unique, and most traditional.
article and decide what the article is
about. As students follow along, read the 84 Unit 7 Unit 7 85 Personalization and Writing

additional learning and challenge. These are

answer choices aloud and have them Have students do research about the history of
circle their guess. Don’t check answers some dishes that are famous in their country
yet. Tell students that headings can be used in
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Tell students that the third way we use 2/25/20 2:17 PM
Ask students if their guesses in A
TZ_L2_SB_18925_U07_078_089.indd 85
7.5 Play Audio Track 7.5. Ask students to
2/25/20 2:17 PM
and write a short report.

particularly appropriate for students who SUPPORT Help students understand

headings by first asking them to find the
three ways when we read. Tell them that the
first way is when we quickly look at the article.
Explain that the headings help us to
headings is after we have read the text.
Explain that when we are looking for specific
information (e.g., to answer a comprehension
were correct.
Give students the opportunity to read
get into pairs and discuss what information
they heard. Then have them read the article
more carefully.
In the next lesson, collect the reports and
correct them for grammatical mistakes. Return

are finding the material a little too easy. In information in bold type within the body of
the article. Explain that these are called
headings, and headings are like road signs,
understand how the text is organized.
Explain that the second way we use them is to
question) the headings help us focus on the
section where the answer probably is,
allowing us to answer more quickly.
the article in more detail so they can
answer the COMPREHENSION
questions. C As students follow along in their books,
the reports and have students take turns
reading their reports aloud to the class.

mixed-level classes, for example, while other see what is coming next so we can more read the two questions aloud. Have If your class has many students, have students
giving the reader directions. Ask how many students get into pairs and discuss their get into small groups and take turns reading
quickly understand the content as we read it. OPTIONAL The text can also be used as
headings the article has (five). B Tell students that they will scan the ideas. their reports.
a listening activity. Have students close their
students finish the Student’s Book activity, article to see where the first pizzeria was.
Have students do the task.
books. Tell students they will listen to
the passage.

you can ask fast-finishing pairs and groups to 84 Unit 7

Check answers.

Unit 7 85

work on these activities.

COMPREHENSION VOCABULARY
COMPREHENSION A Answer the questions about A Slice of History. A Find the words below in the article. Then complete the sentences using the correct form
Have students match the adjectives with
of the words in the box.
the pictures. Check answers as a class.
A Have students read the questions 1 DETAIL The Persian soldiers cooked fl t bread .
to themselves and circle the a in ovens b on their shields c on the ground come from thin hungry various delicious chef DO YOU KNOW?
correct answers. 2 PURPOSE Why does the author include the paragraph
Pizza 1 comes from Italy. It has a thick or 2 thin
IDIOM crust and toppings like Read the sentence and answer choices
about tomatoes? Chefs various
After they have finished, check answers “Your eyes are bigger than cheese, meat, or vegetables. 3 make 4 kinds of pizza, such aloud, as students follow along in their
a to show the history of tomatoes your stomach” means . as plain, pepperoni, and Hawaiian. They are all 5 delicious ! Some 6 hungry
as a class. a you like looking at food
books. Have them guess before providing
b to show that people from all over the world love pizza people can finish a whole pizza by themselves.
b you can eat a lot the answer (c).
c to show where a key ingredient of pizza came from c you take more food than
OPTIONAL Ask students additional you can eat B Read the information below. Then match the adjectives with the pictures.
comprehension questions. 3 INFERENCE How are pizzas today similar to pizzas from
We use adjectives to describe how food tastes. For example, bitter, salty, sour, and sweet.

The OPTIONAL sections suggest additional

2,500 years ago?
1 When was flat bread first made? (Five a they have a crust 1 bitter
WRITING
to ten thousand years ago) DO YOU KNOW?
b people cook them in ovens A Explain to students that they should

activities to practice the Student’s Book

You can’t taste the
2 What are the two main parts of a c they use tomato sauce
difference between imagine they are going to have a
pizza? (crust and toppings) 4 DETAIL The firs pizzeria was opened about years ago. 2 salty
apples and potatoes barbecue. Have students make a list of
if you while
things they need for a barbecue.
material. You can use these to provide your
a 2,500 b 1,830 c 200 eating them.
3 How many pizzas do people eat every a close your eyes
year? (5,000,000,000—have students 5 MAIN IDEA Paragraph F is mainly about how pizza around the world. b raise your hand B Explain that they are going to write a text
c pinch your nose
write the number on the board to a is made b became popular c is different message because they need a friend or

students with additional practice before

3 sour
increase the impact of this number) family member to buy things for them.
B Complete the timeline. Write notes about the history of pizza.
History of Pizza As students follow along, read the

moving on to new material or as review as IDIOM

As students follow along in their books,
5,000 to 10,000 years ago
People made pizza
crust on hot rocks
In the 1520s
Explorers from South
America brought
In the late 19th century
Many Italians moved
to the United States
4 sweet
11:00AM

V
example text message aloud.

SUPPORT Explain that text messages are

you progress through the unit.

read the sentence and answer choices tomatoes to Europe and opened pizzerias. Vera

aloud. Have students guess before an informal type of writing. Point out that the
providing the answer (c). Explain that we
Hey, Vera! Where
are writer started a sentence with But, and explain
you now? I’m
use this idiom when we are hungry and About 2,500 years ago In 1830 Today
gettin
ready for our family g that this is not usually acceptable in formal
Soldiers cooked Pizza makers opened Pizza is sold all WRITING barbecue, but writing, like a report or an essay.
take a lot of food. For example: pizza crust on the world’s first over the world. there
isn’t enough food.
A Imagine you are preparing a barbecue. Make a
metal shields pizzeria in Naples, Italy We have some
That’s a lot of food on your plate! I think list of things that you need for the barbecue.
bread, and meat.
fruit, Point out that the text message starts with a
But short greeting. Ask students if they always
your eyes are bigger than your stomach. B Read the text message. we don’t have
any
salad or juice. begin like this. (Many probably do.) Point out
C CRITICAL THINKING Personalizing Talk with a partner. Think of a popular dish you like. What are C Write a text message. Ask your friend or family Please
buy some on your
its ingredients? Answers will vary. member for help in buying the things you need. way here. that the text message finishes without having
B EXAM PRACTICE Answers will vary. a final greeting like goodbye.
86 Unit 7 Delivered Unit 7 87
A timeline is a graphic representation of
events that happen during a period of C Have students write their text messages.
time. Each event is shown with a mark TZ_L2_SB_18925_U07_078_089.indd 86

skill that is indirectly tested. For C CRITICAL THINKING

2/25/20 2:18 PM
OPTIONAL Have students brainstorm
TZ_L2_SB_18925_U07_078_089.indd 87

VOCABULARY 2/25/20 2:18 PM

Give students a time limit for finishing
the text message, and set a minimum
that is perpendicular to the timeline. instance, multiple choice questions Have students brainstorm some dishes dishes that are famous in their country. Tell
An event that happens over a period of them they should imagine they are going to A As students follow along, read the words number of sentences students must
may require students to accurately they like.
time is represented by a horizontal line describe it to a foreigner who has never seen in the box aloud. Have students find write (e.g., six).
assess which event occurred first
spanning the period above or below the Have students get together with a or eaten it. Ask students to think about what them in the READING passage.
(e.g., the cause). Further, Writing Task 1 TEACHING NOTE: BARBECUE
timeline. Students may find timelines partner and talk about the ingredients. they would need to explain (e.g., looks,
on the IELTS Academic test requires Point out that the paragraph continues
to be helpful in understanding the students to describe charts, graphs, ingredients, when and where it is eaten, the
the theme of pizza. Have students use The word barbecue often refers to a casual,
order of and relationships between a maps, diagrams (processes), or the SUPPORT Explain that the term importance of the dish).
the words in the box to complete the outdoor gathering where food is cooked
complex group of  events. sequence of events. ingredients means the various food items that sentences. Check answers. over an open fire. It can, however, also refer
Have students get into pairs and explain

The SUPPORT sections provide suggestions for Although students are not required to
make timelines for most standardized
Have students write notes in the timeline
about the history of pizza. Check
are put together to make a dish.
Explain that a dish is food that is prepared in a
the dish.
B As students follow along, read the
information in the box aloud.
to (1) meat that has been grilled, (2) the
grill that is used for cooking the meat, or (3)
the action of cooking outdoors on a grill.

further explanation for students who are finding

tests, the ability to understand the answers. particular way. Tell students that a dish is also
sequence of events is an important the general term for containers we serve food
in and eat food from, like bowls.
86 Unit 7 Unit 7 87
the Student’s Book material a little challenging.
These additional procedures help students review
previously studied material and explore Student’s
Book material in more detail. These sections also
provide additional practice of the language.

xii  Using the Teacher’s Book Effectively

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UNIT WALKTHROUGH
Time Zones, Third Edition uses amazing photography, updated videos, and inspiring stories of global citizens to encourage
teenage learners to explore the world in English.
Through teacher-tested language lessons, carefully scaffolded practice activities, and teaching resources that keep classrooms
engaged, Time Zones, Third Edition delivers the skills and language that learners need for wherever they’re going next.

High-interest photography Each Preview section includes

introduces the unit topic and a listening activity that provides
target vocabulary, stimulates authentic speaking models so students
students’ interest, and sparks can improve their pronunciation and
classroom discussion. general communication skills.

PREVIEW

WHAT ’S THE
A Look at the questions below. Discuss your
answers with a partner.
1 What’s the largest desert on Earth?

COLDEST
a The Gobi b The Sahara
2 What’s the highest waterfall in the world?

PLACE ON
a Angel Falls b Niagara Falls
3 Where’s the smallest hotel in the world?
a Thailand b Germany

EARTH?
4 What’s the biggest rock on Earth?
a Uluru/Ayers Rock b Zuma Rock
5 Where’s the coldest place on Earth?
a The Arctic b Antarctica
6 Where’s the tallest tree in the world?
a The United States b Mexico
7 What’s the smallest country in the world?
a Vatican City b The Maldives

B 4.1 Listen. Circle the correct answers

in A.

C Talk with a partner. What do you know

about the places and things in A?

The Sahara is in Africa.

THE NATURAL WORLD

UNIT GOALS
• compare three or more things
• learn language for describing extreme places and things
A mountaineer stands in front • talk about the Amazon
of a mountain range on
Livingston Island, Antarctica.
42 43

Time Zones features real-world information from four The Unit Goals box tells students what they are going to learn in the unit.
content areas: People and Places, History and Culture, This can be particularly helpful for students who might otherwise focus on
the Natural World, and Science and Technology. the details without seeing how they are related to one another.

Unit Walkthrough  xiii

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The unit’s target language is The Real English box The Language Focus activities practice and
introduced through an entertaining highlights a functional reinforce the unit’s grammar and language,
conversation featuring the Time phrase or discourse marker moving from controlled and contextualized
Zones team. Students can repeat the from the dialog that is practice to freer practice.
conversation, varying vocabulary and commonly spoken by
the speaker parts, to build fluency fluent speakers of English. Most Language Focus sections have a listening
and confidence. component, allowing students to become more
comfortable with the language before producing it.

LANGUAGE FOCUS C Complete the sentences. Use the correct form of the words in parentheses.
1 Lake Baikal in Russia is (deep) lake in the world.
A 4.2 Listen and read. What test is Nadine studying
for? Then repeat the conversation and replace the words REAL ENGLISH Let’s see. 2 Some of (bad) storms in the world happen in India.
in bold.
3 Some people think that Atenas, Costa Rica, has (good) weather in
the world.
Ming: Hey, Nadine! Do you want to watch a
movie after school? 4 Many people say that Paris is (beautiful) city in the world.
Nadine: I can’t. I have a geography test. 5 The (less expensive) way to travel from London to Paris is by bus.
(science / social studies) It’s my most
difficult subject. (toughest / 6 Soccer is (popular) sport in the world.
most challenging)
Ming: Let me help! Let’s see. What’s the coldest D 4.4 Complete the sentences. Use the correct form of the words in the box. Then listen

continent in the world? (biggest insect / and check your answers.

oldest culture)
Nadine: Oh, that’s easy! Everyone knows that!
Ming: OK, so what’s the world’s highest
mountain? (most dangerous plant /
most common language)
Nadine: Well, that’s easy, too!
Ming: Okay. Then what are you worried about? 1 2 3 4
Nadine: Because my test is tomorrow, and I have
the world’s shortest memory! small fast dangerous heavy

1 The blue whale is animal in the world.

B 4.3 Look at the chart. Circle the correct answers below. 2 The inland taipan is one of snakes in the world.

DESCRIBING EXTREMES (USING SUPERLATIVES) 3 The falcon is bird in the world.

What’s the largest beetle The titan beetle is the big the biggest
in the world? largest beetle. 4 The pygmy marmoset is monkey in the world.
pretty the prettiest
What’s the tiniest dog in The tiniest dog is the famous the most famous E Work with a partner. Use the words in the box to talk about things you know about.
the world? Chihuahua.
good the best
most least long short high low
Some people think that Komodo Beach in Indonesia bad the worst big small hot cold dry wet
has the most beautiful sand in the world.
less the least
The highest mountain in my country is Mount Fuji.
1 We use superlatives when talking about two / three or more things.
February is the coldest month in my city.
2 Superlatives go before / after the nouns they’re describing.
3 For adjectives with three or more syllables (e.g., interesting), we use the most + adjective /
add -est to the adjective.

44 Unit 4 Unit 4 45

The final activity in each Language Focus

is an open-ended communicative activity,
such as a game, role-play, or survey.

xiv  Unit Walkthrough

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The Real World uses a short video to The Pronunciation section helps Project suggestions encourage students
introduce students to more general to build student confidence, using a to personalize what they’ve learned in
knowledge about the world through listen-notice-repeat sequence. This the lesson and go beyond the book to do
personal stories and experiences of section introduces and practices research online, in their neighborhood, or
National Geographic Explorers, recent features of spoken English that are in the classroom.
discoveries and research, scientific appropriate to students at each
experiments, and more. level. The pronunciation syllabus
is topic-related and focuses on the Do You Know? quizzes
unit’s target language. provide students with
fun, real-world facts
related to the content.

THE REAL WORLD

D CRITICAL THINKING Justifying Talk with a partner. What do you think is the most difficu thing
about living in Oymyakon? Give reasons for your answer.

PROJECT Make a list. Imagine you are going to an extreme place for three days. Choose
GOING TO a type of place (hot, dry desert or freezing, icy mountain, etc.). Make a list of the 10 most
EXTREMES important things you need to survive there.

PRONUNCIATION sentence stress DO YOU KNOW?

4.5 Listen. Underline the stressed words. Take turns reading The longest animal
the sentence. in the world is the
.
1 Antarctica is the coldest place on Earth.
a bootlace worm
2 What’s the most famous city in Europe? b green anaconda
c lion’s mane
3 New York City is the largest city in the world by area. jellyfis
4 The Congo River is the deepest river in the world.
5 Where’s the tallest waterfall in South America?
6 The Amazon is the largest river in the world.

COMMUNICATION
The only shop in Oymyakon Play a quiz game. Work with a partner. Student A: Turn to page 151. Student B: Turn to
page 152. Take turns asking and answering questions.

A Read the information about Nick Middleton. What are his jobs?
A village in
Explorer Nick Middleton teaches at Oxford University in England. In an interview Greenland
with National Geographic Learning, he talks about his trip to the world’s coldest
town: Oymyakon, in Siberia, Russia.

a explorer and artist b writer and photographer c teacher and explorer

B 4.1 Watch the video. What do people usually eat or drink in Oymyakon? Check (✓)
three correct answers.
reindeer fruits rice
horse milk vegetables

C 4.1 Watch again. Circle T for True or F for False.

1 Vegetables grow all year in Oymyakon. T F

2 To keep warm, people in Oymyakon wear clothes made of reindeer fur. T F
3 People in Oymyakon sometimes sell animals to make money. T F

46 Unit 4 Unit 4 47

The Communication section is the longest

communicative task of the unit. These pair
or group activities allow students to use
the language they have learned in a less Critical Thinking questions provide an
structured speaking activity. These sections opportunity for students to engage critically
include activities such as games, surveys, with the article by asking and answering
information gap activities, and questionnaires. questions related to the content.

Unit Walkthrough  xv

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The Reading section starts with a photograph Audio recordings of each
and a pre-reading activity to engage students, passage help students practice
introduce the topic, and activate prior knowledge their listening, understand the
and language. Students also practice skimming, pronunciation of new words,
scanning, prediction, and other skills that are and study natural rhythm and
essential for effective reading. intonation.

READING
EXTREME
AMAZON!
A Scan the article. Where does the Amazon River begin
and end?
B Skim the article. Find two examples of why the Amazon
is extreme.
C Talk with a partner. Do you think the Amazon is
important to us? Why?
4.6 Twenty percent of all the water that goes into
the world’s oceans comes from one river—the
Amazon.
The Amazon River begins in the Andes Mountains in
5 Peru. It travels more than 6,000 kilometers to the
Atlantic Ocean. Most of the Amazon’s water comes
from rain. During the wet season, parts of the river
are 190 kilometers wide.
More than half of the Amazon River is in Brazil. Here,
10 it flows through the world’s largest rainforest. The
Amazon rainforest has the largest number of plant
and animal species on Earth. It has about
40,000 plant species and 3,000 kinds of fish. It also
has 1,300 types of birds and over 2 million species
15 of insects!
Some of the Amazon’s animals are dangerous. The
anaconda is one of the world’s largest snakes. It’s
also one of the scariest animals in the Amazon. But
there are also gentle animals, like the sloth and the
20 pink dolphin.
The Amazon is very important to our planet. There
are still many kinds of animals and plants for us to
discover. If we lose the Amazon, we’ll lose a big part
of life on Earth.

A pale-throated
sloth in Manaus,
The Amazon River runs through Brazil
the Amazon rainforest.

48 Unit 4 Unit 4 49

High-interest readings feature real-world information that has

been adapted from National Geographic or other reliable sources.
The reading passage introduces new vocabulary; however, the
length and language level of each passage is carefully graded
and controlled to ensure student understanding with little or
no teacher support.

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Activity A of the Comprehension section features Activity A of the Activity B
multiple-choice questions to check students’ basic Vocabulary section explains and practices real-world,
comprehension. The multiple-choice questions gives students more commonly used expressions such
follow the same format as many common practice with target as phrasal verbs, collocations,
international exams. Question types include lexicon from the and synonyms.
main idea, purpose, detail, inference, cohesion, Reading passage.
vocabulary, and understanding reference words.

COMPREHENSION VOCABULARY IDIOM

A Answer the questions about Extreme Amazon! A Find the words below in the article. Then complete the To “go to extremes” means
to .
sentences using the words in the box. a do more than is necessary
1 MAIN IDEA The article is mainly about the Amazon’s .
flows species insect gentle planet lose b visit an extreme place
a people b weather c importance

2 INFERENCE The Amazon River is narrower during the season. 1 The water down the mountain and into the sea.

a dry b cold c rainy 2 The turtle is a quiet, animal.

3 REFERENCE The word Here in line 9 refers to . 3 When there is a forest fi e, we many trees.

a the Atlantic Ocean b Peru c Brazil 4 There are many of birds in the Amazon.
5 The ant is a(n) .
4 DETAIL Which group of animals has the greatest number of species in the Amazon?
6 Earth is a(n) .
a fis b insects c birds

5 DETAIL Which of the following is NOT a gentle animal? B Read the information below. Then match the words to the numbers.
a anaconda b sloth c pink dolphin
We can write numbers in words.
1 thousand = 1,000 1 million = 1,000,000 1 billion = 1,000,000,000
B Complete the word web. Use one word from the article for each answer.
To describe numbers that are less than 1, we use fractions, e.g., ½ (half ), or
The anaconda, one of decimals, 0.5 (zero point five).
The world’s
the 3 animals
2
rainforest 1 one million 10.5
in the Amazon 2 ten thousand 10,000,000,000
3 ten billion ½
Home to the largest 4 half 1,500
number of plant Animals that live 5 one thousand fi e hundred 10,000
The Amazon 6 ten point fi e 1,000,000
and animal in the Amazon
1
on Earth
SWITZERLAND is a great place
Over 2 million species to visit. It has the Matterhor
n, which is
of 4 one of the most beautiful
mountains
in the world …

C CRITICAL THINKING Analyzing Talk with a partner. Read the sentences below. Determine if
each sentence is a fact or an opinion. Circle the correct answers.
1 Most of the Amazon’s water comes from rain. Fact Opinion
WRITING
A Look at the poster. Read the beginning of the
2 The Amazon is the world’s largest rainforest. Fact Opinion
description of the photo.
3 There are interesting plants and animals in Fact Opinion
the Amazon. B Choose a great travel destination. Find a photo
of it. Make notes about it.
4 The anaconda is one of the scariest animals Fact Opinion
in the Amazon. C Make a poster. Describe the place. Explain what
makes it special. Use your notes from B.

50 Unit 4 Unit 4 51

Activity B contains graphic In the Writing section, students The Idiom box presents
organizers, such as charts, word demonstrate their newly gained an idiom related to the
webs, and diagrams. These help language skills through a variety of unit topic. The idioms
students develop their critical writing tasks, including writing emails, are all commonly
thinking skills and help students blog posts, and reports. A clear model used expressions and
gain a deeper understanding of is provided for each writing activity to understanding them
the reading passage. support students as they create their will increase students’
own piece of personalized writing. communicative ability.

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Each unit includes a short Video The Before You Watch The While You Watch section helps students
related to the unit theme. The video section is a pre-watching understand the video. These activities can be used to
is scripted to be level appropriate and task that introduces the assess students’ understanding and determine how
recycle the unit’s target language. topic, engages students, and many times to show the video.
activates prior knowledge.
The Review page allows students
to show that they understand the
grammar and main vocabulary that
was introduced in the unit.

VIDEO ABOUT THE VIDEO Antarctica is an extreme place with amazing animals. REVIEW

ICY ANTARCTICA A Complete the sentences. Use the correct form of the words in
the box.
Before You Watch flow species less gentle fast
Talk with a partner. What words can you use to describe Antarctica? How is it different from your
country? 1 A river next to my town.
2 Math is my favorite subject.
While You Watch
A 4.2Watch the video. Which of these statements about Antarctica is NOT true? Circle the 3 Cats make good pets—they are .
correct answer. 4 The cheetah is land animal in the world.
a It has a winter and a summer. 5 The Amazon has some of the rarest of plants.
b It’s closed to tourists.
B Complete the sentences. Use the correct form of the words in
c It gets very little rain. parentheses.
1 (large) ice sheet in the world is in
B 4.2 Watch again. Circle T for True or F for False. Antarctica.
1 It often rains in Antarctica. T F 2 I think that Paris is (exciting) city in
2 The world’s largest sheet of ice is in Antarctica. T F the world.

3 Some whales live in Antarctica. T F 3 This garden has some of (pretty)

fl wers in town.
4 Explorers began studying Antarctica 20 years ago. T F
4 What’s (easy) way to get to the
museum?
C Complete the summary below. Use one word for each answer.
5 (small) town in my country has
Antarctica is the coldest, windiest, and 1 continent in the world. In (good) restaurant.
2
, temperatures can go below -40oC. Thousands of tourists visit Antarctica every
year. It’s beautiful and has many amazing seabirds, such as 3 . Many C Write the numbers in words.
4
and explorers are studying the weather and the animals here. 1 3,000,000
2 5,000,000,000
After You Watch
Talk with a partner. What other extreme places on Earth do you know about? Describe them. 3 ½
4 2,300

SELF CHECK Now I can …

compare three or more things

Penguins on an iceberg in Antarctica
use language for describing extreme places and things
talk about the Amazon

52 Unit 4 Unit 4 53

The After You Watch activities allow Self Check I can statements allow
students to respond to the video by students to assess their own learning
analyzing and personalizing what and helps teachers evaluate learner
they’ve learned. confidence.

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COMPONENTS OF THE SERIES

WORKBOOK
Reinforce Student’s Book lessons with additional practice in the print Workbook.
You may use the Workbook as additional class practice or set it as homework.

ONLINE PRACTICE & LEARNING

MANAGEMENT PLATFORM
Keep students engaged with mobile-responsive Online Practice, including audio,
video, and practice activities. Manage your classroom and track students’ Online
Practice progress.

STUDENT’S EBOOK
Access the Student’s Book content digitally, with embedded audio and video.

CLASSROOM PRESENTATION TOOL

Enrich your classroom lessons with interactive Student’s Book and Workbook
pages with embedded audio, video, and interactive activities on the Classroom
Presentation Tool.

EXAMVIEW® ASSESSMENT SUITE

Track learner progress with exam questions for every unit, plus mid-year and
end-of-year tests.

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HOW TO TEACH TIME ZONES
More than ever before, students need to develop Critical thinking, Creative thinking, the ability to
Communicate with speakers from around the world, and the ability to work Collaboratively. Often
referred to as the Four Cs, these 21st Century Skills are essential for all students, and because of its
real-world content, Time Zones provides you with amazing opportunities to help your students
develop these skills.

TEACHING THROUGH CONTENT

Modern language teaching has moved away from discreet, non-contextual drills to context-based
learning, utilizing ideas from Content-based Instruction (CBI) and Content and Language Integrated
Learning (CLIL). In addition, the flipped classroom and active learning emphasize the importance of
the student in the language acquisition process.
One goal of the modern classroom remains the utilization of class time and the maximization of
learning, but there is an increased awareness that rather than only focusing on the language (e.g.,
grammar, lexicon), the addition of real-world content and subject matter via a foreign language
enhances learning.
Although the primary aim of Time Zones is to introduce the student to English, the language is
always contextualized so that the student develops an appreciation and understanding of topics
which are essential in the 21st Century, including world cultures, the environment, health, history,
science, and sociology.
A few ideas for utilizing the content include:
• Make full use of the National Geographic images to help students understand more about their
world. Have students describe what they see in the photographs. Encourage them to make
connections between the photographs and the content of the unit.
• Have students look up country or city names on a map to help develop their geographical
awareness.
• Have students find out more about the content you are teaching them. This could be given as
homework (e.g., find out one fact about a polar bear and share with the class the next week).

THE REAL WORLD C 5.1 Watch again. Circle the correct words.
1 Sea otters can eat up to 75 mussels in one hour / day.
2 Sea otters eat the soft bodies / hard shells of mussels.
SEA OTTERS AND 3 Sea otters sometimes place rocks on their backs / bellies.
THEIR KITCHEN TOOLS D CRITICAL THINKING Applying Look at the chart on page 58. How do you think animals
use tools?

PROJECT Make a list. Record fi e tools you use every day. How do they help you?

PRONUNCIATION reduction: than

5.5 Listen. Complete the sentences. Then take turns reading the sentences.
1 Cats are more independent .
2 Turtles are slower .
3 Are dogs cuter ?
4 Fish are quieter .

A sea otter opens a clam. 5 Spiders are scarier .

COMMUNICATION
Work with a partner. Make a list of animals. Compare the animals using the adjectives
A Talk with a partner. Look at the chart below. Which animals use tools the most? Which
in the box.
animals use tools the least? Can you think of other animals that use tools?
interesting beautiful lazy smart friendly scary
TABLE 1: ANIMALS AND HOW THEY USE TOOLS
Ways of using tools Chimpanzees Birds Insects Fish
Throwing ✓ ✓ ✓ ✓ LIST OF ANIMALS
Carrying objects to use ✓ ✓ ✓ ✓
Hammering ✓ ✓ ✓
Digging ✓ ✓
Cutting ✓

B 5.1 Watch the video. Circle T for True or F for False.

1 Many marine animals use tools. T F
2 Sea otters use rocks as tools to open mussels. T F
I think cats are more interesting than parrots,
3 To open mussels, sea otters throw rocks at them. T F
but parrots are more beautiful than cats.

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CONTENT TO DEVELOP GLOBAL CITIZENS TIP
Encourage learners to think
A rat uses its nose to find a
READING
A Skim the article. The article is about .
critically by comparing and
contrasting content with
land mine in Mozambique. a rare animals
b how animals help people
c how people train animals
B Scan the article again. Underline things a
therapy animal does. their own cultures.
C Talk with a partner. Do you know about other
working animals? What do they do?

WO R K I NG
ANIMALS
5.6 Some animals make great pets. They’re
friendly, fun, and smart. Other animals have special
jobs—they’re working animals.
Land Mine Rats
5 Rats can save lives. They have an incredible sense of
smell. This helps them to find land mines. One rat
can search over 200 square meters of ground in an
hour. A person spends 50 hours to do the same job!
Therapy Animals
10 Therapy animals make people feel better. Cats,
dogs, mice, rabbits, birds, and even hedgehogs can
be therapy animals. Some hospitals use them to
help sick people get well. Therapy animals hang
out with lonely people and make them feel happier.
15 They go everywhere with their owners, sometimes
even on airplanes!
Rescue Dogs
Rescue dogs help people in trouble. They can find
people in the mountains, in the desert, and deep
20 under the snow. They can even find people under
buildings after an earthquake. A common type of
rescue dog is the German shepherd. These dogs are
stronger and more intelligent than other dogs. They
have stronger noses, too.

60 Unit 5 Unit 5 61

Teaching through content helps students see a real need or purpose for using the language.
Furthermore, using topics or content that can stimulate the interest of the students can make learning
the language a much more enjoyable experience. For example, imagine you prepare a lesson about
“School.” Your students can learn:
• About education around the world.
• Country names (e.g., Indonesia, China, Colombia).
• About schools and children around the world.
• Questions (e.g., Where do you live? How do you travel to school?).
• To share information about their own culture (e.g., The school year starts in April.).
• To talk about their own life (e.g., I travel to school by bus.).
By becoming global students, your students will understand more about the world they inhabit.
Global students will:
• Develop a deeper understanding of the world as a whole.
• Develop a deeper understanding, tolerance, and respect for other cultures.
• Develop a deeper understanding and appreciation of their own culture within the context of a more
global perspective.
• Develop a greater understanding of the issues the world faces.
• Think creatively about responding to global issues.
• Develop the skills needed to function in an ever-increasing global society.
• Realize a need for bilingualism or multilingualism and increase their motivation to study the target
language.

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TEACHING VOCABULARY
Successfully knowing a word requires a student to understand its meaning, its form, and its usage.
In this respect, Time Zones provides students with the opportunity to encounter new words
through incidental learning, repeated exposure to key vocabulary in different contexts, and by
encouraging students to produce the vocabulary in communication activities.
Vocabulary is first introduced in the Preview tasks. It is expanded in the Language Focus and
reinforced in the listening, Reading, Vocabulary, and Video activities.
Throughout each unit, students are given opportunities to practice using the words for themselves
via both spoken and written activities. Some tips for vocabulary learning include:
• Have students keep a vocabulary notebook. Students write the word, the part of speech, a
definition in English, and an example sentence using the word (e.g., I like to play tennis.).
• Review the vocabulary at the end of the unit. Give teams blank pieces of paper. Have them write
words from the unit on each piece of paper. Put the pieces in a pile and shuffle. One student
takes the first word, puts the paper on his or her forehead so the other group members can see
the word but the student with the paper cannot. Group members try and get the student to say
the word by giving hints in English (e.g., hobby—“My is music. I like to play the guitar.”
“Is the word hobby?” ”Yes, that’s correct.”). Repeat with the next student until all the words have
been guessed.

COMPREHENSION VOCABULARY IDIOM

If someone is “a wolf in sheep’s
A Answer the questions about Working Animals. A Find the words below in the article. Then match the
clothing,” they .
words with their meanings. a seem friendly, but are
1 DETAIL Rats are good at findin land mines because they have a good sense of .
1 pet healthy dangerous
a sight b hearing c smell b seem more powerful than
2 job having problems they actually are
2 PURPOSE Why does the author write about how long it takes for a rat and a person to do the
3 spend an animal you keep at home
same job?
4 sick use time or money to do something
a to show that rats are smarter than humans
5 well not healthy
b to show that rats are faster than humans
6 in trouble work you do to get money
c to show that rats and humans can do the same task

3 DETAIL Therapy animals do all of the following EXCEPT . B Read the information below. Then circle the two synonyms in DO YOU KNOW?
each group. Penguins are
a make people feel happier
on land than in
b help people to become well again A synonym is a word that has a similar meaning the sea.
to another word. For example, small and little. a more active
c help their owners to get from one place to another b slower
1 fast quick slow
4 REFERENCE In line 18, people in trouble refers to people who .
2 search walk look for
a cannot swim b cannot see c need help
3 sad ill sick
5 INFERENCE A German shepherd is more likely to .
4 save improve rescue
a look for lost people
5 incredible amazing common
b help sick people get well
c make lonely people feel happier

B Complete the summary below. Choose one word from the article for each answer.
HOME ABOUT US
Working animals have special 1 . Land mine 2 help us to find land BLOG FAQ CONTACT US
mines. 3 animals, such as hedgehogs, help sick people to get well. Some German
shepherds are 4 dogs—they can find people in trouble.
WRITING IGUA NAS ARE THE BES
T PETS !
C CRITICAL THINKING Evaluating A Look at the blog post. Read the Iguanas are great pets because
A woman they are special. Many people have
beginning of the post. and cats, but not iguanas! Iguanas dogs
holds a Talk with a partner. Which group are cleaner than rabbits because
hedgehog. of working animals is the most …
B Describe your favorite pet or
useful to us? Why?
other animal. What do you like
about it?
C Write a blog post about
your favorite animal. Give
reasons why it’s better or more
interesting than other animals.

62 Unit 5 Unit 5 63

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TEACHING GRAMMAR COMMUNICATIVELY
LANGUAGE FOCUS C 5.4 Complete the conversation. Then listen and check your answers.
Grace: Hey Sam, I heard you have a new pet. What is it?
A 5.2 Listen and read. What pet does Stig have?
Then repeat the conversation and replace the words in REAL ENGLISH Ta-da! Sam: It’s a rabbit.
bold. Grace: My neighbor has a new pet lizard. He says it’s 1
(interesting) a pet cat.
Ming: I really love dogs. Do you have a pet? Sam: That’s cool. I heard some people have spiders and snakes for pets.
Stig: Yes, I do. It’s really cute. Do you want to see
it? (playful / intelligent)
Grace: Wow! Which do you think are 2
Sam: Well, snakes are 3
(scary), spiders or snakes?
(big) spiders, but I think spiders are
Conversation
Ming: Sure! 4
(scary) snakes.
Stig: It has a funny dog face, but it’s smaller than
a dog. (gentler / friendlier) D Answer the questions.
Ming: It looks like a dog, but it’s smaller than a 1 Which are bigger, elephants or mice? Elephants are bigger than mice .
dog? (gentler / friendlier)
2 Which are stronger, mice or rhinos? .

3 Which are more intelligent, dolphins or chickens? .

Stig: Ta-da!
Ming: But … that’s not a dog, that’s a fish! 4 Which are friendlier, dogs or bears? .

Stig: It’s better than a fish, it’s a dogface E Work with a partner. Play animal bingo. Choose nine animals from the box and write them
pufferfish! (more interesting / in the chart below. Don’t show your partner. Ask questions by picking any two animals from
more beautiful) your chart and comparing them. Draw a circle around the animals that your partner says.
Take turns. The firs player with three circles in a straight line wins. Communicative activity
fish cat shark elephant spider lizard dog monkey snake bird

B 5.3 Look at the chart. Circle the correct answers below. Example:
A N I M A L B I N G O A N I M A L B I N G O
MAKING COMPARISONS (USING COMPARATIVE ADJECTIVES)
fish monkey bird

Language chart
Horses are faster than dogs. tall taller
I think cats are more interesting than fish. big bigger cat elephant spider
friendly friendlier
Which are more Rabbits are more playful than turtles, intelligent more intelligent shark dog snake
playful, rabbits but turtles are friendlier than rabbits.
good better
or turtles? Both rabbits and turtles are playful.
bad worse

1 For short adjectives (e.g., fast), we usually add -er to the end / use more + adjective.
2 For longer adjectives (e.g., playful), we usually add -er to the end / use more + adjective.
Which are more dangerous, sharks or snakes?
3 We start a sentence with I think when we are giving an opinion / stating a fact.
I think snakes are more dangerous.

56 Unit 5 Unit 5 57

One of the important goals of the 21st Century English language classroom is to develop each
student’s communicative competence. This can be facilitated by:
• Getting students to communicate with one another in the target language.
• Providing active, meaningful tasks—tasks in which students need to use the target language.
• Using content and language that is important and meaningful to the students.
• Allowing students to make errors, particularly when working on activities to increase fluid
speaking.
The aim of teaching grammar is therefore to equip students with the skills to communicate
with the target language in a meaningful way.
In Time Zones, grammar is introduced in the Language Focus sections of each unit. First, the
grammar is contextualized within a conversation, making it meaningful for students. Next,
they focus on form. Students are then guided through the structures in several controlled
activities until they communicate with one another in a final free communicative activity.
Tips for increasing communicative grammar teaching include:
• Have students personalize the language to make it more meaningful.
• Have students think of other contexts in which they can use the language (e.g., How often do
you go to school? What do you do on weekends?).
• Think of interesting ways to get students to use the language (e.g., talking about a friend’s
hobbies and interests; comparing their interests with a partner’s).

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TEACHING LISTENING AND READING COMMUNICATIVELY
VIDEO ABOUT THE VIDEO Cats have amazing jumping skills. REVIEW

HOW CATS JUMP A Complete the sentences. Circle the correct answers.

Horses are my favorite animals. Some people keep them as

Before You Watch 1
jobs / pets. I think horses are more 2 playful / worse than
Make a guess. A cat can jump up to times its own height. most animals. They are very 3 intelligent / scary—they can
a two b six c ten solve problems. Some hospitals use horses to help 4 lost / sick
people get well.
While You Watch
A 5.2 Watch the video. Match the names to the descriptions. B Complete the sentences. Use the words given.
1 Missy slipped and fell. 1 whales / heavy / turtles
2 Steve jumped onto a table. .
3 Mr. Waffl jumped and hit a window. 2 interesting / parrots or cats
?
B 5.2 Watch again. Number the steps in order (1–4). How does a cat jump onto a table?
3 both / rats and dogs / smart
It prepares its body to make a jump.
.
It uses its claws to stop.
4 dolphins / large / sea otters
Its back legs push down and backwards on the ground. .
It pulls itself up onto the table.
C Complete the sentences. Use the correct form of the words
C Complete the summary below. Use the words in the box. in the box.

hunt light back house ill quick rescue incredible search

1 It’s to drive there than to take the bus.

Cats have amazing jumping skills. They are very 1 , and use their powerful
2
legs to jump. In the wild, cats use their jumping skills to 2 Sofi is not in school today—she’s .
3
.4 cats like to hunt, too. 3 Kei is for his wallet in the classroom.
4 Norman is a(n) dog—he can ride a bicycle!
After You Watch
Talk with a partner. How far can you jump? Which animals can jump farther or higher than you can? 5 I a cat from a tree last night.

SELF CHECK Now I can …

A house cat jumps from describe smart animals
one chimney to another.
use language for comparing two things
describe how animals use tools

64 Unit 5 Unit 5 65

LISTENING AND VIDEO

Video can add a new and exciting dimension to classroom learning. There are many advantages to video.
First, students can be exposed to a range of authentic content and encounter the target language in a
natural context. Second, students are aided in their comprehension of the content with the use of visual
cues as well as audio ones. In addition, video can accommodate students with different learning styles—
both visual and auditory. Fourth, students’ lives, including their free time, are filled with video. Video is
part of their world, and it is a part of an authentic, motivating classroom. Finally, it is essential for 21st
Century learners to understand and analyze various types of media, including video.
Both listening and watching are, by their nature, receptive skills, and many students benefit from a
receptive period and working alone before being asked to communicate. Here are some ideas you can use
to expand the video activities in Time Zones and make them more communicative:
• Have students look at the photo and predict what the video is about.
• Tell students to describe the photo in as much detail as possible.
• Ask students questions that activate their schemata so they think about the topic they will listen to.
• Have your students make and ask each other questions. You could provide a word list and have students
make questions using specific words that will appear in the video (e.g., fruits—What fruits do you like?
What fruits don’t you like?).
• Encourage students to enjoy the video.
• The first time you play the video, allow students to watch it without doing a task. Have students watch
and share what they saw with a partner.
• Have students check their answers with a partner after each task.
• Expand activities and games. For example, in Student’s Book 1, Unit 4, students learn vocabulary for
describing their extended family. Have students describe their own families to one another and have
partners draw the other person’s family tree.

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USING VIDEO IN THE CLASSROOM
ADDITIONAL IDEAS FOR USING VIDEO IN THE CLASSROOM
BEFORE THE LESSON
Watch the video yourself. Make a note of language you feel may be difficult for your learners. Prepare
activities to pre-teach the language.

BEFORE STUDENTS WATCH

Pre-teach any difficult language. For example, give students a handout where they match target words to
definitions. Another idea is to make a list of questions that contain the target words for students to ask
one another (e.g., Have you ever been bird watching?).
Have students predict the content of the video they are going to watch. For example, show students
pictures that are related to the video and have students guess what the topic is.
Activate students’ schemata and background knowledge of the topic of the video by discussing the photo
and predicting the content (e.g., I think the video is about people selling clothes.).

WHILE STUDENTS WATCH

Preview the video without doing any Student’s Book activities. Have students get into pairs. Play the video
without sound. Have Student A watch the first half of the video while Student B turns his/her back.
Student A should explain what he/she is seeing. Have students swap roles halfway through the video.

AFTER STUDENTS WATCH

Have students retell what they saw and heard in the video.
Have students make a dialog about the content.

TIP
Encourage learners to think critically by doing role-plays based on the video.

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MAKING READING MORE COMMUNICATIVE
READING
A rat uses its nose to find a A Skim the article. The article is about .
land mine in Mozambique. a rare animals
b how animals help people
c how people train animals
B Scan the article again. Underline things a
therapy animal does.
C Talk with a partner. Do you know about other
working animals? What do they do?

WO R K I NG
ANIMALS
5.6 Some animals make great pets. They’re
friendly, fun, and smart. Other animals have special
jobs—they’re working animals.
Land Mine Rats
5 Rats can save lives. They have an incredible sense of
smell. This helps them to find land mines. One rat
can search over 200 square meters of ground in an
hour. A person spends 50 hours to do the same job!
Therapy Animals
10 Therapy animals make people feel better. Cats,
dogs, mice, rabbits, birds, and even hedgehogs can
be therapy animals. Some hospitals use them to
help sick people get well. Therapy animals hang
out with lonely people and make them feel happier.
15 They go everywhere with their owners, sometimes
even on airplanes!
Rescue Dogs
Rescue dogs help people in trouble. They can find
people in the mountains, in the desert, and deep
20 under the snow. They can even find people under
buildings after an earthquake. A common type of
rescue dog is the German shepherd. These dogs are
stronger and more intelligent than other dogs. They
have stronger noses, too.

60 Unit 5 Unit 5 61

Although reading is a receptive skill, it is very useful as a springboard to discussion in the

communicative classroom. Here are some ideas you can use to get students communicating:
• Activate students’ schemata by writing the title of the reading on the board. Have students
predict what they will read about.
• Have students discuss what they see in the photograph (e.g., A young child with a camera).
• Photocopy the article and cut it into separate paragraphs. Before students study the passage,
have students get into groups. Have each member read one of the paragraphs silently. Then
have students explain the paragraph they have read to their group.
• Photocopy the article (or part of it) and cut it into separate sentences. After students have
studied the passage, have students get into groups. Have each member take turns reading
a sentence. Students then have to put the sentences in the correct order.
• Make the comprehension questions a race between groups. Elect one member of the
group as the writer and give them a piece of chalk. Group members shout out the answers
to their writer, who writes the answers on the board. The first team with all answers correct
is the winner.
•The Critical Thinking task aims to get students talking about what they have read. Encourage
students to give reasons for their answers.

xxvi  How to Teach Time Zones

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GETTING STUDENTS TO COMMUNICATE
Students can be shy, reticent, afraid of making mistakes, fearful of appearing foolish in front of
their classmates, and unwilling to take risks. As a result, students can be reluctant to produce the
language and try to speak English in the classroom. The following are suggestions that may help
you avoid too much teacher-talk and student silence.
• Create a classroom environment in which students feel safe and willing to take risks.
• Treat errors as a natural part of the learning process.
• Try to provide individual correction privately. In class, focus your discussion on mistakes that
many students have been making, without singling out any students.
• When students are developing fluency, don’t correct mistakes.
• Bring the students’ own personal experiences into the tasks whenever possible.
• Incorporate movement into the classroom. Moving around can help students stay focused,
engaged, and alert.
• Use the classroom space in innovative ways. Get your students to stand facing each other in a
line. Have them do the speaking task and then physically move to the next person. Have them
repeat the speaking task with a new partner (e.g., What’s your favorite hobby?). Swap partners
again and continue the activity.
• Regularly assign students different partners. This reduces complacency, increases social
interaction, and develops flexibility to deal with various speakers.
• Encourage friendly competition among groups (e.g., Which group can keep the conversation
going the longest? Which group is the first to get survey answers from 10 different students?).

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GETTING STUDENTS TO WRITE
Each unit of Time Zones has one short writing task that encourages students to reproduce the key
language they have learned through a piece of writing. This helps develop students’ communicative
competence as they need to remember the vocabulary, spelling, and language structures while at
the same time developing writing techniques such as cohesion, coherence, and paragraph
structure. The writing task also gives students the opportunity to personalize the language, making
it more meaningful to them. Some tips include:
• Develop students’ critical thinking as they deduce the type of information needed. For example,
if students must write a short email describing their hobbies, have students study the example
and decide what kind of information should be included (e.g., greeting, their hobbies, a closing
remark).
• Have students write a first draft with their textbooks closed. Then have students open their
textbooks, look at the model writing as a guide, and write a second draft.
• Have students work with a partner, exchange first drafts, and read them. Have students write a
comment under the partner’s writing (e.g., Wow! You play piano every morning. That’s amazing!).
• Have students read their first drafts to a partner or group of students. Encourage students to ask
questions to clarify anything they did not understand. Have students write their second drafts
while considering this feedback.
• Have students get into groups and share their writings. Then have a quiz about the group’s
writing (e.g., What is Takashi’s hobby? He likes to play the guitar.).

VOCABULARY IDIOM
To “go to extremes” means
A Find the words below in the article. Then complete the
to .
sentences using the words in the box. a do more than is necessary
flows species insect gentle planet lose b visit an extreme place

1 The water down the mountain and into the sea.

2 The turtle is a quiet, animal.
3 When there is a forest fi e, we many trees.
4 There are many of birds in the Amazon.
5 The ant is a(n) .
6 Earth is a(n) .

B Read the information below. Then match the words to the numbers.

We can write numbers in words.

1 thousand = 1,000 1 million = 1,000,000 1 billion = 1,000,000,000
To describe numbers that are less than 1, we use fractions, e.g., ½ (half ), or
decimals, 0.5 (zero point five).

1 one million 10.5

2 ten thousand 10,000,000,000
3 ten billion ½
4 half 1,500
5 one thousand fi e hundred 10,000
6 ten point fi e 1,000,000

SWITZERL AND is a great place

to visit. It has the Matterhorn
, which is
one of the most beautiful
mountains
in the world …

WRITING
A Look at the poster. Read the beginning of the
description of the photo. Writing task
B Choose a great travel destination. Find a photo
of it. Make notes about it.
C Make a poster. Describe the place. Explain what
makes it special. Use your notes from B.

Unit 4 51

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xxviii  How to Teach Time Zones

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GOING BEYOND THE CLASSROOM
Homework is a great way to get students to think about what they have learned in class, to
review lessons, and to practice the language outside of the classroom. This gives them more
time for actually using the language.
As an example, let’s take examples from Unit 1 in Time Zones Student’s Book 1, What’s Your
Favorite Video Game?
• Students could write new words they have learned in the unit in their vocabulary notebook.
• Students could practice the Language Focus conversations at home, with friends, in front of
a mirror, or in front of their pet dog!
• Students could do research about a sport that is popular in another country.
• Students could do a survey about favorite sports with friends from other classes.
• Students could write a short paragraph to describe a family member’s or friend’s favorites.
• Students could watch the unit video again, make some quiz questions, and test the class by
asking them in the next lesson.
• Students can do activities from the Workbook.

TIP
Encourage students to think critically by offering them a choice of homework tasks
(e.g., a piece of writing, internet research, or video task).

How to Teach Time Zones  xxix

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UNIT 1

WHAT DO WHAT DO YOU

YOU LIKE LIKE TO DO?
TO DO?
CONTENT AREA: PEOPLE
AND PLACES
Topic: hobbies
Vocabulary: activities: hobby, play
ice hockey, do origami, collect comic books,
play the guitar, draw, play tennis/volleyball,
play video games, play the drums/guitar/
piano, watch TV; frequency: never, once,
twice, three times a week; other words:
excellent, experts, talents, practice,
improve, take a break
Grammar: asking about activities;
expressing time and frequency; adverbs of
frequency
Extra material: a world map
Other useful vocabulary:
activities: cook, go to the movies, take
piano lessons, go to golf class, attend tennis A group of friends
playing in Banff
lessons, go shopping National Park, Canada

END OF UNIT PROJECT Have

students create a questionnaire with a partner,
and then discuss the results.
6
Tell students to get into pairs. Explain that for
the questionnaire, they should think of five
questions about things people like to do. If In the next lesson, have students get back into
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CONTENT NOTE
2/25/20 12:53 PM TZ_L2_SB_18

necessary, have students review the questions their pairs. Explain that they may need to
they studied as they progressed through the group the responses so they are easy to Origami is the art of folding paper to make
unit. For example: What do you like to do on tabulate. For example: tell them they could cranes, fans, animals, and other two- and
weekends? Encourage students to include at combine all of the specific sports three-dimensional objects. The word
least one Yes/No question, because the results (e.g., baseball, tennis) into the general origami comes from the Japanese language
for closed-ended questions are easy to category I like to play sports. and means “to fold paper.”
tabulate.
Have them tabulate their results and discuss
Tell students they should each interview 10 them, as well as talk about how the results
people before the next class. Encourage them were similar and different.
to interview people who are not in the class.

6  Unit 1

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PREVIEW
ABOUT THE PHOTO B Explain that students will hear four
A Look at the photo. What are the people
This photo shows two ice hockey teams competing doing? They are playing ice hockey. conversations about things people like to
in Banff National Park in Alberta, Canada. Canada is do, and they should write the activities to
considered the birthplace of ice hockey, and the B 1.1 Listen. Complete the sentences. complete the sentences.
sport is perhaps the most popular in Canada, with
Canadian men, women, and children actively As students follow along, read the
participating in it at all levels, whether watching or
playing it. Ice hockey, more commonly referred to as
activities aloud.
play ice hockey do origami collect comic
hockey in Canada and some other countries, is a
game between two teams. Each team usually has
books 1.1 Play Audio Track 1.1. Play it
six players, and the players wear skates and again, if necessary. Check answers.
compete on an ice rink. Ice hockey evolved from
play the guitar draw
stick‑and‑ball games that were introduced to
Canada in the nineteenth century. SUPPORT On the board, write Do you like
1 Sara likes to play ice hockey . to  ? Ask, Is this a Yes/No question?
She does it twice a week.
(Yes.) Have students take turns completing the
2 Daniel likes to collect comic books . question with the activities. Encourage them
He buys them online.
do origami
to call on other classmates to answer.
3 Mari likes to .
It’s a kind of paper art.
4 Mateo likes to draw C As students follow along, read the
and play the guitar , but he question aloud.
doesn’t like sports.
Model the conversation with a student.
C Talk with a partner. What hobbies do
you have? Answers will vary. Ask students to get into pairs and take
What do you like to do?
turns asking and answering the question.

I like to draw.
CHALLENGE Before doing the task, have
students name some other activities/hobbies
they can think of. (See Other useful
PEOPLE AND PLACES vocabulary.)
UNIT GOALS
• describe your hobbies
UNIT GOALS
• use language for describing how often you do something
• learn about what people like to do as hobbies
Direct students’ attention to the UNIT GOALS
box. Explain that these are some of the things
students will learn in this unit. Point out
7 that this unit is about people and places. As
students follow along, read each of the unit
goals to the class. Explain any words students
25/20 12:53 PM

PREVIEW
TZ_L2_SB_18925_U01_006_017.indd 7
Tell students that What do you like to do? 2/25/20 12:54 PM

do not know. Explain to students that at the

is about doing things (actions). end of the unit there is a self check that allows
Have students read the unit title to themselves
them to see if they have accomplished each
as you read it aloud. Explain that in this unit A Ask students to look at the photo and say goal.
they will learn to talk about things they like what the people in the photo are doing.
to do. Point to like to do as you say this. After eliciting some answers, read the OPTIONAL As part of the unit
photo caption aloud, as students introduction, have students turn to page 17.
SUPPORT Explain that What do you like? follow along. Point out the SELF CHECK box. As students
is a broad question that can be answered in
follow along, read the I can statements aloud.
many ways. Ask a few students the question OPTIONAL Have students find Canada on Give students a minute to compare these
and have them answer. For example: a world map. statements to the UNIT GOALS.
Teacher: What do you like?
Student A: I like apples.

Unit 1  7

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LANGUAGE FOCUS
LANGUAGE FOCUS
A 1.2 Listen and read. What does Stig like to do?
REAL ENGLISH I’m good.
A Tell students they will listen to a Then repeat the conversation and replace the words
in bold. He likes to play the drums. He also likes to sing.
conversation between Stig and Maya.
1.2 Play Audio Track 1.2 as students Stig: What do you like to do after school, Maya?

listen and follow along in their books. If Maya: I like to play video games. How about you?
(play tennis / draw)
necessary, play the conversation again,
pausing after each speaker so students Stig: Oh, I like to play the drums. Hey, I can play
for you! (guitar / piano)
can repeat.
Maya: Cool!
Ask, What does Stig like to do? Have
students answer.
Have students work in pairs and practice Maya: Stig, uh, STIG! What else do you like to do?
the conversation once. Point out the bold Stig: Oh! Well, I like to sing. What’s your favorite
words and read them aloud as students song? I can sing it for you. (love to / often)
follow along in their books. You might Maya: Um, I’m good. Hey, let’s go play video
want to have students repeat the words games. (play volleyball / watch TV)
after you say them.
Tell students they will practice the
B 1.3 Look at the chart. Circle the correct answers below.
conversation two more times, changing
the bold words each time and TALKING ABOUT HOBBIES (USING LIKE TO AND EXPRESSIONS OF FREQUENCY)
swapping roles after the first time. What do you like to do after school /
I like to play music.
on weekends?
Do you like to collect things? Yes, I do. / No, I don’t.

REAL ENGLISH How often do you play soccer?

I play once / twice / three times a week.
I never play soccer.
Direct students’ attention to the expression in When do you do karate? I do it before / after school on Mondays.
the REAL ENGLISH box. Explain that I’m good
1 When we talk about our hobbies, we say that I like to + .
is used in informal spoken English to mean a base verb (e.g., play) b simple past (e.g., played)
no thanks. It is usually used to politely refuse
2 Twice means .
an offer, as in the following example: a one time b two times
A: Would you like some more coffee? 3 We use never a verb.
B: No, thanks. I’m good. a before b after
8 Unit 1
B Ask students to look at the chart.
1.3 Have students follow along as
they listen to Audio Track 1.3. TZ_L2_SB_18925_U01_006_017.indd 8
Do you they I We On the board, underline all the instances 2/25/20 12:56 PM TZ_L2_SB_18

of like to. Explain that the word following

Write the first two questions and their Does he she it
like to is always a verb. Emphasize that
answers on the board. Circle all the dos. Then remind students that nouns can be they should use the infinitive form of
Explain that the first do in each question substituted for these pronouns. the verb. You may want to explain to
should be changed to does, depending students that this is the base (plain)
on the subject. Ask students to find the second do in the form of the verb (i.e., the form they find
first question. Explain that this do is a in their dictionaries). Tell them that this
verb (representing an action). Have form does not change, even when the
SUPPORT Review when students should
students suggest other verbs for the subject changes.
use do and when they must use does. If
necessary, have students make a small blank (e.g., play, eat, watch). Read the How often question and the first
chart in their books. For example: answer aloud, as students follow along in

8  Unit 1

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C 1.4 Listen. Complete the conversation. IDIOM
Ming: Nadine, what do you do 1 after school? To “hang out” means to .
Draw students’ attention to the three
Nadine: Well, I play volleyball and I go to
a go climbing statements under the chart. Have
b spend time together
2 guitar class. c go outside
students circle the correct answers.
Ming: Really? 3 How often do you play volleyball?
Check answers as a class.
Nadine: I play volleyball 4 three times a week, Mondays to Wednesdays. My C Tell students they will listen to Ming and
guitar classes are on the other days. Nadine talking about their hobbies, and
Ming: What do you do before school on weekdays? they should write the words they hear to
Nadine: I play soccer once a week, on 5 Thursdays . complete the conversation.
Ming: 6
What do you like to do on weekends?
Saturdays
1.4 Play Audio Track 1.4. Play it
Nadine: I like to do karate on 7
. On Sundays, I hang out with my friends!
again, if necessary. Check answers as
D Complete Nadine’s schedule. Use the information in C. a class.

Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday IDIOM

7:00– soccer
8:00 As students follow along in their books,
hang read the statement aloud. Have them guess
8:00– karate out with
school
3:00 friends the answer before explaining that hang out
3:00–
volleyball volleyball volleyball guitar guitar means to spend time together having fun
5:00
or relaxing. For example:
After school, I hang out with my friends. On
Friday nights, they hang out at the pizza
E Work with a partner. Complete the Questions column of the chart on your own. Then take restaurant.
turns asking your partner questions. Write their answers in the Answers column.

Questions Answers D Have students use the information in C to

1 What do you like to do after school? Answers will vary. complete Nadine’s schedule. Check
answers as a class.
2 What do you like to do on weekends?
E Tell students they are going to get into
3 Do you like to ? pairs and take turns asking and
answering questions, taking notes about
4 How often do you ? what their partner says.

5 When do you ? As students follow along in their books,

read the first two questions in the chart
Unit 1 9 aloud. Explain that they should complete
the last three questions with their own
ideas.
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their books. Explain to students that once
TZ_L2_SB_18925_U01_006_017.indd 9
Read the How often question again with
2/25/20 12:57 PM

means one time and twice means two the second answer. Point out that in this Tell students they should write their
times. Tell students that the answer to this case, rather than using a number, the partner’s answers in the chart. You may
question often includes a number. On the answer has an adverb of frequency. want to have them write notes, rather
board, write, He plays three times a week. than complete sentences, to save time
Have students make similar answers. For Read the final question and response and practice note taking. If necessary,
example: He plays six times a week. aloud, as students follow along in their model the activity with a student.
books. Point out that phrases like
before/after school can be used rather Have students do the task. After they
OPTIONAL Have students think of than a specific time. Have students have finished, randomly call on a few
other time phrases and make sentences. For rephrase the response using specific students to share one thing about
example: I play four times a month. I play times. For example: I do it at seven o’clock their partner.
twice a day. every Friday night.

Unit 1  9

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THE REAL WORLD
THE REAL WORLD
Ask students to look at the photo. Ask them BIRDGIRL
what they see (e.g., a girl with binoculars).
As students follow along in their books, read
the title and the photo caption aloud.

CONTENT NOTE: MYA-ROSE

CRAIG
When Mya-Rose was only 18 months old,
her parents took her to see a black lark, an
unusual bird in the UK. While on the trip,
she said her fourth word, “Birdie.” ABOUT THE PHOTO
Mya-Rose has been ringing birds since she This photo shows Mya-Rose Craig at Catcott Nature Reserves in Somerset, England. Mya-Rose
describes herself as a naturalist, ornithologist, and birder, as well as environmentalist,
was nine years old. Ringing is an important conservationist, activist, and writer. Born in 2002 to a birdwatching family, Mya-Rose was
method of collecting data. By attaching a taken to see her first rare bird when she was only nine days old. She has organized weekend
small, lightweight ring to the bird, scientists nature camps for young people, as well as for inner-city teenage minorities. Mya-Rose aims to
can learn how long the birds live, where help save the environment and persuade people to do the same through her writing, talks,
and social media posts. (See CONTENT NOTE for more information.)
they go, how the population is changing,
and other aspects of their lives.
Bird expert Mya-Rose Craig likes to travel
around the world to see rare birds.
A Tell students they are going to watch a
video and they should circle the correct
words to complete the sentences. If A Watch the video. Circle the correct words.
1.1

1 Mya-Rose started a blog / magazine because she loves birds.

necessary, read the sentences aloud, as
2 Mya-Rose became the youngest person / firs woman to see 5,000 birds.
students follow along in their books.
3 Nature is important to Mya-Rose—she wants to open a bird park / save the environment.
1.1 Play Video 1.1. If necessary,
play the video again. Check answers as B 1.1 Watch again. Write a number or a word for each answer.
a class. Mya-Rose is 1 17 years old. She organizes nature 2 camps for
teenagers because she wants them to be interested in the environment. She likes to birdwatch
B Tell students they should watch the video and do 3 adventure/other activities, such as canoeing. In the future, she wants to be a nature
again and write a number or word in 4 TV presenter.
each blank to complete the summary.
10 Unit 1
1.1 Play Video 1.1. If necessary,
play the video again. Check answers as
a class. 3 Mya-Rose thinks scuba diving is a fun
TZ_L2_SB_18925_U01_006_017.indd 10
OPTIONAL When pairs are finished, have 2/25/20 12:58 PM TZ_L2_SB_18

adventure activity. (True.) students share one or two of their favorite

OPTIONAL Ask students additional ideas with the class.
True/False comprehension questions. C Explain to students that they will read a
short text about Mya-Rose and they PROJECT As students follow along, read
1 Mya-Rose is from England. (True.) should use the information to complete the project instructions aloud. You might want
2 There are about 6,000 kinds of birds the timeline. Have students complete the to have students brainstorm types of birds,
in the world. (False. Mya-Rose says task. Check answers as a class. allowing them to search for the English names
she has seen almost half of the if necessary. Set a deadline by which students
world’s bird species, and she has must collect their data. In the next lesson,
seen 5,000 birds. From this, we can D CRITICAL THINKING have students get into pairs and discuss their
calculate that there are about As students follow along, read the observations.
10,000 bird species in the world.) question aloud. Have students get into
pairs and talk about their ideas.
10  Unit 1

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C Read the text. Write the years and phrases to complete the timeline.
Mya-Rose Craig was born in 2002. At the age of nine, she saw her 400th bird. When she was 12, SUPPORT If students are having a hard
she started her blog, Birdgirl. In February 2019, at age 16, she saw her 5,000th bird! time reducing to, first read the sentences
2002 2011 2014 2019 aloud, clearly saying each word (including to).
Mya-Rose was born Mya-Rose saw Mya-Rose Mya-Rose saw her Then read them with the reduction of to.
5,000th bird
her 400th bird started a blog Ask students if they heard the difference.
Next, start with to and the verb after it. Say it
naturally (with the reduction), and have
D CRITICAL THINKING Applying Talk with a partner. What are some ways to get more people students repeat. Add one or two words to the
interested in protecting the environment? Answers will vary.
phrase, having students repeat again.
PROJECT Do a survey. What kinds of birds are common in your area? Make a list and Continue until students are saying the entire
count the different kinds of birds you see in a day. utterance with the to reduced.

PRONUNCIATION reduction: to
1.5 Listen. Complete the sentences. Then read the sentences to a partner.
1 What do you like to do ? 3 I like to do karate. COMMUNICATION
2 Do you like to play the piano? 4 My parents like to eat
Korean food.
Tell students they are going to get into pairs
and talk about their weekday schedules.
COMMUNICATION
Share your schedule. Student A: Complete the schedule below. Don’t show your partner. Explain that Student A should write activities
Ask and answer questions about your partner’s schedule. Student B: Turn to page 150 and in the chart below, but Student A should not
follow the instructions.
show the chart to Student B.
Time Monday Tuesday Wednesday Thursday Friday
Tell Student B to write activities in the chart on
Before school page 150. Emphasize that Student B should
not show the chart to Student A.
Morning Tell students they should take turns asking and
answering questions to find out about their
Lunch partner’s schedule. Have them do the task.
Afternoon
OPTIONAL Randomly ask some pairs
how many activities they have that are the
After school same but at different times, and how many are
the same and at the same time. Ask students if
Unit 1 11 there are any of their partner’s activities that
they don’t do but would like to try.

25/20 12:58 PM
PRONUNCIATION
TZ_L2_SB_18925_U01_006_017.indd 11
1.5 Play Audio Track 1.5. Play it again,
2/25/20 12:58 PM

pausing after each sentence, if necessary.

Explain that in natural speech, we don’t always
say each word distinctly, and some words get Check answers by randomly calling on
shortened when we speak quickly. students to write them on the board.

Tell students they will practice their Have the students get into pairs and practice
pronunciation of the reduction of the word to. saying the sentences. Emphasize that they
Explain that they should listen to the should not say each word distinctly.
sentences and complete them.

Unit 1  11

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READING
READING A Scan the article. Which of these describe a prodigy? Check (✓) the correct answers.
✓ is young has many different interests ✓ has an amazing skill
As students follow along, read the title aloud.
B Skim the article. Underline some amazing things Alma and Esther did.
Ask students to look at the photos and then C Talk with a partner. What kind of prodigy would you like to be? Answers will vary.
read the captions aloud as they follow along in
their books.
A If necessary, remind students what
scanning and skimming are.
(See TEACHING NOTE.)
As students follow along, read the
question and the three ideas aloud.
Ask students to scan the article.
Check answers as a class. Alma Deutscher performs at the
Burgtheater in Vienna, Austria.
B Tell students that they should skim the
article and underline amazing things
that Alma and Esther did.
Have students do the task. Check
answers.
Have students read the passage in more
detail so they can answer the
COMPREHENSION questions.

OPTIONAL The text can also be used as a

listening activity. Have students close their
books. Tell students they will listen to
the passage.
1.6 Play Audio Track 1.6. Ask students to
get into pairs and discuss what information
they heard. Then have them read the article
more carefully.
12 Unit 1
C As students follow along, read the
question aloud. Have students get into
TZ_L2_SB_18925_U01_006_017.indd 12 2/25/20 12:58 PM TZ_L2_SB_18
pairs and talk about their ideas. TEACHING NOTE: SKIMMING Hints for skimming:
AND SCANNING
SUPPORT Before getting into pairs, have 1 Read the title.
students name types of prodigies, writing Skimming is a reading technique. It is not
the same as reading because you do not 2 Look at the pictures.
them on the board as ideas are given
(e.g., science, writing books, painting, chess, read every word. You look for key words to 3 Read the headings and notice how the
acting, sports). If necessary, emphasize that a get the main idea(s) in the text. You can text is arranged.
prodigy is a young person who has excellent also use skimming to decide if you want to
read the text more closely. Skimming is not 4 In longer texts, read the first and last
skills in an area. sentences of each paragraph.
searching for specific information.
5 Try to notice keywords.

12  Unit 1

TZ_L2_TG_42645_U01_006_017.indd 12 4/17/20 11:43 AM

ABOUT THE PHOTO
Incredible Additional Activities to Use with
the Reading

TEENS
The main photo shows Alma Deutscher
performing on stage in June 2017 at the
LIFE+ Celebration Concert in Vienna, Austria.
Grammar
Born in 2005, Alma is a violinist, pianist, and Have students circle all instances of to in the
composer. She could play the tune “Twinkle,
Twinkle, Little Star” on the keyboard with one
article Incredible Teens. (There are eight in
finger when she was two years old. total.) Explain that to is used in two different
1.6 Prodigies are people with excellent skills in ways in the text.
The other photo shows Esther Okade at home
areas such as art or music. Very often, they are
in Walsall, UK. Esther’s mother started experts even before they become teenagers. Have students get into pairs and decide how to
homeschooling her when she was three years Fourteen-year-old Alma Deutscher is a music
old, and when Esther was six she took her first 5 prodigy. She took up piano lessons when she was
is used. (To is used with a verb. To is also used
General Certificate of Secondary Education only two. On her third birthday, she got a violin as a to indicate the direction of an action.) Check
(GCSE) exam (the GCSEs are usually taken by birthday gift. After she tried to play it for a few days, answers as a class.
UK students aged 15 to 16). In 2015, at the her parents found her a teacher. When she was six,
she wrote her first piece of music. Now she
age of 10, Esther became one of the youngest
10 performs at concerts around the world.
As a class, have students group each instance
college students in history when she enrolled into one of these two categories. (To is used
at the Open University, a UK-based distance In many ways, Esther Okade is a typical 14-year-old.
learning college. Esther has written a series of In other ways, she is not! She is a math prodigy. She with a verb, as in to play, to learn, seven times.
started to learn math when she was three. When
math workbooks called Yummy Yummy she was 10, she started college. She also writes
To is used to indicate the direction of the
Algebra for children.(See CONTENT NOTE on 15 math books for children. Esther’s dream is to have action in to school.)
page 15 for more information.) her own bank!
Are prodigies born with their skills, or do they just Ask students to identify what kind of verb
practice a lot? Scientists believe it’s both. Prodigies must go before the latter usage (a verb of
have special talents. But they also practice a lot to
20 improve their skills. Often, their parents have to tell motion such as go or went).
them to take a break from their hobbies to eat,
sleep, or go to school. Alma, for example, practices Pronunciation (Focused)
and writes music for five hours a day.
If necessary, review the reduced to in the
PRONUNCIATION section.
Esther Okade
studies math Tell students to listen to the audio and
in college. underline all instances of the reduced to in
Incredible Teens.
1.6 Play Audio Track 1.6. Play it again, if
necessary. Check answers.
Play the audio again, pausing after each
sentence with a reduced to. Have the students
Unit 1 13 repeat it, paying attention to the reduction
of to.
25/20 12:58 PM TZ_L2_SB_18925_U01_006_017.indd 13 2/25/20 12:59 PM

Scanning is a reading technique to look for 3 When possible, use titles and headings
specific information or to find information in a to help you find the information
list (e.g., a phone number, the time a TV show quickly. With longer texts, also use
starts, the page of an item in a catalog). header words at the top of sections,
pages, and columns.
Hints for scanning:
4 When searching for names or places,
1 Don’t read every word. It’s not
scan for capital letters.
important to understand everything.
5 When searching for a statistic or other
2 Think about the order of the
numerical facts, look for numbers in
information. Is it by date
the text.
(chronological)? Is it alphabetical? Is it
by time (like a bus schedule)?

Unit 1  13

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COMPREHENSION
COMPREHENSION A Answer the questions about Incredible Teens.

A EXAM PRACTICE 1 PURPOSE The purpose of this article is to .

a describe some prodigies’ amazing skills
There are many kinds of multiple-choice
b explain why prodigies have amazing skills
test items, and students must practice
c compare different kinds of prodigies
and become proficient in each type.
2 INFERENCE Alma’s parents got Alma a teacher because .
In order to answer reference items, a Alma did not like her birthday gift
students must understand who or what
b Alma did not know how to play the violin
is being replaced. Test items usually
have: c Alma wanted to play the violin instead of the piano

3 DETAIL Esther says she wants to .

• a personal pronoun, such as I, you,
it, they. a become rich b have her own college c have her own bank

4 REFERENCE In line 21, the word them refers to .

• a possessive pronoun, including my,
a scientists b prodigies c parents
its, their.
5 DETAIL Which of the following is NOT in the article?
• a demonstrative pronoun like these, a Esther’s grades in school
that, such.
b Esther’s age when she started college
• an interrogative pronoun, for c Alma’s age when she took up music lessons
example who, what, which.
B Complete the notes. Choose one word from the article for each answer.
• an indefinite pronoun, for instance Prodigies
a few, some, all, anything. • have special talents
• 1 practice a lot
Students must not assume that the
Alma Deutscher Esther Okade
correct answer is the noun nearest
• wrote her firs piece of music at the age • started learning math at the age of
the pronoun. of 2 six 4 three
• practices and writes music for • started 5 college at the age of 10
Have students read the questions to five
3
hours a day
themselves and circle the correct
answers. Check answers as a class.
C CRITICAL THINKING Justifying Talk with a partner. Is it good or bad for child prodigies to start
college at a young age? Answers will vary.
OPTIONAL Ask students additional
True/False comprehension questions.
14 Unit 1
1 Alma has probably visited many
countries. (True. She gives concerts
around the world.) B Tell students that we sometimes use a
TZ_L2_SB_18925_U01_006_017.indd 14 2/25/20 1:00 PM TZ_L2_SB_18

C CRITICAL THINKING
2 Another word for talents in line 19 is chart to help us compare two or more As students follow along, read the
skills. (True.) things more easily. question aloud. Explain that justifying
Point out that the top part of the chart means giving reasons for your ideas. Tell
3 Esther started college four years ago.
summarizes what a prodigy is. students that even though students may
(True. She is 14, and she started
have the same opinion, their reasons
college at the age of 10.) Read all the bulleted points aloud, as could be different, so providing reasons
4 In line 18, both means Alma and students follow along. is important.
Esther. (False. Both means natural- Explain to the students that they should Have students get into pairs and talk
born talent and practice.) write one word from the text on page 13 about their answers.
to complete each point.
Have students do the task.
Check answers.
14  Unit 1

TZ_L2_TG_42645_U01_006_017.indd 14 4/17/20 11:43 AM

VOCABULARY DO YOU KNOW?
Bob Bretall has DO YOU KNOW?
A Find the words below in the article. Then circle the correct answers. about comic
1 Someone with excellent skills in math is good / bad at it. books in his Read the statement aloud, as students
collection.
2 An expert knows a lot / very little about something. a 1,000 follow along. Have them guess the answer
3 A talent is a skill that someone gets by doing many times /
b 10,000 before providing it (c).
c 100,000
is born with.
4 When you practice, you do something once /
many times. CONTENT NOTE: BOB
5 When you improve at a skill, you become better / worse at it. BRETALL
6 When you take a break from something, you start / stop
doing it. Bob Bretall, who started collecting comics
in 1970, holds the Guinness World Record
B Read the information below. Then complete the sentences
using apart, back, out, or up.
for the largest comic book collection. His
initial inspiration to collect comic books
Phrasal verbs with take have different meanings. came from the cover art, but he also loves
take something apart: remove parts of something the characters and the stories. In fact, he
take something back: return still reads about 100 comics every month.
take someone out: go to a place with someone and pay
for them
take up: start something new (hobby, lessons, etc.)
B As students follow along, read the
information in the box aloud.
1 She took up ice hockey when she was six.
back Have students write the correct words to
2 The dress is too big for Lucia. She wants to take it to the store.
complete the sentences. Check answers
3 Si Woo’s parents took him out for dinner.
as a class.
4 The boy is taking his toy robot apart .

Sophia
How are you?
WRITING
Tell students they are going to write an email.
WRITING Hi Sophia,
Randomly call on students and ask them how
How are you? What do you
A Read the email.
after school? I like to go run
like to do often they write emails, who they write to,
ning. I’m in
B Think about some of your hobbies. How often a running club. Do you wan
t to come and what language they use.
do you do them? running with us? We meet thre
e times
a week on … A As students follow along, read the
C Write an email to a new friend. Write about Best wishes,
your hobbies and invite your friend to one Amy
example email aloud. Have students
of them. Answers will vary. identify important elements of the email
Unit 1 15
(e.g., greeting, closing, using
paragraphs).

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B Have students think about two or three
CONTENT NOTE: INCREDIBLE ability when Esther was three. Esther isn’t of their hobbies and how often they do
TEENS just good at math, though. It’s her passion. them. Have them make notes as they
Esther’s dream to open a bank is predicated think about their answers.
Alma Deutscher has been praised by world-
on her love of numbers and people. She C Have students write their email to a new
famous conductors, who have noted not
thinks this is a good way to help people. friend. Emphasize that in the email they
only her talent but also her range of
abilities. For example, between the ages of should ask their friend to do one of the
8 and 12, Alma composed a full-length hobbies with them. Give students a time
opera, Cinderella, which has been VOCABULARY limit for finishing the email or assign it as
performed in the United States, Austria, homework. You might want to set a
and Israel. A Have students find the words in the minimum number of sentences students
READING passage. Have students circle must write (e.g., six).
Esther Okade’s mom, who is a the correct words to complete the
mathematician, noticed Esther’s math sentences. Check answers as a class.
Unit 1  15

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VIDEO ABOUT THE VIDEO Kai Lightner is one of the top climbers in the United States.

VIDEO
Tell students they are going to watch a video TEEN ROCK CLIMBER
about a teenage rock climber. As students Before You Watch
follow along, read the title of the video and Talk with a partner. Look at the photo. What skills do you need to have to be good at rock climbing?
the sentence about the video aloud. Answers will vary.
While You Watch
BEFORE YOU WATCH A 1.2Watch the video. Circle the correct answers.
1 When Kai competed at his firs world championship, he came in firs / fourth.
Have students look at the photo. Then, as 2 Kai often / rarely hangs out with his friends after school.
students follow along in their books, read the 3 The Triangle Rock Club is about 30 / 90 minutes away from his home.
question aloud. Have students get into pairs
B 1.2 Watch again. Circle T for True or
and discuss it. F for False.
Kai Lightner …
OPTIONAL Ask students to describe 1 has a rock climbing coach.
the photo. T F
2 climbs before he goes to school.
T F
WHILE YOU WATCH 3 comes from a city where rock climbing is
popular.
A Tell students they will watch the video
T F
and they should circle the correct 4 thinks that climbing outdoors is more
answers to complete the sentences. difficult than climbing indoors.
As students follow along, read the T F
sentences aloud.
C Circle the correct answer.
1.2 Play Video 1.2. If necessary, What does discipline mean?
a to give up
play the video again. Check answers as
b to think of new ways to do something
a class.
c to keep working on something that
is difficu
TEACHING NOTE: CHECKING
After You Watch
ANSWERS
Talk with a partner. Why do you think students
like Kai are able to do well in school and
Since students will be watching the video activities outside of school? Answers will vary.
again in B, after showing the video once,
explain activity B. Encourage students to
double-check their A answers while they Kai Lightner competes in a rock climbing competition.
also do B. This will allow slower learners to
16 Unit 1
complete A while working on B. After
watching the video again in B, check
answers for both A and B. C Read the question aloud, as students
TZ_L2_SB_18925_U01_006_017.indd 16
Also ask students to discuss whether they have 2/25/20 1:00 PM TZ_L2_SB_18

follow along in their books. If necessary, an ambition that drives them to work hard,
B Explain to students that they will watch
play 0:06–0:21 of Video 1.2 again. Have sharing what it is with a partner. If they don’t,
the video again, and they should circle T
students circle the correct answer. they should talk about whether they want
if they think the statement is true and F
Check answers as a class. an ambition like this, giving reasons for
if they think it is false. As students follow
their ideas.
along in their books, read the
statements aloud. CHALLENGE Ask students to listen and
find two other aspects of discipline that Kai
1.2 Play Video 1.2. Play it again, mentions (staying focused on a goal and never
if necessary. letting go of the goal). Have students get into
pairs and discuss what parts of their lives they
Check answers as a class.
have the most discipline in, giving reasons for
their answers.

16  Unit 1

TZ_L2_TG_42645_U01_006_017.indd 16 4/17/20 11:43 AM

REVIEW
CHALLENGE As students recall other
ABOUT THE A Complete the words. vocabulary that was important in the unit,
PHOTO 1 A kind of paper art o r i g a m i write it on the board (e.g., improve, talent,
This photo shows Kai 2 Make something better
excellent). Have students get into pairs and
Lightner climbing at i m p r o v e take turns making sentences using the words.
the semifinals of the After students have finished, randomly call on
2017 International 3 Something that a person likes to do
Federation of Sport
h o b b y pairs to share one of their sentences. As you
Climbing (IFSC) World 4 Describes something that’s very good
repeat back the sentences, make corrections
Cup held in Scotland. e x c e l l e n t to grammar and vocabulary usage.
Born in 1999 in
Fayetteville, North 5 Something that prodigies do to get better at their skills
Carolina, USA, Kai is a p r a c t i c e B Explain that activity B reviews the
professional grammar from the unit. Have students
competitive sport B Complete the conversation. Use the words to write sentences.
use the words to write sentences that
climber. He started Kylie: What do you like to do?
climbing at the age of complete the conversation.
Lucas: (play the guitar) 1 I like to play the guitar.
six. He attended his first
sport climbing national Kylie: (how often / play the guitar)
Have students do the task, and then have
championship 2 How often do you play the guitar ? them get into pairs and check answers,
competition in 2007 before you randomly call on students to
and won his first sport Lucas: (twice a week) 3 I play it twice a week .
climbing national
give the answers.
Kylie: (when / play the guitar) 4 When do you play the guitar ?
championship in 2010.
Kai enjoys indoor Lucas: I play it after school.
OPTIONAL Have students get into pairs
competitive climbing as
well as outdoor sport C Complete the sentences using apart, back, out, or up. and practice the conversation. When they have
climbing, and he aims 1 Rika took Sofi out for lunch.
finished, have students personalize the
to continue taking on conversation and practice again.
new outdoor challenges 2 An engineer took the machine apart .
and competing in
back
international climbing 3 Thanh’s new computer wasn’t working so she took it C Point out that activity C reviews the
to the store.
competitions. phrasal verbs from VOCABULARY
up
4 I was eight when I took the piano. activity B.

SELF CHECK Now I can …

Have students write the correct words to
complete the sentences. Check answers
describe my hobbies
as a class.
use language for describing how often I do something
talk about what people like to do as hobbies

Unit 1 17 SELF CHECK

These I can statements provide vital feedback
on students’ perceived abilities to use the
2/25/20 1:00 PM
AFTER YOU WATCH
TZ_L2_SB_18925_U01_006_017.indd 17
REVIEW 2/25/20 1:01 PM

language from the unit. If you find students

Tell students they are going to get into pairs are reluctant to check that they can do
Explain to students that they are going to
and talk about the video. the skills, consider asking them to rate
review the material from the unit and this will
As students follow along in their books, read help them remember what they have studied. themselves from 1 (not very confident) to
the question aloud. Point out that since this is 3 (very confident).
A Explain that activity A reviews
a why question, they should provide reasons
vocabulary from the unit. Point out that OPTIONAL Have students complete the
for their ideas.
descriptions are provided and they must SELF CHECK before doing the REVIEW
Have them get into pairs and do the task. complete the words by writing a letter on activities. After reviewing the unit, have
each dash. students once again check their confidence
Have students do the task. Check answers for each.
as a class.

Unit 1  17

TZ_L2_TG_42645_U01_006_017.indd 17 4/17/20 11:43 AM

UNIT 2

WHAT DOES
SHE LOOK
LIKE? WHAT DOES SHE 1

CONTENT AREA: PEOPLE

AND PLACES LOOK LIKE?
Topic: physical appearances
Vocabulary: hair: long, short,
shoulder-length, wavy, curly, blond,
straight, spiky, white, blond, black, brown, 5
red; eyes: brown, blue, green; physical
appearance: braces, glasses, mustache, ABOUT THE PHOTO
beard, short, tall, medium height, slim, This photo shows headshot portraits of people of various ethnicities. These people
freckles; other words: touch, don’t mind, have different physical characteristics, such as eye color and hair color. The six main
eye colors are brown, blue, green, hazel, amber, and gray. About 79 percent of the
lifelike, create, alone, staff world’s population has brown eyes, making brown the most common eye color. The
five most common natural hair colors are black, brown, blond, white/gray, and red.
Grammar: asking about and describing More than 90 percent of the world’s population has black or brown hair. Red is the
physical appearance; adjectives rarest hair color—less than 2 percent of the world’s population has red hair.
9
Extra material: magazine photos of
people with various hairstyles and eye
colors, a world map
Other useful vocabulary: eyes: PREVIEW
hazel, gray, amber, violet, deep-set, A 2.1 Listen. Circle the words you hear. B
almond-shaped; hair: gray, bald, 1 Person A has short / shoulder-length white hair. 2
salt‑and‑pepper; physical appearance: 2 Person B has spiky / curly black hair. 9 C
6
thin, muscular, heavy, heavyset, lean, lanky 3 Person C has long straight / wavy blond hair. SPB
4 Person D has red / black hair and a beard / mustache. 10
12
END OF UNIT PROJECT Have 5 Person E has short / long blond hair. She wears glasses, too.
18
students do a research project about what
hairstyles are popular now. Explain that
afterwards they will report their findings to
Have them write five hair descriptions in the
TZ_L2_SB_18925_U02_018_029.indd 18
Set a date for when they should bring their 2/25/20 1:07 PM TZ_L2_SB_18

the class.
first column of the chart (e.g., long, curly, completed chart to class.
Have students take out a piece of paper and black, short, brown).
During the next lesson, have students get into
make a chart, for example:
As a class, brainstorm some places where small groups and discuss their results.
Hair Description Male Female students can go to people-watch (e.g., the Encourage them to discuss any differences
cafeteria, the mall, the train station). between men and women, as well as
1.
overall trends.
2. Explain that they will watch people for a set
3. period of time (i.e., 10 minutes). When all of the groups are finished, have a
class discussion to decide what hairstyles are
4. Tell them that during this time, they should
currently popular.
5. make a check each time they see a person who
fits one of the descriptions in their chart.

18  Unit 2

TZ_L2_TG_42645_U02_018_029.indd 18 4/22/20 4:11 PM

B Draw students’ attention to the
numbered photos on pages 18 and 19.
Tell students they should write the
number of the photos that match
the descriptions in A. Check answers.

SHORT BLACK HAIR,

2 3 4 BLUE EYES SUPPORT Ask students Yes/No questions
to reinforce the new vocabulary. For example,
point to a student with long hair and ask,
Is her hair long? Have a student answer.
Continue with other questions.

C Tell students to choose three people from

the photos on pages 18 and 19. Explain
6 7 STRAIGHT BROWN HAIR 8
that they will get into pairs and take
turns describing the people to their
partners. Tell them that they have to
continue to describe the person until
their partner correctly guesses the
person. Have them switch roles.

CHALLENGE Ask the students to say

some other words they associate with eyes,
10 11 LONG RED HAIR 12 hair, and physical appearance. (See Other
useful vocabulary.) Then have them use this
vocabulary to describe the people in the
PEOPLE AND PLACES magazine photos you brought in.

B Look at the photos (1–12). Match the UNIT GOALS

photos with the descriptions in A. • ask about a person’s physical appearance UNIT GOALS
C Work with a partner. Choose three • use language for describing a person’s physical
people in the photos and describe them
SPB_TXT appearance
Direct students’ attention to the UNIT GOALS
to your partner. Your partner guesses box. Explain that these are some of the things
the people. Answers will vary. • learn about some people with interesting facial hair
SPB_TXT students will learn in this unit. Point out that
19 this unit is about people and places. As
students follow along, read each of the unit
goals to the class. Explain any words students
2/25/20 1:07 PM TZ_L2_SB_18925_U02_018_029.indd 19

CONTENT NOTE: COUNTING PREVIEW 2/25/20 1:10 PM

do not know. Explain to students that at the
HAIR end of the unit there is a self check that allows
Have students read the unit title to themselves them to see if they have accomplished each
Hair can be used as both a countable and as you read it aloud. Explain that in this unit goal.
uncountable noun. We can say a hair or two they will learn to describe how people look.
hairs, meaning a single piece of hair or two A Tell students they will hear five sentences OPTIONAL As part of the unit
strands of hair. But when referring to an describing people. Explain that they introduction, have students turn to page 29.
entire head of hair, we always use hair as an should circle the words they hear to Point out the SELF CHECK box. As students
uncountable noun. complete the sentences. follow along, read the I can statements aloud.
Give students a minute to compare these
2.1 Play Audio Track 2.1. Play it statements to the UNIT GOALS.
again, if necessary. Check answers as a
class.

Unit 2  19

TZ_L2_TG_42645_U02_018_029.indd 19 4/22/20 4:11 PM

LANGUAGE FOCUS
LANGUAGE FOCUS
A 2.2 Listen and read. What does Emily look like?
REAL ENGLISH I’m on my way.
A Tell students they will listen to a Then repeat the conversation and replace the words
in bold. She is tall and slim. She has short blond hair and blue eyes.
conversation between Nadine and Ming.
2.2 Play Audio Track 2.2 as students Nadine: Ming, I’m at the concert now. Where are
you? (soccer game / rugby match)
listen and follow along in their books.
Ming: Sorry, I’m late. I’m on my way. Do you see
If necessary, play the conversation again,
Emily?
pausing after each speaker so students
Nadine: Emily? What does she look like?
can repeat.
Ming: She’s tall and slim. (short /
As students follow along, read What does medium height)
Emily look like? Have students answer.
Nadine: OK … Oh! Does she have short blond
Have students work in pairs and practice
hair? (long black / curly red)
the conversation once. Point out the bold
Ming: Yeah, and she has blue eyes. (brown /
words and read them aloud as students green)
follow along in their books. You might
Nadine: I see her! Excuse me, are you Emily?
want to have students repeat the words I’m … Oh! Stig, it’s you! (Hello / Hi there)
after you say them.
Tell students they will practice the
conversation two more times, changing
B 2.3 Look at the chart. Circle the correct answers below.
the bold words each time and swapping
roles after the first time. Have them DESCRIBING PEOPLE (USING DESCRIPTIVE ADJECTIVES)
practice with both substitution choices. What does he look like?
He’s tall and he has short curly hair.
He’s medium height and he has a beard.
I’m short and I have brown eyes.
CHALLENGE Ask the students to explain
What do you look like? I have freckles and I wear glasses.
why Nadine is surprised. (Nadine is surprised
I’m slim and I wear braces.
because she thought she had found Emily but
it turned out to be Stig instead.) 1 We use wears / is to talk about someone’s height.
2 We use is / has to talk about someone’s hair and eye color.
3 We use is / wears to talk about someone’s glasses or things they put on and take off.

REAL ENGLISH 4 We use has / wears to talk about someone’s freckles, beard, or mustache.

Direct students’ attention to the expression in 20 Unit 2

the REAL ENGLISH box. Explain that we use
I’m on my way when we have left where we
were but haven’t yet gotten to the place we B Ask students to look at the chart.
TZ_L2_SB_18925_U02_018_029.indd 20
Ask students to find wear glasses. Ask 2/25/20 1:11 PM TZ_L2_SB_18

want to go. Explain that the expression is often students to tell you when we also use
used when saying we are sorry for being late. 2.3Have students follow along as
wear (with clothes). Explain that we use
The implication is that the person is late, but they listen to Audio Track 2.3.
wear with glasses because, like clothes,
they intend to meet the other person soon. Have students read the questions on the we can put them on and take them
For example: left to themselves. Then explain that off again.
A: Hey, Mike. Where are you? It’s already questions with look like ask about
5:15. physical appearance, including body OPTIONAL Hold a book and say, I have a
B: Sorry. I’m on my way. I’ll be there shape, hair, eyes, and clothes. book. Tell students that we can also say, I have
in 10 minutes. glasses, because a pair of glasses can also be
Direct students’ attention to the answers
removed and held, like a book.
on the right side of the chart.

20  Unit 2

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C 2.4 Complete the conversations. Then listen and check your answers.
1 A: Hey, there’s a new boy in class. Draw students’ attention to the
B: Oh, really? What 1 does he look like ? four statements under the chart. Have
A: He 2 ’s / is tall and he 3 has blond hair. students circle the correct answers. Check
2 A: Do you see my sisters?
answers as a class.
B: 4 What do they look like?
A: They 5 wear glasses and they 6 have short black hair.
OPTIONAL Tell students that freckles are
genetic and that these brown dots are most
D Look at the photo below. Complete the sentences. often found on the face. They often increase in
number after exposure to sunlight. Explain
that freckles are most visible on people with
lighter skin.
For students unfamiliar with freckles, explain
that freckles and acne are not the same. Tell
2 them that unlike freckles, acne is a skin
condition common among teenagers. Tell
1
3 them that when teenagers have acne, they
have pimples, not freckles.
4

C Tell students they should write words to

complete the conversations. Then they
should listen and check their answers.
glasses brown tall blond curly
brown glasses 2.4 Have students confirm their
1 He has short hair. He wears , too.
tall
answers as they listen to Audio Track 2.4.
2 He’s and he has short hair.
3 She has curly black hair. Check answers as a class.
4 She has straight blond hair.
D Have students look at the photo. Tell
students they should use the words in
E Work with a partner. Student A: Choose a famous person. Describe them to your partner.
Student B: Guess the famous person. the box to complete the sentences so
they are true for the people in the photo.
This person is an actress. She’s tall. She has long blond hair.
She has blue eyes.
Have students do the task.
Is it Jennifer Lawrence?
Check answers as a class.
Unit 2 21 E Tell students they are going to play a
guessing game in pairs.
2/25/20 1:11 PM TZ_L2_SB_18925_U02_018_029.indd 21
Have students look at the other verbs SUPPORT Before explaining when to use 2/25/20 1:11 PM
Explain that they will take turns
in the answers. Ask them to deduce is and has, on the board write He’s tall and he describing how a famous person looks
when is and has are used, providing has short curly hair. Have students rewrite this and their partner has to guess who is
an explanation if necessary. (We use long sentence as two short sentences. Do the being described. Have them think of
is/am/are to describe the entire person. same with the other answers as necessary. some well-known people and describe a
We use has/have for a specific detail.) few of their key characteristics.
On the board, draw a basic face. Between the
Explain that when we talk about our
mouth and nose, draw some hair and explain Model the game with a student. Check
hair, we are talking about one part of
that this is a mustache. Draw some more facial students’ understanding of how the
our body.
hair on the chin area, and explain that this is game works.
You might want to ask What do I look a beard.
Have students get into pairs and do
like? and have several students provide
the task.
answers that focus on different aspects
of appearance (e.g., hair, height).

Unit 2  21

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THE REAL WORLD
THE REAL WORLD
NEVER FORGET
As students follow along, read the title aloud.
Ask students to look at the photo and then
A FACE
have them follow along as you read the
caption aloud.

OPTIONAL Have students find China on a

world map.

A Tell students they are going to watch the

first part of a video and they should circle T
if the statement is true and F if it is false.
2.1 Play Video 2.1. If necessary,
play the video again. Check answers as a
ABOUT THE PHOTO
class.
This photo shows a female customer in Wenzhou, China, having her face scanned
B Tell students they are going to watch the by a facial recognition system to pay for her purchase at a store. Well known as
having one of the most advanced mobile payment systems in the world, China
second part of the video and they should has now introduced a new payment system that makes use of facial recognition
note which parts of Eric’s face they technology. After linking an image of their face to a digital payment system or
remembered correctly. bank account, customers in China can now pay for a purchase by simply posing in
front of point-of-sale machines equipped with cameras. It is estimated that more
2.2 Play Video 2.2. If necessary, than 100 million Chinese have registered to use the facial recognition payment People use a facial recognition
play the video again. system. (See CONTENT NOTE for more information.) system to pay for things in
Wenzhou, China.

Have students get into pairs and compare

what they remembered. A 2.1Watch Part 1 of the video. Circle T for True or F for False.
1 Eric has short blond hair. T F
C Point out the words in the box. Tell 2 Eric wears glasses. T F
students to complete the paragraph
3 Eric has brown eyes. T F
using these words. If necessary, read the
4 Eric has freckles. T F
paragraph aloud as students follow along
in their books. Have students do the task.
B 2.2 Watch Part 2 of the video. Which parts of Eric’s face did you remember correctly?
Check answers as a class. Compare your results with a partner. Answers will vary.

22 Unit 2
D CRITICAL THINKING
Explain to students that the skill of
evaluating is a twenty-first-century skill CHALLENGE Have students think of both
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CONTENT NOTE: FACIAL

that they need to use regularly as advantages and disadvantages of facial RECOGNITION
students and future employees. Tell them recognition before deciding whether they feel,
that it includes making judgments about overall, it is good or bad. Have students with Facial recognition analyzes facial features to
whether something is good, useful, opposing views get together and exchange identify a person. However, the accuracy of
successful, etc. ideas. If necessary, teach expressions for the technology is affected by factors such as
politely disagreeing (e.g., I see what you mean, aging, plastic surgery, facial expressions,
As students follow along, read the but …; That is true, but have you thought and makeup. So, in some cases, human
questions aloud. Emphasize that what about …? ) verification may be necessary.
they know about the topic may affect
their answers to the second question. Facial recognition can be used to increase
safety by preventing fraud and fighting
Have students get into pairs and discuss crime. It can also be used to speed up the
the questions.

22  Unit 2

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C Complete the paragraph below. Use the words in the box.
A Tell students they will listen to eight
brain difficult part nose face whole
words. They should pay close attention to
To most people, it’s a 1 difficu task to remember a person’s face. This is because the the pronunciation of the first two letters
2 brain sees a face as a puzzle. One part of the brain recognizes the different parts of a in each word so they can decide which of
face nose
3
, such as the eyes, 4 , and mouth. Another part of the brain puts the two blends the speaker uses. Tell
these different parts together to recognize them as someone’s face. So it’s easier to remember a
whole part them they should circle the correct one.
face as a 5 rather than each different 6 .
2.5 Play Audio Track 2.5. Play it
D CRITICAL THINKING Evaluating Talk with a partner. What do you know about computer facial
again, if necessary. Check answers as a
recognition? Do you think it’s a good thing or a bad thing? Answers will vary.
class by having students write them on
PROJECT Student A: Show a photo of someone you know to your partner. After the board.
60 seconds, put the photo away. Student B: Describe the face of the person in the photo.
Then compare Student B’s description with the photo. How different are they? B Have students get into pairs and take
turns reading the words to their partner.
PRONUNCIATION consonant blends: bl, br, gl, gr
A Listen. Circle the sounds you hear.
COMMUNICATION
2.5
1 gr br 2 gl bl 3 gl bl 4 br gr
5 bl gl 6 gr br 7 gr br 8 gr br
Tell students they are going to play a guessing
B Work with a partner. Take turns reading the words below. game in pairs.
1 braces 2 grow 3 glad 4 blink
Explain that Student A should choose one
5 bring 6 blow 7 global 8 greet
person from the photo on page 150. Tell
students that Student B will try to guess who
COMMUNICATION the person is by asking Yes/No questions.
Work with a partner. Look at the photos on page 150. Student A: Choose one person in the
photos. Don’t tell your partner who it is. Student B: Ask yes/no questions to guess your partner’s
Emphasize that Student A can only answer the
choice. Take turns. Answers will vary. questions with yes or no.
Does the person have brown hair? If necessary, have students give a few
Yes!
examples of questions they cannot use.
(e.g., What color is her hair? )
Does the person wear glasses? Model the conversation with a student.
No.
Emphasize that after Student B guesses the
person, they should change roles and play the
game again.
Unit 2 23
You might want to make it more of a game by
telling students that the student who guesses
2/25/20 1:12 PM TZ_L2_SB_18925_U02_018_029.indd 23
CHALLENGE Have pairs develop theories 2/25/20 1:12 PM with the fewest questions is the winner.
checkout process when shopping. However,
about why it is easy or difficult to accurately Have students do the task.
some people may have privacy concerns
describe someone.
about the technology.
CHALLENGE Tell students that the
PROJECT As students follow along, read phrase …’s got (e.g., She’s got black hair.) is an
the project instructions aloud. Allow students PRONUNCIATION informal way of saying has. Have students use
to use electronic devices to show the photo, or this contraction during the game.
ask students to bring a photo to the next Tell students they will practice their
lesson. pronunciation of the blended letter pairs bl
and br, and gl and gr. Explain that some words
Have students get into pairs and do the task, only differ by the l or r sound, so accurate
swapping roles. pronunciation is important.

Unit 2  23

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READING
READING A Look at the photos. What’s surprising about the famous
people in them? Answers will vary.
Read the title aloud while the students follow
B Scan the article. Madame Tussaud was a .
along in their books. a teacher b hair stylist c nurse
A Ask students to look at the photos and C Scan the article. How long does it take to make a wax statue?
follow along as you read the captions It takes about four months
aloud. Then read the question. Ask
students to talk about their ideas. An artist paints a statue’s
face at a Madame
B If necessary, remind students what Tussauds museum.

scanning is. (See TEACHING NOTE on

pages 12 and 13.) As students follow
along, read the sentence and answer
choices aloud. Tell students to scan the
article and find the answer.
When all the students have finished,
check answers as a class.

OPTIONAL Have students find France on

a world map.

TEACHING NOTE: HELPING

STUDENTS SCAN
Encourage students to scan quickly by
saying the time that has elapsed every 10 or
15 seconds. If students are taking too long
to find the answer, review how to quickly
and efficiently scan a text.

C As students follow along, read the

question aloud. Tell students to scan the
article and find the answer.
24 Unit 2
When all the students have finished
scanning, check answers.
TZ_L2_SB_18925_U02_018_029.indd 24 2/25/20 1:13 PM TZ_L2_SB_18

Have students read the text in more OPTIONAL The text can also be used as CONTENT NOTE: MADAME
detail before moving on to a listening activity. Have students close their TUSSAUD
COMPREHENSION. books. Tell students they will listen to
the passage. Marie Grosholtz, who was later known as
Madame Tussaud, was born in Strasbourg in
2.6 Play Audio Track 2.6. Ask students to 1761. She was an art tutor to King Louis
get into pairs and discuss what information XVI’s sister, and as a result, she lived at the
they heard. Then have them read the article Royal Court in Versailles until just before the
more carefully. French Revolution started. To prove that her
loyalties were not with the nobility, she had
to make death masks of the King and
Queen, who had been executed during the
French Revolution.

24  Unit 2

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THE WORLD OF Developing Creative Thinking

MADAME
Have students get into pairs and think of
reasons why the staff sometimes change a
statue’s clothes and hairstyle. Then, have pairs

TUSSAUDS share their ideas with the class. (For example,

a movie star’s costume might be updated to
reflect the costume from a newer film.)
2.6 You can touch these famous people as Paragraph Construction
much as you want. And they don’t mind—they’re
made of wax! At Madame Tussauds museums, Tell students that the first paragraph often
visitors can see lifelike wax statues of famous tells us what the article is about. Have them
5 people. There are over 20 of these museums around
the world. identify the main idea in the first paragraph
Madame Marie Tussaud started the first Madame (the Madame Tussauds museums). Explain
Tussauds museum over 200 years ago. She was an that each paragraph in the body of the article
art teacher in France. She made wax masks of
10 important people such as King Louis XVI. usually has one main idea. Have students
An artist takes about four months to make each wax identify the main idea of the second, third, and
statue. First, they take photographs of the person. fourth paragraphs (starting of the museum,
They use these to create the shape of the wax
statue. It takes a lot of wax to make a statue—the the statue creation process, and care after
15 head alone uses about 5 kilograms of wax! Next, statues are finished, respectively).
the artists add human hair onto the heads. It takes
about 140 hours to finish a statue’s hair! They then Quick Research
paint the faces. They use over 20 colors for the skin
and teeth. Finally, stylists dress the statues. Have students research where the Madame
20 Museum staff checks each statue every day. They
often change the clothes and wash the statues’ hair.
Tussauds museums are located and report
Sometimes, a statue’s hairstyle changes, too! back to the class. Then have them get into
pairs and discuss which location they would
like to visit the most, giving reasons for their
A stylist combs answers.
a statue’s hair.

Question Construction
ABOUT THE PHOTO
The main photo shows an artist painting the Have students get into pairs. Pointing to the
face of a wax statue of Queen Elizabeth II at statue of Queen Elizabeth, ask:
Madame Tussauds in London, UK.
Does she have long black hair? (No, she doesn’t.)
The other photo shows a stylist working on
the hair of a wax statue of Albert Einstein at What does she look like? (She has short
Madame Tussauds in Berlin, Germany. Unit 2 25 white hair.)
Point out that there are many factual
2/25/20 1:13 PM
Madame Tussaud established the original
TZ_L2_SB_18925_U02_018_029.indd 25
Additional Activities to Use with 2/25/20 1:13 PM questions they can ask about the reading.
museum in London, UK. After her death in the Reading Tell students to stay in their pairs and take
1850, her grandson moved the exhibition to turns asking and answering other factual
Content Expansion questions about the reading passage.
a larger place. In 1925, the museum
suffered a fire, and in 1940, it was hit by a Ask, Can you usually touch the exhibitions at a
bomb. In spite of these setbacks, the museum? (No.) Have students discuss some
museum has remained a top tourist reasons why touching is generally prohibited.
attraction. Since 1972, it has expanded to Then have them brainstorm five reasons why
cities throughout Europe, North America, some of the Madame Tussauds museums allow
Asia, and Australia. people to touch the wax statues.

Unit 2  25

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COMPREHENSION IDIOM
COMPREHENSION A Answer the questions about The World of Madame “I couldn’t keep a straight face”
means I .
Tussauds.
A Have students read the questions to a cried
1 MAIN IDEA The article is mainly about . b laughed
themselves and circle the correct c talked
answers. Check answers as a class. a how wax statues are made
b how Madame Tussaud started her wax museum

IDIOM c how popular these wax museums are

2 INFERENCE Madame Tussauds museum is LEAST likely to have a statue of .

As students follow along in their books,
read the statement aloud. Have them guess a a singer b a teacher c a sports star

the answer (b) before explaining that we 3 PURPOSE Why does the author mention the number of Madame Tussauds museums around
use couldn’t keep a straight face when we the world?

tried very hard not to laugh but ended up a to show how the museums are different around the world
laughing in spite of our efforts. b to show that each museum has many statues
c to show how popular the museums are
B EXAM PRACTICE 4 REFERENCE In line 12, the word they refers to the .

A flowchart is a kind of graphic organizer a statues b artists c museum visitors

that provides a visual representation of a 5 DETAIL Which of the following is NOT in the article?

series of actions or events. These types of a the cost of a wax statue

question items appear on standardized b the time it takes to finis a statue’s hair
tests such as the Listening and Reading c the amount of wax needed to make a statue’s head
Modules of the IELTS exam.
B Complete the chart. What are the steps to make a wax statue? Use one word from the article
Flowcharts have arrows that indicate for each answer.
the direction of the steps. Students take create add paint dress
1 2 3 4 5
must understand how different parts of photographs the shape human hair the statue’s the statue
the text relate to each other. of the person of the onto the face
statue head
On standardized exams, the flowchart
structure gives hints about the general C CRITICAL THINKING Personalizing Talk with a partner. Imagine you are starting a wax museum.
order of events. In addition, some Which wax figu es would you like to include? Answers will vary.
actions/events are also provided. When
completing the exam items, students
must note how many key words are
required for each blank. It is not
necessary to spend time thinking of 26 Unit 2
synonyms; instead, students should use
the exact words from the passage to
complete the chart. OPTIONAL Ask students additional
TZ_L2_SB_18925_U02_018_029.indd 26

C CRITICAL THINKING
2/25/20 1:14 PM TZ_L2_SB_18

content questions. As students follow along, read the

Explain a flowchart. (See EXAM 1 In what century was the first museum question aloud. Tell students they will
PRACTICE.) Tell students they should use opened? (It was opened over get into pairs and talk about their ideas.
one word from the article for each blank 200 years ago, suggesting it opened Encourage them to give reasons for
and complete the flowchart. in the nineteenth century.) their choices. Have students do the task.
2 How many statues can one artist
Have students do the task. Check answers
make in a year? (Three, because each
as a class.
statue takes about four months
to complete.) VOCABULARY
3 You work seven hours a day. How A As students follow along, read the words
many days will it take you to finish in the box aloud. Have students find
one statue’s hair? (20 days) them in the READING passage.

26  Unit 2

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VOCABULARY DO YOU KNOW?
Which country B As students follow along, read the
A Find the words below in the article. Then complete the sentences has the highest
using the words in the box. percentage of
information in the box aloud.
people with red
touch don’t mind lifelike create alone staff hair? Tell students that like, when used with
a France sense verbs, means “as if”. Encourage
1 The staff at the museum is friendly. b Russia
create c Scotland students to remember these expressions
2 The artists love to beautiful wax statues.
as set phrases.
3 If you do something alone , you do it without other people.
4 You cannot touch the statues in some museums. Have students use the correct form of the
5 Visitors to the museum don’t mind that the place is noisy.
words to complete the sentences. Check
lifelike answers as a class.
6 The statue of the horse is so —even its eyes look real.

B Read the information below. Then complete the sentences with the correct form of feel,
look, smell, sound, or taste.
WRITING
Feel, look, smell, sound, and taste are sense verbs. We can use
sense verb + like + noun to describe things. Tell students they are going to write a short
paragraph describing themselves.
1 The wax statues at Madame Tussauds museums look like people.
2 The soap smells like fl wers.
A As students follow along, read the
3 The science museum is so noisy—it sounds like a children’s playground.
example paragraph aloud.
4 This drink looks like water but it tastes like soda. B Explain that they should not write their
5 His skin is so soft—it feels like a baby’s skin. names on the paper or in the paragraph.
If necessary, remind them that when
they write a paragraph, each sentence
does not need to start on a new line.
You may want to set a minimum number
of sentences that students must write
I’m tall and sl
im. I wear
(e.g., five).
glasses. I have
long black
WRITING hair and brow
n eyes.
Have students do the task.
A Read the paragraph. C Tell students they will play a guessing
B Write a description of your physical game. Collect the paragraphs, shuffle
appearance. Don’t write your name.
them, and pass them out.
C Make a guess. Shuffle your paragraph together
with your classmates’. Choose one and read it. Have students take turns reading the
Then try to fin the person. Answers will vary. paragraphs, with the class guessing who
Unit 2 27
the person is.

2/25/20 1:14 PM
Have students use the words in the box
TZ_L2_SB_18925_U02_018_029.indd 27

CONTENT NOTE: RED HAIR

2/25/20 1:15 PM

to complete the sentences. Check

answers as a class. Redhead is a common term for a person
with red hair. Red hair occurs more
DO YOU KNOW? frequently among northern and western
Read the question aloud, as students Europeans and their descendants, with
follow along in their books. Have them Ireland having the second highest
guess before providing the answer (c). percentage of people with red hair. Only 1
Then tell students that we sometimes call to 2 percent of the world’s population has
people with red hair redheads. You might red hair.
want to give students more information
about red hair. (See CONTENT NOTE.)

Unit 2  27

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VIDEO ABOUT THE VIDEO Men from all over the world compete in a facial hair contest.

VIDEO
Tell students they are going to watch a video GREAT FACIAL HAIR
about facial hair. Have them look at the photo. Before You Watch
Then read the title, the photo caption, and the Look at the pictures below. Guess the names of the facial hair styles.
sentence about the video aloud, as students pencil musketeer Dali goatee full beard
follow along in their books.
✓ ✓ ✓

CONTENT NOTE: WORLD

BEARD AND MUSTACHE
CHAMPIONSHIPS Dali goatee musketeer pencil full beard

The location of the World Beard and

Mustache Championships changes every While You Watch
time it is held. In 2015, for example, it was A 2.3 Watch the video. Check (✓) the mustaches and beards above that you see.

in Austria, while in 2017, competitors B 2.3 Watch again. Circle the correct answers.
headed to Texas, USA. In 2019, it was held
1 The competition takes place every year / two years.
in Belgium. Once the competitors get there,
2 John has a brown / white beard.
they try to prove to the judges that their
facial hair improves their appearance, style, 3 Leo has a long, curly / straight black mustache.

and personality. Contestants register for one 4 Jack Passion won the competition with his
short brown / long red beard.
of 16 traditional categories, grouped
according to mustaches, partial beards, and C Match. Join the names to the descriptions.
full beards. 1 John wrote a book about his beard.
2 Leo won second place for the Brown Bear category.
3 Jack travels around the world to join competitions.
CHALLENGE On the board, write face.
Under it write, facial. Have students decide After You Watch
how they are similar (they both deal with our Talk with a partner. Does anyone in your family have a beard
face) and different (face is a noun but facial is or mustache? What’s it like? Why do you think some people
want to grow a beard or a mustache? Answers will vary.
an adjective), providing the answer,
if necessary.
A contestant shows off his beard at the
BEFORE YOU WATCH World Beard and Mustache Championships.

As students follow along, read the names of 28 Unit 2

the mustache and beard styles aloud. Have
students guess the names by writing them
under the pictures. Check answers. B Tell students they will watch the video
TZ_L2_SB_18925_U02_018_029.indd 28
OPTIONAL Have students get into pairs 2/25/20 1:15 PM TZ_L2_SB_18

again and they should circle the correct and talk about whether facial hair is popular in
WHILE YOU WATCH answers to complete the sentences. their countries. Ask them to also discuss which
A Tell students they will watch the video As students follow along in their books, facial hair in the video they like the best,
and they should check the kinds of read the sentences aloud. giving reasons for their answers.
mustaches and beards in BEFORE YOU 2.3Play Video 2.3. Play the video
WATCH that they see. again, if necessary. Check answers for A C Have students match the names of the
and B as a class. people to their actions. Check answers.
2.3 Play Video 2.3. If students are
uncertain of their answers, encourage
them to watch for this information as
they watch the video again in B.

28  Unit 2

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REVIEW
ABOUT THE B Explain that activity B reviews the
PHOTO A Complete the sentences. Circle the correct answers. grammar from the unit. Have students
This photo shows a write the correct words to complete the
contestant at the World Horaz conversation. Have students get into
Beard and Mustache pairs and check answers, before you
Hello!
Championships in
Leogang, Austria, in 2015. randomly call on students to give the
Hi Horaz,
Hosted by the World Thank you for your email.
answers.
Beard and Mustache I made some really good friends here. My best friend is Karen. She’s
Association, the medium 1 height / short / tall. She has long blond hair and blue eyes.
competition is held once Like me, she wears 2 glasses / slim / freckles. She has a talent for
OPTIONAL Have students get into pairs
every two years. Hundreds drawing. Her drawings of people are very 3 lifelike / spiky / wavy. She and practice the conversation.
of contestants enter the also 4 touched / created / played posters for our school concert. If you
competition, with the come to visit us, she can draw a picture of you. Hope to see you soon!
2017 competition Your cousin, C Point out that activity C reviews words
welcoming 738 Zoe
from VOCABULARY activity B. Explain
contestants from around that they should join the first part of the
the world. The 2017 and B Complete the conversation.
2019 championships A: What does she 1 look like?
sentence to the ending.
included a ladies’ ’s / is has
competition that had
B: She 2
average height and she 3 blue Have students match the two parts of the
eyes.
categories for artificial sentences. Check answers.
A: Does she 4 wear glasses?
beards and mustaches.
(See CONTENT NOTE for B: Yes, she does.
more information.) CHALLENGE Ask students to make new
C Match. Join the phrases to the words. sentences using sounds like, feels like, looks
1 There are so many people like, tastes like, and smells like.
in this room—it sounds like a bakery.
2 It’s so warm in this room—it
feels like a party.
3 This house is so big—it looks like
4 The burger is terrible—it tastes like
an oven.
a castle. SELF CHECK
5 She just made bread, so the
kitchen smells like cardboard.
These I can statements provide vital feedback
on students’ perceived ability to use the
SELF CHECK Now I can …
language from the unit. If you find students
are reluctant to check that they can do
ask about a person’s physical appearance
the skills, consider asking them to rate
use language for describing physical appearance
themselves from 1 (not very confident)
describe people with interesting facial hair
to 3 (very confident).
Unit 2 29
SUPPORT For each skill, have students say
sentences demonstrating their ability.
2/25/20 1:15 PM
AFTER YOU WATCH
TZ_L2_SB_18925_U02_018_029.indd 29

REVIEW 2/25/20 1:16 PM

Tell students they are going to get into pairs

Explain to students that they are going to
and talk about the video.
review the material from the unit and this will
As students follow along in their books, read help them remember what they have studied.
the three questions aloud.
A Explain that activity A reviews
Have them do the task. vocabulary from the unit. Have students
circle the correct words to complete the
sentences. Check answers as a class.

Unit 2  29

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UNIT 3

WHEN DID WHEN DID YOU BUY

YOU BUY
THAT SHIRT? THAT SHIRT?
CONTENT AREA: HISTORY
AND CULTURE
Topic: clothing and shopping
Vocabulary: clothing: skirt, dress,
jeans, pants, jacket, T-shirt, sweater, tops,
bottoms, socks; footwear: shoes;
accessories: watch, scarf, glasses, hat;
time expressions: recently, last, ago;
other words: yarn, knit, whole, discover,
wrap, in a row, rural, environment
Grammar: time adverbials
Extra material: a small chain, a map
of the United States, a world map
Other useful vocabulary:
clothing: blouse, uniform, coat, suit,
pantsuit, poncho, raincoat, blazer, tuxedo;
footwear: boots, sandals, flats;
accessories: neckband, gloves, belt, tie,
ring, necklace, bracelet

END OF UNIT PROJECT Remind

students that in this unit they learned about
clothes. Have them make a poster about a
30
fashion designer.
Explain that their poster should have pictures
of the clothes as well as a title and some key Explain that the other students will circulate
TZ_L2_SB_18925_U03_030_041.indd 30
Afterward, have a class discussion. (For 2/25/20 1:22 PM TZ_L2_SB_18

words. Tell them that their posters should not around the room, looking at the posters and example: ask students what they learned or
include long sentences. asking questions about the posters. To facilitate what surprised them)
this, have these students start at different
You may want to assign the posters posters so that the number of “observers” is
as homework. approximately equal at each poster. The PREVIEW
After students have completed their posters, “observers” should ask the creators questions
divide the class into two or more groups. about the content, including opinion questions. Have students read the unit title to themselves
Tell Group A to put their posters on the wall After one or two minutes, tell them to move on as you read it aloud. Explain that in this unit
or lay them on the classroom tables. to the poster to their right. Do this several times. they will learn to talk about clothes and about
things they did in the past.
Then have students swap roles. Repeat as
necessary until all students have presented
their posters.

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PREVIEW
ABOUT THE PHOTO SUPPORT Before students do the activity,
A 3.1 Listen. Number the items.
This photo shows four women in Florence, Italy, point to the top part of your body and tell
taking a break from shopping. Before Milan rose in them that a top is a general term for the
prominence to become one the world’s most clothes that we wear on the top half of our
watch 2 T-shirt 7 jacket 1

?
important fashion capitals, Florence was considered
the country’s fashion capital. Besides the high-end
body. Then indicate the bottom half of your
design houses like Gucci and Ferragamo, shoppers body. Explain that a bottom is a general term
can also find boutique workshops with designers sweater 5 skirt 3 shoes 4 for the clothes we wear on the bottom half of
creating fashionable clothing and accessories by our body. Explain that accessories are things
hand.
we add to our clothes, such as jewelry,
glasses 6 pants 8
While shopping in stores is still common, online pointing out jewelry being worn in the class.
shopping has grown increasingly popular—about Glasses are not strictly an accessory, but many
1.8 billion people worldwide purchased goods B Group the clothing items in A.
online in 2018. In that same year, global e-retail people do match their glasses to their style of
sales came to 2.8 trillion U.S. dollars. The United Tops: sweater, T-shirt, jacket clothing.
States is currently the country that spends the most
on online shopping. Bottoms: skirt, pants
C Tell students they will talk about the
Footwear: shoes
people in the photo and then themselves.
Accessories: watch, glasses As students follow along, read the
two questions aloud.
C Talk with a partner. Look at the photo.
What are the people wearing? What do you Model the conversation with a student.
like to wear? Answers will vary.

What kind of clothes do you like to wear?

Have students get into pairs and take
turns asking and answering questions.
I like to wear a T-shirt, jeans, and a hat.
CHALLENGE Ask the students to say
other items of clothing, footwear, and
accessories, having them categorize them
HISTORY AND CULTURE as they say them. (See Other useful
vocabulary.)
UNIT GOALS
• describe when you did something
• use language for talking about clothes UNIT GOALS
Shoppers take a break from • learn why the color of your outfit is important Direct students’ attention to the UNIT GOALS
shopping in Florence, Italy.
box. Explain that these are some of the things
31 students will learn in this unit. Point out that
this unit is about history and culture. As
students follow along, read each of the unit
2/25/20 1:22 PM
OPTIONAL Ask, How often do you buy
TZ_L2_SB_18925_U03_030_041.indd 31
SUPPORT Before doing the task, have 2/25/20 1:22 PM
goals to the class. Explain any words students
clothes? What’s your favorite clothing store? students say what clothes from the list they do not know. Explain to students that at the
are currently wearing. end of the unit there is a self check that allows
A Tell students they will listen to eight them to see if they have accomplished each
short conversations and they should B Ask students to group the clothing items goal.
write the correct number, from one to from A into one of four categories. Read
eight, to match the clothing item. the categories aloud, as students follow OPTIONAL As part of the unit
along in their books. Classifying words is introduction, have students turn to page 41.
Read the names of the clothing items
a good critical thinking task, and will Point out the SELF CHECK box. As students
aloud, as students follow along in
help students to learn new vocabulary. follow along, read the I can statements aloud.
their books.
Give students a minute to compare these
Have students do the task. Check
3.1 Play Audio Track 3.1. Play it statements to the UNIT GOALS.
answers.
again, if necessary. Check answers as
a class.
Unit 3  31

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LANGUAGE FOCUS
LANGUAGE FOCUS
A 3.2 Listen and read. What clothes did Maya wear?
REAL ENGLISH What’s wrong?
A Tell students they will listen to a Then repeat the conversation and replace the words
in bold. Maya wore a new top and a black skirt.
conversation between Nadine and Maya.
3.2 Play Audio Track 3.2 as students Nadine: Are you ready, Maya?
Maya: No! I don’t have anything to wear to the
listen and follow along in their books.
dance. (party / picnic)
Ask, What clothes did Maya wear? Have
Nadine: But you just went shopping last week.
students answer. (two days ago / on Saturday)
Maya: Yeah, and I bought a nice black skirt.
Have students work in pairs and practice (pair of pants / pair of jeans)
the conversation once. Point out the bold Nadine: OK, great. Do you have a top?
words and read them aloud as students Maya: Yes, my mom gave me a new top a few
follow along in their books, having days ago. But … (yesterday / last night)
students repeat the words.
Nadine: What’s wrong? (What’s the problem /
Have students practice the conversation What’s the matter)
two more times, changing the bold Maya: We’re wearing the same outfit!
words each time, and swapping roles
after the first time.

REAL ENGLISH B 3.3 Look at the chart. Complete the sentences below with last, ago, or just.

TALKING ABOUT SHOPPING (USING TIME ADVERBIALS)

Direct students’ attention to the expression in
weekend.
the REAL ENGLISH box. Explain that in the I like your sweater. Did
Yes, I bought it last night.
you get it recently?
conversation What’s wrong? is used to show week.
Nadine’s confusion because Maya has new When did you buy
I bought it a week ago.
clothes she can wear, but she says she doesn’t your dress?

have anything to wear to the party. Tell Yes, I just bought them two days
Are those new
ago.
students that What’s wrong? can also express sneakers? No, I got them
a couple of months
a year
surprise. Explain that it is also often used to
express concern and show that we care about 1 We use length of time (e.g., two weeks) + ago to refer to a specifi time period in the past.
the other person. For example: 2 We use last + time word to talk about the time period most recent or closest to now.
A: Hi Petra. What’s wrong? 3 We use just + verb to talk about something that happened very recently.
B: Hi Raquel. I lost my cell phone!
A: Oh no! I’ll help you look for it. 32 Unit 3

B Ask students to look at the chart. Tell

them that the chart teaches the information. Explain that this is a
TZ_L2_SB_18925_U03_030_041.indd 32
1 Position: Last comes before the time 2/25/20 1:23 PM TZ_L2_SB_18

language needed to talk about combination of the two sentences Yes, word (last week) but ago follows the
something that happened in the past. I did. I bought it last weekend/night/week. time word (a week ago).
3.3 Have students follow along as Draw students’ attention to last and 2 Usage: Last can be used with seasons,
they listen to Audio Track 3.3. explain that it means the time just days of the week, and months of the
before the present one. year. For example: last summer, last
Read the first question and response
Monday, last July. Ago cannot be used
aloud. Explain that recently means not Read the remaining questions and
with these words. Day can be used
long before today. Point out that the responses in the chart aloud. Tell
with ago but not with last. Ask, Can
question begins with Did and requires a students that ago means “(period of
we say I bought a shirt last day? (No.)
Yes/No answer. Also point out that in time) before.”
Can we say I bought a shirt a day ago?
natural English, rather than saying Yes, I
Tell students there are three differences (Yes.)
did, we say Yes and then add more
between last and ago:

32  Unit 3

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C 3.4 Complete the conversation. Write the correct
IDIOM
form of the verbs or time expressions with last, ago,
just, or recently. Then listen and check your answers. To “put yourself in her shoes” IDIOM
means to .
Paula: Dad, I need new clothes for school. a tell her your ideas As students follow along in their books,
b imagine her situation
Dad: But you already have so many. What about that blue c follow her actions
read the statement aloud. Have them guess
dress? Didn’t you get that 1 recently ? the answer (b) before explaining that we
Paula: Dad, I 2 bought (buy) that dress use put yourself in her shoes when we want
3 two years ago (two years). It’s too small now. someone (or ourselves) to understand
Dad: Oh, okay. Then how about your green top? someone’s actions better. For example:
Paula: Mom 4 gave (give) it to me 5 last summer (summer), but
just last night
A: I can’t believe she did that!
I 6
tore it 7 (night)!
B: I know, but put yourself in her
Dad: All right, all right. Let’s go shopping this weekend. shoes. What else could she do?
D Complete the sentences. Put the words in the correct order to make sentences.
(She didn’t have any choice but to
1 did / you / shirt / when / your / buy do what she did.)
When did you buy your shirt ?
D Have students put the words in the
2 weekend / bought / dress / green / Zoe / a / last
correct order to make sentences. Check
Zoe bought a green dress last weekend . answers as a class.
3 black / recently / Kei / buy / did / his / shirt
Did Kei buy his black shirt recently / Did Kei recently buy his black shirt ?
E Tell students they are going to play a
chain game in groups.
4 two months / Yun / new / skirt / ago / a / got
Yun got a new skirt two months ago / Two months ago, Yun got a new skirt . If you brought in a chain, show it to
students and point out that each link is
E Work in a group. Play a chain game. Name the last item of clothing or accessory you bought connected to the ones before and after it.
and when you bought it. Your group members continue the chain.
Explain that this is why the game is
I bought a pair of sneakers last weekend. called a chain game—everything
is connected.
Jun bought a pair of sneakers last
weekend. I got a red shirt recently.
Tell the class that Student A will make a
sentence about the last item of clothing
or an accessory purchased and also say
when it was purchased. Explain that
Student B will repeat A’s information
before adding his or her own new
information. Tell students that Student C
Unit 3 33
will repeat both A’s and B’s information
before adding even more new
information. Tell students to continue
2/25/20 1:23 PM
3 The time word with ago can be
TZ_L2_SB_18925_U03_030_041.indd 33
Draw students’ attention to the three
2/25/20 1:23 PM this until all the students have said
counted and can be a plural (two days statements under the chart. Have something at least once.
ago). The word representing time students fill in the correct answers. Check Model the conversation with a student.
with last is always singular because it answers. Point out that Student B changes the
is the previous one. Give students reference I in I bought a pair of sneakers
examples and ask them if they are C Tell students they should use the correct
form of the words in parentheses or time last weekend. to the person’s name.
correct (e.g., a month ago [yes], last
months [no], one year ago [yes]). expressions with last, ago, just, or Have students get into groups and do
Point out that with ago either a or one recently to complete the conversation. the task.
can be used when the unit of time is Have students do the task. Tell students
singular. they will listen to check their answers.
3.4 Play Audio Track 3.4. Check
answers as a class.
Unit 3  33

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THE REAL WORLD
THE REAL WORLD
Ask students to look at the photo. As students
follow along, read the title and caption aloud.

CONTENT NOTE: COLORS

AFFECT MOODS
Color therapy experts suggest, and its
proponents believe, that the colors we wear
and have around us affect our mental
health. According to these experts, colors CLOTHING COLORS
such as red and burgundy can make people
feel stable and energized, while orange
helps people be more social and adapt to ABOUT THE PHOTO
change. Yellow, on the other hand, helps This photo shows T-shirts in an array of colors hanging in two rows. Color is a
people believe they can do anything. form of nonverbal communication, and colors play an important role in our
lives. Color psychology is the study of colors in relation to human behavior; that
is, how colors affect our emotions and moods. It is important to note, however,
A Ask students to make a list of the colors that how colors are interpreted depends on factors like culture, gender, and
they see in the photo. Then ask students location. For example, the color white is often used in Western cultures to
to get into pairs and discuss how each represent purity or innocence, but in some other cultures, the color white
symbolizes mourning. (See CONTENT NOTE for more information.) The color of your clothes
color makes them feel. affects how others see you.

SUPPORT Before students do the activity,

A Look at the photo. Make a list of the colors you see. How does each color make you feel?
have them brainstorm adjectives to describe
feelings (e.g., excited, motivated, energetic), B 3.1Watch Part 1 of the video. Match to complete the sentences.
writing them on the board as they are given. 1 In red, Coren seems interesting. Answers will vary. The answers
2 In black, Coren looks helpful. shown are Coren’s thoughts,
given in Part 2 of the video.
3 In blue, Coren seems more powerful.
B Tell students they are going to watch a
video and they should match the two C 3.2 Predict. What color should you wear? Then watch Part 2 of the video and

parts of the sentences. check your answers. The answers shown are Coren’s thoughts, given in Part 2 of the video.
1 Wear red / blue clothes for a night out.
3.1 Play Video 3.1. If necessary, 2 For a business meeting, wear something red / black.
play the video again. Check answers as a 3 To make new friends, wear black / blue clothes.
class.
34 Unit 3
C As students follow along, read the three
sentences aloud. Ask them to predict
which color they should wear in each TZ_L2_SB_18925_U03_030_041.indd 34
CRITICAL THINKING Tell students they should listen and check 2/25/20 1:24 PM TZ_L2_SB_18

D
situation. their answers.
Explain to students that applying new
Tell students they are going to watch the information means thinking about it 3.5 Play Audio Track 3.5. Check
next part of the video and they should from a new perspective or using it in a answers.
circle the correct answers to complete personal way. Tell students that doing
the sentences. this helps them understand and CHALLENGE Have students take notes
remember the information better. about the extra information given about each
3.2 Play Video 3.2. If necessary,
play the video again. Tell students they should use the colors color. Then have students get into pairs and
listed in the box to complete the discuss whether they think these things are
Check answers as a class. Ask students if sentences. As students follow along, read true. For example: Do you think people who
their predictions were correct. the sentences aloud, if necessary. Have wear orange find it easy to make friends? Why
students write their answers. or why not?

34  Unit 3

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D 3.5 CRITICAL THINKING Applying Complete the sentences using the words in the box.
Then listen and check your ideas. rather than focus on the spelling of the
gray white green orange brown words.
1 Brown is the color of the earth. A person wearing this color seems honest. 3.6 Play Audio Track 3.6. Check
2 Scientists say that the color green gives a feeling of peace. answers.
3 Gray is not bright or dark. Most people in this color do not like attention.
4 Fun and happy people like to wear the color orange . SUPPORT Play the audio again, pausing
5 Neat people like to wear the color white .
after each number. Have the students repeat
the word. Play the audio a third time, if
PROJECT Make a chart. Record your friends’ and family’s clothing for a week. Do you necessary.
think their color choices show what type of person they are? Share with the class.

B Tell students to get into pairs and take

PRONUNCIATION consonant blends with s: sm, sn, sw, sk, sl, st turns reading the words to their partner.
A 3.6 Listen. Circle the sounds you hear.
1 sk sm 2 sl sm 3 sn st 4 sn sk 5 st sl 6 sw sk

B Work with a partner. Take turns reading the words below. COMMUNICATION
1 small 2 sneakers 3 sweater 4 skirt 5 sleeve 6 style
Tell students they are going to do a survey.
COMMUNICATION Explain that they should try to find people
Do a survey. For each item, find someone who wore it recently. Write the name of the person
and ask when he or she wore it. Answers will vary. who wore different items of clothing or
accessory recently.
Item Who? When? Item Who? When?

a hat a shirt
As students follow along, read the items aloud.
Point out that they should also ask and write
a watch a skirt
down when the person wore the item.
a dress pants
Explain that they should find different people
jeans a sweater for each item.

socks sneakers Model the conversation with a student.

eo. Have students stand up, move around the
Did you wear a hat recently? room, and do the task.
Yes, I did. I wore one two days ago.
OPTIONAL Tell students that asking
Unit 3 35 additional questions is an important part of a
natural conversation. Explain that these
questions show the other person that you are
2/25/20 1:24 PM
Have students speculate about which is more
TZ_L2_SB_18925_U03_030_041.indd 35
PRONUNCIATION 2/25/20 1:25 PM listening and that you are interested in what
they are saying. Tell them that today they will
powerful: the influence of the color on actions
or the influence of personality on the choice of Tell students they will practice their practice getting additional information
what color to wear. Remind them they should pronunciation of words that start with s and about clothing.
provide reasons for their answers. another letter. Tell them that they will practice
If necessary, have students brainstorm
the consonant blends sm, sn, sw, sk, sl, and st.
questions they could ask. For example: What
PROJECT As students follow along, read Explain that some words are very similar, so
color is it? When did you buy it? Is it old?
the project instructions aloud. Then read the accurate pronunciation is important.
question as students follow along in their Tell students to make notes about this
A Tell students to listen and pay close
books. In the next lesson, have students share additional information as they do the activity.
attention to the pronunciation of the first
their ideas with the class. two letters in each word. Emphasize that
they should circle the sounds they hear

Unit 3  35

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READING
A As students follow along, read the title
READING
A Look at the title and the photo. What do you think
a yarn bomb is? Check (✓) the correct answers. A
Y
aloud. Ask them to look at the photo ✓ a kind of street art
and follow along as you read the a dangerous object
caption aloud. a type of clothing
B Scan the article. In which city did London Kaye knit B
Read the question aloud and have
a huge sign? New York City
students choose their answer.
C Talk with a partner. Why do you think people like
to yarn bomb? Answers will vary.
CONTENT NOTE: YARN
BOMBING
Yarn bombing, which first appeared in ABOUT THE PHOTO
2005, had become a global cultural This photo shows a yarn-bombed London taxi cab in
London, UK. The crochet art was done by Olek, a
phenomenon by 2011. Unlike traditional famous yarn artist. One of the largest yarn bombing
graffiti, which is made with spray paint, projects undertaken in recent years was the Knit the
yarn bombing (which uses yarn or wool) has Bridge project in Pittsburgh, Pennsylvania, USA. For the
been embraced by both artists and crafters. project, hundreds of people from different walks of life
worked together to knit 580 blankets that were then
It has also been associated with the do-it- used to cover the 323-meter-long Andy Warhol Bridge.
yourself culture. Activists, who want to (See CONTENT NOTE for more information.)
make a statement, and individuals, who
simply want to add humor to the public
domain, have taken up yarn bombing.
Anything in the public domain can be yarn
bombed and for a variety of reasons. The
size and importance of the item varies. For A yarn-bombed
example, it could be something as iconic as London cab

Wall Street’s Charging Bull statue in New

York City, or something as common as a
tree.

B Read the question aloud, as students

follow along. Tell students that they will
scan the text to find the answer.
Have students do the task. When all the 36 Unit 3
students have finished, check answers as
a class.
OPTIONAL The text can also be used as a
TZ_L2_SB_18925_U03_030_041.indd 36
C As students follow along, read the 2/25/20 1:25 PM TZ_L2_SB_18

Ask students if their ideas in A were listening activity. Have students close their question aloud. Ask students to get
accurate. books. Tell students they will listen to together with a partner and discuss their
the passage. ideas.
Give students the opportunity to read the
article in more detail so they can more 3.7 Play Audio Track 3.7. Ask students to
fully comprehend it and answer the get into pairs and discuss what information
COMPREHENSION questions. they heard. Then have them read the article
more carefully.

36  Unit 3

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A
YA R N B O M B !
3.7 Some people knit yarn to make clothes, C First, London made a colorful scarf and
that although they didn’t practice sc and squ,
the pronunciation is the same as sk, which
they did practice.
and some people yarn bomb! Yarn bombing is a wrapped it around a tree. She thought someone
kind of street art. People knit colorful “coats” to would take it down, but nobody did. So she had Say the s blend words, and have students
cover large things, such as cars, trees, and even an idea: yarn bomb a new thing every day for repeat.
whole buildings! 30 days in a row. She made it: in fact, she
reached 50! Her work quickly got attention.
B London Kaye is an artist and yarn bomber from
Starbucks paid her to yarn bomb one of its new
Explain that they will listen to the article, and
Los Angeles, California. More than four years
ago, she was working at a computer store. She stores. She even knitted a big sign in Times you will pause the audio after each s blend so
sold a computer to Olek, a famous yarn artist. Square in New York City. they can practice it.
Olek was carrying a bag that she knitted. D Yarn bombing is becoming popular around the
London saw Olek’s bag and wanted to learn world. You can find yarn bombing in many cities, 3.7 Play Audio Track 3.7, pausing after
more. This was how she first discovered yarn such as Paris and Mexico City. You can also find
bombing. it in rural areas. Yarn bombers tell stories each s blend so students can repeat it.
through their art. They want to make their
environment more colorful and interesting. Have students get into pairs and practice
They also want people to see their cities
differently.
reading the sentences that have the s blend
words in them.
Author Intention
Have students find and even whole buildings in
paragraph A. On the board write: and whole
buildings and and even whole buildings. Ask
students to get into pairs and discuss how
these phrases differ.
Have students share their ideas with the class
before explaining that adding even to the
sentence shows the author’s surprise. Explain
that even is also used to emphasize something
that often goes beyond our imagination.
Give students an example, and have students
identify why even is used:
Last year she traveled to 100 countries. She even
went to the Marshall Islands, which is one of the
smallest countries in the world and also difficult
Unit 3 37 to get to. (The country is very small and not
easy to travel to, but the person went there.)
Have students get into pairs and practice
2/25/20 1:25 PM
OPTIONAL Have students talk about
TZ_L2_SB_18925_U03_030_041.indd 37
Additional Activities to Use with 2/25/20 1:26 PM

sentences with even.

whether they think special skills are required the Reading
to be involved in a yarn bombing project, and Question Construction
Pronunciation (Focused)
if not, who may/may not be able to Have students get into pairs and take turns
participate. Remind students that in the PRONUNCIATION
asking and answering factual questions about
section they practiced the blending of s with
Ask students if they think people need to the reading. (For example: What do yarn
other consonants at the beginning of
get permission (e.g., from the government, bombers make? [They knit yarn “coats.”])
the word.
landowners) before doing a yarn-bomb
project. Have students find all of the words that begin
with s and one or two consonants (street, store,
scarf, Starbucks, stores, Square, stories). Explain

Unit 3  37

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COMPREHENSION
COMPREHENSION A Answer the questions about Yarn Bomb!

A Have students read the questions 1 DETAIL Which of the following do yarn bombers NOT cover with a knitted “jacket”?

to themselves and circle the correct a cars b people c buildings

answers. 2 DETAIL London was before she started yarn bombing.

After they have finished, check answers a an artist b an engineer c a salesperson

as a class. 3 INFERENCE From the article, we can infer that Olek’s bag was .
a beautiful b big c useful
OPTIONAL Have students find Los 4 REFERENCE The word it in the second sentence of paragraph C refers to .
Angeles and New York City on a U.S. map and a the tree b the scarf c the computer store
Paris and Mexico City on a world map.
5 MAIN IDEA Paragraph D is mainly about .
a famous yarn bombs around the world
B EXAM PRACTICE
b why people yarn bomb
Graphic organizers such as charts help c the future of yarn bombing
students analyze information. While
B Complete the chart. Write notes about yarn bombing.
some charts allow students to compare
and contrast two or more things, others What is yarn bombing? Where does it take place? Why do people do it?

allow students to summarize a passage A kind of street art Around the world—in They hope to tell stories
by considering who, what, when, where, cities, such as Paris through their art. They want
and Mexico City, and in to make their environment
why, and how. rural areas more colorful and interesting.
They want people to see their
Helping students become proficient cities differently.
with graphic organizers allows them to
more easily classify information on C CRITICAL THINKING Evaluating Talk with a partner. Yarn bombers think that their art makes the
standardized tests, even when the environment more interesting. Do you agree? Can you think of any problems with yarn bombing?
Answers will vary.
graphic organizers are not part of the
test requirements.
Charts also allow students to access
both the logical part of the brain and
the creative side. Scientists believe
utilizing both sides enhances learning. London Kaye works in
her studio in Brooklyn,
Tell students that we sometimes use a New York City.
chart to help us organize ideas. Point to 38 Unit 3
the headings in the chart and read them
aloud, as students follow along in
their books. the reader how she became interested
TZ_L2_SB_18925_U03_030_041.indd 38

C CRITICAL THINKING
2/25/20 1:26 PM TZ_L2_SB_18

in yarn bombing.) Evaluating new material encourages

Tell students they should write notes, not
full sentences, to complete the chart. 2 What is paragraph C mostly about? students to examine their own as well as
(London Kaye’s first yarn bombing societal assumptions, thereby discovering
Have students do the task. Check answers projects, along with some of her big hidden biases. It is a useful critical
as a class. projects since then.) thinking skill.

3 According to the article, on which As students follow along, read the

OPTIONAL Ask students additional
continents can you find yarn bombs? statement and questions aloud.
comprehension questions.
(North America, Europe) Have students get into pairs and discuss
1 What is paragraph B mostly about?
the questions.
(Introducing London Kaye and telling

38  Unit 3

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VOCABULARY DO YOU KNOW?
At firs , knitting was
A Find the words below in the article. Then circle the a job for only . CONTENT NOTE: KNITTING
correct answers. a artists
1 A whole building is all / some of its parts.
b older women Historians believe that knitting was
c men
invented in Egypt in the 5th century AD. It
2 When you discover something, you fin out / don’t care about it.
was inspired by nalbinding—a technique
3 When you wrap something, you cover it / leave it open.
that uses a single needle to join short pieces
4 Thirty days in a row is the same as once a month / every day for a month. of yarn. Knitting was a faster and more
5 A rural area is close to / far outside a city. efficient way for Egyptian knitters to make
6 An animal’s environment is where it lives / what it looks like. socks to sell. In Europe, during the Middle
Ages, only men were allowed to become
B Read the information below. Then circle the correct answers.
professional knitters. To become a
Phrasal verbs about clothes professional knitter, one had to go through
put on: wear six years of training—three years of
take off: remove apprenticeship and another three years
try on: put on a piece of clothing to see how it looks and if it fits traveling to learn foreign knitting skills.
1 Try on / Take off your shoes before you go into the house.
B As students follow along, read the
2 Put on / Try on your gloves—it’s cold outside.
information in the box aloud. Point out
3 That’s a nice jacket. Take it off / Try it on!
that the phrasal verbs are related to
clothing. Explain that we also use these
AD Anna Davis
@anna_davis
phrasal verbs for footwear.
This outfit has a white top
, a pink sweater,
and a pair of jeans. I like
this outfit Explain that phrasal verbs are expressions
because it looks comfor
table and … that have a specific meaning that cannot
be understood by considering each word
individually. Tell students they must
remember each expression as a set
phrase with one specific meaning.
WRITING
A Look at the social media post. Read the Have students circle the correct phrasal
beginning of the description of the outfi . verbs to complete the sentences. Check
B Find a photograph of an outfit you like. answers as a class.
C Write a social media post. Describe the
outfi and explain why you like it.
Answers will vary.
WRITING
Unit 3 39
Tell students they are going to write a social
media post about an outfit that they like.
2/25/20 1:26 PM
VOCABULARY
TZ_L2_SB_18925_U03_030_041.indd 39
Have students get into pairs and use the new2/25/20 1:28 PM

A As students follow along, read the

words in example sentences. Then randomly example aloud. Point out that the author
A Have students find the blue words in the assign pairs to use specific vocabulary, and uses because to explain why she likes the
READING passage. write their sentences on the board. outfit.
Have students circle the correct words to Correct sentences for usage problems. B Have students find a photo of an outfit
complete the sentences. Check answers
they like.
as a class.
DO YOU KNOW? C Emphasize that they must describe the
OPTIONAL Personalizing the vocabulary Read the sentence and answer choices outfit and explain why they like it. Give
will help students remember it and also help aloud, as students follow along in their students a time limit to finish their post,
them in understanding the meaning and books. Have them guess before providing and set a minimum number of sentences
usage of the new words. the answer (c). students must write (e.g., five). Have
students write their post.

Unit 3  39

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VIDEO ABOUT THE VIDEO Cotton T-shirts need a lot of water and energy to make and care for.

VIDEO
Tell students they are going to watch a video THE THIRSTY COTTON T-SHIRT
about cotton T-shirts. As students follow along, Before You Watch
read the title of the video and the sentence Talk with a partner. How often do you wear T-shirts? How many T-shirts do you have? When did you
about the video aloud. Direct students’ last buy a T-shirt? Answers will vary.

attention to the photo. As they follow along in While You Watch

their books, read the caption aloud. A Watch the video. Which of the following uses the most energy?
3.3

a growing cotton plants b making clothes c washing and drying

TEACHING NOTE: VIDEO from cotton cotton clothes

AS HOMEWORK B 3.3 Watch again. Circle T for True or F for False.

You may want to assign the video page as 1 The amount of water used to make one T-shirt is more than a
person drinks in two years. T F
homework. If your class has students of
2 We use fi e times more energy to wash clothes than to dry them. T F
many different English abilities, this will
allow the lower-level students to watch the 3 About 2% of the water on Earth is salty. T F

video repeatedly and gain confidence in 4 About 7% of the water we use goes into growing crops. T F
the content.
C Talk with a partner. For the false sentence(s), say the true information.
If you assign the video as homework,
After You Watch ABOUT THE PHOTO
encourage the students to watch it
Talk with a partner. How often do you
several times. wash and iron your clothes? What can
This photo shows cotton bolls from a cotton plant. Cotton is
you do to use less water and energy? one of the world’s leading agricultural crops. It is grown in
During the following class, have a discussion Answers will vary.
more than 100 countries around the world, with India, the
about the video or give a short quiz. This will United States, China, Brazil, and Pakistan being the biggest
producers of cotton. It is estimated that more than 40
encourage students to do the homework. Activity C: million farmers worldwide make a living growing cotton.
2 We use five times more Because cotton is plentiful and produced economically,
BEFORE YOU WATCH energy to dry clothes than cotton products are usually relatively inexpensive. Clothes
to wash them. made from cotton are comfortable to wear because the
As students follow along in their books, read 3 About 97% of the water fabric is able to absorb and release moisture quickly.
on Earth is salty. / About
the questions aloud. Have students get into 2% of the water on Earth
pairs and discuss their ideas. is locked in snow or ice.
4 About 70% of the water
we use goes into growing
OPTIONAL Ask students which types of crops.
T-shirts (e.g., crew neck, V-neck, short sleeve, Cotton comes from
long sleeve) are popular now. Have them cotton plants.

consider popularity among students, adults, 40 Unit 3

and famous people (e.g., movie stars), and
whether their answers are the same for each
group. B Explain to students that they will watch
TZ_L2_SB_18925_U03_030_041.indd 40
Have students do the task. Check 2/25/20 1:28 PM TZ_L2_SB_18

the video again, and they should circle T answers.

WHILE YOU WATCH if they think the statement is true or F if
they think it is false. SUPPORT Encourage students to focus on
A Tell students they will watch the video
and they should notice which of the As students follow along, read the phrases in each statement (e.g., five times
three options uses the most energy. statements aloud. more energy) to determine which parts of the
As students follow along in their books, statements are not true. Once students have
read the options aloud. 3.3 Play Video 3.3. Play the video decided which information is incorrect, have
again, if necessary. Check answers as a them correct the false statements.
3.3 Play Video 3.3. If students are class.
uncertain of their answers, encourage This technique allows learners to better focus
them to watch for this information as C Tell students they will get into pairs and on the content as well the language without
they watch the video again in B. verbally correct each false statement feeling overwhelmed.
in B.
40  Unit 3

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REVIEW
REVIEW
A Complete the sentences. Use the words in the box.
rural glasses wrap T-shirt in a row watches
Explain to students that they are going to
review the material from the unit and this will
glasses
1 She wears her to see the words on the board. help them remember what they have studied.
2 Wrap a scarf around your neck if you are cold.
in a row A Explain that activity A reviews
3 I wore red shoes three days last week.
rural
vocabulary from the unit. Have students
4 This area has many farms.
use the words in the box to complete the
5 How much water do we use to make a cotton T-shirt ?
sentences. Check answers as a class.
6 This shop sells accessories such as hats and watches .
B Explain that activity B reviews the
B Complete the sentences. Circle the correct answers. grammar from the unit. Have students
1 I got these shoes last / ago weekend. circle the correct words to complete the
2 She got new glasses three days just / ago. sentences. Have students get into pairs
3 I last / just bought these sneakers yesterday. and check answers, before you randomly
4 Did you get a blue skirt just / recently?
call on students to give the answers.
5 He wore his new jacket to the party last / just night. C Remind students that they studied
phrasal verbs with on and off in
C Complete the sentences using off or on.
off
VOCABULARY activity B. Have them
1 Every morning, I take my pajamas.
write on or off to complete each
2 On cold days, I put on a sweater.
sentence. Check answers.
3 I often try on clothes before I buy them.

SELF CHECK Now I can …

SELF CHECK
describe when I did something These I can statements provide vital feedback
use language for talking about clothes
on students’ perceived ability to use the
talk about why the color of my outfit is important
language from the unit. If you find students
are reluctant to check the skills that they can
do, consider asking them to rate themselves
from 1 (not very confident) to 3 (very
confident).

SUPPORT If students lack confidence to

Unit 3 41
put a check next to each statement, have them
get into pairs. Tell them to make quiz
2/25/20 1:28 PM
AFTER YOU WATCH
TZ_L2_SB_18925_U03_030_041.indd 41
OPTIONAL After students have finished, 2/25/20 1:29 PM questions for another pair, focusing on the
have some pairs share their ideas. If most three SELF CHECK points.
Tell students they will get into pairs and talk
about the video. students had the same ideas, encourage them Give an example: What are three kinds of tops?
to think of two more unique ideas. After giving
As students follow along in their books, read pairs time to brainstorm, have them once Have students make their quiz questions,
the two questions aloud. again share their ideas with the class. including answers.

Have them get into pairs and discuss their Have two pairs get together and take turns
ideas. asking and answering their questions.
After students have finished reviewing,
confirm they have confidence with the
material, providing additional review in class
as necessary.

Unit 3  41

TZ_L2_TG_42645_U03_030_041.indd 41 4/22/20 4:12 PM

UNIT 4

WHAT’S THE WHAT ’S THE

COLDEST
PLACE ON
COLDEST
EARTH? PLACE ON
CONTENT AREA: THE
NATURAL WORLD
EARTH?
Topic: describing places and things
Vocabulary: superlatives: longest,
highest, largest, coldest, tallest, smallest,
most difficult, worst, oldest, most
dangerous, most common, most
challenging, tiniest, most beautiful,
wettest, driest, wide; places: desert, river,
waterfall, mountain, hotel, rock, tree,
country; other words: flow, species, insect,
gentle, planet, lose
Grammar: superlatives
Extra material: a world map
Other useful vocabulary:
places: sea, valley, monument,
glacier, stream, forest, canyon, lake

END OF UNIT PROJECT Have

students do research about someone or
something that has a world record.
42
Explain to students that the Guinness World
Records is a list of all kinds of number one
things from around the world. Give them a In the next lesson, have students take turns
TZ_L2_SB_18925_U04_042_053.indd 42
PREVIEW 2/25/20 1:34 PM TZ_L2_SB_18

few examples, such as the fastest time on a reading their reports to the class. When
video game, the most dominoes stacked in students have finished, have them get into Have students read the unit title to themselves
30 seconds, and the longest line of candies. groups and talk about which record is the most as you read it aloud. Explain that in this unit
amazing, the strangest, and the most they will learn to talk about the most extreme
If necessary, as a class, brainstorm the types interesting. Also have groups talk about a places in the world.
of things students can write about (athletes’ record they themselves might like to challenge
records, eating competitions, etc.). Tell them they will also study how to talk
in the future.
about the number one of something. Explain
Explain to students that they should write a that we often use this grammar to express
report about the world record, describing what opinions, such as the best restaurant near
someone did and when they did it. Encourage our school.
them to bring in a picture to share with
the class.

42  Unit 4

TZ_L2_TG_42645_U04_042_053.indd 42 4/17/20 12:31 PM

PREVIEW
ABOUT THE PHOTO A Look at the questions below. Discuss your CONTENT NOTE: RECORD-
This photo shows a mountaineer standing in front of answers with a partner. BREAKING PLACES
a mountain range on Livingston Island, Antarctica. 1 What’s the largest desert on Earth?
Livingston Island was the first piece of land The Sahara Desert is not only the hottest
discovered in the Antarctic. The Tangra Mountains a The Gobi b The Sahara
on the island have over 30 peaks. Mount Friesland, but also the largest desert in the world. It
2 What’s the highest waterfall in the world?
which is the summit of the island, has a height of covers almost all of North Africa and
a Angel Falls b Niagara Falls
1,700 kilometers. There are many animals living on stretches from the Atlantic Ocean in the
the island, including Antarctic terns, fur seals, and 3 Where’s the smallest hotel in the world? west to the Red Sea in the east. The highest
Gentoo penguins. Researchers have set up an open-
air museum along the western coast of the island,
a Thailand b Germany temperature ever recorded there was
with a collection of fossils and animal remains, such 4 What’s the biggest rock on Earth? 58 degrees Celsius.
as penguin skulls and seal jaws. a Uluru/Ayers Rock b Zuma Rock
The oval-shaped Uluru, commonly called
5 Where’s the coldest place on Earth?
Ayers Rock, reaches a height of 863 meters
a The Arctic b Antarctica above sea level. Many people travel to the
6 Where’s the tallest tree in the world? center of Australia to see this monolith,
a The United States b Mexico which changes color throughout the day as
7 What’s the smallest country in the world? the sun hits it at different angles.
a Vatican City b The Maldives
Antarctica has held the record for the
B 4.1 Listen. Circle the correct answers coldest place on Earth for many years. New
in A. satellite technology allowed scientists to
measure an even colder temperature,
C Talk with a partner. What do you know
about the places and things in A?
-93 degrees Celsius, breaking its previous
Answers will vary. record of -89.2 degrees Celsius.
The Sahara is in Africa.
The tallest trees are the coast redwoods
in California. They are often more than
90 meters tall and their trunks measure
THE NATURAL WORLD 3 to 6 meters or more.
UNIT GOALS
• compare three or more things
• learn language for describing extreme places and things UNIT GOALS
A mountaineer stands in front • talk about the Amazon
of a mountain range on
Direct students’ attention to the UNIT GOALS
Livingston Island, Antarctica. box. Explain that these are some of the things
43 students will learn in this unit. Point out that
this unit is about the natural world. As
students follow along, read each of the unit
2/25/20 1:34 PM
A Read each of the questions and answer
TZ_L2_SB_18925_U04_042_053.indd 43
C Ask students to get into pairs and take 2/25/20 1:35 PM
goals to the class. Explain any words students
choices aloud, as students follow along in turns talking about what they know do not know. Remind students that at the end
their books. about the places and things in A. of the unit there is a self check that allows
Have students get into pairs and guess them to see if they have accomplished each
which answer is correct. They should CHALLENGE Ask students to say some goal.
discuss their answers. other places that can be described as extreme.
(See Other useful vocabulary.)
B Explain that students will hear
information about the places and things
in A and they should circle the correct
answers.
4.1 Play Audio Track 4.1. Check
answers.
Unit 4  43

TZ_L2_TG_42645_U04_042_053.indd 43 4/17/20 12:31 PM

LANGUAGE FOCUS
LANGUAGE FOCUS
A 4.2 Listen and read. What test is Nadine studying
REAL ENGLISH Let’s see.
A Tell students they will listen to a for? Then repeat the conversation and replace the words
in bold. Nadine is studying for a geography test.
conversation between Ming and Nadine.
4.2 Play Audio Track 4.2 as students Ming: Hey, Nadine! Do you want to watch a
movie after school?
listen and follow along in their books. If
Nadine: I can’t. I have a geography test.
necessary, play the conversation again, (science / social studies) It’s my most
pausing after each speaker so students difficult subject. (toughest /
can repeat. most challenging)
Ming: Let me help! Let’s see. What’s the coldest
As students follow along, read the continent in the world? (biggest insect /
question, What test is Nadine studying oldest culture)
for? Have students answer. Nadine: Oh, that’s easy! Everyone knows that!
Ming: OK, so what’s the world’s highest
Have students work in pairs and practice mountain? (most dangerous plant /
the conversation once. Point out the bold most common language)

words and read them aloud as students Nadine: Well, that’s easy, too!
Ming: Okay. Then what are you worried about?
follow along in their books. You might
Nadine: Because my test is tomorrow, and I have
want to have students repeat the words
the world’s shortest memory!
after you say them.
Tell students they will practice the
B 4.3 Look at the chart. Circle the correct answers below.
conversation two more times, changing
the bold words each time, and swapping DESCRIBING EXTREMES (USING SUPERLATIVES)
roles after the first time. What’s the largest beetle The titan beetle is the big the biggest
in the world? largest beetle.
pretty the prettiest
CONTENT NOTE: CARTOON What’s the tiniest dog in The tiniest dog is the famous the most famous
the world? Chihuahua.
QUESTIONS good the best
Some people think that Komodo Beach in Indonesia bad the worst
The answers to the questions in the cartoon has the most beautiful sand in the world.
less the least
are: the coldest continent is Antarctica and
the world’s highest mountain is Everest 1 We use superlatives when talking about two / three or more things.
(known as Qomolangma in China). 2 Superlatives go before / after the nouns they’re describing.
3 For adjectives with three or more syllables (e.g., interesting), we use the most + adjective /
add -est to the adjective.

REAL ENGLISH 44 Unit 4

Direct students’ attention to the expression in

the REAL ENGLISH box. Explain that the B Ask students to look at the chart.
TZ_L2_SB_18925_U04_042_053.indd 44
Have students circle the adjective in the 2/25/20 1:35 PM TZ_L2_SB_18

expression Let’s see is used in informal spoken two questions and answers. Point out
4.3Have students follow along as
English to pause for a moment and think that the form is the same in both. Ask,
they listen to Audio Track 4.3
before discussing a topic or answering a What word always comes before the
question in more detail. For example: As students follow along, read the first adjective? (the)
A: What’s the tiniest dog in the world? two questions aloud. Tell students that
Have students look at the right side of
B: Let’s see. I think it’s the Chihuahua. these questions ask about the number
the chart and make four rules for spelling
one something (in the world). Explain
adjectives with -est. Revise their rules as
that this question form is used when
necessary. Remember that encouraging
comparing three or more things.
students to look at the language and
formulate their own grammar rules is
good critical thinking practice. The rules:

44  Unit 4

TZ_L2_TG_42645_U04_042_053.indd 44 4/17/20 12:31 PM

C Complete the sentences. Use the correct form of the words in parentheses.
1 Lake Baikal in Russia is the deepest (deep) lake in the world. 3 Words with three or more syllables
the worst use most. Ask students how many
2 Some of (bad) storms in the world happen in India.
syllables are in beautiful (3).
3 Some people think that Atenas, Costa Rica, has the best (good) weather in
the world. Point out that good, bad, and less don’t
4 Many people say that Paris is the most beautiful (beautiful) city in the world. follow these rules because we use
different words, so students should
5 The the least expensive (less expensive) way to travel from London to Paris is by bus.
memorize them.
6 Soccer is the most popular (popular) sport in the world.

D 4.4 Complete the sentences. Use the correct form of the words in the box. Then listen
SUPPORT Say some adjectives and have
and check your answers. students tell you whether to use -est or most.
For -est words, also have them spell the
superlative adjective.

Draw students’ attention to the three

statements under the chart. Have
1 2 3 4
students circle the correct words to
complete the statements. Check answers.
small fast dangerous heavy
C Tell students they should use the correct
1 The blue whale is the heaviest animal in the world. form of the words in parentheses to
2 The inland taipan is one of the most dangerous snakes in the world. complete each sentence.
3 The falcon is the fastest bird in the world. Have students do the task. Randomly
4 The pygmy marmoset is the smallest monkey in the world.
select students and ask them to read the
entire sentence aloud to check answers.
E Work with a partner. Use the words in the box to talk about things you know about.
D Tell students that they should write the
most least long short high low correct form of the words in the box to
big small hot cold dry wet
complete the sentences about the
The highest mountain in my country is Mount Fuji.
animals. Explain that the first sentence is
February is the coldest month in my city.
about photo 1, the second sentence is
about photo 2, etc.
Tell students they will listen and check
their answers.
Unit 4 45
4.4 Play Audio Track 4.4. If
necessary, play it again.
2/25/20 1:35 PM
1 Words that end in y: Change the y
TZ_L2_SB_18925_U04_042_053.indd 45
The first is by adding -est to the adjective
2/25/20 1:36 PM

Check answers as a class, writing them

to i and add -est. and the second is by using most. on the board as they are given.
2 Words that end in e: Add st. Give students three rules to help them E Tell students they are going to get into
remember when to use -est and when to pairs and talk about places and things
3 Words that end in a consonant-
use most. they know about, using the words in
vowel-consonant combination:
Double the final consonant and 1 Add -est to words that have one or the box.
then add est. (Explain to students two syllables. Ask students how Model the conversation with a student.
that there are two exceptions— many syllables long (1), tiny (2), Have students do the task.
words ending in w and y.) big (1), and pretty (2) have.
4 All other words: Add -est. 2 Words with three or more vowels
use most. Ask students how many
Explain that there are two ways to
vowels are in famous (3).
express the number one (something).
Unit 4  45

TZ_L2_TG_42645_U04_042_053.indd 45 4/17/20 12:31 PM

THE REAL WORLD
THE REAL WORLD ABOUT THE PHOTO
This photo shows the only shop in
Ask students to look at the photo and guess GOING TO Oymyakon, Russia. Residents can buy food
what they are going to be learning about. As
students follow along, read the title aloud. EXTREMES here. Oymyakon is widely regarded as the
coldest inhabited place on Earth. It is also
home to 500 people. During winter, it
CONTENT NOTE: OYMYAKON experiences 21 hours of darkness in a day
and the average temperature is -50°C! To
keep warm, most homes in Oymyakon
Oymyakon is no more than a few hundred burn wood and coal. Locals wear boots
miles south of the Arctic Circle, so there is and hats made from the fur of animals
only a short summer season for growing such as reindeer, fox, and raccoon.
plants. The extreme temperature poses
other challenges. The frozen ground makes
it difficult for people to grow crops, so locals
eat mostly meat that they get from hunting,
ice-fishing, and animal breeding. As a
result, the people who live there eat very
few fruits and vegetables, yet they don’t The only shop in Oymyakon
suffer from malnutrition. Doctors think this
is because of the nutrients that are in the
A Read the information about Nick Middleton. What are his jobs?
animals’ milk that the people drink.
Explorer Nick Middleton teaches at Oxford University in England. In an interview
A As students follow along in their books, with National Geographic Learning, he talks about his trip to the world’s coldest
town: Oymyakon, in Siberia, Russia.
read the information about Nick
Middleton aloud. a explorer and artist b writer and photographer c teacher and explorer

Have students circle the option that best B 4.1 Watch the video. What do people usually eat or drink in Oymyakon? Check (✓)
represents his jobs. Check answers. three correct answers.
✓ reindeer fruits rice
B Tell students they are going to watch an
✓ horse ✓ milk vegetables
interview with Nick Middleton and they
should check the things people in C 4.1 Watch again. Circle T for True or F for False.
Oymyakon usually eat. 1 Vegetables grow all year in Oymyakon. T F

4.1 Play Video 4.1. Check answers 2 To keep warm, people in Oymyakon wear clothes made of reindeer fur. T F

as a class. 3 People in Oymyakon sometimes sell animals to make money. T F

46 Unit 4
C Tell students they are going to watch the
video again and they should circle T if the
statement is true and F if it is false.
3 What do people there use to stay
TZ_L2_SB_18925_U04_042_053.indd 46
PROJECT As students follow along, read 2/25/20 1:37 PM TZ_L2_SB_18

4.1 Play Video 4.1. Play it again, if warm? (animal fur) Why do they use the project instructions aloud. Point out that
necessary. Check answers as a class. that? (It keeps their body heat inside.) first they must choose the type of place, then
make a list of the 10 things they think they
OPTIONAL Ask students additional will need to survive there. Encourage students
comprehension questions. to also think of reasons to justify their choices.
D CRITICAL THINKING
Have students do the task.
1 What is Going to Extremes? (the book
As students follow along, read the
Middleton wrote)
question aloud. Explain that justifying
2 Why did Middleton go to Oymyakon? OPTIONAL Have a few students share
means giving reasons for your ideas.
(He wanted to find out what life was their ideas with the class. As a class, agree on
Explain that even though students may
like for the people who live there.) the items that are the most essential.
have the same opinion, their reasons
could be different so providing reasons is
important. Have students get into pairs
and talk about their answers.
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D CRITICAL THINKING Justifying Talk with a partner. What do you think is the most difficu thing
about living in Oymyakon? Give reasons for your answer. Answers will vary.
CONTENT NOTE: THE
PROJECT Make a list. Imagine you are going to an extreme place for three days. Choose BOOTLACE WORM
a type of place (hot, dry desert or freezing, icy mountain, etc.). Make a list of the 10 most
important things you need to survive there. The bootlace worm is a species of ribbon
worm. It can grow up to 55 meters in
PRONUNCIATION sentence stress DO YOU KNOW? length. It lives along the coastlines of
Listen. Underline the stressed words. Take turns reading
4.5 The longest animal England, Sweden, and Norway. The bootlace
the sentence. in the world is the worm produces a powerful toxin, which can
.
1 Antarctica is the coldest place on Earth.
a bootlace worm kill animals like crabs.
2 What’s the most famous city in Europe? b green anaconda
c lion’s mane
3 New York City is the largest city in the world by area. jellyfis
4 The Congo River is the deepest river in the world.
5 Where’s the tallest waterfall in South America?
COMMUNICATION
6 The Amazon is the largest river in the world. Tell students they are going to play a quiz
game in pairs.
COMMUNICATION Explain that they will take turns asking and
Play a quiz game. Work with a partner. Student A: Turn to page 151. Student B: Turn to
page 152. Take turns asking and answering questions. Answers will vary. answering questions.
Have students get into pairs. Tell Student A to
A village in turn to page 151 and Student B to turn to page
Greenland
152. Emphasize that they shouldn’t look at
their partner’s page.
As students follow along, model the game
with a student.
Have students do the task.

OPTIONAL Have students stay in their

pairs and make up 10 other quiz questions for
another pair.
Tell them the questions should use
superlatives. Allow them to do research (e.g.,
with their phones or computers) to check facts.
Unit 4 47
When they have finished, have two pairs get
together and take turns asking and answering
2/25/20 1:37 PM
PRONUNCIATION
TZ_L2_SB_18925_U04_042_053.indd 47
Have students get into pairs and take turns
2/25/20 1:38 PM
their quiz questions. Tell them they will get
reading the sentences to their partners. one point for each correct answer. The pair
Tell students that when we speak, we usually with the most points wins.
stress the important words more strongly than SUPPORT Ask students if the important
the other words. Explain that they will practice words were the words that were always
sentence stress by listening and underlining emphasized. (Yes.)
the stressed words.
4.5 Play Audio Track 4.5. Play it again,
DO YOU KNOW?
pausing after each sentence. Students may
have difficulties hearing the differences Read the statement and answer choices
between the stressed and unstressed words. aloud, as students follow along in their
Play the audio a third time, if necessary. Check books. Have them guess before providing
answers. the answer (a). (See CONTENT NOTE.)

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READING READING
A Scan the article. Where does the Amazon River begin
As students follow along, read the title aloud. and end? It begins in the Andes Mountains in Peru
Have students look at the photo. Read the and ends in the Atlantic Ocean.
B Skim the article. Find two examples of why the Amazon
caption aloud, as they follow along. is extreme. The Amazon rainforest is the largest rainforest and
has the largest number of plant and animal species on Earth.
C Talk with a partner. Do you think the Amazon is
CONTENT NOTE: THE important to us? Why? Answers will vary.
IMPORTANCE OF THE
AMAZON RAINFOREST
The Amazon rainforest occupies 40 percent
of Brazil’s total area. Today, nearly two- ABOUT THE PHOTO
thirds of Earth’s rainforests have already This photo shows an aerial view of part of the Amazon River
been lost to human demand for wood and and rainforest in Peru. Rainforests are found on every
farmland, so it’s not surprising that in the continent in the world except Antarctica. There are two types
of rainforests—temperate (found mostly in coastal,
Amazon rainforest, new highways and air mountainous areas), and tropical (found near the equator).
transport facilities have increased the speed Spanning across Brazil, Peru, Bolivia, Colombia, Ecuador,
of deforestation. Venezuela, Guyana, Suriname, and French Guiana, the
Amazon rainforest is the world’s largest tropical rainforest.
Deforestation has many negative effects on Located in the northern part of South America, the Amazon
the environment. Many of Earth’s land River flows from west to east through Ecuador, Colombia,
Venezuela, Bolivia, and Brazil before emptying into the
animals and plants live in forests, and most Atlantic Ocean. (See CONTENT NOTE for more information.)
cannot survive when their homes are
destroyed. The other photo shows a pale-throated sloth in Brazil. The
pale-throated sloth is a species of three-toed sloth found in
Deforestation also drives climate change. the rainforests of northern South America. It is a solitary
animal that spends almost its entire life in trees. It is known to
Trees help return water back into the spend over eighteen hours a day asleep.
atmosphere and absorb carbon dioxide, a
greenhouse gas. Fewer forests mean more
greenhouse gases enter the atmosphere
and increase the speed and severity of
global warming.

A As students follow along, read the

T
question aloud. t

Tell students to scan the article and find 48 Unit 4

the answer. Check answers.

OPTIONAL The text can also be used as a

TZ_L2_SB_18925_U04_042_053.indd 48
C As students follow along, read the two 2/25/20 1:39 PM TZ_L2_SB_18

OPTIONAL Have students find Peru and

listening activity. Have students close their questions aloud. Have students get into
Brazil on a world map.
books. Tell students they will listen to the pairs and discuss their ideas. Encourage
passage. students to think critically about what
B Tell students that they are going to skim they have read in the text and to draw
the article and find two examples 4.6 Play Audio Track 4.6. Ask students to
their own conclusions.
demonstrating why the author says the get into pairs and discuss what information
Amazon is extreme. they heard. Then have them read the article
more carefully.
Have students do the task. When all the
students have finished, check answers.
Have students read the article in more
detail so they can answer the
COMPREHENSION questions.
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EXTREME Grammar (Focused)

AMAZON!
Have students make a list of all the adjectives
in the article, grouping them into plain form
(wet, dangerous, gentle, important, big) and
superlative form (largest, scariest).
Understanding Supporting
4.6Twenty percent of all the water that goes into
the world’s oceans comes from one river—the Details in a Text
Amazon.
The Amazon River begins in the Andes Mountains in
Ask students to find the sentence The Amazon
5 Peru. It travels more than 6,000 kilometers to the is very important to our planet. Have them list
Atlantic Ocean. Most of the Amazon’s water comes the examples in the text that support this
from rain. During the wet season, parts of the river
are 190 kilometers wide. idea. (1. It provides 20 percent of all water that
More than half of the Amazon River is in Brazil. Here, goes into the world’s oceans. 2. It has the
10 it flows through the world’s largest rainforest. The highest number of plant and animal species on
Amazon rainforest has the largest number of plant
and animal species on Earth. It has about Earth. 3. We don’t know about all of the plants
40,000 plant species and 3,000 kinds of fish. It also and animals in the Amazon. If we lose the
has 1,300 types of birds and over 2 million species
15 of insects! Amazon, we will never learn about them.)
Some of the Amazon’s animals are dangerous. The
anaconda is one of the world’s largest snakes. It’s Pronunciation (Focused)
also one of the scariest animals in the Amazon. But
there are also gentle animals, like the sloth and the
Remind students that the important words in
20 pink dolphin. a sentence are usually stressed. Have students
The Amazon is very important to our planet. There predict which words in the first paragraph will
are still many kinds of animals and plants for us to
discover. If we lose the Amazon, we’ll lose a big part
be stressed. Tell students you will play the
of life on Earth. audio and they should notice which words
are stressed.
4.6 Play Audio Track 4.6. Have students
get into pairs and compare their predictions
with the stress they heard. Play the audio
again. As a class, discuss which words were
and were not stressed and why. Continue with
A pale-throated
additional paragraphs as necessary.
sloth in Manaus,
The Amazon River runs through Brazil Personalization and Writing
the Amazon rainforest.
Ask students to do research about the kinds of
Unit 4 49
discoveries still being made in the Amazon
(medicines, new plants, new insects,
SUPPORT Have students find one of the information about life thousands of years
2/25/20 1:39 PM TZ_L2_SB_18925_U04_042_053.indd 49
Additional Activities to Use with 2/25/20 1:39 PM

ago). Have them do a report or a presentation

world’s largest on line 17. Explain that this the Reading
means it is not number one but is part of a about their findings.
Question Construction
group of the top things in the world.
Have students get into pairs and take turns
Have students get into groups and take turns asking and answering factual questions about
asking and answering questions using one of the reading. For example: How long is the
the (superlative adjective) about things they Amazon River? (It’s more than 6,000
are familiar with. kilometers.)

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COMPREHENSION
COMPREHENSION A Answer the questions about Extreme Amazon!

A Have students read the questions to 1 MAIN IDEA The article is mainly about the Amazon’s .
themselves and circle the correct answers. a people b weather c importance

2 INFERENCE The Amazon River is narrower during the season.

After they have finished, check answers
as a class. a dry b cold c rainy

3 REFERENCE The word Here in line 9 refers to .

B EXAM PRACTICE
a the Atlantic Ocean b Peru c Brazil
A word web is also called a mind map. 4 DETAIL Which group of animals has the greatest number of species in the Amazon?
The task requires students to find a fis b insects c birds
relationships in and across the reading
5 DETAIL Which of the following is NOT a gentle animal?
passage. To do this, students must
distinguish between the subject, the a anaconda b sloth c pink dolphin

main ideas, and the supporting details. B Complete the word web. Use one word from the article for each answer.
In addition, they must connect the ideas
in the correct order (e.g., attaching the The world’s
The anaconda, one of
the 3 scariest animals
supporting details to the correct idea). 2 largest rainforest
in the Amazon
On standardized tests, students can use
Home to the largest
exact words (i.e., key words) directly
number of plant Animals that live
from the text. They do not need to spend and animal
The Amazon
in the Amazon
time thinking of synonyms since the 1 species
on Earth
important point is a clear understanding
of how ideas are related to one another. Over 2 million species
of 4 insects
Remind students that a word web helps
them to graphically show the C CRITICAL THINKING Analyzing Talk with a partner. Read the sentences below. Determine if
relationship between words and ideas. each sentence is a fact or an opinion. Circle the correct answers.

Explain that we can use word webs to 1 Most of the Amazon’s water comes from rain. Fact Opinion
better understand readings. 2 The Amazon is the world’s largest rainforest. Fact Opinion
3 There are interesting plants and animals in Fact Opinion
Explain that the subject or main idea is the Amazon.
usually in the center. Ask what the main 4 The anaconda is one of the scariest animals Fact Opinion
idea is for this word web (the Amazon). in the Amazon.

Tell students that the words that are 50 Unit 4

directly related to it are in the smaller
boxes connected to the main boxes. Have
students identify these ideas. (Home to Have students complete the word web.
TZ_L2_SB_18925_U04_042_053.indd 50
SUPPORT Explain to students that a fact 2/25/20 1:39 PM TZ_L2_SB_18

the largest number of plant and animal Check answers as a class. is something that is always true. Say, I am a
on Earth; The world’s man/woman. Point out that this doesn’t
rainforest; Animals that live in the change and is a fact. Say, Pizza is the most
Amazon.) C CRITICAL THINKING delicious food in the world. Ask students if they
Explain that words related to these words Explain to students that there are many agree, and if they don’t, ask them to provide
are then inserted in boxes that are ways to analyze a text. One way is to other ideas. Point out that people have
farther from the center. Point to these think about whether something is a fact different ideas, so it is not a fact.
two boxes as you explain this. Point out or an opinion.
that the farther the word is from the As students follow along, read the
center, the more detail it usually gives. statements aloud. Have students circle
the correct answers.

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VOCABULARY IDIOM
To “go to extremes” means
B As students follow along, read the
A Find the words below in the article. Then complete the
sentences using the words in the box.
to . information in the box aloud. Have
a do more than is necessary
b visit an extreme place
students match the words to the
flows species insect gentle planet lose
numbers. Check answers.
1 The water flows down the mountain and into the sea.
2 The turtle is a quiet, gentle animal. SUPPORT Write 1,000 on the board. Say
3 When there is a forest fi e, we lose many trees. one thousand. Point to the comma. Tell
4 There are many species of birds in the Amazon. students we use commas to separate
5 The ant is a(n) insect . thousands, millions, and billions. Write 10,000
6 Earth is a(n) planet .
on the board. As you cover up all of the
numbers except 10, say ten. Show the
B Read the information below. Then match the words to the numbers. remaining numbers. Say ten thousand.
We can write numbers in words. Follow a similar procedure for million and billion.
1 thousand = 1,000 1 million = 1,000,000 1 billion = 1,000,000,000
To describe numbers that are less than 1, we use fractions, e.g., ½ (half ), or Write some numbers on the board and have
decimals, 0.5 (zero point five). students practice as a class. Then have
1 one million 10.5
students get into pairs and take turns saying
2 ten thousand 10,000,000,000 numbers while the other student writes
3 ten billion ½
4 half 1,500
them down.
5 one thousand fi e hundred 10,000
6 ten point fi e 1,000,000

SWITZERL AND is a great place

WRITING
to visit. It has the Matter
horn, which is
one of the most beautiful
mountains Tell students that they are going to make a
in the world …
poster about a great place to travel to.
A Have students look at the poster. As
WRITING students follow along, read the text on
A Look at the poster. Read the beginning of the the example poster aloud.
description of the photo.
B Choose a great travel destination. Find a photo B Have students choose a location, find a
of it. Make notes about it. photo, and make notes about features
C Make a poster. Describe the place. Explain what that make the location special.
makes it special. Use your notes from B.
Answers will vary. C Have students use their notes from B and
Unit 4 51
other information to make their posters.
Give students a time limit for finishing
the poster, and set a minimum number
2/25/20 1:39 PM
Have students get into pairs and discuss.
TZ_L2_SB_18925_U04_042_053.indd 51

IDIOM
2/25/20 1:40 PM

of sentences they must write (e.g., six).

their ideas. Then check answers by
randomly calling on students. As students follow along in their books,
read the sentence and answer choices SUPPORT Point out that the first sentence
aloud. Have them guess the answer (a) gives the name of the place and the next
before explaining that to go to extremes sentence provides one special feature of the
VOCABULARY means to try very hard to do something. place.
A As students follow along, read the words For example:
in the box aloud. Have students find Some people go to extremes when they
them in the READING passage. Have exercise and end up hurting themselves.
students use the words in the box to
complete the sentences. Check answers.

Unit 4  51

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VIDEO ABOUT THE VIDEO Antarctica is an extreme place with amazing animals.

VIDEO
Tell students they are going to watch a video ICY ANTARCTICA
about Antarctica. As students follow along, Before You Watch
read the title and sentence about the video Talk with a partner. What words can you use to describe Antarctica? How is it different from your
aloud. country? Answers will vary.

While You Watch

OPTIONAL Have students find Antarctica A 4.2 Watch the video. Which of these statements about Antarctica is NOT true? Circle the
correct answer.
on a world map.
a It has a winter and a summer.
b It’s closed to tourists.
BEFORE YOU WATCH
c It gets very little rain.
As students follow along, read the questions
aloud. Have students get into pairs and discuss B 4.2 Watch again. Circle T for True or F for False.
their ideas. Ask a few students to share their 1 It often rains in Antarctica. T F
ideas. 2 The world’s largest sheet of ice is in Antarctica. T F
3 Some whales live in Antarctica. T F
CHALLENGE Encourage students to 4 Explorers began studying Antarctica 20 years ago. T F
think of differences that go beyond the
obvious (e.g., not temperature differences). C Complete the summary below. Use one word for each answer.

Antarctica is the coldest, windiest, and 1 driest continent in the world. In

winter
WHILE YOU WATCH 2
, temperatures can go below -40oC. Thousands of tourists visit Antarctica every
year. It’s beautiful and has many amazing seabirds, such as 3 penguins . Many
A As students follow along, read the 4 scientists and explorers are studying the weather and the animals here.
question aloud. Tell students they will
After You Watch
watch the video and they should select
Talk with a partner. What other extreme places on Earth do you know about? Describe them.
the statement that is not true. Answers will vary.
4.2 Play Video 4.2. Check answers.
B Explain to students that they will watch
the video again, and they should circle T
if the sentence is true and F if it is false. Penguins on an iceberg in Antarctica

4.2 Play Video 4.2. Play the video

again, if necessary.
52 Unit 4
Check answers as a class.

CHALLENGE Have students discuss AFTER YOU WATCH

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CONTENT NOTE:
which fact surprised them the most, giving
Tell students they will get into pairs and talk ANTARCTICA
reasons for their answers.
about other extreme places in the world. Point
out that they need to describe the places, not Most of the continent Antarctica is covered
C Remind students that a summary just name them. by an ice sheet, which holds about 90
includes the most important parts of the percent of the world’s ice. Because of the ice
video. Have students write one word for Have them get into pairs and talk about their and cold, only plants and animals that have
each blank to complete the summary. ideas. adapted to the difficult environment can
survive. Scientists from around the world
Check answers as a class. work together on Antarctica, with the
Antarctic Treaty guaranteeing the entire
continent be saved for free, nonpolitical
scientific investigation.

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REVIEW
B Explain that activity B reviews the
ABOUT THE A Complete the sentences. Use the correct form of the words in grammar from the unit. Have students
PHOTO
the box. write the correct form of the words in
Antarctica is the world’s
flow species less gentle fast parentheses. Have students get into pairs
southernmost continent. flows and check answers, before you randomly
1 A river next to my town.
It is about 14.2 million least call on students to give the answers.
square kilometers in size, 2 Math is my favorite subject.
making it the fifth largest 3 Cats make good pets—they are gentle .
of the world’s continents. SUPPORT If students are not confident in
4 The cheetah is the fastest land animal in the world.
It is bigger than Europe their answers, as a class “build a sentence.” Ask
and almost double the 5 The Amazon has some of the rarest species of plants.
students to provide an adjective (e.g., large),
size of Australia. About
98 percent of its land is B Complete the sentences. Use the correct form of the words in
and write it on the board. Tell them you want
covered with thick ice, parentheses. to compare three things, and have one student
and it is said to be the 1 The largest (large) ice sheet in the world is in decide what you will compare (e.g., cities).
world’s highest, driest, Antarctica.
windiest, coldest, and
Have students provide the superlative form
2 I think that Paris is the most exciting (exciting) city in
iciest continent. The the world.
(i.e., the largest). Randomly call on students to
coldest temperature the pretties provide the verb (e.g., is) and the rest of the
ever recorded on Earth 3 This garden has some of (pretty)
fl wers in town. sentence. For example: Tokyo is the largest city
(–89.2°C) was measured
in 1983 at the Russian 4 What’s the easiest (easy) way to get to the in the world. Do this again with an adjective
station, Vostok, on museum? that uses most (e.g., beautiful).
Antarctica. Antarctica’s 5 The smallest (small) town in my country has
name comes from the the best (good) restaurant.
Have students get into pairs and make
Greek word antarktiké sentences. When they have finished, have
and means “opposite to C Write the numbers in words. some pairs write their sentences on the board.
the Arctic” or “opposite three million
to the north.” (See 1 3,000,000 In order to decrease students’ self-
CONTENT NOTE for 2 5,000,000,000 five billion consciousness, encourage them to write
more information.) 3 ½ half anywhere on the board so it is less obvious
4 2,300 two thousand three hundred who wrote which sentence.
As a class, discuss and revise the sentences as
SELF CHECK Now I can … necessary.
compare three or more things
use language for describing extreme places and things C Point out that activity C reviews
talk about the Amazon numbers from VOCABULARY activity B.
Have students write the numbers as
words. Check answers.
Unit 4 53

2/25/20 1:40 PM
REVIEW
TZ_L2_SB_18925_U04_042_053.indd 53
CHALLENGE As students recall other 2/25/20 1:41 PM SELF CHECK
vocabulary that was important in the unit, These I can statements provide vital feedback
Explain to students that they are going to write it on the board (e.g., insect, species, on students’ perceived ability to use the
review the material from the unit and this will planet, lose). Have students get into pairs and language from the unit. If you find students
help them remember what they have studied. take turns making sentences using the words. are reluctant to check that they can do the
After students have finished, randomly call on skills, consider asking them to rate themselves
A Explain that activity A reviews
pairs to share one of their sentences. As you from 1 (not very confident) to 3 (very
vocabulary from the unit. Have students
repeat back the sentence, make corrections to confident).
use the correct form of the words in the
grammar and vocabulary usage.
box to complete the sentences. Check
answers as a class. SUPPORT For each skill, have students
make sentences demonstrating their ability.

Unit 4  53

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UNIT 5

ARE
PARROTS
SMARTER ARE PARROTS
THAN
PEOPLE? SMARTER
CONTENT AREA: THE
THAN
PEOPLE?
NATURAL WORLD
Topic: animals
Vocabulary: comparatives: better,
worse, cuter, gentler, friendlier, cleaner,
bigger, taller, stronger, faster, smaller, ABOUT THE PHOTO
lazier, smarter, scarier, more fun, more This photo shows a male African gray parrot. African gray parrots are
independent, more playful, more beautiful, native to many regions across Africa, including Nigeria, Cameroon,
and Tanzania. They are considered the smartest parrots in the world,
more interesting, more intelligent; with mental and emotional capacities equivalent to a 5-year-old
animals: parrot, horse, collie, iguana; child. They are able to develop a limited vocabulary and can even
other words: pet, job, spend, sick, well, in form simple sentences. Because of their engaging and intelligent
natures, African gray parrots are a popular choice for pet owners.
trouble
Grammar: comparative adjectives
PREVIEW
Extra material: photos of horses and
A Read the unit title. Do you think B 5.1 Listen. Circle T for True or F for False. C
border collies, a world map parrots are smarter than people? Why 1 African gray parrots can count. T F
or why not? Answers will vary.
Other useful vocabulary: pets: 2 Horses can recognize human faces. T F
puppy, kitten, guinea pig, chinchilla, 3 Border collies look after sheep on farms. T F
chameleon, gecko; adjectives about 4 Dogs can remember things for longer T F
animals: likeable, obedient, rare, naughty, periods of time than cats.
54
mischievous, energetic, protective

END OF UNIT PROJECT Have

cold places; Dogs can be used to sniff out
TZ_L2_SB_18925_U05_054_065.indd 54 2/25/20 1:47 PM TZ_L2_SB_18

students do research about an aspect of CONTENT NOTE: ANIMALS

bombs, explosive devices, ammunition, and
animals helping humans that was not
firearms; They can also be used in airports to It is believed that the dog was the first pet,
discussed in the unit. Have them write a
find food, drugs, and money that cannot be possibly as early as the Paleolithic period.
short paragraph.
brought into the country.) While humans gained the ability to better
Remind students that during the unit they track prey, the dogs gained a steady source
Have students do research and write
learned about several ways that animals help of food and a warm environment during
their paragraphs. (This can be assigned
people. Tell them that there are other animals cold winters.
as homework.)
that also help us.
There are about 400 different kinds of
In class, have students get into groups and
If necessary, have students brainstorm some horses, although only one is domesticated.
share their ideas.
ideas, providing help as necessary. (e.g., Herd The first horse was probably domesticated
dogs help us care for other animals; Sled dogs by Asian nomads around 2000 B.C.
provide transportation for people in extremely
54  Unit 5

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A male African gray parrot A Have students read the title to
themselves as you read it aloud. Then
read the questions. Have students
discuss their answers, providing reasons
for their opinions.
Explain that in this unit they will learn
to talk about how two things are similar
or different.
B If you brought in photos of horses and
border collies, show them to students.
Tell students they will hear information
about some animals and they should
circle T if the statement is true and F if
the sentence is false. As students follow
along in their books, read the statements
aloud.
5.1 Play Audio Track 5.1. Play it
again, if necessary. Check answers.
C As students follow along in their books,
read the questions aloud. Model the
conversation with a student.
Have students get into pairs and talk
about their ideas. Encourage students to
think critically and give reasons for
THE NATURAL WORLD
their answers.
C Talk with a partner. Which animal do you UNIT GOALS
think is the smartest? Why? Answers will vary. • describe smart animals CHALLENGE Ask the students to say the
Horses are the smartest because • use language for comparing two things names of some other kinds of animals,
they can solve problems.
• describe how animals use tools including pets. Also have them say other
I think border collies are the smartest
adjectives they associate with the animals.
because they can learn rules quickly. (See Other useful vocabulary.)
55

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1 African gray parrots eat mostly 2/25/20 1:48 PM
UNIT GOALS
Border collies developed in the border lands
vegetables. (False. They don’t eat Direct students’ attention to the UNIT GOALS
between Scotland and England, giving rise
vegetables.) box. Explain that these are some of the things
to their names.
students will learn in this unit. Point out that
2 African gray parrots sometimes eat
this unit is about the natural world. As students
flowers, tree bark, and small insects.
follow along, read each of the unit goals to the
PREVIEW (True.)
class. Explain any words students do not know.
As students follow along, read the photo 3 The African gray parrot’s tail is bright Explain to students that at the end of the unit
caption aloud. blue. (False. It is bright red.) there is a self check that allows them to see if
they have accomplished each goal.
4 The African gray parrot often stays
OPTIONAL Have a True/False quiz game in groups. (True. At night, up to
to see how much students know about African 1,000 birds may sleep in the same
gray parrots. area together.)
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LANGUAGE FOCUS
LANGUAGE FOCUS
A 5.2 Listen and read. What pet does Stig have?
REAL ENGLISH Ta-da!
A Tell students they will listen to a Then repeat the conversation and replace the words in
bold. He has a dogface pufferfish.
conversation between Stig and Ming.
5.2 Play Audio Track 5.2 as students Ming: I really love dogs. Do you have a pet?

listen and follow along in their books. Stig: Yes, I do. It’s really cute. Do you want to see
it? (playful / intelligent)
As students follow along, read the Ming: Sure!
question, What pet does Stig have? Stig: It has a funny dog face, but it’s smaller than
Have students answer. a dog. (gentler / friendlier)

Have students work in pairs and practice Ming: It looks like a dog, but it’s smaller than a
dog? (gentler / friendlier)
the conversation once. Point out the bold
words. Tell students to practice the
conversation two more times, changing Stig: Ta-da!
the bold words each time and swapping Ming: But … that’s not a dog, that’s a fish!
roles after the first time. Remind them Stig: It’s better than a fish, it’s a dogface
that this is conversation practice, not pufferfish! (more interesting /
more beautiful)
reading practice. Ask students how Ming
sounds in his final utterance
(confused, surprised).
B 5.3 Look at the chart. Circle the correct answers below.
Ask students to practice the
conversations and include emotion in MAKING COMPARISONS (USING COMPARATIVE ADJECTIVES)
their voices. Horses are faster than dogs. tall taller
I think cats are more interesting than fish. big bigger
friendly friendlier
OPTIONAL Have students practice the Which are more Rabbits are more playful than turtles, intelligent more intelligent
conversation again, substituting words to playful, rabbits but turtles are friendlier than rabbits.
good better
personalize it. Ask pairs to present their own or turtles? Both rabbits and turtles are playful.
bad worse
conversations in the front of the class.
1 For short adjectives (e.g., fast), we usually add -er to the end / use more + adjective.
2 For longer adjectives (e.g., playful), we usually add -er to the end / use more + adjective.
3 We start a sentence with I think when we are giving an opinion / stating a fact.
REAL ENGLISH
Direct students’ attention to the expression in 56 Unit 5
the REAL ENGLISH box. Explain that Ta-da! is
used in spoken English when we show
something to someone and want to Read the first sentence in the chart. Ask,
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add excitement. What animals are being compared? chart and remind them that good and
B Ask students to look at the chart. (horses, dogs) Do the same with the bad don’t follow the spelling rules so
other statement, if necessary. they should remember better and worse.
5.3 Have students follow along as
they listen to Audio Track 5.3. Remind students that in UNIT 4, they Have students follow along as you read
learned rules to decide when to use -est the Which question aloud. Explain that
Have students look at the adjectives on and most. Tell students that they should this question asks the listener to make a
the right side of the chart. On the board, follow the same rules to decide whether choice between two things. Ask students
write adj + -er than and more + adj than. to use -er or more. Tell them that the what word is used to show the choice
Tell students these forms are used when rules for spelling adjectives with -est and (or). Helping students formulate their
we compare two things. -er are the same. own grammar rules is a good critical
thinking skill.

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C 5.4 Complete the conversation. Then listen and check your answers.
Grace: Hey Sam, I heard you have a new pet. What is it? Draw students’ attention to the three
Sam: It’s a rabbit.
statements under the chart. Have
more interesting than students circle the correct answers.
Grace: My neighbor has a new pet lizard. He says it’s 1
(interesting) a pet cat.
Check answers.
Sam: That’s cool. I heard some people have spiders and snakes for pets. C Ask students to write the correct forms of
Grace: Wow! Which do you think are 2 scarier (scary), spiders or snakes? the words in parentheses to complete the
Sam: Well, snakes are 3 bigger than (big) spiders, but I think spiders are conversation. Have students fill in
4 scarier than (scary) snakes. the blanks.
D Answer the questions. Tell students to listen to the conversation
1 Which are bigger, elephants or mice? Elephants are bigger than mice . and check their answers.
2 Which are stronger, mice or rhinos? Rhinos are stronger than mice. . 5.4 Play Audio Track 5.4. Play it
Dolphins are more intelligent
3 Which are more intelligent, dolphins or chickens? than chickens. . again, if necessary. Check answers.
4 Which are friendlier, dogs or bears? Dogs are friendlier than bears. . D Tell students they should answer the
questions. Point out that although
E Work with a partner. Play animal bingo. Choose nine animals from the box and write them
in the chart below. Don’t show your partner. Ask questions by picking any two animals from
friendlier usually asks for an opinion, in
your chart and comparing them. Draw a circle around the animals that your partner says. this situation, most people would agree
Take turns. The firs player with three circles in a straight line wins. Answers will vary. on the answer.
fish cat shark elephant spider lizard dog monkey snake bird
Randomly call on students and have
A N I M A L B I N G O Example: them write their answers on the board.
A N I M A L B I N G O

fish monkey bird

E Tell students they are going to play a
game of animal bingo in pairs. Direct
cat elephant spider
students’ attention to the example as you
shark dog snake explain that the first person to cross out
three squares in a row vertically,
horizontally, or diagonally is the winner.
As students follow along in their books,
read the names of the animals in the
Which are more dangerous, sharks or snakes? box aloud. Have students choose nine
I think snakes are more dangerous. animals from the box and randomly
write them in the chart. Emphasize
Unit 5 57 that they shouldn’t show their charts
to their partner.
Tell students they will get into pairs
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SUPPORT Make questions (e.g., Which is
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Under the line to the right, write more 2/25/20 1:49 PM

and take turns asking and answering

more interesting, math or English? ) and have interesting. Ask students to name an animal
questions about two animals in
students answer. that they think is more interesting than a dog.
the chart.
(e.g., A horse is more interesting than a dog.)
CHALLENGE Tell students we can also
Under the line on the left, write less Model the conversation with a student.
say less + adj. Explain that this is the opposite
interesting. Follow the same procedure. Point out that Student A should cross out
of more + adj. On the board, draw a horizontal
snake in his or her bingo chart.
line with three short vertical lines equally Have students name several adjectives. Then
spaced apart. Below the center line, write have them get into pairs and make three Have students play the game.
interesting. Say, A dog is interesting. Point out sentences for each adjective.
that this is an opinion, so the students may
have different ideas.

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THE REAL WORLD
THE REAL WORLD
CONTENT NOTE: SEA OTTERS SEA OTTERS AND
Sea otters, which have the thickest fur of THEIR KITCHEN TOOLS
any mammal, spend a lot of their time in
groups. They eat shellfish by breaking them
with rocks and other tools, and they can eat
the equivalent of over one-fourth of their
body weight in one day.

As students follow along in their books, read

ABOUT THE PHOTO
the title aloud. Ask students to look at the
photo and follow along as you read This photo shows a sea otter hitting a clam against a rock on its belly while it is floating.
Sea otters need to eat 25 to 40 percent of their body weight every day to survive. With an
the caption aloud. otter able to grow up to 30 kilograms, this means a minimum of 7.5 kilograms of food!
Sea otters sleep together in groups, floating on the water. They entangle themselves in
kelp and seaweed to keep themselves anchored while asleep. The sea otters’ thick, water-
CHALLENGE Tell students it is important resistant coat helps them keep warm. (See CONTENT NOTE for more information.)
A sea otter opens a clam.

to pay attention to details in photos and that

practicing how to describe photos develops
both their vocabulary and observation skills. A Talk with a partner. Look at the chart below. Which animals use tools the most? Which
Have students describe what they see in the animals use tools the least? Can you think of other animals that use tools? Chimpanzees use
tools the most.
photo, encouraging them to give as much TABLE 1: ANIMALS AND HOW THEY USE TOOLS Fish use tools the
detail as possible. Ways of using tools Chimpanzees Birds Insects Fish
least.

If students have missed some of the details, Throwing ✓ ✓ ✓ ✓

ask them to continue to describe the photo Carrying objects to use ✓ ✓ ✓ ✓

until they’ve gotten most of them. (e.g., A Hammering ✓ ✓ ✓
gray otter is lying on the water. Part of its body Digging ✓ ✓
is underwater, but its tail, head, and arms are Cutting ✓
above the water. The otter is holding
something. From the caption, we know it’s a B 5.1 Watch the video. Circle T for True or F for False.
clam. The otter seems to be looking at the 1 Many marine animals use tools. T F
shell. The otter’s hand is on the shell, and it 2 Sea otters use rocks as tools to open mussels. T F
looks like it has five fingers. The clam shell is 3 To open mussels, sea otters throw rocks at them. T F

brown and white. The water is fairly calm, so

there is a slight reflection of the otter’s head 58 Unit 5
and the shell.)
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A As students follow along, read the CONTENT NOTE: ANIMALS in Australia use marine sponges to move
headings and the ways of using tools in AND THEIR TOOLS the sand at the bottom of the ocean so they
the chart aloud. Explain that the chart can find prey.
On land, gorillas use tree trunks as bridges
shows us how each of the animals use to cross deep swamps. Chimpanzees have
tools. B Explain to students that they will watch a
been known to make spears so they can video about sea otters and they should
Read the questions aloud. Have students hunt other animals. Using a bunch of leaves, circle T if the statement is true and F if it
get into pairs and discuss their ideas. orangutans create a whistle that they use to is false. As students follow along in their
keep predators away. books, read the sentences aloud. If
Check answers to the first two questions
and then have students share their ideas Animals in the oceans also use tools. The necessary, explain marine (e.g., related to
about other animals that use tools. veined octopus collects discarded coconut the sea).
shells and uses them later as armor and 5.1 Play Video 5.1.
shelter. Scientists discovered some dolphins
Check answers as a class.
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C 5.1 Watch again. Circle the correct words.
1 Sea otters can eat up to 75 mussels in one hour / day. PROJECT As students follow along, read
2 Sea otters eat the soft bodies / hard shells of mussels. the project instructions aloud. Have students
3 Sea otters sometimes place rocks on their backs / bellies.
make their lists. You might want to give
examples of everyday tools (e.g., fork, knife,
D CRITICAL THINKING Applying Look at the chart on page 58. How do you think animals scissors). Then, as a class, have students talk
use tools? Answers will vary. about what tools are on their lists and how the
PROJECT Make a list. Record fi e tools you use every day. How do they help you?
tools help them.

PRONUNCIATION reduction: than

PRONUNCIATION
5.5 Listen. Complete the sentences. Then take turns reading the sentences.
1 Cats are more independent than dogs . Tell students that when we speak, some
2 Turtles are slower than rabbits .
words are not pronounced as clearly as
than cats others. Explain that they will practice the
3 Are dogs cuter ?
than birds
pronunciation of reductions with the
4 Fish are quieter .
word than.
5 Spiders are scarier than lizards .
Explain to students that they will hear five
COMMUNICATION sentences and they should complete the
Work with a partner. Make a list of animals. Compare the animals using the adjectives
sentences in their books.
in the box. Answers will vary.
5.5 Play Audio Track 5.5. Check answers.
interesting beautiful lazy smart friendly scary Have students get into pairs and take turns
reading the sentences.
LIST OF ANIMALS
SUPPORT Play the audio again, pausing
after each number so students can repeat. If
students are not reducing than, play the audio
again, drawing their attention to
the reduction.

I think cats are more interesting than parrots,

but parrots are more beautiful than cats.
COMMUNICATION
Tell students they are going to compare
Unit 5 59
animals using the words in the box. As
students follow along, read the words in the
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SUPPORT Have students correct the
TZ_L2_SB_18925_U05_054_065.indd 59 2/25/20 1:50 PM box aloud.
D CRITICAL THINKING
false statements. (1 Few marine animals use As students follow along, read the Have students make a list of animals.
tools. Point out that the video said one of the question aloud. Have students use the
few marine animals that use tools. 3 The sea Model the example. Point out that students
chart on page 58 and talk about need to compare two animals.
otters hammer shellfish against rocks.) their ideas.
Have students get into pairs and do the task.
C Tell students they will watch the video CHALLENGE Have students brainstorm
again and should circle the correct words other ways animals use tools. Emphasize that
to complete the sentences. they should talk about animals and methods
5.1 Play Video 5.1. that are not in the chart in A.

Check answers as a class.

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READING A rat uses its nose to find a
land mine in Mozambique.
Ask a student to read the title aloud as the
other students follow along in their books.
Have students study the photo. Read the
caption aloud as they follow along. You may
want to have students find Mozambique on a
world map.
A Have students read the answer choices to
themselves. If necessary, remind them
that when we skim, we read quickly and
look for key words.
Have them skim the text. Call on one
student to complete the sentence.
B Tell students that they will scan the
article and underline the things a therapy
animal does.
Have students do the task and then
check answers.
After completing the task, give students
the opportunity to read the article in
more detail so they can answer the
COMPREHENSION questions.

OPTIONAL The text can also be used as

a listening activity. Have students close their
books. Tell students they will listen to
the passage.
5.6 Play Audio Track 5.6. Ask students to
get into pairs and discuss what information
they heard. Then have them read the article
more carefully. 60 Unit 5

C As students follow along, read the Additional Activities to Use with

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questions aloud. Have students get into the Reading

pairs and discuss their answers. After students have read the text, on the board
Content Expansion draw a mind map with a center circle and
three middle-sized circles. Remind students
Dogs use their amazing sense of smell to find
that when we make a mind map, we make a
land mines. They also work in both therapy
visual representation of the ideas, but we don’t
and rescue. Ask students to name different
have to use the exact same words as the
kinds of dogs (e.g., poodle, beagle, pit bull
article. Emphasize that we can summarize.
terrier, dachshund, golden retriever) and ask
what they know about them. (For example, In the center circle, write Working Animals. In
some people call dachshunds wiener dogs or the three slightly smaller circles, write Land
hot dogs/sausage dogs because the dog is Mine Rats, Therapy Animals, and Rescue Dogs.
small, long, and skinny, somewhat like a hot
dog/sausage.)
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READING
ABOUT THE PHOTO Additional Comprehension and
A Skim the article. The article is about .
This photo shows a rat sniffing out land a rare animals Discussion Questions
mines in Mozambique. Africa is the continent b how animals help people
c how people train animals
1 Which group of animals would
with the most land mines. Although placing
land mines in the ground is fairly inexpensive, B Scan the article again. Underline things a help a little girl with cancer?
the process of removing them can be very therapy animal does. (therapy animals)
expensive. Most land mine victims are
C Talk with a partner. Do you know about other
children who walk around fields with working animals? What do they do? Answers
2 What kind of animal would help after
unmarked land mines. These children either will vary. a tsunami? (rescue dogs)
lose limbs or their lives. The use of rats to
mark areas with land mines is an effective 3 How do you feel about using animals

WO RK I N G
and inexpensive way to address the problem
of land mines.
to help us? Why? (Answers will vary.)
4 Which therapy animals would you like
to hold if you feel sad? Why? (Answers

ANIMALS will vary.)

5 Have you ever been on an airplane
and seen a person with a pet? What
5.6 Some animals make great pets. They’re
friendly, fun, and smart. Other animals have special
was the pet? How did you feel?
jobs—they’re working animals. (Answers will vary.)
Land Mine Rats
5 Rats can save lives. They have an incredible sense of Grammar (Focused)
smell. This helps them to find land mines. One rat
can search over 200 square meters of ground in an Have students make a list of all of the
hour. A person spends 50 hours to do the same job! adjectives in the article, grouping them into
Therapy Animals comparative form (better, happier, stronger,
10 Therapy animals make people feel better. Cats,
dogs, mice, rabbits, birds, and even hedgehogs can more intelligent) and plain form (great,
be therapy animals. Some hospitals use them to friendly, fun, smart, special, incredible, same,
help sick people get well. Therapy animals hang
out with lonely people and make them feel happier. sick, lonely, common, other).
15 They go everywhere with their owners, sometimes
even on airplanes! Speaking Practice
Rescue Dogs
Rescue dogs help people in trouble. They can find If necessary, review the reduction of than.
people in the mountains, in the desert, and deep Tell students to listen to the last paragraph
20 under the snow. They can even find people under
buildings after an earthquake. A common type of
and draw a circle around the word than when
rescue dog is the German shepherd. These dogs are it is reduced.
stronger and more intelligent than other dogs. They
have stronger noses, too. 5.6 Play Audio Track 5.6. Check that
Unit 5 61 students circled than in the second
last sentence.
Tell students that you will play the audio again
2/25/20 1:51 PM
From Land Mine Rats, draw three even smaller
TZ_L2_SB_18925_U05_054_065.indd 61
sick people, help lonely people, make people
2/25/20 1:52 PM

and they should pay attention to the rhythm

circles and have students supply the words to feel happier, some go everywhere with owners).
and intonation of each sentence.
write in them (save lives, great ability to smell,
search much faster [50 times faster] than From Rescue Dogs, draw two smaller circles. In
5.6 Play Audio Track 5.6. Play the audio a
people). one, write Find people and have students tell
final time, and have students quietly read
you what to write in the circles coming from it
aloud as they listen.
From Therapy Animals, draw two smaller (in the mountains, in the desert, deep under the
circles. In one, write Kinds and have students snow, under buildings). In the second smaller
tell you what to write in circles coming from it circle, write German shepherd and have
(cats, dogs, mice, rabbits, birds, hedgehogs). In students tell you how many circles to draw
the second smaller circle, write What They Do (three) and what to write in them (stronger,
and have students tell you how many circles to more intelligent, better sense of smell).
draw (four) and what to write in them (help

Unit 5  61

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COMPREHENSION
COMPREHENSION A Answer the questions about Working Animals.

A EXAM PRACTICE 1 DETAIL Rats are good at findin land mines because they have a good sense of .
a sight b hearing c smell
Multiple-choice questions are used on
2 PURPOSE Why does the author write about how long it takes for a rat and a person to do the
standardized tests around the world.
same job?
Hints for students:
a to show that rats are smarter than humans
• Students should not spend too much b to show that rats are faster than humans
time on one question, particularly c to show that rats and humans can do the same task
when all questions are equally
3 DETAIL Therapy animals do all of the following EXCEPT .
weighted. They can return to a
a make people feel happier
question at the end if they have
extra time. b help people to become well again
c help their owners to get from one place to another
• The students’ understanding of
4 REFERENCE In line 18, people in trouble refers to people who .
meaning is tested. Repetition of
words can be deceiving, so they a cannot swim b cannot see c need help
should not choose an answer simply 5 INFERENCE A German shepherd is more likely to .
because it has some of the same a look for lost people
words as the passage. b help sick people get well

• When students are uncertain of the c make lonely people feel happier
answer, they should eliminate wrong
B Complete the summary below. Choose one word from the article for each answer.
answers to increase the probability of jobs rats
Working animals have special 1 . Land mine 2 help us to find land
correctly answering the item. Therapy
mines. 3
animals, such as hedgehogs, help sick people to get well. Some German
rescue
Have students read the questions shepherds are 4 dogs—they can find people in trouble.

to themselves and circle the C CRITICAL THINKING Evaluating

A woman
correct answers. Check answers. holds a Talk with a partner. Which group
hedgehog. of working animals is the most
B Have students complete the summary useful to us? Why? Answers will vary.
by writing one word from the article
in each blank. Check answers.

C CRITICAL THINKING
As students follow along, read the 62 Unit 5
questions aloud. Have students get into
pairs and discuss the questions. TZ_L2_SB_18925_U05_054_065.indd 62 2/25/20 1:52 PM TZ_L2_SB_18

CONTENT NOTE: WORKING a very popular dog breed in the United

OPTIONAL Tell students more about DOGS States because it is friendly and gentle. The
working dogs. (See CONTENT NOTE.) Have the golden retriever is often a guide dog for the
The German shepherd was bred in Germany
students discuss why dogs are very often used blind and also helps in search and rescue
as a herding or farm dog. It is often used by
(rather than other animals). Then have them efforts.
the police and in the military.
compare and contrast the types of dogs that
The Labrador retriever is a popular pet in
are most often working dogs and theorize The Saint Bernard has been saving people
the United States, but it is also used by both
why. (e.g., Large dogs are needed to carry the for 300 years in the Pennine Alps. The most
the British military and the police. The dog’s
weight of heavy people; Dogs with even famous Saint Bernard at one hospice is said
life-saving instincts and ability to swim
temperaments are necessary.) to have saved more than 40 people in the
long distances in strong currents are two of
early 1800s.
the reasons the breed is used to save
Bred in Scotland in the 1800s, the golden drowning people. The breed is also used in
retriever has amazing swimming skills. It is search and rescue.
62  Unit 5

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VOCABULARY IDIOM
If someone is “a wolf in sheep’s
I didn’t know what to do. Then I realized a bird
A Find the words below in the article. Then match the
words with their meanings.
clothing,” they . in the hand is worth two in the bush, so I took
a seem friendly, but are
1 pet healthy dangerous
the job rather than waiting to see if I might get
2 job having problems
b seem more powerful than a better one. (What if I didn’t get another one?)
they actually are
3 spend an animal you keep at home Have students do research and then explain
4 sick use time or money to do something another animal idiom, providing an example
5 well not healthy of how to use the idiom for the other students.
6 in trouble work you do to get money
B As students follow along, read the
B Read the information below. Then circle the two synonyms in DO YOU KNOW?
each group.
information in the box aloud. Have
Penguins are
on land than in
students circle the two synonyms in each
A synonym is a word that has a similar meaning the sea. group. Check answers.
to another word. For example, small and little. a more active
b slower
1 fast quick slow DO YOU KNOW?
2 search walk look for Read the sentence and answer choices
3 sad ill sick aloud, as students follow along. Have
4 save improve rescue them guess before providing the answer
5 incredible amazing common (b).

CONTENT NOTE: PENGUINS

HOME ABOUT US
BLOG FAQ CONTACT US
Penguins can swim through water very
quickly by using their flippers (their wings)
WRITING IG UA NA S AR E TH E BE to “fly” underwater. When moving at high
ST PE TS ! speed, penguins often “jump” a meter or
A Look at the blog post. Read the Iguanas are great pets because
they are special. Many people have
beginning of the post. and cats, but not iguanas! Igua
nas are cleaner than rabbits beca
dogs more out of the water, and this is when
use …
B Describe your favorite pet or they breathe.
other animal. What do you like
about it?
C Write a blog post about
your favorite animal. Give
reasons why it’s better or more
WRITING
interesting than other animals. Ask students to raise their hands if they have a
Answers will vary.
Unit 5 63 pet. Tell students that they are going to write a
blog post describing their favorite pet or animal.
A As students follow along, read the
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VOCABULARY
TZ_L2_SB_18925_U05_054_065.indd 63

IDIOM
HOME | ABOUT US |
BLOG | FAQ | CONTACT
US
2/25/20 1:52 PM

example of the beginning of a blog

A As students follow along, read the As students follow along in their books, post aloud.
words on the left side of the activity read the sentence and answer choices
B Have students describe their favorite pet
aloud. Have students find them in the aloud. Have them guess before providing
or animal. Point out that they should give
READING passage. the answer (a).
reasons for why they think it is better or
Have students match the words to their more interesting than other animals.
meanings. Check answers. CHALLENGE Teach the saying A bird in C Have students use their ideas in B, along
the hand is worth two in the bush by explaining with other ideas, to write their blog
that this idiom means that it’s better to hold posts. Give a time limit for finishing the
onto something one already has than to risk blog post, and set a minimum number of
losing it by trying to getting something better. sentences they must write (e.g., eight).
For example:
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VIDEO ABOUT THE VIDEO Cats have amazing jumping skills.

VIDEO
Tell students they are going to watch a video HOW CATS JUMP
that explains how cats jump. As students Before You Watch
follow along in their books, read the title, the Make a guess. A cat can jump up to times its own height.
sentence about the video, and the photo a two b six c ten
caption aloud. While You Watch
A Watch the video. Match the names to the descriptions.
BEFORE YOU WATCH 5.2

1 Missy slipped and fell.

As students follow along in their books, read 2 Steve jumped onto a table.
the statement and answer choices aloud. Have 3 Mr. Waffl jumped and hit a window.
students circle their answer. Don’t check
answers yet. B 5.2 Watch again. Number the steps in order (1–4). How does a cat jump onto a table?
1 It prepares its body to make a jump.
4
OPTIONAL Before students watch the It uses its claws to stop.
video, have them brainstorm some words they 2 Its back legs push down and backwards on the ground.
might hear, writing their ideas on the board as 3 It pulls itself up onto the table.
they are given. This is essential, as students
C Complete the summary below. Use the words in the box.
will need the key vocabulary for the next stage
of this optional activity. hunt light back house

When they have finished, explain that they will Cats have amazing jumping skills. They are very 1 light , and use their powerful
back
get into pairs and work together to understand 2
legs to jump. In the wild, cats use their jumping skills to
hunt .4 House cats like to hunt, too.
the entire video. Tell them that they will watch
3

the video twice. Explain that in the first round, After You Watch
Student A will watch the first half of the video Talk with a partner. How far can you jump? Which animals can jump farther or higher than you can?
without the audio while Student B faces away Answers will vary.
from the screen. Tell them that Student A must
describe what they are seeing.
Have students get into pairs and have Student A house cat jumps from
one chimney to another.
B face away from the screen.
5.2 Start Video 5.2. Pause the video
at 0:40.
Tell students that they will now switch roles. 64 Unit 5
Explain that Student B will watch the second
half of the video without the audio while
Student A faces away from the screen. Tell WHILE YOU WATCH
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them that Student B must describe what they A Tell students they will watch the video the steps aloud.
are seeing while Student A listens to Student and that they should match the cat’s 5.2 Play Video 5.2. Check answers
B’s description. name with the cat’s description. Tell as a class.
them they should also check their
After students have switched positions, play C Tell students they are going to use
answers from BEFORE YOU WATCH.
the second half of the video. When it is the words in the box to complete
finished, have the students discuss what 5.2Play Video 5.2. Check answers the summary.
they saw. for A and BEFORE YOU WATCH.
As students follow along in their books,
Play the entire video with the audio. Let B Explain to students that they will watch read the words in the box aloud. If
students assess each other’s descriptions of the the video again. Read the question necessary, read the summary. Have
video. After this, proceed to WHILE YOU aloud. Tell students they should put the students do the task. Check answers.
WATCH. steps in order from one to four. As

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REVIEW
ABOUT THE CHALLENGE As students recall other
PHOTO A Complete the sentences. Circle the correct answers. vocabulary that was important in the unit,
This photo shows a cat Horses are my favorite animals. Some people keep them as
write it on the board (e.g., spend, in trouble).
jumping from one 1
jobs / pets. I think horses are more 2 playful / worse than Have students get into pairs and take turns
chimney to another. most animals. They are very 3 intelligent / scary—they can making sentences using the words. After
Cats are one of the
most popular pets in
solve problems. Some hospitals use horses to help 4 lost / sick students have finished, randomly call on pairs
people get well. to share one of their sentences. As you repeat
the world.
Domesticated cats go
B Complete the sentences. Use the words given.
back the sentences, make corrections to
back as far as 8,000 grammar and vocabulary usage.
years ago. Throughout 1 whales / heavy / turtles
Whales are heavier than turtles .
history, they have
appeared in famous 2 interesting / parrots or cats B Explain that activity B reviews the
paintings, and the Which are more interesting, parrots or cats
Egyptian goddess of
? grammar from the unit. Tell students
love, Bastet, was 3 both / rats and dogs / smart they will use the words to make
portrayed as having Both rats and dogs are smart . comparative sentences and questions.
the head of a cat. In 4 dolphins / large / sea otters
Japan, there are a Dolphins are larger than sea otters .
Have students do the task. Check
dozen “cat islands.” answers.
These islands have
C Complete the sentences. Use the correct form of the words
large populations of in the box. C Point out that activity C reviews words
stray cats, with cats
outnumbering the ill quick rescue incredible search
from VOCABULARY activity B.
people up to a ratio of
six to one. 1 It’s quicker to drive there than to take the bus. Have students write the correct form of
2 Sofi is not in school today—she’s ill .
the words in the box to complete the
3 Kei is searching for his wallet in the classroom.
sentences. Check answers.
4 Norman is a(n) incredible dog—he can ride a bicycle!
rescued
SELF CHECK
5 I a cat from a tree last night.

These I can statements provide vital feedback

SELF CHECK Now I can …
on students’ perceived ability to use the
language from the unit. If you find students
describe smart animals
are reluctant to check that they can do
use language for comparing two things
the skills, consider asking them to rate
describe how animals use tools
themselves from 1 (not very confident) to
3 (very confident).
Unit 5 65
OPTIONAL Have students complete
the SELF CHECK before doing the REVIEW
2/25/20 1:53 PM
AFTER YOU WATCH
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REVIEW 2/25/20 1:53 PM

activities. After reviewing the unit, have
students once again check their confidence
Tell students they are going to personalize
Explain to students that they are going to for each statement.
and apply what they learned in the video.
review the material from the unit and this will
As students follow along in their books, read
help them remember what they have studied.
the questions aloud.
A Explain that activity A reviews
Have them get into pairs and talk about
vocabulary from the unit. Explain that
their ideas.
they should circle the correct words to
complete the sentences. Check answers
as a class.

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UNIT 6

I REALLY
LIKE I REALLY LIKE
ELECTRONIC
MUSIC!
ELEC TRONIC
CONTENT AREA: HISTORY
AND CULTURE
MUSIC!
Topic: music genres
Vocabulary: music genres: jazz, rap,
pop, classical, rock, electronic; verbs: love,
don’t like, can’t stand; musical
instruments: harmonica, piano, drums,
percussion instruments; other words:
floor, instrument, decide, well-known,
perform, concert
Grammar: giving and expressing
opinions
Extra material: samples of music from
various genres, a world map
Other useful vocabulary: music
genres: reggaeton, reggae, blues, country,
Latin, R&B, soul; musical vocabulary: gig,
beat, rhythm, lyrics, score, microphone,
stage, earphones, headphones, ear buds;
musical instruments: castanets,
marimba, triangle, bassoon, clarinet, flute,
66
French horn, oboe, harp, ukulele, viola

END OF UNIT PROJECT Have

students write a summary of one of their
Explain that to think about the main idea, they
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PREVIEW 2/25/20 1:58 PM TZ_L2_SB_18

can listen to the song and write down the

favorite English songs. Explain that their Have students read the unit title to themselves
lyrics, or they can do research (e.g., on the
summary should include the name of the as you read it aloud. Have students look at the
internet). You might want to tell them that it is
song, who sings the song, why they like it, and photo. Then read the caption aloud. Explain
OK to look at non-English versions of the
the main idea that the musician is trying to that in this unit they will learn to talk about
song’s lyrics if they want, but their report must
convey to the audience (what the singer wants how much they like certain things. Point to the
be in English. They shouldn’t use a dictionary
to say). Tell them that this should not be the words really like as you say this. You might
or include unknown, difficult words.
song’s lyrics, but instead be one or two want to have students find Denmark on a
sentences about the message of the song. In class, have students turn in their reports and world map.
grade them for content. You may want to also
correct grammar and vocabulary mistakes.
OPTIONAL Ask, How often do you go
to concerts?

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PREVIEW
ABOUT THE PHOTO A 6.1 Listen. Number the type of music CONTENT NOTE:
This photo shows German electronic music duo you hear in order. ELECTRONIC MUSIC
Modelselektor performing in Copenhagen,
Denmark. According to the International Federation Electronic music is any piece of music that
of the Phonographic Industry, the three most 1
popular genres of music in 2019 were pop, rock, and
jazz Louis has been modified by technology. It
oldies. In Finland, the music genre of metal is very includes using autotune to correct a singer’s
popular. Metal is so popular in Finland that there is a 6 rap Jo
pitch, or changing the pitch of a sound to
heavy metal band called Hevisaurus which is create new beats. Notable artists like FKJ
popular with kids. The band members dress up in
dinosaur costumes when they perform. (See use looping, a technique where an artist
CONTENT NOTE for more information.) 4 pop Marcus plays a beat or melody and loops its
through the song. Then, more sounds are
2
added as layers on top of it to create the
classical Paco
illusion of a band being present.

5 rock May
C Tell students they will take turns asking
and answering questions about their
favorite types of music.
3 electronic Anna
Model the conversation with a student.
B 6.2 Listen. Match each type of music to
the person who likes it. Have students get into pairs and do
the task.
C Talk with a partner. Ask about their
favorite type of music. Answers will vary.
OPTIONAL Take a class poll to find out
What kind of music do you like? what’s the most popular genre of music
I like rock. among the students. Have students work
together to make a list of reasons for liking
specific types of music. Encouraging students
to verify facts and information (such as which
HISTORY AND CULTURE
genre of music is and isn’t popular in the class)
UNIT GOALS is a good critical thinking skill.
• describe different types of music
CHALLENGE Ask the students to say
• use language for expressing your opinions some other genres of music. (See Other
German electronic music duo Modeselektor
performs in Copenhagen, Denmark. • describe how music affects your brain useful vocabulary.) Play part of a song from
67 each of the music genres. This will help
students better understand the differences
between the various kinds of music.
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A Explain that they are going to hear six
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B Tell students they are going to hear six 2/25/20 2:00 PM

short recordings. Tell them they should short conversations and they should
number the type of music in the order match the type of music to the person UNIT GOALS
they hear it, from one to six. As students who likes it. Direct students’ attention to the UNIT GOALS
follow along in their books, read the box. Point out that this unit is about history
6.2 Play Audio Track 6.2. Play it
music genres aloud, explaining that and culture. As students follow along, read
again, if necessary. Check answers.
these are different kinds of music. each of the unit goals to the class. Explain any
6.1 Play Audio Track 6.1. Play it words students do not know. Remind students
again, if necessary. Check answers. that at the end of the unit there is a self check
that allows them to see if they have
accomplished each goal.

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LANGUAGE FOCUS
LANGUAGE FOCUS
A 6.3 Listen and read. What kind of music are Stig and
REAL ENGLISH Not exactly.
A Tell students they will listen to a Ming listening to? Then repeat the conversation and
replace the words in bold. They are listening to pop music.
conversation between Stig and Ming.
6.3 Play Audio Track 6.3 as students Ming: Hey, what are you listening to?

listen and follow along in their books. Stig: I’m listening to some awesome new music!
(cool / great)
If necessary, play the conversation again,
pausing after each speaker so students Ming: Cool! What kind of music is it?
can repeat. Stig: It’s pop. (rock / jazz)
Ming: I really like pop. Did you just buy it?
As students follow along, read the (rock / jazz)
question, What kind of music are Stig and
Stig: Uh … not exactly. It just came out last week.
Ming listening to? Have students answer. Here, listen.

Have students work in pairs and practice

the conversation once. Point out the bold Ming: This is terrible. I don’t like it at all. Who is
words and read them aloud as students this? (really don’t like it / can’t stand it)

follow along in their books. You might Stig: Actually, it’s my band!
want to have students repeat the words
after you say them. If necessary, explain
the meaning of any words that students
seem unfamiliar with. B 6.4 Look at the chart. Circle the correct answers below.

Tell students they will practice the GIVING AND EXPRESSING OPINIONS (USING LIKE)
conversation two more times, changing Do you like Imagine Dragons? Yes, I love them!
the bold words each time and swapping Do you like Bruno Mars / Katy Perry? Yes, I like him / her.
roles after the first time. Do you like rap? No, I can’t stand it.
What kind of music do you like (the) best? I really like jazz. / I like rock (the) best.
Which do you like better, pop or rock? I like rock better.

REAL ENGLISH Who do you like better, Ed Sheeran or Billie Eilish? I like Ed Sheeran better.

1 When we talk about a singer, you say, “I like he (or she) / him (or her).”
Direct students’ attention to the expression in
the REAL ENGLISH box. Explain that the 2 If you really don’t like a type of music, you can’t stand it / them.

expression Not exactly means not quite, not at 3 If you listen to one kind of music all the time, you like it better / the best.
all, not completely, or in no way. For example:
He’s not exactly being honest about what 68 Unit 6
happened. (His story might be partially true,
but it’s not completely accurate.)
Explain that we can also use not exactly in B Ask students to look at the chart.
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informal speech to soften a statement when in the chart aloud. Explain that these
the other person is wrong or has made a
6.4Have students follow along as
questions ask for a choice between two
mistake. For example: they listen to Audio Track 6.4.
things. Ask students to tell you why the
A: I bet you aced the test. Read the fourth question in the chart first question uses which and the second
B: Not exactly, but at least I didn’t fail. aloud. Explain that it asks about their uses who, providing the answer if
favorite kind of music, the one they like necessary. (Which is used for things and
the best, so the answer usually contains objects, like genres of music, whereas
only one kind of music. Point out that the who is used for people, like Ed Sheeran
is optional. and Billie Eilish.)
Point out that better is used in both the
question and the answer.

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C 6.5 Listen. Complete the chart by coloring in the stars.

ROCK RAP CLASSICAL POP

Draw students’ attention to the three
statements under the chart. Have
Ana ★ ★
★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★
★ ★ ★ ★ students circle the correct answers.
Check answers.
Yoko ★ ★ ★ ★ ★
★ ★ ★ ★  ★ ★ ★ ★
★ ★ ★ ★  ★
★ ★ ★ ★ ★ ★ ★ ★
C As students follow along in their books,
Carl ★ ★ ★ ★ ★
★ ★ ★ ★ ★  ★ ★
★ ★ ★ ★ ★ ★ ★ ★
★  ★ ★ ★ read aloud the expressions that are
represented by the stars underneath the
I love it.
★★★★
★★★★ I like it.
chart.
★★★★ It’s OK.
★★★★ I don’t like it. Tell students they are going to listen to
★★★★ I can’t stand it. three conversations about the kinds of
music that Ana, Yoko, and Carl like.
D 6.5 Listen again. Answer the questions. Use the information in C. Explain that they should color in the stars
1 Does Ana like classical music? No, she can’t stand it .
in the chart to represent their answers.
2 Does Ana like pop? Yes, she likes it .
3 Does Yoko like rock? Yes, she loves it .
6.5 Play Audio Track 6.5. Play it
4 Which does Yoko like better, classical music or pop? She likes classical music better .
again, if necessary. Check answers.
5 Does Carl like rap? No, he doesn’t like it. . D Tell students they will listen to the
6 What music does Carl like best? He likes pop (the) best . conversations again and should answer
the questions. Explain that they can also
E Work with a partner. Complete the conversation with use their answers from C.
your own ideas. Then take turns reading the conversation.
Repeat with different types of music and singers. Answers
will vary. 6.5 Play Audio Track 6.5. Play it
A: Sorry, but can you change the music? I can’t stand it.
again, if necessary. Check answers as a
B: Sure. I have other kinds of music. Which do you like class, writing them on the board as they
better, (type of music) or
(type of music)?
are given.
A: I like (type of music) better. E Tell students they are going to complete
B: Then how about (singer or the conversation with opinions that are
band)? Do you like (him / her/ true for them. Point out that there are
them)?
hints in parentheses to help them know
A: Oh, I love (him / her / them)! what they should write.
Have them write their answers.
Tell students they will get into pairs and
Unit 6 69
role-play the conversation two times,
once with Student A’s answers and once
with Student B’s answers. If necessary,
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On the board, write I like rock better.
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SUPPORT Direct students’ attention to the
2/25/20 2:01 PM

remind them that role-play means to act

Explain that this really means I like first three answers on the right side of the
out, so they should use emotion and not
rock better than pop music but we often chart. Point out that them, him, her, and it are
just read the conversations.
shorten the sentence in natural used. Ask, With rap, which word should I use?
conversation. (it) Which word should I use with Stig’s band? Have students do the task.
(them, because there is more than one person
CHALLENGE Have students think about in the group) Which word should I use with CHALLENGE Ask the students to say
the grammar they learned in UNIT 5 and Beethoven? (him) Do the same with other some other words they associate with music
reword the sentence. (I like rock music more musicians and groups, as necessary. and use them in the conversation. (See Other
than pop music.) useful vocabulary.)

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THE REAL WORLD
THE REAL WORLD
As students follow along, read the title aloud. YOUR BRAIN ON MUSIC
CONTENT NOTE: BRAIN ABOUT THE PHOTO
ACTIVITY AND MUSIC This photo shows a comparison between positron emission tomography
(PET) scans of a brain in resting state and a brain under auditory stimulation.
Almost every culture has music, and the These scans help scientists determine areas of activity in the brain when a
participant is doing a certain task. The PET measures how much blood flows
idea that music affects us is not new. Greek into different areas of the brain to determine the amount of activity in
philosophers Aristotle and Plato, for regions of the brain. A radioactive tracer is injected into the patient’s blood
example, wrote about how music helps and the machine then detects the radioactivity emitted by the tracer.
people overcome emotional difficulties.
Researchers have shown that listening to
music involves several regions of the brain.
Studies suggest that the emotions
associated with music influence the color
chosen when a specific music piece is
played. For instance, happy music is
associated with yellow, whereas red
corresponds with music that is perceived to
express anger. RESTING LISTENING TO MUSIC

A Ask students to study the brain scans and

The red and yellow areas of these scans show brain activity.
follow along as you read the captions and
explanation aloud. Read the question
and answer choices aloud. Have students A Look at the brain scans. Which task causes our brain to be DO YOU KNOW?
more active?
circle their answers. Check answers. Our brain responds
a resting b listening to music to music the same
way it responds to
B Tell students they are going to watch the .
B 6.1 Watch Part 1 of the video. Brain scientist David Poeppel
first part of a video, in which they will shows how music can make us think of certain colors. Write the color
a food
b stress
hear three short pieces of music. Explain you thought of for each piece of music you hear. Then compare your
that they should write down the first results with the class. Answers will vary.

color that comes to mind when they hear Piece 1 Piece 2 Piece 3
each piece of music.
6.1 Play Video 6.1.
70 Unit 6
Have students compare their ideas.

CHALLENGE Play the video again and D

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CRITICAL THINKING Have students get into groups and make a list 2/25/20 2:01 PM TZ_L2_SB_18

have students talk about why they feel that As students follow along, read the of 10 different pieces of music.
particular color represents the music. questions aloud. Have students get into Have students listen to each piece and write
pairs and talk about their ideas. the colors they think of. Have students tally
C Tell students they are going to watch the the results and compare how many of them
PROJECT Explain to students that they
second part of the video, and they should chose the same colors.
will do an experiment. If necessary, explain
write words to complete the sentences.
that an experiment is a series of actions and
6.2 Play Video 6.2. observations we do to learn about something.
Check answers.
Ask students if they chose the same
colors as most people.

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C 6.2 Watch Part 2 of the video. Did you choose the same colors as most people?
Complete the sentences. B Tell students you will play the audio
1 More than 70% of people thought of the color yellow when they heard the again and they should notice which
firs piece.
syllable is said more strongly,
2 For the second piece, the majority of people picked the color blue .
underlining it.
3 For the third piece, the majority of people chose the color red .
6.6 Play Audio Track 6.6. Play it
D CRITICAL THINKING Personalizing Talk with a partner. What’s your favorite type of music? again, pausing after each number so the
What color does it make you think of? Answers will vary.
students can repeat.
PROJECT Do an experiment. As a group, create a list of ten different pieces of music.
Then listen. For each piece, write the color you think of. Count the results. How many
Have students get into pairs and take
students chose the same colors? turns practicing the words.

PRONUNCIATION syllable stress SUPPORT Have students use the words in

A to make sentences. Then have them get back
A 6.6 Listen. Write the number of syllables.
1 terrible 3 2 awesome 2 3 important 3 into pairs and take turns reading their
4 3 3 sentences. Emphasize they should pay
4 intelligent 5 different 6 dangerous
attention to the syllable stress.
B 6.6 Listen again and underline the stressed syllable. Then read the words to a partner.

COMMUNICATION
Work in a group. Do a survey. Ask your group members to rate each kind of music using the
chart below. Find out the most popular kind of music in your group. Answers will vary.
COMMUNICATION
Kinds of
Tell students they are going to take a survey to
Music You Total Points find out about the most popular kind of music
Rap in their group.
Jazz Explain that they must interview the other
Rock group members, writing down their names in
Electronic the chart. Point out that the chart also has
Classical
different kinds of music that they will
ask about.
0: I can’t stand it. 1: I don’t really like it. 2: It’s all right/OK. 3: I like it. 4: I love it.
Point out the box with the points underneath
Do you like jazz? No, I don’t really like it. the chart.
Model the conversation with a student. Ask
students to use the points in the box and tell
Unit 6 71
you how many points should be written down
(1 for jazz).
2/25/20 2:01 PM

PRONUNCIATION
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TEACHING NOTE: SYLLABLES

2/25/20 2:02 PM
Have students get into groups and take turns
asking and answering questions, making sure
A Tell students they will practice syllable A syllable, which often has one or more to write down the student’s name and points
stress (stress within a word). vowels (a, e, i, o, u), is the unit of language each time.
Explain that they should listen to the that is spoken in a group. In a dictionary,
each syllable is separated by dots or Have students add up their points and decide
words and write the number of syllables. what the most popular kind of music in the
(See TEACHING NOTE.) hyphens. Each syllable is a unique sound,
like a beat in music. Just as you can clap group is.
6.6 Play Audio Track 6.6. Play it along with the beats in music, you can clap
again, if necessary. Check answers. for each syllable in a word. For example, OPTIONAL Have groups share their
while saying book, you would clap once, but results, and as a class, have students
while saying syl-la-ble you should clap determine the most and least popular kind
three times, once for each syllable. of music.

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Evelyn performs at the

READING
opening ceremony of the
London 2012 Olympic Games.

As students follow along, read the title and

photo caption aloud.

OPTIONAL Ask students to describe the

woman’s physical appearance and clothes.
(She has long brown and gray hair. She’s
wearing a shiny brown blouse.) Then ask them
to describe how she probably feels
(energized, excited).
Tell students that London is a city in England.
Have students find England on a world map.

CONTENT NOTE: EVELYN

GLENNIE
Evelyn Glennie, a Scottish musician, has
been involved with over 100 albums. She
has won various international awards for
her music, and she has been awarded three
Grammy Awards as well as nominated for
several more. In addition to music, she is ABOUT THE PHOTO
active in the community, using her status to This photo shows Evelyn Glennie, a deaf percussionist, performing at
help others. In 2010, she climbed to the the opening ceremony of the 2012 London Olympic Games. It was
estimated that 900 million people worldwide watched the live
summit of Mount Kilimanjaro in Tanzania to telecast of the London Olympic Games opening ceremony. The 2012
raise money for a charity. opening ceremony lasted for about four hours and featured many
performances. Evelyn Glennie led the segment called Pandemonium,
A As students follow along, read the a segment that focused on British economic and social development
through the Industrial Revolution to the 1960s. She also collaborated
question aloud. Have students skim the with electronic duo Underworld on the soundtrack for the opening
article and write their answers. Check ceremony. (See CONTENT NOTE for more information.)
answers.
B As students follow along, read the 72 Unit 6
question aloud. Have students scan the
article and circle their answers.
6.7 Play Audio Track 6.7. Ask students to
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OPTIONAL Ask students to name 2/25/20 2:02 PM TZ_L2_SB_18

Check answers. get into pairs and discuss what information Glennie’s amazing achievements
Have students read the article in more they heard. Then have them read the article (e.g., graduating from a famous music
detail so they can answer the more carefully. college, winning a Grammy Award, being
COMPREHENSION questions. the first person in history to have a full-time
C As students follow along, read the two career as a solo percussionist, traveling around
questions aloud. Have students get into the world). Ask students to get into pairs and
OPTIONAL The text can also be used
pairs and talk about them. talk about what they feel are Glennie’s most
as a listening activity. Have students close
impressive achievements.
their books. Tell students they will listen to
the passage. CHALLENGE Ask students to name other
musical instruments, particularly those
commonly found in an orchestra. (See Other
useful vocabulary.)

72  Unit 6

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READING
A Skim the article. Why is Evelyn Glennie a special
students clap and tell you the number
musician? She is deaf. / She cannot hear. of syllables.
B Scan the article. What musical instruments did Tell students you will play the sentence, and
Evelyn learn to play? Circle them.
they should underline the syllables that
C Talk with a partner. What other musical are stressed.
instruments do you know about? Can you play any?
Answers will vary. 6.7 Play Audio Track 6.7. Play it again,
if necessary. Check answers.

THE FEEL OF
6.7 Play the audio again, having
students repeat the sentence, focusing on
the syllable stress.

MUSIC
Sentence Construction
On the board, write the last sentence of the
article. Ask students to rewrite it as two
sentences. (Evelyn is a collector of percussion
A 6.7 One of the world’s most famous musicians instruments. She owns more than 2,000 drums
“hears” through her feet. Evelyn Glennie is deaf—she and other instruments!) Have students
cannot hear. But she can sense music. She feels
movement of sounds through the floor. examine the other sentences in the paragraph.
B As a child, Evelyn learned to play different musical Then explain that by combining the two
instruments, such as the harmonica. She was also a sentences together, the author varies the
good piano student. But when she was eight, she
started to have hearing problems. That did not stop sentence length and style.
Evelyn’s love for music. She found another way to
play music. She realized that she could “hear” notes On the board, write, At 16, she studied at a
in her feet and body.
well-known music college in England. She
C At age 12, Evelyn decided to take up drum lessons
after she saw a friend play. At 16, she studied at a
graduated in three years. Have students
well-known music college in England. She combine the sentences. (At 16, she studied at
graduated in three years. At 23, she won her first
Grammy Award. She is the first person in musical
a well-known music college in England, and
history to have a career as a solo percussionist. she graduated in three years. / She started
D Evelyn now performs at concerts all over the world. studying at a well-known music college in
She works with orchestras in the United States and
Europe, and also teaches other musicians. She
England when she was 16 and graduated
performs and practices with no shoes on. And, as a three years later.)
collector of percussion instruments, she owns more
than 2,000 drums and other instruments! Understanding New Vocabulary
Unit 6 73 Ask students to find the word deaf in the first
paragraph of the text. Explain that this has
been reworded in the article. Have students
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Additional Activities to Use with
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have only one syllable with primary stress, but
2/25/20 2:03 PM
identify this (cannot hear).
the Reading other syllables can have secondary stress.
Ask students to read the last sentence of the
Pronunciation Practice Tell the students that syllable stress is article to themselves as you read it aloud.
(Focused) important because some words have the Ask students to raise their hands if they can
If necessary, remind students that when we same pronunciation but the stress changes define percussion instruments. Remind them
speak we stress different parts of our words the meaning. For example, record, when used that the sentence gives them a clue about
(i.e., different syllables). as a noun, is pronounced with stress in the first the meaning. Have them find it (drums and
syllable. When used as a verb, it is pronounced other instruments). Have them talk about what
Remind students that the word syllable means with stress in the second syllable. other instruments refers to, providing
the distinct unit of a word. If necessary, assistance as necessary (instruments that we
explain that syllables are larger than the Say music, clapping your hands for each of the
hit with a stick, our hand, or something similar
sounds of individual letters. Tell students that two syllables. Say each of the words in the first
to make music; we don’t blow air or use a bow
words that are made of one or more syllables sentence of the second paragraph, having
to make the music).
Unit 6  73

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COMPREHENSION IDIOM
COMPREHENSION A Answer the questions about The Feel of Music. If something is “music to
your ears,” you .
A Have students read the questions to 1 REFERENCE The word That in the fourth sentence of a are happy to hear it
paragraph B refers to . b cannot understand it
themselves and circle the correct answers.
a Evelyn turning eight
After they have finished, check answers b Evelyn’s hearing problems
as a class. c Evelyn’s ability to play the piano

2 DETAIL Evelyn music when she lost her hearing.

OPTIONAL Ask students additional
a stopped playing b didn’t give up c decided to learn
True/False comprehension questions.
3 INFERENCE Evelyn doesn’t wear shoes when she performs so that she .
1 Glennie was 21 when she graduated a can move quickly b feels relaxed c can feel the music
from college. (False. She started
4 MAIN IDEA Paragraph D is mainly about .
college when she was 16 and
graduated three years later, so she a what Evelyn does now

would not have been 21 years old.) b what Evelyn did as a child
c what musical instruments Evelyn can play
2 The harmonica is a musical
5 DETAIL Which of the following is NOT in the article?
instrument. (True.)
a Evelyn’s age when she won her firs Grammy Award
3 Glennie has won only one Grammy b the number of concerts Evelyn plays in a year
Award. (False. The article says she c the length of time Evelyn spent in music college
won her first one when she was
23 years old. The use of first implies B Match. Which paragraph contains the following information?
she has won more than one.) 1 The type of musical instruments Evelyn collects Paragraph B
2 When Evelyn started to have hearing problems Paragraph C
3 Where Evelyn studied music Paragraph D
IDIOM
As students follow along in their books, C CRITICAL THINKING Inferring Read the quote by Evelyn Glennie below. What do you think
read the sentence and answer choices she means? Answers will vary.
aloud. Have them guess before providing
the answer (a). Explain that we use that’s “My hearing is out of the ordinary as others might see it, but not
music to my ears when we are very happy for me. I’m used to my hearing in the same way that I’m used to
about something, particularly something the size of my hands.”
that was said. For example:
T: You can turn in your assignment next 74 Unit 6
Monday instead of tomorrow.
S: That’s music to my ears! I was going to
stay up all night to finish it. TZ_L2_SB_18925_U06_066_077.indd 74 2/25/20 2:04 PM TZ_L2_SB_18

B EXAM PRACTICE IELTS Reading Module, on which they

must, among other things, complete
Students consider the organization of a
summaries and answer questions. On
passage when they match specific
the IELTS exam, being able to locate
information to the passage’s
specific details or information quickly
paragraphs. This type of practice is
will make it easier for students to match
beneficial for at least two reasons.
the information in the summary to the
First, it develops students’ ability to
details in the paragraphs and decide
quickly find specific information in a
which words they should use to
passage. By locating the paragraph that
complete the summary.
contains the information, they can then
search for specific information.
Second, this type of practice helps
students prepare for exams such as the
74  Unit 6

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VOCABULARY
A Find the words below in the article. Then complete the sentences using the correct form of
VOCABULARY
the words in the box.
A As students follow along, read the words
floor instrument decide well-known perform concert in the box aloud. Have students find
Evelyn is a(n) 1  well-known musician. When she was young, she learned to play
them in the READING passage.
different musical  
2 instruments . She lost her hearing at a young age, but she
decided Point out that the sentences have
3
  to take up drum lessons. She cannot hear, but she can feel sounds
moving through the 4  fl or . In 2012, she 5  performed in the
additional information about Evelyn.
opening ceremony of the Olympic Games. In 2015, she played a(n) 6  concert Have students use the words in the box
for her 50th birthday. to complete the sentences. Check
answers.
B Read the information below. Then complete the sentences with the correct collective nouns.
B As students follow along, read the
We use collective nouns to describe different groups of people; information in the box aloud.
for example, audience, band, class, crowd, and team.

audience Tell students they should read the

1 The enjoyed Evelyn’s concert .
class sentences and write the correct words
2 The teacher gave homework to her .
band
to complete them. Have students do
3 Ana and her friends recently started a jazz .
the task. Check answers as a class.
4 A large crowd gathered outside the restaurant.
5 The school’s ice hockey team won the match yesterday.
CHALLENGE Have students brainstorm
or research other nouns used to describe
groups of people (e.g., troop, crop, department,
JS Julia Santos
@juliasantos
assembly, family, crew, council, mob).
I love the new album by
Billie Eilish. I like to listen
to it at night before I go
WRITING to bed. Billie Eilish is
more interesting than
WRITING
A Look at the music review. Read the many other singers. I
beginning of the review. really like her strong Ask students whether they read reviews (e.g.,
B Listen to a new song or album or
voice, and the music is reviews of new movies or new albums). Also
relaxing …
watch a music performance. Make ask them where they read them (e.g., on the
notes about it. internet, in an app, in a magazine).
C Write a music review. Describe the
song or album or performance. Use ME Tell students they are going to write a review
your notes from B. of a song, album, or musical performance. Ask
Answers will vary. students to talk about what kind of information
Unit 6 75
they often find in a music review (e.g., whether
the music was good, what happened during an
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Draw students’ attention to the
TZ_L2_SB_18925_U06_066_077.indd 75
Have students get into pairs, draw a line, and
2/25/20 2:05 PM event, how the reviewer felt).
paragraph letters on page 73. Have order the events. Check answers. A As students follow along, read the
students match the information to the example of the beginning of a music
correct paragraph. Check answers. review aloud.
C CRITICAL THINKING

OPTIONAL Tell students that a timeline As students follow along, read the quote B Have students listen to a new song or
shows the order of events. Draw a horizontal aloud. Then read the question. album or watch a music performance,
line on the board and explain that the timeline taking notes.
Have students talk about their ideas.
starts on the left with Evelyn’s birth and moves Encourage them to think critically C Have students use their notes from B to
to the right. As a class, have students identify about the deeper meaning of write their reviews. Give students a time
events in Evelyn’s life. Evelyn’s statement. limit for finishing the review, and set a
minimum number of sentences students
must write (e.g., six).

Unit 6  75

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VIDEO ABOUT THE VIDEO Tim Linhart makes musical instruments from ice.

VIDEO
CONTENT NOTE: TIM
LINHART AND ICE
THE MUSICAL MAGIC OF ICE
INSTRUMENTS Before You Watch
Talk to a partner. Think of a few musical instruments. What materials are they made of?
Tim Linhart, an American, has more than 35 Answers will vary.
While You Watch
years of experience working with ice. The
A 6.3 Watch the video. According to the video, what are the two disadvantages of ice
first ice instrument he created was similar musical instruments? Check (✓) your answers.
to a double bass. He has made other ice ✓ They melt easily. They are too cold for musicians to hold.
instruments such as violins, guitars, They take a long time to make. ✓ They sound different after a while.
xylophones, and drum kits. Tim built his
own concert hall that seats 170 people. Its B 6.3 Watch again. Circle the correct answers.
temperature is kept at –5ºC to prevent the 1 Tim’s dream was to have an ice hotel / music concert.
instruments from melting. 2 Heat / Snow causes Tim’s ice musical instruments to sound different.
3 Tim built a concert hall / music school.
As students follow along, read the title of the
video, the sentence about the video, and the C Discuss with a partner. Read the statements below. Which of
photo caption aloud. Ask students if they’ve these people do you think are most likely to go to an ice music
concert? Why? Answers will vary.
ever seen an instrument made out of ice.
• Leah is a student and she loves classical music.
• Jake is an explorer. He often takes photos of interesting places.
OPTIONAL Point out that in the photo,
the musician is playing an ice instrument in • Min is an engineer. She goes to the movies every weekend.

Hokkaido, Japan. Have students find Japan on • Juan is a violin prodigy. He loves to travel and explore new places.
a world map. After You Watch
Talk with a partner. Do you know of any musical instruments
made from unusual materials? Answers will vary.
BEFORE YOU WATCH
As students follow along in their books,
read the sentence and the question aloud. A musician plays the ice horn in
Have students get into pairs and talk about Hokkaido, Japan.
their ideas.

SUPPORT Brainstorm the vocabulary for

materials (e.g., brass, wood, silver, metal,
76 Unit 6
plastic, leather) before students get into pairs.
OPTIONAL Tell students that mind maps
can be used to brainstorm new ideas. write words related to these new words.
TZ_L2_SB_18925_U06_066_077.indd 76
WHILE YOU WATCH 2/25/20 2:05 PM TZ_L2_SB_18

Emphasize that there are no wrong answers Briefly demonstrate the process on the board. A As students follow along in their books,
when brainstorming. Explain that the ideas read the question and the options aloud.
may diverge greatly from the original idea, but Emphasize that the goal is to write Tell students they will watch the video
that’s OK. many ideas. and they should check two
Point out that each idea is related to the disadvantages.
Tell students that they will try this
brainstorming technique by drawing a circle in previous idea even though it may not be 6.3 Play Video 6.3. Encourage
the middle of a piece of paper and writing connected to ideas several steps away. students to confirm their answers as they
Musical Instruments in the center. Explain that watch the video again in B.
Give students several minutes to brainstorm.
they should write words related to musical
instruments in the circles radiating from Have students get into pairs and discuss B Explain to students that they will watch
Musical Instruments. Tell them they will then their ideas. the video again, and they should circle
the correct answers. As students follow
along, read the sentences aloud.
76  Unit 6

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REVIEW
ABOUT THE C Tell students they are going to get into
A Complete the words.
PHOTO pairs and talk about what kind of people
This photo shows
1 A type of music are most likely to go to an ice music
c l a s s i c a l
Norwegian musician concert. As students follow along in their
Terje Isungset playing an 2 An object you use to play music books, read the statements aloud. Point
ice horn during an ice i n s t r u m e n t
concert in Hokkaido, out that they should give reasons for
Japan. Ice instruments 3 Famous their answers.
are made from giant ice w e l l - k n o w n
blocks and are carefully Have students do the task.
carved into the correct 4 To act, dance, or sing for a group of people
shape. The instruments p e r f o r m AFTER YOU WATCH
have to be constantly
tuned as the musician’s B Write the sentences. Use the words given. Tell students they are going to get into pairs
body heat melts the ice 1 like / pop / best / the and expand on the topic from the video. As
over time. Ice concerts I like pop the best . students follow along in their books, read the
can only be held in the question aloud. Have them get into pairs and
wintertime or in areas 2 stand / rock / can’t / music
with permafrost I can’t stand rock music .
do the task.
preventing the ice from
3 like / jazz / do / better / you /pop / or
melting. Every year, Terje
do you like better, jazz or pop / do you like better, ?
creates a new Which
instrument.
pop or jazz
4 kind / best / the / music / of / do / like / you
REVIEW
What kind of music do you like the best ? Explain to students that they are going to
C Complete the sentences. Circle the correct answers. review the material from the unit and this will
1 In a class, people learn / eat together. help them remember what they have studied.
2 People in a band play music / a sport together.
A Explain that activity A reviews
3 A crowd is a small / big group of people in a public place. vocabulary from the unit. Explain that
4 People in an audience sing in / watch a performance together. they should write letters to complete the
5 People in a team play a sport together / against one another. words.
Have students do the task. Check answers
as a class.
SELF CHECK Now I can …

describe different types of music B Explain that activity B reviews the

use language for expressing my opinions
grammar from the unit. Have students
describe how music affects my brain
use the words to make sentences
and questions. Check answers as a class.
Unit 6 77
C Point out that activity C reviews the
words from VOCABULARY activity B.
2/25/20 2:05 PM TZ_L2_SB_18925_U06_066_077.indd 77
6.3 Play Video 6.3. Play the video able to mimic the video perfectly but they are
2/25/20 2:06 PM
Have students circle the correct words to
again, if necessary. Check answers as a developing fluency through the activity. complete the sentences. Check answers.
class.

OPTIONAL Explain shadowing to TEACHING NOTE: SELF CHECK

students. (See TEACHING NOTE.) Since SHADOWING
students may have focused on the content, These I can statements provide vital feedback
have students watch the video again and pay Shadowing is a technique that helps students on students’ perceived ability to use the
attention to the delivery. practice their pronunciation, rhythm, and language from the unit. Have students check
intonation. With shadowing, students listen the boxes.
6.3 Play the video again, as necessary, to a passage at least once. Students then
until students feel comfortable attempting to listen and try to simultaneously mimic
shadow it. Emphasize that they may not be (repeat) what they are hearing. They
sometimes look at the script while doing this.
Unit 6  77

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UNIT 7

WHAT’S FOR
DINNER? WHAT ’S FOR
CONTENT AREA: HISTORY
AND CULTURE
Topic: food
DINNER?
Vocabulary: foods and drinks:
honey, tuna, bread, crab, milk, tomato,
berry, strawberry, noodle, coffee, shrimp,
orange, meat, cookie, cupcake, ice cream,
juice, soda, bottled water, cheese, bread,
salad, cauliflower; silverware/utensils:
plate, bowl, glass, fork, knife, napkin, cup;
locations: counter, refrigerator, table, sink,
cabinet; other words: come from, thin,
hungry, various, delicious, chef
Grammar: talking about countable and
uncountable things—there is, there are,
some, any
Extra material: photos of foods
including foods from around the world, a
photo of a slice of pizza, a world map PREVIEW
Other useful vocabulary: foods: A 7.1 Listen. Check (✓) the foods and B 7.1 Listen again. Where do the people in each C
potato chips, tortilla chips, French fries; drinks you hear. place get their food? Match.

fruit: pineapple, cherry, grape, mango; ✓ honey ✓ crabs ✓ berries 1 Malaysia from farms and forests
vegetables: lettuce, cucumber, peas; ✓ tuna milk ✓ oranges 2 Greece from hunting and fishing
desserts: pie, candy, chocolate, doughnut; bread ✓ tomatoes ✓ meat 3 East Africa from hunting and
silverware/utensils: spoon, chopsticks gathering
78
END OF UNIT PROJECT Have
students do research and write a short report
• the name of the dish
TZ_L2_SB_18925_U07_078_089.indd 78

TEACHING NOTE: TABLE

2/25/20 2:13 PM TZ_L2_SB_18

about an unusual dish that is new to many

• where it’s from SETTINGS
students. Tell them they should use a world
• the ingredients (what’s in it)
map to show where the food comes from and
• whether it’s a dish eaten for special Silverware is the name given to the utensils
bring a photo to class so students can see what
occasions or on a daily basis we use for eating: forks, spoons, and knives.
the food looks like.
The act of putting the plates, drinks, and
Have students do their research.
Show students photos of some foods from silverware on the table is called setting the
around the world. As you show each one, give In class, have students give their table. In an informal situation, a typical
a simple explanation. presentations. After every five presentations, Western table setting has silverware, a napkin,
have students get into pairs and talk about the a glass, and a plate. When we set a table in the
While you explain the dish, have students take classic Western style, the basic rule is that
food (e.g., which looks the most interesting,
notes. After your explanation, ask what forks go to the left of the plate, knives and
which seems difficult to cook, which they
information you gave. For example: spoons go to the right of the plate, and the
would like to try).
glasses go above the knives and spoons.
78  Unit 7

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ABOUT THE PHOTO B Tell students they will listen again and
This photo shows 18 traditional meals from around should match the countries to the places
the world. Traditional dishes around the world where people in those countries get their
usually contain region-specific ingredients which food.
are available to locals either all-year-round or
seasonally. A good example of a region-specific 7.1 Play Audio Track 7.1. Play it
ingredient is wasabi in Japan. Fresh wasabi is
expensive, and can reach prices of up to $250 per
again, if necessary.
kilogram. This is due to the delicate nature of the Check answers.
wasabi plant, which can only be grown in specific
conditions. For this reason, fresh wasabi is rarely
sold commercially outside of Japan. Instead, what OPTIONAL Have students find the places
we more commonly get outside of Japan is a
mixture of horseradish, coloring, and sweetener. on a world map.

C As students follow along, read the

question aloud.
Model the conversation with a student.
Have students get into pairs and take
turns asking and answering the question.

OPTIONAL Ask students to list various

foods and drinks that are popular in their
countries. Have them talk about how often
(e.g., every day, for special meals) and when
People around the (e.g., for breakfast) they eat and drink them.
world eat different
kinds of food.
CHALLENGE Ask the students to say
HISTORY AND CULTURE
some other kinds of foods, including fruit and
vegetables. (See Other useful vocabulary.)
ch C Talk with a partner. What did you eat UNIT GOALS
yesterday? Answers will vary. • describe different foods
s
What did you have for dinner last night? • use language for talking about countable and
UNIT GOALS
ing uncountable things
Direct students’ attention to the UNIT GOALS
I had fish and a salad. How about you? • learn how taste works box. Explain that these are some of the things
79 students will learn in this unit. Point out that
this unit is about history and culture. As
students follow along, read each of the unit
2/25/20 2:13 PM

PREVIEW
TZ_L2_SB_18925_U07_078_089.indd 79
A Tell students they will listen to a woman
2/25/20 2:13 PM
goals to the class. Explain any words students
do not know. Remind students that at the end
talking about photographer Matthieu
Have students read the unit title to themselves Paley and they should check the foods and of the unit there is a self check that allows them
as you read it aloud. Explain that in this unit drinks that are mentioned. Have students to see if they have accomplished each goal.
they will learn to talk about food and whether follow along in their books as you read the
or not something exists. names of the foods and drinks aloud.
7.1 Play Audio Track 7.1. Play it
OPTIONAL As students follow along, read
again, if necessary.
the photo caption aloud. Have students get
into pairs and describe the food in the photos. Check answers.

Unit 7  79

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LANGUAGE FOCUS
LANGUAGE FOCUS
A 7.2 Listen and read. What did Stig and Nadine get
REAL ENGLISH I can’t wait!
A Tell students they will listen to a for the class party? Then repeat the conversation and
replace the words in bold. They got snacks for the class party.
conversation between Stig and Nadine.
7.2 Play Audio Track 7.2 as students Stig: I can’t wait for the class party! Oh, let’s get
some cookies. (cupcakes / ice cream)
listen and follow along in their books. If
Nadine: I made a list. First, we need bread, cheese,
necessary, play the conversation again, and meat.
pausing after each speaker so students Stig: Uh-huh, meat, sure.
can repeat. Nadine: OK. We need some plates. And something
to eat with, like forks. (napkins / cups)
SUPPORT Have students find like in Stig: Yeah, sure.

Nadine’s second utterance. Tell them that like Nadine: I think we need some juice. Last year we
didn’t have any. (soda / bottled water)
is used to give an example. Have students
Stig: Juice. OK, here’s some. (Soda /
practice making sentences with like, correcting Bottled water)
them as necessary.
Stig: Great! I think we have everything.
As students follow along, read the Nadine: Wait a minute. These are all snacks! We
question, What did Stig and Nadine get didn’t get any real food! (cheese / bread)

for the class party? Have students answer.

Have students work in pairs and practice B 7.3 Look at the chart. Circle the correct answers below.
the conversation once. Point out the bold
EXPRESSING EXISTENCE (USING THERE IS, THERE ARE)
words and read them aloud as students
Countable nouns Uncountable nouns
follow along in their books. You might
want to have students repeat the words There are some plates on the table. There’s some juice on the counter.
There aren’t any forks. There isn’t any ice cream in the refrigerator.
after you say them.
Yes, there are. Yes, there is.
Are there any apples? Is there any salad?
Have students practice the conversation No, there aren’t. No, there isn’t.

two more times, changing the bold

1 Rice, milk, and soda are examples of countable / uncountable nouns.
words each time and swapping roles
2 Eggs, potatoes, and strawberries are examples of countable / uncountable nouns.
after the first time.
3 We usually use the plural / singular form to talk about an uncountable noun.

CHALLENGE Tell students that cookies,

cupcakes, and ice cream are desserts. Have
students name other kinds of desserts. (See 80 Unit 7
Other useful vocabulary.)

I can’t wait is also used to tell another person

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that you are really looking forward to the chart aloud as students follow along.
REAL ENGLISH something. For example, I can’t wait to see you Explain to students that some is used in
does not mean that the speaker literally sentences when there is an item. Point
Direct students’ attention to the expression in cannot wait. It’s just used to tell the person out that any is used in negative sentences
the REAL ENGLISH box. Explain that I can’t they are very excited. (i.e., the item is not there).
wait! is used in informal English conversation
to express excitement for something that will B Ask students to look at the chart. Point out that are is used in the two
happen in the future. For example: sentences on the left while is is used
7.3Have students follow along as
A: Hey, are you going to the party on in the two on the right. Remind
they listen to Audio Track 7.3.
Friday night? students that we use are with plural
B: Yeah, I can’t wait! It’s going to Tell students these sentences and countable objects. Have students identify
be awesome! questions are used to talk about whether them in the sentences (plates, forks). If
or not there is something. necessary, also remind students that we

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C Tell students to look at the picture and fill
in the blanks to complete the sentences.
You might want to tell them their
answers should include some or any.
Check answers.

OPTIONAL Tell students that the utensil

on the right side of each table setting is
a spoon.

D Tell students they should complete the

C Look at the picture. Complete the sentences.
first two questions and then write three
1 There aren’t any napkins on the table. other questions about the picture.
2 There are some plates in the sink.
3 There isn’t any soda on the counter.
Check answers, having several students
There aren’t any share their questions for numbers 3–5.
4 glasses in the sink.
5 There are some knives on the table. Have students get into pairs and take
6 There is some milk in the refrigerator. turns asking and answering the
questions.
D Work with a partner. Look at the picture above. Complete the questions on your own. Then
take turns asking and answering. E Tell students they are going to play a
1 Is there any milk on the counter? guessing game.
2 Are there any bowls in the sink?
Explain that they should each make a
3 Answers will vary. ? list of 10 things that they have in
Answers will vary.
4 ? their refrigerators.
5 Answers will vary. ?
When they have finished, tell them they
E Work in a group. Play a game. Student A: Make a list of ten things in your refrigerator. will get into groups of four. Explain that
Students B, C, and D: Take turns guessing what is in Student A’s refrigerator. If you make three students (B, C, D) will take turns
three incorrect guesses, you are out of the game. Answers will vary.
asking the fourth student (A) questions.
Is there any orange juice in your refrigerator?
No, there isn’t. Model the conversation with two
students.
Are there any vegetables in your refrigerator?
Explain that if Student A answers no to
Unit 7 81 the same student three times, that
student is out of the game. Tell them that
the winner is the student who is out last.
2/25/20 2:14 PM
use is with single or uncountable objects.
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CHALLENGE Tell students that we
2/25/20 2:15 PM

Have students say whether juice and ice usually say, Would you like some cake? instead Have the students do the task. Then have
cream are singular or of Would you like any cake? Ask students to them switch roles and play the game
uncountable (uncountable). deduce when the any rule is not applicable, three more times.
As students follow along, read the two providing the answer if necessary (when
questions at the bottom of the chart making an offer).
aloud. Explain that we use any in
questions that ask about the existence of Draw students’ attention to the three
an item, and that the verb depends on statements under the chart. Have
whether the noun is uncountable (is), students circle the correct answers.
singular countable (is), or plural Check answers.
countable (are).

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THE REAL WORLD
THE REAL WORLD ABOUT THE PHOTO
This photo shows a photographer taking
Ask students to look at the photo. As students photos and videos of food for a vlog.
follow along in their books, read the title and
the photo caption aloud.
THE ART Food stylists are often hired to do
advertisements for large food and
(AND STYLE!) beverage companies like McDonald’s.
Often, food stylists don’t use real food
CONTENT NOTE: FOOD OF FOOD for their photo shoots. An example
STYLIST would be replacing milk with white glue
for a cereal commercial. This allows the
A food stylist’s job is different every day. A cereal to be placed neatly and arranged
stylist may spend a day working on photos in the most appetizing manner possible.
This also buys the food stylist time
for a cookbook or magazine, and the next before the cereal gets soggy. (See
day making videos of food for TV CONTENT NOTE for more information.)
commercials or a food segment for a news
show. Food stylists are also called in to help
sell products for food companies. Stylists
use things such as pins, cotton swabs, A photographer
scissors, tweezers, eyedroppers, art brushes, takes photos and
videos of food.
and other art supplies, as well as things you
find in the kitchen, like knives, spoons, and
straws. Not all the food we see in photos or A 7.1 Watch the video. Check (✓) the foods you see.

on TV is actually edible! ✓ strawberry burger ✓ coffee ice cream ✓ tomato ✓ shrimp

B 7.1 Watch again. Check (✓) two correct answers. According to the video, what are some
A Tell students they are going to watch a ways to make food look good in videos?
video about food stylists and how they ✓ fil videos in slow motion paint the food
make food look so beautiful. As students
use beautiful plates or glasses ✓ use good lighting
follow along, read the food items aloud
and explain that they should check the C Complete the paragraph below. Use the words in the box.
things they see. You might want to drinks milk ice cream strawberries
emphasize that they should focus on the
visuals for this activity. Some of the things food stylists use to make food look good aren’t actually food! They sometimes
use white glue instead of 1 milk so that breakfast cereal doesn’t become soft. Or
7.1 Play Video 7.1. Check answers. they add soap bubbles to 2 drinks to make them look more bubbly. Sometimes they
paint 3 strawberries with lipstick to make them look red. Finally, because
B Tell students they will watch again, and 4 ice cream melts quickly, food stylists often use frosting instead!
they should check the two ways that food
stylists make food look good. As students 82 Unit 7
follow along, read the ways aloud.
7.1 Play Video 7.1. Play it again, C Have students use the words in the
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As students follow along, read the 2/25/20 2:15 PM TZ_L2_SB_18

if necessary. Check answers. box to complete the paragraph. question aloud. Have students get into
Check answers. pairs and talk about their ideas.
CHALLENGE Tell students that in
informal English, we often say right at the end CHALLENGE Ask students to discuss
of a sentence to draw the listener into the D CRITICAL THINKING whether they feel there are any ethical
conversation. Explain that we also use it to seek Have students find photos or videos of limitations to what a food stylist can do,
confirmation from the listener. Tell students you food. Encourage them to think critically providing reasons for their ideas.
will play the first part of the video again and about all the different sources they could
they should notice the use of right. use to find photos (e.g., reference books,
the internet, magazines, leaflets, recipe
7.1 Play the first part of the video again. books). Alternatively, bring some photos
to class for the students to use.

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D CRITICAL THINKING Applying Find any photo or video of food. What do you think the food
stylists did to make it more attractive? Answers will vary.
PRONUNCIATION
PROJECT Photograph your food. Work with a partner. For the next 24 hours, take
photos of your meals. Then, show them to your partner and describe what you ate.
Tell students they will practice their
pronunciation of linked sounds.

PRONUNCIATION linked sounds Explain that we often blend two or more

Listen. Complete the sentences. Take turns reading the sentences.
7.4 words together when we speak quickly in
1 There are some knives in the sink. 3 There are some cups on the counter. everyday English. Tell students that in order
2 Are there any bowls on the table? 4 There are some plates in the cabinet. to avoid miscommunication, it is important
to understand English when it is spoken in
COMMUNICATION this way.
Work with a partner. Find the differences. Student A: Look at the picture below.
Student B: Look at the picture on page 151. Take turns asking and answering questions to find Have students read the sentences to
seven differences. Circle them. themselves. Tell students to listen and
Are there any noodles?
complete the sentences.

No, there aren’t.

7.4 Play Audio Track 7.4. Play it again,
pausing after each sentence to check answers.
Students may have difficulty hearing the
linked sounds. If so, say the sentences aloud
without linking the two words. Then play the
audio a third time.
Have students get into pairs and take turns
reading the sentences.

COMMUNICATION
Tell students they are going to play a game
where they will try to find seven differences in
two pictures. Explain that they should circle
the differences. Emphasize that Student A
should not look at Student B’s picture and
vice versa.
Have students get into pairs, and decide who
Unit 7 83
will be Student A and Student B.
Have the Student Bs look at the picture on
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TEACHING NOTE: DIGITAL PROJECT As students follow along, read 2/25/20 2:16 PM
page 151.
LITERACY the project instructions aloud. If some
students don’t have access to a camera, have Model the conversation with a student.
Digital literacy includes the ability to find, them make a list of the food they eat. Have students do the task.
use, manipulate, and evaluate information,
In the next class, have students get into pairs Check answers by having pairs make
including images. With the advent of
and take turns describing the food they ate. comparative statements. (e.g., In my picture,
modern technology, it is increasingly
important for students to think critically there are two eggs on the blue plate, but in my
about media, including photos, because partner’s picture, there is a fish on the
they can be digitally altered to appear real. blue plate.)

SUPPORT Before you begin, have

students identify the items in the pictures.

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READING
CONTENT NOTE: PIZZA
The origins of the name pizza are uncertain,
although the first recorded use of the word
dates back to AD 997 in an ancient Latin
text found in the town of Gaeta, Italy.
As in the rest of the world, there are many
kinds of pizza in Italy, and they often vary
by region. In Rome, for example, pizzas
often don’t have tomatoes on them.

Ask a student to read the title aloud.

If you brought in a photo of a slice of pizza,
show it to students and tell them what it is.
Explain that a slice of means a piece of.

CHALLENGE Have students name

different toppings that are often put on pizza
(e.g., pepperoni, mushrooms, onions,
peppers). Also have them discuss toppings
that may be unique to their country. (e.g.,
Some pizzas in Japan have mayonnaise on
them.) Comparing and contrasting different
cultures is a good critical thinking skill. ABOUT THE PHOTO
This photo shows a man tossing a pizza in a pizzeria in Seattle, USA. Tossing pizza dough in
A Ask students to look at the photo. Ask, the air is a better way to shape the crust and retain the right amount of moisture in the
What is he doing? (He’s making the dough, compared to using machinery which dries the dough out more. Tossing the pizza
dough also makes the dough less sticky and easier to handle. Pizza is one of the most
pizza crust.) popular foods in the world, and in the United States, it is estimated that three billion pizzas
are sold every year. Pizza is so popular in the United States that National Pizza Month is Am
Have students read the headings in the celebrated every October, beginning in 1984. (See CONTENT NOTE for more information.) pizz
article and decide what the article is
about. As students follow along, read the 84 Unit 7
answer choices aloud and have them
circle their guess. Don’t check answers
yet. Tell students that headings can be used in
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Tell students that the third way we use 2/25/20 2:17 PM TZ_L2_SB_18

three ways when we read. Tell them that the headings is after we have read the text.
SUPPORT Help students understand first way is when we quickly look at the article. Explain that when we are looking for specific
headings by first asking them to find the Explain that the headings help us to information (e.g., to answer a comprehension
information in bold type within the body of understand how the text is organized. question) the headings help us focus on the
the article. Explain that these are called section where the answer probably is,
Explain that the second way we use them is to allowing us to answer more quickly.
headings, and headings are like road signs,
see what is coming next so we can more
giving the reader directions. Ask how many
quickly understand the content as we read it.
headings the article has (five). B Tell students that they will scan the
article to see where the first pizzeria was.
Have students do the task.
Check answers.

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READING
A Look at the photo and read the headings. What’s the OPTIONAL Have students find South
article about? America, Europe, the United States, and
a the ingredients in pizza
b how people started making pizza Naples, Italy, on a world map. Tell students
c how to make pizza that Persia is the ancient name for the area
B Scan the article. Where was the firs pizzeria? where Iran is now. Have students find the area
In Naples, Italy where the Persian territories used to be.
C Talk with a partner. Do you like pizza? Why do you
think it’s popular? Answers will vary.
Additional Activities to Use with
the Reading
A SLICE OF Additional Discussion

HISTORY
Questions
Ask students what surprised them the most
about the article, and why.
A 7.5 What’s your favorite pizza? Pepperoni? Meat?
Veggie? Many people around the world love pizza. But Have students brainstorm questions that they
where did it come from?
can ask and answer about pizza, writing them
B The First Pizza. Every pizza has a crust. A crust is a thin,
flat bread. Five to ten thousand years ago, people made
on the board, if necessary. (e.g., Where is the
flat bread on hot rocks. Then, someone decided to put best pizza in your city? When did you first eat
other food, or toppings, on top of the flat bread. This was
the world’s first pizza.
pizza? How often do you eat pizza?) Then have
C Food for Soldiers. About 2,500 years ago, the Persian students get into small groups and talk
army was a long way from home. The hungry soldiers did about pizza.
not have any ovens, so they cooked flat bread on their
metal shields. They put various toppings on the bread. Developing Creative Thinking
D Dangerous Tomatoes? Explorers from South America
brought tomatoes to Europe in the 1520s. At first, the Have students get into small groups. Have a
Europeans thought tomatoes were poisonous. But people competition for students to design the most
soon found out that tomatoes were safe … and
delicious! Today, tomato sauce is a basic topping interesting pizza.
on pizza.
E The First Pizzeria. Pizza makers opened the world’s first After groups have designed their pizzas, have
pizza restaurant, or pizzeria, in 1830, in Naples, Italy. The them take turns presenting their pizza to the
chefs used hot lava from a volcano to cook the pizza!
class, giving reasons for their ideas. Have the
F Pizza for the World. In the late 19th century, many
Italians moved to the United States. Some of them class vote on the most interesting pizza. Other
A man makes pizza at a opened pizzerias, and pizza became very popular. Now, awards could include most delicious, most
pizzeria in Seattle, USA. pizza is sold all over the world. People eat about 5 billion
pizzas every year! unique, and most traditional.

Unit 7 85 Personalization and Writing

Have students do research about the history of
some dishes that are famous in their country
2/25/20 2:17 PM
Ask students if their guesses in A
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7.5 Play Audio Track 7.5. Ask students to
2/25/20 2:17 PM
and write a short report.
were correct. get into pairs and discuss what information
they heard. Then have them read the article In the next lesson, collect the reports and
Give students the opportunity to read correct them for grammatical mistakes. Return
more carefully.
the article in more detail so they can the reports and have students take turns
answer the COMPREHENSION reading their reports aloud to the class.
questions. C As students follow along in their books,
read the two questions aloud. Have If your class has many students, have students
students get into pairs and discuss their get into small groups and take turns reading
OPTIONAL The text can also be used as
ideas. their reports.
a listening activity. Have students close their
books. Tell students they will listen to
the passage.

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COMPREHENSION
COMPREHENSION A Answer the questions about A Slice of History.

A Have students read the questions 1 DETAIL The Persian soldiers cooked fl t bread .
to themselves and circle the a in ovens b on their shields c on the ground
correct answers. 2 PURPOSE Why does the author include the paragraph
IDIOM
about tomatoes?
After they have finished, check answers “Your eyes are bigger than
a to show the history of tomatoes your stomach” means .
as a class. a you like looking at food
b to show that people from all over the world love pizza b you can eat a lot
c to show where a key ingredient of pizza came from c you take more food than
OPTIONAL Ask students additional you can eat
comprehension questions. 3 INFERENCE How are pizzas today similar to pizzas from
2,500 years ago?
1 When was flat bread first made? (Five a they have a crust
to ten thousand years ago) b people cook them in ovens

2 What are the two main parts of a c they use tomato sauce
pizza? (crust and toppings) 4 DETAIL The firs pizzeria was opened about years ago.
a 2,500 b 1,830 c 200
3 How many pizzas do people eat every
year? (5,000,000,000—have students 5 MAIN IDEA Paragraph F is mainly about how pizza around the world.

write the number on the board to a is made b became popular c is different

increase the impact of this number)
B Complete the timeline. Write notes about the history of pizza.
History of Pizza

IDIOM 5,000 to 10,000 years ago In the 1520s In the late 19th century
As students follow along in their books, People made pizza Explorers from South Many Italians moved
crust on hot rocks America brought to the United States
read the sentence and answer choices tomatoes to Europe and opened pizzerias.
aloud. Have students guess before
providing the answer (c). Explain that we
use this idiom when we are hungry and About 2,500 years ago In 1830 Today
Pizza is sold all
Soldiers cooked Pizza makers opened
take a lot of food. For example: pizza crust on the world’s first over the world.
metal shields pizzeria in Naples, Italy
That’s a lot of food on your plate! I think
your eyes are bigger than your stomach.
C CRITICAL THINKING Personalizing Talk with a partner. Think of a popular dish you like. What are
its ingredients? Answers will vary.
B EXAM PRACTICE
86 Unit 7
A timeline is a graphic representation of
events that happen during a period of
time. Each event is shown with a mark TZ_L2_SB_18925_U07_078_089.indd 86

skill that is indirectly tested. For C CRITICAL THINKING

2/25/20 2:18 PM TZ_L2_SB_18

that is perpendicular to the timeline. instance, multiple choice questions Have students brainstorm some dishes
An event that happens over a period of may require students to accurately they like.
time is represented by a horizontal line assess which event occurred first
spanning the period above or below the Have students get together with a
(e.g., the cause). Further, Writing Task 1
timeline. Students may find timelines partner and talk about the ingredients.
on the IELTS Academic test requires
to be helpful in understanding the students to describe charts, graphs,
order of and relationships between a maps, diagrams (processes), or the SUPPORT Explain that the term
complex group of  events. sequence of events. ingredients means the various food items that
are put together to make a dish.
Although students are not required to Have students write notes in the timeline
make timelines for most standardized about the history of pizza. Check Explain that a dish is food that is prepared in a
tests, the ability to understand the answers. particular way. Tell students that a dish is also
sequence of events is an important the general term for containers we serve food
in and eat food from, like bowls.
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VOCABULARY
Have students match the adjectives with
A Find the words below in the article. Then complete the sentences using the correct form
of the words in the box.
the pictures. Check answers as a class.

come from thin hungry various delicious chef DO YOU KNOW?

Pizza 1 comes fromItaly. It has a thick or 2 thin crust and toppings like Read the sentence and answer choices
Chefs various
cheese, meat, or vegetables. 3
make 4
kinds of pizza, such aloud, as students follow along in their
as plain, pepperoni, and Hawaiian. They are all 5 delicious ! Some 6 hungry
books. Have them guess before providing
people can finish a whole pizza by themselves.
the answer (c).
B Read the information below. Then match the adjectives with the pictures.

We use adjectives to describe how food tastes. For example, bitter, salty, sour, and sweet.

1 bitter
WRITING
DO YOU KNOW?
A Explain to students that they should
You can’t taste the
difference between imagine they are going to have a
2 salty
apples and potatoes barbecue. Have students make a list of
if you while
eating them. things they need for a barbecue.
a close your eyes
b raise your hand B Explain that they are going to write a text
c pinch your nose
3 sour message because they need a friend or
family member to buy things for them.
As students follow along, read the
4 sweet example text message aloud.
11:00AM

V SUPPORT Explain that text messages are

Vera

an informal type of writing. Point out that the

Hey, Vera! Whe
re are writer started a sentence with But, and explain
you now? I’m
ready for our fa
getting that this is not usually acceptable in formal
WRITING barbecue, but
mily
writing, like a report or an essay.
there
A Imagine you are preparing a barbecue. Make a isn’t enough fo
od.
We have some
list of things that you need for the barbecue.
bread, and mea
fruit, Point out that the text message starts with a
t. But short greeting. Ask students if they always
B Read the text message. we don’t have
any
salad or juice. begin like this. (Many probably do.) Point out
Plea
C Write a text message. Ask your friend or family buy some on yo se
member for help in buying the things you need. way here.
ur that the text message finishes without having
Answers will vary.
Unit 7 87
a final greeting like goodbye.
Delivered

C Have students write their text messages.

2/25/20 2:18 PM
OPTIONAL Have students brainstorm
TZ_L2_SB_18925_U07_078_089.indd 87

VOCABULARY 2/25/20 2:18 PM

Give students a time limit for finishing
the text message, and set a minimum
dishes that are famous in their country. Tell
them they should imagine they are going to A As students follow along, read the words number of sentences students must
describe it to a foreigner who has never seen in the box aloud. Have students find write (e.g., six).
or eaten it. Ask students to think about what them in the READING passage.
they would need to explain (e.g., looks, TEACHING NOTE: BARBECUE
Point out that the paragraph continues
ingredients, when and where it is eaten, the
the theme of pizza. Have students use The word barbecue often refers to a casual,
importance of the dish).
the words in the box to complete the outdoor gathering where food is cooked
Have students get into pairs and explain sentences. Check answers. over an open fire. It can, however, also refer
the dish. to (1) meat that has been grilled, (2) the
B As students follow along, read the
grill that is used for cooking the meat, or (3)
information in the box aloud.
the action of cooking outdoors on a grill.

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VIDEO ABOUT THE VIDEO Our tongue plays only a small part in how we taste food.

VIDEO
CONTENT NOTE: CHARLES
HOW DO WE TASTE FOOD?
SPENCE Before You Watch
Talk with a partner. Match the senses with the parts of the body. Then check (✓) the senses you
Studies have shown that food affects our think affect how food tastes. Answers will vary.

decisions and predispositions. Professor skin eyes tongue nose ears

Charles Spence’s group of researchers eyes tongue ears
sight taste sound
discovered, for example, that playing
smell nose touch skin
different sounds while eating a piece of
chocolate affects the person’s perception of While You Watch
the chocolate’s creaminess. Spence’s A 7.2 Watch the video. Circle T for True or F for False.
findings can also be applied to the way we 1 More than 50% of what we think is taste is actually smell. T F
design everything, including the places 2 The study of how our brains taste food is called neuropsychology. T F
where we work, the products we use, and 3 Food tastes sweeter when it’s on a round plate. T F
the food we eat.
B 7.2 Watch again. Match the colors of foods with how our brain thinks they taste.
1 red salty
OPTONAL Before studying this page,
2 green sweet
direct students’ attention to the photo.
Read the caption aloud, as students follow 3 black bitter

along. Ask them to predict what they will see 4 white sour

on the video. After the students have watched
C Complete the chart. Circle the correct answers.
the video, ask them to tell you which
predictions were correct. Food What we see What we taste
1 lime black / green bitter / sour

Tell students they are going to watch a video 2 strawberry red / white sweet / salty

about how we taste food. As students follow 3 popcorn green / white salty / sour

along, read the title, the sentence about the 4 coffee black / green sweet / bitter

video, and the photo caption aloud.

After You Watch
Ask students if they have ever seen food like Talk with a partner. What are your favorite foods?
Are they of the same color?
this, and if they have, ask them to share Answers will vary. These kinds of cauliflower
their experiences. are naturally colorful.

BEFORE YOU WATCH

88 Unit 7
As students follow along in their books, read
the parts of the body (the words in the box)
aloud. Have students match the senses with 7.2Play Video 7.2. Play it again,
TZ_L2_SB_18925_U07_078_089.indd 88
CHALLENGE Ask students how much
2/25/20 2:18 PM TZ_L2_SB_18

the parts of the body. Check answers. if necessary. Check answers. they think color and shape affect their taste.
Have students check the senses they think B Explain to students that they will watch Ask students to notice the colors and shapes of
affect how food tastes. the video again, and they should match the foods they eat for the next day. In the next
the colors of food with how our brain lesson, have students discuss what they
Have students get into pairs and discuss thinks they taste. observed and learned.
their ideas.
7.2 Play Video 7.2. Play it again,
WHILE YOU WATCH if necessary. Check answers as a class.
A Tell students they will watch the video
and they should circle T if the statement
is true and F if it is false.

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REVIEW
ABOUT THE AFTER YOU WATCH
PHOTO A Complete the words. Tell students they are going to get into pairs
This photo shows various t h i n
1 Not thick and talk about their favorite foods.
types of naturally 2 A sweet food that bees make h o n e y
colorful cauliflower. The As students follow along in their books, read
3 Many different v a r i o u s
colors of the orange and
s a l a d the two questions aloud.
purple cauliflower make 4 A cold dish with many vegetables
the vegetable look more c h e f Have them do the task.
appetizing compared to 5 A person who cooks food as a job
its white counterpart.
Despite the color B Complete the conversations. Circle the correct answers.
CHALLENGE Tell students to imagine
differences though, they 1 Emma: Let’s bake a cake for the party tomorrow. 1 Are / Is there
actually all taste similar.
they are going to interview Dr. Spence. Have
any eggs on the table?
Cauliflower is often used them brainstorm questions they would like to
as a rice substitute when Zoe: No, there 2 aren’t / isn’t. Should I buy 3 some / any? ask him, providing reasons for why they would
people are dieting. The Emma: Yes, please. Please buy some milk too—there like to ask these things.
cauliflower is blended
and lightly pan-fried to
4
aren’t / isn’t any in the refrigerator.
create cauliflower rice. 2 Marco: I’m really hungry. 5 Are / Is there any sandwiches in the
kitchen?
Anna: Yes, there 6 are / is. REVIEW
Marco: Is there 7 some / any orange juice?
Explain to students that they are going to
Anna: No, there isn’t. But there 8 is / are soda on the table. review the material from the unit and this will
C Complete the chart below. How do these foods taste? Use bitter, help them remember what they have studied.
salty, sour, and sweet.
A Explain that activity A reviews
sour bitter sweet salty
vocabulary from the unit. Explain that
1 2 3 4

lime green tea honey fries they should write letters to complete the
green apples coffee cookies cheese
words.
Have students do the task. Check answers
SELF CHECK Now I can … as a class.
describe different foods
B Explain that activity B reviews the
use language for talking about countable and grammar from the unit. Have students
uncountable things
circle the correct answers to complete the
explain how taste works
conversations. Check answers.
C Point out that activity C reviews words
Unit 7 89 from VOCABULARY activity B.
Have students write the correct words to
2/25/20 2:18 PM TZ_L2_SB_18925_U07_078_089.indd 89
C Have students circle the correct answers
2/25/20 2:19 PM
complete the chart. Check answers.
CONTENT NOTE: POWER OF
SMELL to complete the chart. Check answers.

Our sense of smell plays an important role OPTIONAL Have students brainstorm SELF CHECK
in taste. When we chew food, air is forced other green, red, white, and black foods. Then
into our nasal passage, bringing along the These I can do statements provide vital
have them group them by taste. Ask, Does the feedback on students’ perceived ability to
smell of the food. Without our sense of information in the chart match our findings?
smell, our taste becomes limited to the use the language from the unit. If you find
basic flavors that our tongue can pick up— Have students discuss their findings and students are reluctant to check that they can
salty, sour, sweet, bitter, and umami. provide theories about any discrepancies. do the skills, consider asking them to rate
Umami is a savoury taste associated with themselves from 1 (not very confident) to
monosodium glutamate (MSG). We can 3 (very confident).
taste umami in foods such as Parmesan
cheese, dried mushrooms, and miso.
Unit 7  89

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UNIT 8

YOU
SHOULD SEE YOU SHOULD SEE
A DOCTOR!
CONTENT AREA: SCIENCE
A D O C TO R !
AND TECHNOLOGY
Topic: illnesses and injuries
Vocabulary: parts of the body: foot,
hand, knee, leg, back, arm, throat; words
related to illness: backache, headache,
broke, cut, sore, broken, hurt, sick, cough,
pain, patient, stomachache, rest, medicine,
disease, influenza, pandemic, flu, prevent,
reduce; other words: modern, century,
contain, develop
Grammar: asking for and giving advice
Extra material: a world map
Other useful vocabulary: parts
of the body: elbow, finger, wrist, shoulder,
chin, ankle, toe, shin, chest, hip; words
related to illness and injury: strained
muscles, hay fever, allergies, bruise, scrape,
pneumonia, bronchitis

END OF UNIT PROJECT Have

students research a disease and then give a
short group presentation to the class. Tell
90
students they should all participate in the
presentation. Explain that they should include
pictures for new vocabulary so their
Ask the groups to choose one of these ideas
TZ_L2_SB_18925_U08_090_101.indd 90
mosquito bites them. (Students should bring in 2/25/20 2:20 PM TZ_L2_SB_18

classmates will understand the presentation

and research it. Tell them they should get a picture of a mosquito so their classmates can
more easily.
statistics as well as tips for preventing the understand this new word.) People in countries
Tell students that we catch many diseases by spread of disease. where malaria is a problem should use mosquito
direct contact from one person to another nets at night when they are sleeping. The
If necessary, give students an example. Say,
person or from an animal to a person. mosquito nets decrease the chance of
Malaria is a life-threatening disease that was
contracting malaria. (Suggest that students
Ask students to get into groups and think of present in 87 countries in 2017. (Tell students
bring to class a picture of a mosquito net if
some diseases that they know about. Then this is an example of a statistic.) The WHO
they think their classmates won’t be familiar
have them think of some ways they might be (World Health Organization) estimates that
with it.) We can also make sure we don’t leave
able to reduce their chances of catching these approximately 435,000 people died from
water in places where mosquitos can live.
diseases from other people. Also ask them to malaria in 2017. (Tell students this is another
brainstorm ways they can reduce the example of a statistic, and the source is
likelihood of getting sick from animals. reliable.) People get malaria when an infected

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PREVIEW
ABOUT THE PHOTO A Tell students they are going to listen to a
A 8.1Listen. Circle the body parts that
This photo shows a mountain biker falling off his Rick injured. conversation between Rick and his
bike. With more people living healthy lifestyles friend, and they should circle the body
which includes engaging in sports, sports-related parts that Rick injured. Read the names
injuries are also on the rise. In the United States,
the National Health Statistics Reports found that
of the body parts aloud as students
between 2010 and 2016, about 2.7 million visits foot hand knee follow along in their books.
to the emergency department each year were
due to sports injuries incurred by young people 8.1 Play Audio Track 8.1. Play it
aged 5 to 24. The top three sports that caused again, if necessary. Check answers as a
those injuries were football, basketball, and arm back leg class.
cycling. According to the National Safety Council
in the U.S., more than 450,000 people were B 8.2 Listen. Circle the correct answers.
treated in hospital emergency departments in TEACHING NOTE: HURT FOOT
1 Anton has a backache / headache.
2017 for injuries sustained while cycling.
2 Janet’s sister broke / cut her leg. Although grammatically it is correct to say
3 Sonia has a sore / broken back. I have a hurt foot, most native speakers
4 Eric hurt / broke his knee when he fell. would probably say I hurt my foot. The same
He broke / cut his hand, too. is true for other parts of the body where
injury is possible, such as the arm, leg, and
C Talk with a partner. Talk about a time you
hurt yourself. Answers will vary. hand.

I cut my hand yesterday when I was cooking. B Explain that students will hear four short
conversations and should circle the
Last month, I fell on the street. I hurt my knee. correct word in each sentence.
8.2 Play Audio Track 8.2. Play it
again, if necessary. Check answers.
C Tell students they will get into pairs and
take turns talking about a time when
SCIENCE AND TECHNOLOGY
they got hurt.
UNIT GOALS Model the conversation with a student
• ask for and give advice and then have students do the task.
• use language for talking about illnesses
A mountain biker falls
off a bicycle. • talk about how viruses spread CHALLENGE Ask students to name some
other parts of the body. (See Other useful
91 vocabulary.)

2/25/20 2:20 PM
Give students time to prepare their group
TZ_L2_SB_18925_U08_090_101.indd 91

PREVIEW 2/25/20 2:21 PM UNIT GOALS

presentations and then have them present Direct students’ attention to the UNIT GOALS
them to the class. During the presentations, Have students read the unit title to themselves
box. Explain that these are some of the things
encourage active listening by randomly calling as you read it aloud. Explain that in this unit
students will learn in this unit. Point out that
on a few students and asking them questions they will learn to talk about feeling unwell.
this unit is about science and technology.
about what they have heard. Tell them they will also learn how to ask for
As students follow along, read each of the unit
and give advice and suggestions, such as
goals to the class. Explain any words students
saying what to do in certain situations.
do not know. Remind students that at the end
of the unit there is a self check that allows
them to see if they have accomplished
each goal.

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LANGUAGE FOCUS
LANGUAGE FOCUS
A 8.3 Listen and read. What’s Stig’s advice for treating
REAL ENGLISH Come on!
A Tell students they will listen to a sore throats? Then repeat the conversation and replace
the words in bold. Stig’s advice is to drink some tea.
conversation between Stig and Ming.
8.3 Play Audio Track 8.3 as students Stig: Hey Ming, let’s study for our science test.
Hey, what’s wrong? (are you OK /
listen and follow along in their books. are you all right)
If necessary, play the conversation again, Ming: I feel sick. I have a headache. (I’m sick /
pausing after each speaker so students I don’t feel well)
can repeat. Stig: You should take some medicine. Come on,
the test is on Friday!
As students follow along, read the Ming: Uh, I also have a sore throat. (cough /
question, What’s Stig’s advice for treating stomachache)
sore throats? Have students answer. Stig: Well, why don’t you drink some tea? Let’s go!
We need to study.
Have students work in pairs and practice Ming: Ow! My knee hurts, too!
the conversation once. Point out the bold
words and read them aloud as students Stig: OK, you should see a doctor. I’m calling one
follow along in their books. You might now.
Ming: The doctor? Uh … I feel much better now!
want to have students repeat the words
(OK / great)
after you say them.
Ask students to look at Ming’s first
B 8.4 Look at the chart. Circle the correct answers below.
utterance. Tell them that I feel sick has a
similar nuance to I don’t feel well and ASKING FOR AND GIVING ADVICE (USING MODALS)
I’m sick, but not the exact same meaning. Maya is sick. She has a sore throat.
She should stay home and rest.
Tell students that I don’t feel well can be What should she do?
used when we aren’t seriously sick. Give I have a cough. What should I do?
You should take some cough medicine.
students the following example: Why don’t you take some cough medicine?
Emma and Kevin both have colds. Yes, they should.
You ate too much ice cream so you have a Should they go to a doctor? No, they shouldn’t.
stomachache. You aren’t actually sick, so
you can’t say I’m sick, but you can say 1 To make a suggestion, we use “Why do / don’t you?”
I don’t feel well. 2 To give advice, we use you should + base form / past tense.
3 Why don’t you means almost the same thing as you should / shouldn’t.
Tell students they will practice the
conversation two more times, changing
the bold words each time and swapping 92 Unit 8
roles after the first time.

OPTIONAL Have students practice the REAL ENGLISH

TZ_L2_SB_18925_U08_090_101.indd 92
B Ask students to look at the chart. Explain 2/25/20 2:25 PM TZ_L2_SB_18

that the chart teaches the language

conversation again, substituting words to Direct students’ attention to the expression in needed to talk about not feeling well and
personalize it. Ask pairs to volunteer to the REAL ENGLISH box. Tell students that to ask for and give advice or suggestions.
present their own conversations in the front Come on! is used to encourage or coax
of the class. someone to do something. 8.4 Have students follow along as
they listen to Audio Track 8.4.
Explain that the expression Come on! is also
used in informal spoken English to try to get Read the first and second questions and
someone to hurry up. For example: should answers aloud. Explain that the
A: Come on! We’re already late! questions ask for advice or a suggestion,
B: I’m coming, I’m coming. Sorry. so the answers should be ideas about
how to deal with the problem.

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C Circle the correct answers.
1 Janice has a stomachache. She should / shouldn’t see a doctor. SUPPORT Have students get into pairs
2 I hurt my foot. The doctor says I should / shouldn’t rest for a week. and take turns asking and answering
3 You look tired. Should / Why don’t you get some rest? questions with should, including nonmedical
4 Everyone is sleeping, so we should / shouldn’t make a lot of noise. questions such as Should I go to that new
5 Diego is good at drawing. Should / Why don’t you ask him for help? restaurant for lunch?

D 8.5 Complete the conversations. Use should, shouldn’t, or Why don’t you. Then listen
and check your answers.
Draw students’ attention to the
should
statements under the chart. Have
1 Lucas: I have a headache. What 1 I do?
students circle the correct answers.
Camila: Why don’t you take some medicine? Check answers.
2

2 Maria: I have a backache. What 3 should I do ?

Peter: 4 Why don’t you stay home and rest?
C Tell students they should circle the
Should he correct answers.
3 Lee: Victor has a toothache. 5 eat some ice cream?
Erika: No, he 6 shouldn’t . Randomly call on students to check
4 Ian: Lisa has an earache. 7 Should she stay home and rest? answers by reading the entire sentence
Kei: Yes, she 8 should . She 9 shouldn’t go to work. rather than only saying the answer.

E Work in a group. Take turns acting out a health problem. Work together to guess the SUPPORT Ask students to look at the first
problem and give two suggestions. Answers will vary.
sentence in number 1. Explain that it talks
Do you have a cough? about an ongoing condition. Then have them
look at the first sentence in number 2 and
Yes, I do! What should I do? explain that this sentence states a fact about
an accident or injury that happened in the
past.

D Ask students to use expressions with

should, shouldn’t, or Why don’t you to
complete the conversations.
Tell students they will listen to the
conversations and check their answers.
8.5 Play Audio Track 8.5. Check
answers as a class.
Unit 8 93
E Tell students that they are going play a
game in small groups where they act
2/25/20 2:25 PM
Tell students that do does not change, no
TZ_L2_SB_18925_U08_090_101.indd 93
Read the third question and answers2/25/20 2:25 PM out health problems without using any
matter what the subject is. Point out that aloud. Explain that questions starting spoken words.
do is not repeated in the answers. Tell with Should require yes/no answers. Explain that when a person in their group
students that the verb after should or guesses the health problem, they should
shouldn’t in the answer is always the Point out that before all three questions,
there is a sentence explaining the ask for advice. The group members
base form of the verb. should then give two different
situation. Explain to students that this is
Read the second question and the Why not always necessary, but it is useful for suggestions. Then the next person acts
don’t you answer aloud. Explain that we the listener to have the situation quickly out another health problem.
use why don’t you to make a suggestion; summed up. Model the game with a student.
this question is not asking for a reason.
Tell students that by giving advice in the Have students get into small groups and
form of a question, the listener is given play the game.
the option to refuse.

Unit 8  93

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THE REAL WORLD
THE REAL WORLD
BEATING THE FLU
CONTENT NOTE: VIRUSES
A virus is something that infects other
things and can cause diseases in human
beings. A virus is so small that it can only be
seen with a microscope. It cannot reproduce
unless it is in another cell (e.g., in an ABOUT THE PHOTO
animal, a plant, or a person). In addition to This picture shows a 3-D illustration of the influenza
common diseases such as colds, deadly virus with protein structures on its surface.
diseases such as Ebola are caused by viruses. Influenza, more commonly known as the flu, is a
contagious respiratory infection. This infection can
People with influenza (the flu) often have cause symptoms such as fever, cough, and runny
nose. It takes one to four days after infection before
some combination of a fever, cough, sore symptoms of the flu start. People with the flu are
throat, runny nose, body aches, the feeling the most contagious during the first three to four
of being tired, and headaches. People with days after their illness starts. People, especially
those who are at risk of serious flu complications,
the flu can spread the virus even before are advised to go for a yearly flu vaccine. As the
they realize they are sick (i.e., before influenza virus can change rapidly, new versions of
symptoms develop) and for up to a week the vaccines are developed twice a year. (See
after they become sick. CONTENT NOTE for more information.)
A 3-D illustration of flu viruses

Ask students to look at the picture. As students

follow along, read the caption and the title A 8.1 Watch the video. Circle T for True or F for False.
aloud. 1 Most of the time, fl spreads through the air. T F
2 A pandemic is an illness that affects a few people T F
A Tell students they are going to watch a over a large area.
video about the flu. Tell them they should 3 There are more than 5,000 kinds of fl virus. T F
circle T if the statement is true and F if it
B Watch again. Complete the sentences. Write a word for each answer.
is false. Ask students to follow along as 8.1
fl
1 Influenz is another name for the virus.
you read the statements aloud. birds
2 The avian fl virus can spread from to humans.
8.1 Play Video 8.1. Play it again, if 3 Between 1918 and 1919, the Spanish fl caused one third of the
necessary. Check answers as a class. people in the world to become ill.

B Explain to students that they are going to

watch the video again, and they should 94 Unit 8
write one word to complete each
sentence.
3 According to the video, what should
TZ_L2_SB_18925_U08_090_101.indd 94

D CRITICAL THINKING
2/25/20 2:26 PM TZ_L2_SB_18

8.1 Play Video 8.1. Play it again, if

people who have the flu do? (Wear a As students follow along, read the
necessary. Check answers as a class.
mask so it doesn’t spread.) statement and question aloud. Have
OPTIONAL Ask students additional 4 What should people do so they don’t students get into pairs and discuss
comprehension questions. get the flu? (Get a vaccine.) their ideas.

1 In the United States, how many CHALLENGE Explain to students that in

C Have students use the phrases in the box
people die from influenza each addition to viruses, bacteria also make people
to complete the poster and then add two
year? (more than 36,000) sick. Ask students what they know about
more original ideas. Check answers.
2 Why is it difficult to stop the flu virus? bacteria, and then tell them more. (See
(It grows and changes form quickly.) CONTENT NOTE.) Have students compare and
contrast viruses and bacteria.

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C Complete the poster. Use the phrases in the box. Add two ideas of your own.
wash your hands often
rub your eyes
get a flu vaccination
touch your face
go outside when you’re sick
cover your mouth when you cough
PRONUNCIATION
A Tell students they will practice the
pronunciation of should, could, would
HELP PREVENT THE FLU and shouldn’t, couldn’t, wouldn’t.
DOs DON’Ts
8.6 Play Audio Track 8.6. Play the
✓ Wash your hands often. ✗ Don’t rub your eyes. audio again, pausing after each number
✓ Get a flu vaccination. ✗ Don’t touch your face. so the students can repeat.
Cover your mouth when Don’t go outside
✓
you cough.
✗
when you’re sick. OPTIONAL Tell students that could has
✓ Answers will vary. ✗
Answers many meanings, and one of them is the past
will vary.
tense of can. Explain that we can also use could
to make a request more polite, such as Could
you help me? Also explain that we use could to
D CRITICAL THINKING Analyzing Talk with a partner. Viruses now spread more quickly and reach
wider areas than 200 years ago. Why do you think this is? Answers will vary.
politely ask if it is OK to do something, as in
Could I borrow a pencil?
PROJECT Do a survey. Ask your friends how many times a year they usually get sick. Make
a chart.
B Tell students they will listen to the four
sentences and should write the correct
PRONUNCIATION should, could, would words to complete them.
A 8.6 Listen and repeat.
1 should, shouldn’t 2 could, couldn’t 3 would, wouldn’t
8.7 Play Audio Track 8.7. Play the
audio again, if necessary. Check answers
B 8.7Listen. Write the words you hear. Take turns reading the sentences.
should by having four students write them on
1 If Danny has a cold, he rest. 3 They shouldn’t play soccer in the rain.
couldn’t Would
the board. Then have students get into
2 I hear what she was saying. 4 you like some orange juice?
pairs and take turns reading the
sentences to their partner.
COMMUNICATION
Work in a group of four. Do a survey on healthy habits. Turn to page 152 and follow the
instructions. Answers will vary.

Do you get plenty of sleep? COMMUNICATION

Yes, I do. Tell students they are going to do a survey
about their healthy habits.
Unit 8 95 Explain that they will get into groups of four,
turn to page 152, and follow the instructions.
2/25/20 2:26 PM TZ_L2_SB_18925_U08_090_101.indd 95 2/25/20 2:26 PM Point out that after they have interviewed all
CONTENT NOTE: BACTERIA are even helpful. For example, bacteria are of their group members, they should talk
used to make foods like yogurt and cheese. about their results as a group, including other
Bacteria are tiny and are almost everywhere.
Bacteria grow and multiply in warm places. things they can do to stay healthy.
PROJECT As students follow along, read
They multiply by dividing into two. A single the project instructions aloud. Point out that Model the conversation with a student.
bacteria can multiply very quickly in the there are two steps—doing the survey and
right conditions, with some doubling every Have students do the task.
making the chart. You might want to set a
20 minutes. minimum number of people to interview.
Although bacteria cause ear, nose, and Set a deadline by which students must
throat infections, as well as more serious complete their charts. In the next lesson,
diseases like pneumonia and bronchitis, have students get into groups and
many bacteria are not harmful, and some compare answers.

Unit 8  95

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READING ABOUT THE PHOTO
This photo shows various jars of ingredients
Ask students to look at the photo. Read the used in traditional Chinese medicine. An
caption aloud, as students follow along. Ask a example of an ingredient in traditional
student to read the title aloud while the others Chinese medicine is cordyceps. Cordyceps is a
type of fungus only found on mountain sides.
follow along in their books. It is used to treat fatigue and kidney disease.
Cultures around the world have their own
CHALLENGE Ask students to say words traditional medicines dating back thousands
of years. Traditional medicines usually come
that they haven’t studied yet but that are from herbs found locally, and it is common
related to illness and injury. (See Other for people in rural areas to use traditional
useful vocabulary.) medicine if they cannot afford healthcare or
they don’t trust modern medicine.

A As students follow along, read the

question and answer choices aloud.
Have students skim the article and circle
their answer. Check answers.

OPTIONAL The text can also be used as a

listening activity. Once you have completed A,
have students close their books. Tell students
they will listen to the article.
8.8 Play Audio Track 8.8. Ask students to Ingredients in
discuss what they heard. traditional Chinese
medicine

B As students follow along, read the

question aloud. Tell students that they
will scan the article to find the answer.
Have students do the task. When all the
students have finished, check answers.
After completing the task, you may
want to give students the opportunity
to read the article in more detail before 96 Unit 8
they answer the COMPREHENSION
questions.
C As students follow along, read the two
TZ_L2_SB_18925_U08_090_101.indd 96
Additional Activities to Use with 2/25/20 2:27 PM TZ_L2_SB_18

TEACHING NOTE: BCE/BC questions aloud. Ask students to get into the Reading
AND CE/AD pairs and talk about their experiences
Understanding Sequence
with traditional remedies.
BCE, which stands for Before the Common Ask students to make a timeline, with
Era or Before the Current Era, is also approximate dates, of some of the major
sometimes still called BC (Before Christ). OPTIONAL Ask students to theorize why
the author chose the title, providing reasons events in the article:
These terms refer to the period of time up to
approximately 2,000 years ago. The modern for their ideas. (e.g., The medicines are old, but 2000 B.C. Egyptians treated pain with dry
era is referred to as CE (Current Era) or AD modern science has only started accepting leaves — 400–301 B.C. people treated fevers
(Anno Domini, literally in the year of them recently.) with tree bark — 300–201 B.C. healers
the Lord ). recorded effects of traditional Chinese
treatments on the human body — 1800s

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READING
A Skim the article. What’s the article about?
Idea Support
a the chemicals in medicine Draw students’ attention to the em dash (—)
b how people grow herbs
c why scientists today study traditional medicine toward the end of Paragraph B. Tell students
we use this when we want to explain our ideas
B Scan the article. What did ancient Egyptians use to
treat pain? They used dried leaves. or give more specific information. Explain that
C Talk with a partner. Does your family use any
we often use the em dash to reword the idea.
traditional remedies? What are they? Point out that aspirin is the specific type of
Answers will vary. modern drug.
Ask students to identify two other examples in

Old New
the article. (e.g., Wormword is a herb with
yellow flowers; Tu Youyou developed a drug

Medicines
specifically named artemisinin.)
Explain that the information within two em
A 8.8 What should you do if you have a headache? In dashes is not an independent sentence. Point
modern times, people often take aspirin. But is aspirin out that the information after or between the
actually a modern medicine?
B More than 4,000 years ago, ancient Egyptians used dried
em dashes can be removed and the sentence
leaves to treat pain. And in the fourth century b.c., will still remain grammatically correct. Have
people used a medicine made from tree bark to treat students say each of the sentences while
fevers. In the nineteenth century, European scientists
discovered that both remedies contain the same doing this. (e.g., People used wormwood to
chemical. They used the chemical to make a modern treat fevers.)
drug—aspirin. Today, it’s one of the world’s cheapest and
most helpful drugs.
Have students study the examples again
C Some of the drugs we have today come from traditional
Chinese medicine. In the third century b.c., healers began before asking, Is there a space between the
studying the human body. They tested various words and the em dash? (no) When should we
treatments and recorded their effects on patients. For
more than 2,000 years, doctors recorded what they
use only one em dash? (when the additional
learned in books. These ancient books are still useful information is at the end of a sentence)
today. Tu Youyou, a Chinese medical researcher, found
that in the past, people used wormwood—a herb with Additional Comprehension
yellow flowers—to treat fevers. After studying it, she
developed a drug—artemisinin—that saved millions of Questions
people from dying of malaria.
1 What is the purpose of Paragraph A?
D For centuries, Western medicine paid little attention to
traditional Chinese medicine. But today, scientists are (It introduces the topic. By using a
studying traditional treatments to develop modern cures question, the author makes the
for diseases such as cancer.
reader more interested in continuing
Unit 8 97 to read.)
2 According to the article, which
modern drug came from traditional
2/25/20 2:27 PM
scientists made aspirin — today aspirin is
TZ_L2_SB_18925_U08_090_101.indd 97
cause: drug developed, effect: millions of
2/25/20 2:27 PM

Chinese medicine? (artemisinin)

widely used, scientists study traditional people were saved).
treatments to make new cures 3 What is the purpose of Paragraph D?
Tell students that sometimes the cause and
(In addition to concluding the article,
Cause and Effect effect are in different sentences. Give students
the author emphasizes the shift of
the following example:
Tell students that a cause is the thing that Western science’s focus to traditional
cause: I ate 10 pieces of cake; effect: I have a
comes first, and the effect, or result, is the Chinese medicine.)
stomachache = If I hadn’t eaten 10 pieces of
thing that comes second. The effect is the
cake, I wouldn’t have a stomachache now.
direct result of the cause, so without the cause,
the effect will not occur. Tell students that Have students identify a cause and effect
sometimes the cause and effect are in the same relationship in the article. (e.g., cause: They
sentence. Ask students to identify two causes used the chemical to make a modern drug—
and effects in the last sentence of Paragraph C aspirin; effect: Today, it’s one of the world’s
(cause: studying it, effect: drug developed; cheapest and most helpful drugs).
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COMPREHENSION DO YOU KNOW?
COMPREHENSION A Answer the questions about Old New Medicines.
Flu viruses live the
longest when they
are .
A EXAM PRACTICE 1 MAIN IDEA Paragraph B is mainly about . a on tissues
a how traditional remedies work b in the air
Multiple-choice questions usually c on hard surfaces
b why people use modern medicine like tables
follow the order of the reading
c the history of the chemical we use to make aspirin
(listening) passage. Hints for mastering
these test items include: 2 DETAIL Aspirin can treat all of the following EXCEPT .
a headaches b malaria c fevers
• Remember that even though some of
3 REFERENCE The word it in the last sentence of paragraph C refers to .
the answer choices are true, they may
not be the correct answer. a wormwood b fever c an ancient book

4 INFERENCE Which of the following was true about Western medicine in the past?
• Differentiation of fact, opinion, feeling,
a It was cheaper than traditional Chinese medicine.
and argument may be necessary.
b It often used traditional Chinese herbs.
• Pay attention to don’t, always, never, c It was not based on the science behind traditional Chinese medicine.
sometimes, and other words that may
5 DETAIL Which of the following is NOT in the article?
change the meaning of the question
a herbs doctors can use to treat cancer
or answer.
b the things early doctors recorded in books
• When filling in the answer sheet in c the name of the person who developed artemisinin
the exam, make sure you are on the
correct number. It is easy to fill in the B Match the medicines with the descriptions.
circle for the wrong number, 1 Aspirin is a drug for malaria.
potentially affecting more than one 2 Wormwood is a modern medicine for headaches.
answer. 3 Artemisinin is a herb.

Have students read the questions

C CRITICAL THINKING Personalizing Talk with a partner.
to themselves and circle the Do you prefer traditional remedies or modern
correct answers. Check answers as a class. medicine? Why?
Answers will vary.
DO YOU KNOW?
Read the sentence and answer choices Wormwood

aloud, as students follow along in their

books. Have students guess before
providing the answer (c).
98 Unit 8

B Have students match the medicines with

the descriptions. Check answers. TZ_L2_SB_18925_U08_090_101.indd 98

CONTENT NOTE: VOCABULARY 2/25/20 2:28 PM TZ_L2_SB_18

TRADITIONAL MEDICINE
A As students follow along, read the words
C CRITICAL THINKING in the box aloud. Have students find
Traditional Chinese medicine includes not
As students follow along, read the only Chinese herbal medicine but also them in the READING passage.
questions aloud. Have students get into acupuncture and physical therapy such as
pairs and talk about their ideas. Have students use the words in the box to
massage. In addition to traditional Chinese complete the sentences. Check answers.
medicine, Korea, Japan, India, and Vietnam
also have their own types of traditional
medicine. Native American, Aboriginal,
African, Middle Eastern, Tibetan, and
Central and South American cultures also
have traditional medicine.

98  Unit 8

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VOCABULARY IDIOM
“I’m worried sick” means
I turned on the TV, and a man was screaming
A Find the words below in the article. Then complete the
sentences using the correct form of the words in the box.
. his head off about how the government was
a I’m very worried
b I need to see a doctor
wrong. I turned it off again!
modern pain century
contain patient develop Ask students to research idioms with other
1 Some doctors use herbs to treat patients with cancer. body parts and share them with the class
2 A century is a period of 100 years. (e.g., cost an arm and a leg, cold feet, a sight
3 Scientists are developing vaccines against fl viruses.
for sore eyes).
4 Ian went to the doctor—he has back pain .
5 Fruits and vegetables contain a lot of water.
B As students follow along, read the
modern information in the box aloud.
6 Email is a way to communicate with friends.
Have students write the correct form of
B Read the information below. Then complete the sentences with the correct form of catch,
look after, recover, or take. catch, look after, recover, or take to
complete the sentences. Check answers.
We use some verbs to talk about health.
catch: get a disease

WRITING
look after: take care of
recover: become well again
take something: swallow or drink medicine
Tell students they are going to write a short
1 Jun is not feeling well, he should take some medicine. magazine article about a health problem and
2 Mari caught a cold last night. then give some advice.
look after
3 Sofi has to her three sons. A As students follow along, read the
4 Carl is recovering from a broken arm. beginning of the example article aloud.
Point out that the example starts with a
title, which identifies the problem. Tell
WRITING HOME ABOUT US
ARTICLES FAQ CONTACT US
students their article should also have a
A Look at the magazine article. Read the title that states the problem. Point out
beginning of the article. that the article has two bullet points,
WAYS TO RE DU CE ST
B Choose a health problem to write 1 Get more sleep
RE SS each with a heading and then advice.
about. Make notes. Go online to fin
information about it.
You should get seven to
nine hours Remind them that should is used to give
of sleep every night.
suggestions. Have students identify the
C Write a short article for a teen 2 Exercise
magazine. Give some advice on the
advice.
Exercise reduces stress.
You should
health problem. Use your notes from B. exercise …
Answers will vary.
B Have students choose a health problem,
Unit 8 99 and make notes about it. Tell students to
go online to find information. If
necessary, assign this as homework.
2/25/20 2:28 PM

IDIOM
TZ_L2_SB_18925_U08_090_101.indd 99
CHALLENGE Tell students there are 2/25/20 2:29 PM

many idioms dealing with body parts. Give an C Have students use their notes from B to
As students follow along in their books, example: laughed (his) head off. Explain that write their articles. Emphasize that they
read the idiom and answer choices aloud. we use this idiom when someone laughs very should use headings and give
Have students guess the answer before hard (and often loudly). For example: some advice.
explaining that we use I’m worried sick to
emphasize how (extremely) worried we The movie wasn’t very funny, but the person Give students a time limit for finishing
are—to the point of feeling ill. Give an behind me laughed his head off. It was the article, and set a minimum number
example: really annoying! of bullet points students must write
(e.g., four).
He was worried sick when his daughter did Tell students we also use the idiom scream
not come home that night. (his) head off, as in the following example:

Unit 8  99

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VIDEO ABOUT THE VIDEO Does biking in cities do more harm than good for our health?

VIDEO
As students follow along, read the title of the BIKING IN CITIES
video and the sentence about the video aloud. Before You Watch
Have students study the photo before having Talk with a partner. Do you think people should bike in cities? What are the advantages
one student read the caption aloud as the and disadvantages? Answers will vary.

other students follow along. You might want While You Watch
to have students find France on a world map. A 8.2Watch the video. Choose the sentence that best describes the video.
a Air pollution comes from vehicles.

OPTIONAL Have students describe the b Exercise is good for us.

photo. (e.g., A group of people are biking. They c Biking in places with air pollution is sometimes unhealthy.
are different ages. One man is wearing a
B 8.2 Watch again. Read the sentences. Circle T for True and F for False.
brown coat.)
1 We breathe in more pollution when we exercise. T F
2 The special shirt in the study measures the cyclist’s speed. T F
BEFORE YOU WATCH
3 The scientists want to create an app that shows bike routes with less pollution. T F
As students follow along in their books, read
the questions aloud. Point out that they C Circle the correct answer. Which of the following do you think the scientists would be most
should think about reasons to support and interested in?

disagree with biking in cities. a safety equipment for bikers

b health effects of air pollution on
Have students get into pairs and discuss children in cities
their ideas. c ways to reduce air pollution
from factories
WHILE YOU WATCH
After You Watch
A Tell students they will watch the video Talk with a partner. What are some
and they should choose the sentence that other ways that exercise can be bad
best describes it. As students follow for our bodies? Answers will vary.
along, read the three sentences aloud.
8.2 Play Video 8.2. Tell students
they can confirm their answer as they
watch the video again in B.
A group of cyclists
B Tell students that they will watch the in Paris, France

video again, and they should circle T if

the statement is true and F if it is false. 100 Unit 8
As students follow along in their books,
read the sentences aloud.
location) and how this information contributes
TZ_L2_SB_18925_U08_090_101.indd 100
CHALLENGE Tell students about the Air 2/25/20 2:29 PM TZ_L2_SB_18

8.2 Play Video 8.2. Play the video to the scientists’ study. Also have students Quality Index. (See CONTENT NOTE.) Have
again, if necessary. Check answers as discuss why the scientists would have two students research AQI values for different cities
a class. devices that measure air pollution. in various months. As a class, discuss why the
values might vary throughout the year. Also
SUPPORT Have students correct the C As students follow along, read the discuss other implications of their findings.
false sentence. (The special shirt in the question and sentences aloud. Have
study measures the cyclist’s heart rate students get into pairs and discuss their
and breathing.) ideas. Remind them to give reasons for CONTENT NOTE: AIR
their ideas. Check answers. QUALITY INDEX
CHALLENGE Have students discuss why
the scientists measure five things (heart rate, The AQI (Air Quality Index) gives a daily
breathing, blood pressure, air pollution, value that allows people to understand how
clean or polluted the air in a specific place

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REVIEW
ABOUT THE REVIEW
PHOTO A Complete the sentences. Circle the correct answers.
This photo shows a 1 Anna has a cold—she should at home. Explain to students that they are going to
group of cyclists cycling a hurt b cut c rest review the material from the unit and this will
on the road, merging 2 Scientists use technology to measure air pollution. help them remember what they have studied.
into traffic in Paris, a modern b century c early
France. With people A Explain that activity A reviews
becoming more 3 A group of scientists is a smartphone app that measures air
pollution. vocabulary from the unit.
conscious of their carbon
a containing b developing c breaking
footprint, they are Have students circle the correct answers.
starting to take public 4 She ate too much food, so she has a now.
transport, bike, or walk a stomachache b backache c cough Check answers as a class.
to reduce their carbon
footprint. In France, the B Complete the conversation. Circle the correct words.
Tour de France is a
CHALLENGE As students recall other
famous men’s multiple Jin: Ling has a fever. What should she does / do?
1
vocabulary that was important in the unit,
stage bicycle race that is Yanni: She 2 should / shouldn’t take some medicine. write it on the board (e.g., century, patient).
held annually. The Tour Have students get into pairs and take turns
Ana: Why don’t we 3 visit / to visit her?
de France consists of 21
stages over a period of Jin: No, we 4 should / shouldn’t do that. She needs to rest. making sentences using the words. After
23 days, and it covers a students have finished, randomly call on pairs
distance of around 3,500 C Complete the conversation. Use the correct form of catch, look, to share one of their sentences. As you repeat
kilometers. Teams from recover, or take.
back the sentences, make corrections to
all around the world Matias: Hey Juan, are you coming to school today?
participate in this grammar and vocabulary usage.
Juan: No, I 1 caught a cold over the weekend. I’m still
competition.
2 recovering from it.
take B Explain that activity B reviews the
Matias: Did you 3 any medicine?
grammar from the unit.
Juan: Yes, I did.
Matias: Are you alone? Have students circle the correct answers
Juan: No, my mother’s here to 4 look after me. to complete the conversation. Check
answers as a class.
C Point out that activity C reviews words
from VOCABULARY activity B.
SELF CHECK Now I can …

ask for and give advice Have students write the correct form of
use language for talking about illnesses catch, look, recover, or take to complete
talk about how viruses spread the conversation. Check answers.

Unit 8 101

SELF CHECK
2/25/20 2:29 PM TZ_L2_SB_18925_U08_090_101.indd 101
AFTER YOU WATCH 2/25/20 2:30 PM
These I can statements provide vital feedback
is. The values range from 0 to 500 and are on students’ perceived ability to use the
divided into levels, each of which is As students follow along in their books,
read the question aloud. Encourage them language from the unit. If you find students
represented by a color. The lowest AQI range are reluctant to check that they can do
is green while the highest AQI range is to give reasons.
the skills, consider asking them to rate
maroon. Values below 100 are usually Have them get into pairs and do the task. themselves from 1 (not very confident)
considered acceptable, whereas values over to 3 (very confident).
100 are considered unhealthy for people
OPTIONAL Ask, Would you use the app
with specific medical conditions. As the
value increases, the entire population is
and change your route to one with less SUPPORT For each skill, have students say
pollution, if you could? Encourage students to sentences demonstrating their ability.
considered at risk.
give reasons for their answers.

Unit 8  101

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UNIT 9 I OFTEN SKATE
I OFTEN AFTER SCHOOL
SKATE
AFTER
SCHOOL
CONTENT AREA: PEOPLE
AND PLACES
Topic: daily routines
Vocabulary: activities: run, cook,
skate, work, study, practice the violin, hang
out, go to art class, go to swimming lessons,
exercise, go to a café; time words: after
school, on Thursdays, twice a week, every
day/week, once in a while, rarely, hardly
ever; other words: habits, daily, ride, cross,
bridge, broken, choose, commute A teen skateboarder
in Texas, USA
Grammar: talking about activities using
present progressive and simple present
Extra material: photos of people
playing sports and doing other activities PREVIEW
(e.g., reading, playing video games),
A 9.1 Listen. What is each person doing? Match. B 9.1 Listen again. Match C
a world map the activities in A to when the
1 Dan running after school
2 Ben cooking on Thursdays people usually do them.
Other useful vocabulary: daily 3 Luis skating twice a week
activities: have (sports/art/music) club, 4 Susana working every evening
5 Tim practicing the violin every day
work out, go to English (conversation)
school; time words: seldom
102
END OF UNIT PROJECT Remind
students that they learned about habits in this
At the end of the time period, have students
TZ_L2_SB_18925_U09_102_113.indd 102

CONTENT NOTE:
2/25/20 2:39 PM TZ_L2_SB_18

unit. Have students keep a journal for a

review their journal and write some findings SKATEBOARDING
specified period of time (e.g., one week) to
(e.g., I experience more cues in the morning
think more about how to break their bad
than in the afternoon.). Also ask them to write The first skateboards were sold in 1959,
habit(s).
some conclusions (e.g., what they can do to although homemade ones have existed
If necessary, review what a cue is. Explain to break the habit). since the early 1900s. Because of the
students that they will write down notes every popularity of surfing in the 1960s, some
In the next lesson, have students get into pairs
time they experience a cue to their bad companies marketed the skateboard as
and discuss their findings and conclusions.
habit(s). Tell them they should also write how “sidewalk surfing.”
they feel and how they react (i.e., what Collect the journals and write suggestions.
Skateboarding is considered an extreme
they do). Also write encouraging notes so students
sport. Vertical skating, often performed in
continue to work on breaking their bad habits.
half-pipes that look like empty swimming

102  Unit 9

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B Tell students they are going to listen to
the conversations again, and they should
match the activities to when the people
do them. Explain that they can also
double-check their answers in A
while listening.
ABOUT THE PHOTO
9.1 Play Audio Track 9.1. Play it
This photo shows a teen skateboarder in a skatepark
in Texas, USA. (See CONTENT NOTE for more again, if necessary. Check answers. Also
information.) Teens around the world may spend check answers in A.
their time after school differently, but a common
after-school activity is being involved in a school C Tell students they will take turns asking
club. After-school club activities usually include and answering the question in C.
sports or the arts. Studies have shown that students
who participate in such extra-curricular activities Model the conversation with a student.
tend to be more motivated and disciplined when it Have students do the task.
comes to academic matters.

OPTIONAL Remind students that

follow-up questions are an important part of
natural conversations and a good way to
practice critical thinking skills. After modeling
the conversation, have students suggest other
questions they could ask about the response,
I skate in the park every week. For example:
Who do you skate with?
How long do you skate when you go?

PEOPLE AND PLACES Which park do you skate at?

Have students ask follow-up questions while
h C Talk with a partner. What do you do after UNIT GOALS
the school? • talk about activities you are doing now
doing activity C.
I have dance practice after school on Mondays. • use language for talking about how often you do CHALLENGE Ask students to say some
something other daily activities. (See Other useful
I skate in the park every week. • describe how habits form vocabulary.)
Answers will vary.
103

UNIT GOALS
2/25/20 2:39 PM TZ_L2_SB_18925_U09_102_113.indd 103
A Tell students they are going to listen to2/25/20 2:39 PM
Direct students’ attention to the UNIT GOALS
pools, incorporates aerial acrobatics. Street-
five short conversations about what box. Explain that these are some of the things
style skateboarding includes tricks with
people are doing. Tell them to match the students will learn in this unit. Point out that
stairs, ledges, and other obstacles.
people to their activities. this unit is about people and places. As
As students follow along, read the students follow along, read each of the unit
people’s names and the activities aloud. goals to the class. Explain any words students
PREVIEW do not know. Remind students that at the end
9.1 Play Audio Track 9.1. Don’t of the unit there is a self check that allows
Have students read the unit title to themselves check answers yet. them to see if they have accomplished each
as you read it aloud. Have students study the goal.
photo and then follow along as you read the
caption aloud. Explain that in this unit they
will learn to talk about activities they often do.

Unit 9  103

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LANGUAGE FOCUS
LANGUAGE FOCUS
A 9.2 Listen and read. What does Stig do after school
REAL ENGLISH Good question.
A Tell students they will listen to a every day? Then repeat the conversation and replace the
words in bold. He goes to soccer practice or band practice.
conversation between Ming and Stig.
9.2 Play Audio Track 9.2 as students Stig: Hey, what do you usually do
after school? Let’s hang out
listen and follow along in their books. sometime.
If necessary, play the conversation again, Ming: Sure. I hardly ever have
pausing after each speaker so students activities after school. How
can repeat. about today? (rarely /
don’t often)
As students follow along, read the Stig: Uh, I can’t. I go to soccer
question, What does Stig do after school practice twice a week on
Mondays and Thursdays.
every day? Have students answer.
(practice the piano /
exercise)
OPTIONAL Direct students’ attention to Ming: How about tomorrow? (Wednesday / Friday)
Stig’s first utterance and have them determine Stig: Actually, I go to band practice on Tuesdays, Wednesdays, and Fridays.
what hang out means (spend time with (art class / swimming lessons)
Ming: So when can you hang out after school?
someone). Tell students that hang out is slang,
Stig: Hmm … Good question. How about Sunday?
so it is more informal than spend time with.
Explain that it is often used to refer to time
spent with friends or family. Give students the
B 9.3 Look at the chart. Then match the parts of the sentences below.
following example: I’m going to hang out with
my sister on Sunday. DESCRIBING ACTIVITIES (USING SIMPLE PRESENT AND PRESENT PROGRESSIVE)
What are you doing? I’m reading a magazine.
Is she cleaning her room? Yes, she is. / No, she isn’t.
Have students work in pairs and practice
I play soccer every day.
the conversation once. Point out the bold What do you do after school?
I play video games once in a while.
words and read them aloud as students
rarely
follow along in their books. You might Do you often go to the movies? No, I go to the movies.
hardly ever
want to have students repeat the words
after you say them. 1 We use the present progressive actions that happen regularly.
(e.g., writing) to talk about
Tell students they will practice the 2 We use the simple present actions that rarely happen.
conversation two more times, changing (e.g., write) to talk about
the bold words each time and swapping 3 We use hardly ever to talk about actions that are happening now.
roles after the first time. 104 Unit 9

REAL ENGLISH B Ask students to look at the chart.

TZ_L2_SB_18925_U09_102_113.indd 104
Read the first two questions in the chart 2/25/20 2:40 PM TZ_L2_SB_18

aloud. Have students say what

Direct students’ attention to the expression in 9.3Have students follow along as
information they are asking about
the REAL ENGLISH box. Explain that Good they listen to Audio Track 9.3.
(what the person is doing right now).
question is used in spoken English when the Tell students that we use all of the Ask students what grammar they should
speaker doesn’t have a clear idea how to questions and responses to describe use for these types of questions (a be
answer (e.g., uncertain or embarrassed) activities, but there are some important verb with another verb in the -ing form).
or it is difficult to answer. For example: differences between the three groups of Have students identify these verbs in the
A: Why didn’t you take out the trash? questions. Ask students to get into pairs questions and the first response
(said in frustration) and brainstorm about how they differ. (are doing, am reading, is cleaning).
B: Good question. Have students share their ideas before
Read the third question and response in
giving an explanation.
the chart aloud. Have students say what

104  Unit 9

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C Circle the correct answers.
1 Dylan listens / is listening to music right now. Draw students’ attention to the three
2 Alice chats / is chatting online every day. statements under the chart.
3 Min studies / is studying for a test tomorrow. Have students match the two parts to
4 They practice / are practicing the violin on Saturday mornings. make rules. Check answers.
5 Joe plays / is playing soccer with his friends after school on Wednesdays.
C Tell students to circle the correct answers
D 9.4 Complete the conversations. Use the correct form of the words given. Then listen to complete the sentences. Check
and check your answers. answers.
1 A: What are you doing now?
’m practicing D Ask students to write the correct form
B: I (practice) the violin.
of the words in parentheses to complete
2 A: Are you studying (study) for a test?
the conversations.
B: No, I’m not. I’m reading a magazine.
3 A: Do you go (go) to the café every week?
When students have finished, explain
that they will listen and check their
B: Yes, I do.
answers.
4 A: What do you do after school?
B: I usually skate (skate) in the park. 9.4 Play Audio Track 9.4. Check answers.

E Work in a group. Play a game. On a piece of paper, write sentences about fi e activities you
do. Place the papers face down. Choose a paper and read the sentences to the group. Guess OPTIONAL Have students get into pairs
who the sentences describe. Take turns. and practice the conversations.

E Tell students they are going to play a

I walk to school every day.
game in groups.
I often ride a scooter to the mall.
I play the piano once a week. Ask students to write five sentences on a
I hardly ever exercise.
piece of paper telling about different
I read magazines once in a while.
activities that they do. Explain that they
shouldn’t put their name on their paper.
Tell students they will put their papers in
“I walk to school every day. I often
the middle of the table, mix them up,
ride a scooter …” Is this you, Jenny? randomly draw one, read the sentences,
and try to guess who it is.
Sorry, it’s not me!
Model the conversation with a student.
Unit 9 105 Check understanding of how the game
works.
Have them play the game.
2/25/20 2:40 PM
this question is asking about (a person’s
TZ_L2_SB_18925_U09_102_113.indd 105
of rarely and hardly ever (e.g., always,
2/25/20 2:40 PM

habits or routines). Ask students what usually, often, sometimes, never). Ask
form of the verb we use to talk about what verb form (plain form) and other
routines (the plain form of the verb). words (adverbs of frequency) should be
Have them say what other words we used to talk about frequency.
usually include to talk about routines
(time words like after school, once in a SUPPORT Show students photos of
while, every day). people playing sports and doing other
Read the last question in the chart aloud. activities (e.g., reading, playing video games).
Ask students to explain the purpose of Have students get into pairs and take turns
the last question (to discover the asking and answering questions about the
frequency of an activity). Have students photos using all of the question patterns in
name other words they could use instead the chart.

Unit 9  105

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THE REAL WORLD
THE REAL WORLD THE SCIENCE
Ask students to look at the photo and describe OF HABITS
what they see (e.g., a boy studying). As
students follow along in their books, read the
title and the caption aloud.
Ask students to name a few habits that
everyone has (e.g., sleeping, eating) and other
habits that some people have but others may
not have (e.g., watching TV, playing soccer).
A Tell students they will watch a video
ABOUT THE PHOTO
about habits and they should match the
This photo shows a teenager studying in a quiet space. Finding a good study
two parts of a sentence. As students spot with little to no distractions to study in is usually a key starting point
follow along in their books, read the for any study session. To make the best use of their study time, it is crucial
parts aloud. for students to understand what study techniques work best for them, be it
the use of flashcards, or the inclusion of some background noise (for A teenager works in a quiet
9.1 Play Video 9.1. If necessary, students who find that they study better when not surrounded by silence). space to develop good study
play the video again. Don’t check habits.

answers yet.
A 9.1 Watch the video. Match to complete the sentences.
B Explain to students that they are going to 1 A cue is something positive you get from a habit.
2 A routine causes a habit to happen.
watch the video again and they should 3 A reward is the habit itself.
circle the correct words to complete
the sentences. B 9.1Watch again. Circle the correct words.
1 In the video, the firs woman says she has a habit of biting her nails /
As students follow along, read the watching too much TV.
statements aloud. 2 In the video, the second woman has a bad habit of eating too much
salty / sweet food.
9.1 Play Video 9.1. If necessary, 3 Good habits help to create space in our brain so that we can think about
play the video again. Check answers as a how to get to school / creative ideas.
class. Also check answers in A.
C Read the sentences below. Write cue, routine, or reward.
reward
C Have students apply the video content to 1 The sweet taste of candy

the habit of eating candy. Have them 2 Buying and eating candy routine
write cue, routine, or reward for each act. 3 Walking past a snack shop on the way to school cue
Check answers. 106 Unit 9

D CRITICAL THINKING PROJECT As students follow along, read

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students get into groups and talk about which 2/25/20 2:42 PM TZ_L2_SB_18

As students follow along, read the the project instructions aloud. Have students advice they think would work well, and which
statement and questions aloud. choose a bad habit they would like to break advice is probably not that helpful for them.
Encourage students to think critically by and identify the cue, routine, and reward. Then
comparing and contrasting the have them think about steps to take to break
information they learned with their own their bad habits. CONTENT NOTE: HABITS
lives. Remind students to give reasons for
their answers. Have students get into Have students write their plans, then get into
In psychology, a habit is any behavior that
pairs and talk about their habits. pairs and talk about their ideas.
we do on a regular basis with little to no
thought. A habit is something we learn
OPTIONAL Have students share their through a process of reinforcement
ideas for stopping bad habits, and then tell (which makes us want to do it again)
them about any of the ideas that they didn’t and repetition (which makes the action
mention. (See CONTENT NOTE.) Have increasingly automatic).
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D CRITICAL THINKING Evaluating Discuss with a partner. State one habit you have. Is it a good
habit or a bad habit? How is it good or bad? Answers will vary. Explain that students will hear six sentences,
and for each sentence, students must decide
PROJECT Make a plan. What bad habit would you like to break? Identify the habit’s cue,
routine, and reward. What steps can you take to break this habit? which homophone the speaker uses and circle
it. Remind them to use context to figure out
which word is correct.
PRONUNCIATION homophones
9.5 Listen. Circle the words you hear. Make sentences using one of the words in each pair 9.5 Play Audio Track 9.5. Play it again,
and read them to a partner.
if necessary. Check answers.
1 hear here 4 I eye
IDIOM Have students make sentences with one of the
2 know no 5 wear where
“Old habits die hard” means words from each pair.
3 too two 6 for four it’s to change your habits.
a good
Have students get into pairs and take turns
COMMUNICATION b difficu
c scary reading their sentences. Tell partners they
Find out about your classmates’ habits. Work in a group.
Talk about the habits below. Ask follow-up questions. Who should identify which word was used.
do you think has the best habits in your group? Answers will vary.

Do you … ? IDIOM
• exercise • help with housework
• arrive at school on time • brush your teeth after eating As students follow along in their books,
• clean your room • eat healthy meals read the sentence and answer choices
• get enough sleep • save money
• visit the dentist twice a year • finis your homework early aloud. Have them guess the answer (b)
before explaining that we use old habits die
Do you exercise? How often do you exercise? hard to say that it is difficult to change our
Yes, I do. way of doing something because we have
been doing it for a long time. Give an
example:
A:  Why are you up so early? You’re
retired now. You can sleep in.
B:  I know, but old habits die hard.

COMMUNICATION
Tell students they will get into groups and talk
about their habits before deciding who has the
best habits in the group.
Unit 9 107
As students follow along, read the questions in
the chart aloud. Emphasize that students
2/25/20 2:42 PM TZ_L2_SB_18925_U09_102_113.indd 107

There are four methods for breaking PRONUNCIATION 2/25/20 2:43 PM

should also add their own ideas by using
follow-up questions.
bad habits: Tell students that some words are pronounced
1  Replace a bad habit with a good one. the same way even though the spellings and Model the conversation with a student.
2  Change your lifestyle to avoid cues. meanings are different, and these are called
3  Make small changes so your Point out that rather than ending the
homophones. Explain to students that, when conversation after the second speaker says yes,
behavior changes over time. listening, these words can be confusing
4  Have a punishment or remove the the first speaker asks a follow-up question.
because they sound the same. Explain that we Remind students that they should do this.
reward for the bad habit. need to use the context (what is being
discussed) and the sentences around the word Have students get into groups and do the task.
to determine which meaning is correct. When all the groups have finished, ask each
group how they decided who has the best
habits.

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READING READING
A Look at the title and photos. What adjectives
A As students follow along in their books, can you use to describe these children’s
read the title aloud. Have students look commutes to school? Answers will vary.
at the photos. Read the photo captions B Scan the article. What caused the bridge in
aloud. Have students guess what Banten to break? A heavy rain
commute means, explaining it if C Talk with a partner. How do you get to school?
necessary (e.g., the act of traveling Answers will vary.
somewhere regularly, often school or
work).
Read the question aloud. Have some
students share their ideas.

OPTIONAL Have students find Colombia

and Indonesia on a world map.
CHALLENGE Explain to students that
commute can also be a verb. Give an example:
I commute to work by train. Have students get
into pairs and take turns making sentences
using commute as both a noun and a verb.

B Ask students to scan the article and find

out what caused the bridge in Banten
to break. Check answers.
C Have students get into pairs and talk
about how they travel to school.
A child rides a zip line
across the Rio Negro
CHALLENGE Have students talk about Valley in Colombia.

the advantages and disadvantages of the way

they commute to school. Ask them how bad
weather like rain or snow affects their
commute. Have them think critically by
comparing and contrasting their own 108 Unit 9
experiences with the two groups of students
in the text.
OPTIONAL The text can also be used as a
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Additional Activities to Use with 2/25/20 2:43 PM TZ_L2_SB_18

Ask students to talk about how they would listening activity. Have students close their the Reading
feel if they had commutes like the students books. Tell students they will listen to
in the article. Sentence Construction: Using
the passage.
Apostrophes
9.6 Play Audio Track 9.6. Ask students to On the board, write, Steve uses Jack’s bike to
Give students the opportunity to read the
article in more detail so they can more get into pairs and discuss what information commute to school. Ask who commutes to
fully comprehend it and answer the they heard. Then have them read the article school (Steve), how (by bike), and whose bike
COMPREHENSION questions. more carefully. Steve uses (Jack’s). Remind students that we
use apostrophes to show possession.

108  Unit 9

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ABOUT THE PHOTO
Both photos show school children using
different ways to get to school. The main
UNUSUAL Personalization (Group Work)
Have students do an activity using math.

COMMUTES
Explain that they are going to get into groups
photo shows a child riding down a zip line
across the Rio Negro Valley in Colombia, and take turns asking and answering
while
Note:the other photo shows children questions to find out how long it takes each
per photo
crossing a brokenresearch,
bridge in Banten, student in the group to commute to school.
9.6 How do you get to school? Do you usually
this image
Indonesia. may
In areas be very
where education isn’t as
expensive to research. go by bus, by car, or on foot? Some children have
accessible to everyone, children must very unusual commutes to school. Remind students that in the article they
Valerie has provided an
sometimes take extreme measures to get to
alternative option, see
school. In some of these areas where
Eleven families with children live on one side of the learned about some students’ unusual
next spread 5 Rio Negro Valley in Colombia. The children’s daily
children have to get to school by crossing a commute is breathtaking. They ride a zip line
commutes, and they read that for one group of
river, they have to make use of homemade 400 meters above the valley to get to the other side. students not using the closest bridge means it
rafts, or even inner tubes, to cross the river. It’s the quickest way to get to school, but when it takes an extra 30 minutes to get to school.
rains, the cable is too dangerous. The children stay
10 home and can’t go to school.
Ask students how they come to school and
Children from the village of Banten in Indonesia
cross a river to get to school every day. In the past, have them get into groups by their main mode
the children crossed a bridge, but it broke after a of transportation (e.g., car, bus, bike, train,
heavy rain. The bridge was broken for 10 months.
15 There was another bridge they could use, but the walking). Tell them they should interview each
journey was 30 minutes longer. Students usually other and make a note of all the students’
chose to cross the broken bridge.
commute times.
According to UNESCO, more than 63 million
children around the world can’t go to school. It’s not
20 easy to solve this problem, but it’s something we
Explain that they should calculate the average
should continue to work on. commute time for their group, and also find
the shortest and longest commute time.
Children cross a broken
bridge in Banten, If necessary, explain that we calculate the
Indonesia. average by adding the time for each student in
the group together, and then we take that
total time and divide it by the number of
students. If necessary, give a simple example:
There are three students who walk to school.
One arrives in 10 minutes, one in 15 minutes,
and the last in 20 minutes. The average
commute time is 15 minutes: (10 + 15 + 20)/3.
The shortest commute time is 10 minutes, and
the longest commute time is 20 minutes.
Unit 9 109 When groups have finished making their
calculations, have them tell the class their
results so groups can compare results.
2/25/20 2:43 PM
Draw students’ attention to the sentence on
TZ_L2_SB_18925_U09_102_113.indd 109
The students’ daily commute is breathtaking.
2/25/20 2:44 PM

lines 5 and 6. Ask, Who commutes? (the Point out the s’. Have the class draw some conclusions
children) Ask if one or more than one person (e.g., students who walk to school spend
commutes (more than one). Remind students Have students provide the sentence for only less time commuting than students who
that to show possession with a plural word one student. (The student’s daily commute is take the bus).
that doesn’t end in s, we add ‘s. breathtaking.) Point out that the
pronunciation of student’s is exactly the same
Explain that if the plural word ends in s we as students’ so they need to use context to
only add an apostrophe. On the board, write, understand the meaning.
The children’s daily commute is breathtaking.

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COMPREHENSION
COMPREHENSION A Answer the questions about Unusual Commutes.

A EXAM PRACTICE 1 MAIN IDEA The article is mainly about ways children around the world travel to school.
a interesting b expensive c relaxing
On some standardized multiple-choice
2 PURPOSE Why does the author write about the height of the zip line?
tests, for example, the MET Go! exam,
students must choose the best response a to explain why the commute is breathtaking

from three choices. On many other b to explain why the children enjoy riding the zip line
exams, including the Michigan c to explain why the children spend hours to get to school
Language Assessment (MET), TOEFL, 3 INFERENCE Why did the children in Banten use the broken bridge instead of the other one?
TOEFL Jr., and IELTS, four choices a The other bridge was for cars.
are provided.
b They wanted to save time.
For all tests, students must determine c The other bridge was more dangerous.
how each option is different so they do 4 DETAIL More than 63 million children around the world .
not inadvertently mark the wrong a do not go to school
answer. Many students find it helpful to
b have unusual commutes to school
quickly read the multiple-choice
c travel long distances to get to school
questions before reading the passage.
This allows them to identify the key 5 REFERENCE In line 20, this problem refers to .
points to look for. However, they should a the broken bridge
not spend too much time previewing b unusual commutes to school
the questions. c children not being able to go to school

Have students read the questions B Complete the notes. Choose one or two words from the article for each answer.
to themselves and circle the
Common commutes to school
correct answers. Check answers. • by bus, by car, or on 1 foot
In Colombia In Indonesia
• Some children ride a(n) • Children from Banten had to cross a
OPTIONAL Ask students additional zip line bridge
2
to get across the Rio broken 4 .
comprehension questions. Negro Valley.
• It was broken for 10 5 months .
• It can be dangerous to ride the zip line
1 What does breathtaking in line 6 rains
when it 3 .
mean? (really amazing, very
beautiful)
C CRITICAL THINKING Analyzing Talk with a partner. Why do you think many children can’t
2 What does the other side in line 7 go to school? Answers will vary.
mean? (the side of the valley that is
across from where the children live) 110 Unit 9
3 What do the children in Banten go
across to get to school? (a river) TZ_L2_SB_18925_U09_102_113.indd 110

C CRITICAL THINKING Ask students to follow along in their 2/25/20 2:44 PM TZ_L2_SB_18

Ask students to read the last paragraph books as you read the question aloud.
B Have students complete the notes using
again. Have students explain UNESCO, Have students get into pairs and discuss
one or two words from the article for
providing assistance as necessary. the question. When they have finished,
each answer. Emphasize that students do
(UNESCO—the United Nations share some of UNESCO’s reasons for
not need to spend time rewording
Educational, Scientific and Cultural the lack of education worldwide.
the ideas. Check answers as a class.
Organization—is devoted to, among (See CONTENT NOTE.)
other things, providing education for
every child in the world and building CHALLENGE Ask students to read the
cross-cultural understanding.) last sentence of the article again. Point out
that should gives the author’s opinion. Have
students brainstorm reasons why some people
might disagree with this opinion.

110  Unit 9

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VOCABULARY
A Find the words below in the article. Then complete the sentences with the correct form of
VOCABULARY
the words in the box.
A As students follow along in their books,
daily ride cross bridge broken choose
read the words in the box aloud. Have
1 Paula rides a bicycle to school every day. students find the words in the READING
2 Practicing the violin is part of Jun’s daily routine. passage.
broken
3 The window was because someone threw a rock at it. Have students write the correct form of
4 Carl always chooses to take the bus instead of walking. the words to complete the sentences.
5 Every day, people cross the bridge to the other side of the river. Check answers.
B Read the information below. Then circle the correct answers. B As students follow along, read the
DO YOU KNOW? information in the box aloud. Have
Here are some verbs to talk about travel.
Which country’s students circle the correct words to
get on: board a train, bus, etc. people spend the
most time reading?
complete the sentences. Check answers.
get off: leave a train, bus, etc.
pick up: collect someone or something from a place a India

take: go somewhere by train, bus, etc.

b Canada
c Sweden
DO YOU KNOW?
take off: leave the ground and begin to fly Read the question aloud, as students
1 Lucas gets off / takes the train to school every day.
follow along in their books. Have them
guess the answer before providing it (a).
2 Ana’s parents pick / get her up from school every day.
3 Sofi got off / took at the wrong bus stop.
4 They took off / got on the train just before it left.
5 The plane to Paris got / took off three hours ago. WRITING
Tell students they are going to write a short
paragraph about their commute to school.
WRITING I usually bike to schoo
l.
A As students follow along, read the
A Read the paragraph. Sometimes, I walk. I
leave my example paragraph aloud. Point out that
house every morning the author gives details beyond just how
B Think about your school commute. Make at 7.30 a.m.
I usually reach schoo and when he/she goes to school.
notes. How do you usually travel to school? l at around
8 a.m. I’m rarely late
What time do you usually leave your house? for school …
Add any other information. B As students follow along, read the
C Write a paragraph to describe your questions aloud. Have students make
school commute. Use your notes from B. notes. Encourage them to think of other
Answers will vary. information.
Unit 9 111

C Have students use their notes from B

2/25/20 2:44 PM TZ_L2_SB_18925_U09_102_113.indd 111 2/25/20 2:45 PM
along with other ideas to write their
CONTENT NOTE: LACK OF • a rapid growth in the number of paragraphs. Give them a time limit for
EDUCATION primary‑school-age children; finishing the paragraph, and set a
• high levels of poverty; minimum number of sentences that
Although the United Nations Millennium
• disabilities, which create an additional students must write (e.g., five).
Development Goals included the goal of
barrier to educational access;
making primary education available to
• unequal access between boys and girls;
every child in the world by 2015, this goal
• ongoing world conflicts and wars that
has not been achieved. Over 50 million
stop children from going to school.
primary-school-age children are not in
school, but this number is down from
100 million children in the year 2000. Some
of the problems that contribute to this lack
of access to education include:

Unit 9  111

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VIDEO ABOUT THE VIDEO Maritza teaches children to care about the environment.

VIDEO
CONTENT NOTE: MARITZA
HELPING CHILDREN TO LOVE NATURE
MORALES CASANOVA Before You Watch
Talk with a partner. Do you think it’s important for children to learn about the environment? Why?
Maritza Morales Casanova was only 10 years Answers will vary.
While You Watch
old when she started an environmental A 9.2 Watch the video. What are the children doing? Check the two (✓) correct answers.
advocacy group. After sending the president reading ✓ playing games ✓ growing plants feeding animals
of Mexico a letter asking for a protected
area where children could learn about B 9.2 Watch again. Read the sentences below. Circle the correct answers.
environmental issues, she was awarded the 1 Maritza trains children to be environmental teachers / engineers.
National Youth Award for Environmental 2 The park uses videos / games to teach children.
Protection. Twenty years later, Maritza 3 Students do experiments inside / outside.
continues to work to make dramatic Maritza teaches children
4 Teachers at the park are children / adults.
changes to environmental education at her environmental
theme park.
in Mexico. C Read the statements below. Which
statement would Maritza most likely
Tell students they are going to watch a video agree with? Circle the correct answer.

about a special kind of learning environment. a Students learn best in a classroom.

b Students around the world should learn
Ask students to read the title and the sentence about the environment.
about the video. Have them look at the photo c Parents should help their children with
and read the photo caption. their homework.

BEFORE YOU WATCH After You Watch

Talk with a partner. What kind of games or
As students follow along in their books, read experiments do you think can help children
learn about the environment?
the questions aloud. Have students get into Answers will vary.
pairs and discuss their ideas.
ABOUT THE PHOTO
This photo shows Maritza teaching children at her
OPTIONAL Remind students that environmental park. This environmental park was started by
thinking about a video before watching it will the environmental advocacy group she founded. She feels it is
make it easier to understand. crucial to educate the children in Mexico and help them develop
an appreciation for the environment because a large part of her
Before watching the video, ask students to country’s economy comes from natural resources. (See
predict things they might see (e.g., a CONTENT NOTE for more information.)
classroom, students studying). After watching 112 Unit 9
the video, ask students how many of their
predictions were correct.
B Explain to students that they will watch
TZ_L2_SB_18925_U09_102_113.indd 112
CHALLENGE Have students give reasons 2/25/20 2:45 PM TZ_L2_SB_18

WHILE YOU WATCH the video again and they should circle the why she probably would not agree with a
correct words to complete the sentences. (e.g., At the theme park, students do
A Tell students they will watch the video
experiments outside rather than at desks
and they should check the two things the Give students a moment to read
inside a classroom, suggesting she would
children are doing. the sentences. disagree with a.) and c (e.g., The video doesn’t
9.2 Play Video 9.2. Tell students 9.2Play Video 9.2. Play it again, mention parents’ responsibility.).
they can confirm their answers as they if necessary. Check answers as a class.
watch the video again in B. Also check answers in A. AFTER YOU WATCH
C As students follow along in their books, Tell students they are going to get into pairs
OPTIONAL Ask students where Maritza’s read the statements aloud. Have students and talk about the video.
theme park is and then have them find Mexico circle the statement Maritza would most
on a world map. likely agree with. Check answers.
112  Unit 9

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REVIEW
Tell students they should choose nine of the
A Complete the sentences. Circle the correct answers. words and write one sentence using one of
Frank skates in the park 1 every day / twice a week, on Mondays and these words in each square. Encourage them
Fridays. He 2 rides / crosses the bus to get to the park. 3 Hardly ever / to use the language presented in the unit and
Once in a while, he goes to an ice cream shop after skating. To get their own ideas rather than just copying the
there, he needs to 4 cross / go a busy road. At the shop, he 5 practices /
models and replacing a few words.
chooses his favorite ice cream.
When students have finished have them get
B Complete the conversation. Write the correct form of the verbs.
doing into small groups and take turns saying one of
Sho: Hey Mari, what are you 1 (do)?
painting (paint). I always 3 paint
their sentences. Students who used the same
Mari: I’m 2 (paint) after
vocabulary word should make a circle in that
school on Fridays. How about you?
spot on their grid.
Sho: I’m 4 watching (watch) TV. I usually 5  watch (watch)
my favorite TV show on Friday evenings. The first person to make a row (vertically,
Mari: Oh, then what do you usually do on weekends? horizontally, or diagonally) is the winner.
Sho: I usually 6 go (go) to the beach.
Mari: That’s nice! I hardly ever 7 go (go) to the beach. B Explain that activity B reviews the
practice
I usually 8
(practice) the piano on Saturdays grammar from the unit. Have students
and 9 hang (hang) out with my friends at the mall on
write the correct form of the verbs in
Sundays.
parentheses to complete the
C Complete the sentences. Circle the correct answers. conversation. Have students get into
1 Harry is getting / picking his children on / up from the museum. pairs and check answers, before you
2 Paulo is taking / getting off a bus to the mall. randomly call on students to give the
3 You should arrive at the airport two hours before your plane answers.
takes off / gets on.
4 The children are picking up / getting off the train.
CHALLENGE Remind students that hang
5 You need to buy a ticket before you take off / get on the bus. out often means spend time with. Tell them
that hang out can be used when there is a
nonspecific purpose for a time that is being
SELF CHECK Now I can …
spent alone, as in the following conversation
talk about activities I am doing now on the phone:
use language for talking about how often I do something A: Hi, what are you doing?
describe how habits form B: Oh, not much. I’m just hanging out at
the mall.
Unit 9 113
C Tell students that the activity reviews
words from VOCABULARY activity B.
2/25/20 2:45 PM
As students follow along in their books, read
TZ_L2_SB_18925_U09_102_113.indd 113
A Explain that activity A reviews 2/25/20 2:46 PM Have them circle the correct words to
the question aloud. vocabulary from the unit. Have students complete the sentences. Check answers.
circle the correct words. Check answers.
Have students get into pairs and do the task.
OPTIONAL Tell students they are going to SELF CHECK
play a bingo game to review vocabulary that
REVIEW they have recently studied.
These I can statements provide vital feedback
on students’ perceived ability to use the
Explain to students that they are going to Have students draw a large 3 × 3 grid on their language from the unit. Have students check
review the material from the unit and this will papers. Ask students to say at least 25 words each statement. If necessary, review areas in
help them remember what they have studied. that they have studied in UNITS 7, 8, and 9. which they have less confidence.
Write them on the board as they are given.

Unit 9  113

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UNIT 10 HOW DO YOU
HOW DO YOU
GET TO THE
GET TO THE
RESTAURANT? RESTAURANT?
CONTENT AREA: PEOPLE
AND PLACES
Topic: giving directions
Vocabulary: places: movie theater,
park, restaurant, supermarket, (art)
museum, convenience store, mall, library,
zoo, hospital, café, train station, palace,
hotel; prepositions of place: behind, in
front of, next to, across from, between, on
the corner of; other words: traffic,
immediately, sign, park, offer, tour
Grammar: asking for and giving
directions using prepositions and
imperatives
Extra material: a world map
Other useful vocabulary: places:
bank, post office, shopping center, bus
station, airport, shoe store, ice cream shop,
coffee shop, temple, shrine, church, mosque

END OF UNIT PROJECT Have

students do a project about their neighborhood.
Remind students that for the project in the
114
REAL WORLD section, they drew a map and
marked interesting places in their
neighborhood or city.
If some students don’t have smartphones or
TZ_L2_SB_18925_U10_114_125.indd 114
the city should do this project, and encourage 2/25/20 2:51 PM TZ_L2_SB_18

Tell students they are going to choose two cameras, have them make sketches or take them to give reasons for their answers.
points on the map, but they shouldn’t be too notes about what they discovered.
far apart. CONTENT NOTE: STREET
Have students bring their photos or
observations to the next lesson. NAMES
Explain to students that they should start at one
point, walk eight steps, look around until they The way that streets are named and
Ask students to work in pairs and take turns
find something they have never noticed before, numbered varies around the world. In many
talking about what they discovered.
and then take a photo with their camera or North American cities, streets are numbered
smartphone. Have them repeat this procedure. When pairs have finished discussing their sequentially, resulting in names such as
You may want to set the number of times they observations, have some students summarize Second Street and Third Street. Main Street is
should make observations (e.g., 15), and tell what they learned from the project. Ask a common name for the major road in the
students that it is OK if they cannot walk the students whether they think other people in middle of what was traditionally the
entire distance between the two locations. shopping area in smaller cities in the United
114  Unit 10

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PREVIEW
A 10.1 Listen. Number the places (1–6) in CHALLENGE Remind students that
the order you hear them. there are many different kinds of museums.
Conversation 1 Ask them to name some (e.g., natural
history, art, science). Have students talk
about what they can see in museums
movie restaurant convenience (e.g., things with scientific, artistic, cultural,
theater 3 1 store 2 or historical importance).
Amagertorv in Conversation 2
Copenhagen, Denmark
B Explain that students will listen to the
supermarket museum park
conversations again, and they should
6 4 5 circle the correct words to complete the
sentences. Tell them they can also check
B 10.1 Listen again. Circle the correct any answers in A that they weren’t
answers.
sure about.
1 There’s a convenience store / museum
next to the restaurant. 10.1 Play Audio Track 10.1. Play it
2 The movie theater is near a supermarket / again, if necessary. Check answers for A
Akemi’s house.
and B.
3 The museum is next to a movie theater/
park.
C Tell students they will get into pairs and
4 There’s a supermarket / restaurant across take turns talking about places in their
from the park.
city that they like to go to.
C Talk with a partner. What places in your
city do you like to go to? Answers will vary. Model the example.

I often go to the café to read comics. Have students do the task.

ABOUT THE PHOTO CHALLENGE Ask students to say some

PEOPLE AND PLACES
This photo shows a busy square, Amagertorv, in other places in their city. (See Other useful
Copenhagen, Denmark. In large, busy places like
UNIT GOALS vocabulary.)
Amagertorv, finding the way to a store, restaurant,
etc., could be challenging, especially if you have • give and ask for directions
never been there before. To find their way around,
people often use a GPS (Global Positioning System)
• learn language for describing locations
UNIT GOALS
service either on their phone or a dedicated device. • learn about how cities grow
GPS works by calculating the difference in distance Direct students’ attention to the UNIT GOALS
between the user and the various satellites. box. Explain that these are some of the things
115
students will learn in this unit. Point out that
this unit is about people and places. As
students follow along, read each of the unit
2/25/20 2:51 PM TZ_L2_SB_18925_U10_114_125.indd 115
OPTIONAL As students follow along, read 2/25/20 2:52 PM

States. In some countries, like Japan, street goals to the class. Explain any words students
the photo caption aloud. Have students find
names are seldom used, so most streets do do not know. Remind students that at the end
Denmark on a world map.
not have names. of the unit there is a self check that allows
them to see if they have accomplished each
A Explain to students that they will hear goal.
two conversations about places where
PREVIEW people are or want to go to. As students
follow along, read the names of the
Have students read the unit title to themselves places aloud. Tell students they should
as you read it aloud. Explain that in this unit number the places in the order they hear
they will study places and learn to ask for and them, from one to six.
give directions to find out how to get
somewhere. 10.1Play Audio Track 10.1. Don’t
check answers yet.
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LANGUAGE FOCUS
LANGUAGE FOCUS
A 10.2 Listen and read. Where does Ming want to go?
REAL ENGLISH No problem.
A Tell students they will listen to a Then repeat the conversation and replace the words
in bold. He wants to go to the art museum.
conversation between Ming and three
other people. Ming: Excuse me, can you tell me how to get
to the art museum? (this mall /
10.2 Play Audio Track 10.2 as the movie theater)
students listen and follow along in their Person A: Sure, no problem. It’s on Hill Street,
books. If necessary, play the conversation across from the square. (Main Street /
again, pausing after each speaker so Second Avenue)
students can repeat. Ming: OK, thanks.
Ming: Uh … excuse me, how do you get to the
As students follow along, read the art museum? (mall/ movie theater)
question, Where does Ming want to go? Person B: Go straight down Hill Street. It’s on the
Have students answer. corner of West Avenue. (Main Street /
King Street)
Have students work in pairs and practice Ming: Hi, I’m looking for this place …
the conversation once. Point out the bold Person C: That’s easy! It’s right behind you!
(You’re right in front of it /
words and read them aloud as students
You’re right next to it)
follow along in their books.
Tell students they will practice the
conversation two more times, changing
B 10.3 Look at the chart. Circle the correct answers below.
the bold words each time and swapping
roles after the first time. GIVING DIRECTIONS (USING PREPOSITIONS OF PLACE AND THE IMPERATIVE)
behind / in front of the supermarket.
across from / next to the movie theater.
CHALLENGE Teach students some other Where’s the museum? It’s
between the mall and the park.
responses that could be used instead of Sure,
on the corner of First Street and Main Avenue.
no problem in the first exchange. Point out that
Go straight down Main Street.
the response doesn’t have to be affirmative. If How do I get to the park? Go past the hospital.
the response is not affirmative, the person Turn left / Make a right on First Avenue.
would not give directions. For example: I’m
sorry. I’m just visiting. / Well, I’m kind of in a 1 We use the imperative (e.g., Turn left.) to tell someone where something is / what to do.
hurry. / I just moved here, so I don’t know where 2 When we use the imperative, we use the base verb (e.g., go) / simple past (e.g., went).
it is. 3 In a sentence, the preposition (e.g., next to) usually comes before / after a place (e.g., the park).

Have students practice the conversation again 116 Unit 10

using these replies.

Tell students that it is also an informal way of

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prepositions and use the students’ 2/25/20 2:53 PM TZ_L2_SB_18

saying You are welcome. Give students the locations to help them understand the
REAL ENGLISH following example: vocabulary. Say, (Student A) is next to
Direct students’ attention to the expression in A: Thanks for your help. (Student B).
the REAL ENGLISH box. Explain that B: No problem.
Continue with other prepositions.
No problem is a colloquial way of saying Yes, B Ask students to look at the chart. Explain
Sure, or Of course, as in the following example: Draw a simple map on the board to
that it teaches the language to ask for
A: Hey, Raoul, can you help me in the explain on the corner of.
and give directions.
kitchen, please?
B: No problem, Mom, just a second. 10.3 Have students follow along as OPTIONAL Draw a simple map with
they listen to Audio Track 10.3. some buildings (squares labeled A–E) on the
Read the first question aloud. While board. Have students get into pairs and make
students are seated, explain the as many sentences as possible about one

116  Unit 10

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C Look at the map below. Circle the correct answers.
1 The library is across from / next to the hospital. Draw students’ attention to the three
2 The convenience store is next to / in front of the hotel. statements under the chart. Have
3 There’s a parking lot between / on the corner of the restaurant and the café.
students circle the correct answers. Check
answers.
4 The mall is between / on the corner of West Street and Broad Avenue.
C Tell students to look at the map and
Central Library
follow along as you read the street and
Valley Hospital
Convenience
store place names aloud. Tell them to circle the
Queens Hotel correct words to complete the sentences
Carlo’s Pizza
Hillside Mall Restaurant Ce
n
in C. Check answers.
Redwood te r
St r
School ee
Pa
rk
Av
t Train station
D Have students read the introduction and
en Magnolia
re e
t B ro
ad
ue Café each set of jumbled directions to
St Maple
We
st Av
en
ue Supermarket themselves. Then ask students to use the
Zoo
t re
et map to put the two sets of directions in
eS
ers
id the correct order.
R iv
Greenwood
Park Tell students they will listen and check
their answers.
D 10.4 Look again at the map. Number the directions (1–4) in the correct order. Then listen
10.3 Play Audio Track 10.4. Play it
and check your answers.
again, if necessary. Check answers.
1 Maya is at the zoo. How does she get to 2 I’m at Greenwood Park. How do I get to
the train station? Valley Hospital?
a 3 Go past the pizza restaurant. a 3 Turn right on West Street. SUPPORT Some students may find it
b 2 Turn right on Park Avenue. b 4 It’s on the left. difficult to give and understand directions.
c 4 Make a left on Riverside Street. c 2 Make a left on Broad Avenue. Encourage them to trace the path with their
1 Make a right and go straight d 1 Turn left and go straight down
d fingers while they speak or listen. Physically
down West Street. Riverside Street.
turning the map/paper/book around as they
E Work with a partner. Play a guessing game. Take turns giving directions to a place in your “turn the corner” may also help to ensure that
school. Your partner guesses the place. Answers will vary. they aren’t headed in the wrong direction.
Go out of the classroom and turn left. Go straight down the hall. Turn
right at the library. Go past the science lab. This place is on the left. E Tell students they are going to get into
pairs and play a guessing game.
Is it the cafeteria?
Explain that they should give directions
to a place in the school, and their partner
Unit 10 117 should say where they end up.
Model the conversation with a student.
2/25/20 2:53 PM
location. For example: A is next to B; A is
TZ_L2_SB_18925_U10_114_125.indd 117
CHALLENGE Tell students that in 2/25/20 2:54 PM

Have them do the task.

next to C; A is across from E; A is between informal English when they are asking for
B and C, etc. directions they can replace I with you and
get to with go to (i.e., Excuse me. How do you SUPPORT Before students do the task,
go to the park? ) Teach other ways to ask for have them think of other words they may need
Read the second question aloud, as to use. If they say them in their native
students follow along in their books. directions, including:
language, provide the English equivalent,
Draw a simple map on the board with How can I get to the park? writing the words on the board (e.g., second
Main Street, a hospital, and First Avenue. floor).
Could you tell me how to get to the park?
Call students’ attention to the directions
in the chart. Read each of the directions Do you know how to get to the park?
aloud, using the map on the board to
explain them.

Unit 10  117

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THE REAL WORLD
THE REAL WORLD A RIDE TO ABOUT THE PHOTO
This photo shows an aerial view of Buckingham
CONTENT NOTE: BUCKINGHAM Palace, located in London, England. London is a
BUCKINGHAM PALACE PALACE major city filled with thousands of streets. To qualify
as a taxi driver in London, drivers need to pass a test
Buckingham Palace is Queen Elizabeth II’s called the “Knowledge.” This test requires the driver
official London home. The residence has to be extremely familiar with all the streets in
London, especially the iconic landmarks of London.
775 rooms, including offices from which the The Knowledge consists of seven different stages,
constitutional monarchy works. Many royal including self-assessments, written exams, and a
events and ceremonies are also held at the series of a one-to-one oral tests with an examiner.
The Knowledge ensures that each London taxi driver
palace each year. Visitors can tour state can come up with the fastest routes around the
rooms, such as the White Drawing Room capital in seconds.
and the Ballroom, as well as the gardens
during certain times of the year. The
Changing the Guard ceremony, a popular
London tourist attraction, occurs in front of
Buckingham Palace.
Buckingham Palace
Ask students to look at the photo and say what in London, England

they see (e.g., buildings, roads, trees). As

students follow along in their books, read the A 10.1 Watch Part 1 of the video. Circle the correct directions.
title and photo caption aloud. Turn 1 right / left on Bloomsbury Way. Make a 2 right / left onto Kingsway. Make a 3 right / left on
Aldwych. Turn 4 right / left onto the Strand. At Trafalgar Square, take the 5 firs / third exit onto
the Mall.
OPTIONAL Have students find England
on a world map. B 10.2 Close your books. Watch Part 2 of the video. Check your answers in A. How many did
you get right? Answers will vary.
Ask students to discuss what they know about
C Look at the map on page 119. How do you get from Buckingham Palace to Westminster
Buckingham Palace and London. You might Abbey? Number the directions (1–5) in the correct order.
want to tell them more about the palace. a 1 From Buckingham Palace, walk to Spur Road.
(See CONTENT NOTE.) b 5 Westminster Abbey is right in front of you.
c 2 Make a left onto Birdcage Walk.
4
A Tell students they are going to watch the d Cross Broad Sanctuary.
e 3 Turn right onto Storey’s Gate.
first part of the video and they should
circle the correct directions.
10.1 Play Video 10.1. If necessary,
118 Unit 10
play the video again. Don’t check
answers yet.
B Explain to students that they are going to names. Read them aloud, as students
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D CRITICAL THINKING
2/25/20 2:55 PM TZ_L2_SB_18

close their books and watch the second follow along in their books. Ask students As students follow along, read the
part of the video. Tell them they should to identify the two main sites on the map statement and questions aloud. Have
check their answers in A. To facilitate this, (Buckingham Palace, Westminster Abbey). students get into pairs and talk about
you might want to have students write Have students number the directions in their ideas.
their answers from A in their notebooks the correct order, from one to five. Check
first. answers. TEACHING NOTE: MAKING
10.2 Play Video 10.2. If necessary, PAIRS
play the video again. Check answers in A. CHALLENGE Have students get into pairs
Allowing students to make their own pairs
Ask students how many they got right. and take turns giving directions, providing
lets them work with a partner they feel
other ways to travel between the two sites
C Direct students’ attention to the map on comfortable with. On other occasions, it
(e.g., indirect paths that go through other
page 119. Point out that the streets have may be better for you to assign partners.
areas).
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PRONUNCIATION
Tell students that the letter o can make
different sounds. Explain that they will
practice the pronunciation of three of these
sounds.
As students follow along in their books, read
the headings in the chart aloud. Then read the
words in the box. Have students classify the
words, writing them in the chart.
Tell students they should listen, pay
attention to the different o sounds, and
D CRITICAL THINKING Evaluating Talk with a partner. Besides using street names, some people
give directions using landmarks, such as buildings. Which way do you prefer? Why?
check their answers.
Answers will vary.
PROJECT Write a walking tour of your neighborhood or city. Think of interesting
10.5 As students follow along in their
places. Draw a map and mark their locations. Write directions to get from one place to books, play Audio Track 10.5. Play it again,
the other.
if necessary. Check answers. You may want to
play the audio again, pausing after each word
PRONUNCIATION o sounds so students can repeat.
10.5 Complete the chart. Listen and check your answers. Then read the words to a partner. Have students get into pairs and take turns
do shoe no open come two London road saying the words to a partner.
Sounds like o in movie Sounds like o in go Sounds like o in front
do
shoe
no
open
come
London
COMMUNICATION
two road Tell students they are going to get into pairs
and take turns asking for and giving directions.
COMMUNICATION Have students get into pairs and decide who
Work with a partner. Find the places. Student A: Turn to page 153 and follow the instructions.
Student B: Turn to page 154 and follow the instructions. Answers will vary. will be Student A and who will be Student B.

How do I get to the café? Have the Student As look at the map on
Turn right onto Fourth Avenue, then … page 153 and the Student Bs open their books
to page 154. Emphasize that they should not
Unit 10 119 look at each other’s maps.
Have students look at the places in the box
2/25/20 2:55 PM TZ_L2_SB_18925_U10_114_125.indd 119
PROJECT As students follow along, read 2/25/20 2:56 PM that they will ask directions for. Then have
You may want to assign partners in different them find the places that they will give
the project instructions aloud.
ways so students have the opportunity to directions to on the map.
meet more classmates and work with a Explain that the project instructions has three
variety of students. One way to control the steps. First, have students think of interesting Model the conversation with a student.
assigning of partners is to divide the class in places in their neighborhoods or cities. Next, Have students do the task.
half, group A and group B, and allow have them each draw a map, marking the
students to find their own partner from the locations. Finally, have them write directions When pairs have finished, have them compare
opposite group. to get from one place to another. and check answers with their partner’s map.

CHALLENGE Ask students to say some

other vocabulary they might use when giving
directions (e.g., crosswalk, bridge, parking lot,
parking garage, fountain, statue).
Unit 10  119

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READING
CONTENT NOTE:
AUGMENTED REALITY
Augmented reality (AR) lays an image over
another image. The image often has sound
and touch that can be amazingly real. For
example, many Londoners were tricked by a
bus stop that had AR—people thought that
an alien was pulling people off the street
and tigers were prowling nearby.
Have a student read the title aloud and then
ask another student to read the photo caption
to the class.
A As students follow along, read the
sentence and answer choices aloud.
Tell students to skim the article. Check
answers.
B Have students scan the article and
underline the names of two apps that are
mentioned by name. If students are
reading the article too closely, review
how to scan. (See TEACHING NOTE.)
Check answers.

TEACHING NOTE: SCANNING

To provide additional practice with
scanning, use the following steps.
1 Take out a dictionary. Tell students you
want to find a word. (You could choose a
word from the READING passage.)
2 Open to the first page and, with great 120 Unit 10
exaggeration, begin reading each word
aloud. Explain to students what a waste
of time this is. C As students follow along, read the
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OPTIONAL The text can also be used as 2/25/20 2:56 PM TZ_L2_SB_18

3 Ask students how you can find the word sentence and question aloud. Have a listening activity. Have students close their
more quickly. (Look at the headwords. students get together with a partner and books. Tell students they will listen to
Find the correct two pages. Then use share their experiences. the passage.
alphabetical order to find the correct After completing C, give students the 10.6 Play Audio Track 10.6. Ask students
section. Finally, find the exact word.) opportunity to read the article in more to get into pairs and discuss what information
Explain that this is scanning. detail so they can more fully comprehend they heard. Then have them read the article
4 Have students use scanning to find it and answer the COMPREHENSION more carefully.
words in their dictionaries. questions.

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READING
ABOUT THE PHOTO Paragraph D topic sentence gives a broad
A Skim the article. Wayfindin refers to the process of
This photo shows a tourist in New York City . statement about some apps, and the rest of
using augmented reality (AR) to get a creating phone maps the paragraph gives details about one specific
directions. Apps like the one this tourist is b discovering interesting places app.)
using combines the technology of augmented c knowing where we are and getting directions
reality with Global Positioning System (GPS) B Scan the article. Which two apps are mentioned by Ask students to look at Paragraph B and count
to help both tourists and locals navigate
around cities and towns more easily. The
name? Underline them. the number of examples (1. direction signs
combination of GPS and AR make the C Talk with a partner. Describe a time when you got and street names pop up; 2. remember where
directions given by devices more accurate. lost. How did you fin your way again? your car is parked).
Answers will vary.
Rephrasing
WAYFINDING Remind students that the ability to say
one idea several different ways is helpful
TECHNOLOGY during real-world communication.
Give students the following words. Have
A 10.6 Phones are replacing maps as the best way to
get directions from one place to another. You can type
them think of other ways to say them:
or even speak into your phone and immediately find Paragraph A: especially true (e.g., often
your way. But even with these directions, it sometimes true in this situation)
takes time to decide which way to go. This is especially
true if you don’t already know which street you are on. Paragraph B: pop up (e.g., show up,
B A new technology uses augmented reality (AR) to give come up)
directions through your phone’s camera. When you Paragraph C: offer (e.g., suggest, provide)
hold up your phone, direction signs and street names
pop up on the screen. Now, you know immediately if Paragraph D: enjoyable (e.g., fun,
you need to turn right or left. It can also help you to interesting)
remember where you parked your car.
C There are many apps to help you find your way. But
Paragraph E: better (e.g., easier to use,
some can do much more than that. For example, on more convenient)
the Waze app, people share information such as
traffic, accidents, and road construction. If the traffic Vocabulary Notebook
is bad, the app can offer different routes to help save
time. Remind students to write all the new
A tourist in New York City uses D Some apps can make your trip more enjoyable. For words in a vocabulary notebook, including
augmented reality (AR) to get example, an app called Geotourist offers audio guides
directions. to tell you about interesting places around you. You easy explanations for the words and
can also create your own tour and share your photos. example sentences.
E Wayfinding technology is making it easier for us to get
directions. Maybe you could download an app this Research Report
weekend and compare it to a paper map: which one
do you think is better? Ask students to name the app that
Paragraph D talks about (Geotourist).
Unit 10 121 Have students do research and write a report
about another travel app. Have students
brainstorm the kind of information they
2/25/20 2:56 PM
Additional Activities to Use with
TZ_L2_SB_18925_U10_114_125.indd 121
Have students identify the topic sentence of
2/25/20 2:57 PM
should include (e.g., describing what the app
the Reading Paragraph B (A new technology uses is, how much it costs or if it is free, how the
augmented reality [AR] to give directions app works).
Paragraph Construction: Topic
through your phone’s camera.) and Paragraph D
Sentences In the next lesson, have students take turns
(Some apps can make your trip more
Tell students that a topic sentence shows the enjoyable.). reading their reports to the class. After each
main idea of a paragraph. Explain that usually, student has finished, have students discuss
but not always, the topic sentence is the first Tell students that the rest of the sentences in a some of the advantages of the app and
sentence in the paragraph. Explain that the paragraph usually support the main idea or whether they would like to start using it.
sentence must be general enough that the rest give examples. Have students explain why
of the paragraph can be about it, but not so these sentences show the paragraph’s topic.
general that the reader cannot understand (The Paragraph B topic sentence introduces
what the paragraph is going to be about. what AR does, and the rest of the paragraph
gives more details and examples. The

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COMPREHENSION DO YOU KNOW?
COMPREHENSION A Answer the questions about Wayfindin Technology.
The world’s longest
walking route is
from South Africa
A EXAM PRACTICE 1 MAIN IDEA The article is mainly about how technology . to  .
a helps us to fin our way a Russia
The focus of multiple-choice questions b Italy
b makes trips interesting
varies.
c gives information about things around us
Both main idea and purpose items 2 DETAIL When using augmented reality, you need to hold up your phone so it can .
require students to think about the a identify the street you are on
entire passage. As a global question, b share your location with your friends
students need to think about what the
c take photos of places around you
author (speaker) wants to emphasize.
One way to do this is to ask for an 3 REFERENCE The word that in the second sentence of paragraph C refers to .

alternative title or the main topic. a augmented reality b a wayfindin app c providing directions
Students can usually eliminate any 4 INFERENCE The Waze app is most useful for people who are .
distractor that is only applicable to a walking b driving c exploring a new place
one part of the passage.
5 DETAIL The Geotourist app has all of the following EXCEPT .
Detail items test students’ understanding a audio guides
of the information in the reading (or b photos of interesting places
listening) passage. Although the passage c information about road accidents
and question may use the same words,
synonyms are also used. These items are B Match the sentences to the technology. Write the letters (a–d) next to the correct
names (1–3).
generally more straightforward and less
a It helps you to avoid heavy traffic.
complex than other types of multiple- b It allows you to create your own tours.
choice questions. c It uses your phone camera to show directions.
d It allows you to share information about traffic.
Have students read the questions 1 augmented reality c
to themselves and circle the 2 Waze a, d
correct answers. Check answers. b
3 Geotourist

DO YOU KNOW? C CRITICAL THINKING Analyzing Talk with a partner. Why do you think some people still use
paper maps? Answers will vary.
Read the sentence and answer choices
aloud, as students follow along in their
books. Ask a few students to give their
answers before providing the correct
answer (a). 122 Unit 10

B As students follow along in their books,

read the sentences aloud.
OPTIONAL Have students discuss
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VOCABULARY 2/25/20 2:57 PM TZ_L2_SB_18

additional questions.
1 What are some possible dangers of A As students follow along in their books,
Have students match the sentences
using apps while walking? read the words on the left side aloud.
(a–d) to the technology (1–3). Check
2 Would you like to use wearable Have students find the words in the
answers.
technology (e.g., glasses) that have READING passage.
AR to help you know where to go?
Have students match the words to
Why or why not?
C CRITICAL THINKING their meanings.
3 Are there any disadvantages of using an
As students follow along in their books, app like Waze, and if so, what are they? Point out that park (verb) and park
read the question aloud. Have students 4 There are many other uses of AR. (noun) are pronounced the same way but
get into pairs and talk about their ideas. Name three. Which ones are you most have very different (unrelated)
Encourage students to think critically and interested in trying? Why? meanings. Check answers.
come up with at least four reasons.

122  Unit 10

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VOCABULARY IDIOM
A Find the words below in the article. Then match “A step in the right direction” is WRITING
an action that .
them to their meanings.
1 immediately leave a car somewhere
a helps you get what you want Tell students that they should imagine their
b gets you in trouble
friends are coming to their house for a party
2 sign give something
so they need to give directions to tell them
3 park without waiting
how to get there.
4 traffic a visit to or around a place
5 offer vehicles moving on a road A Have students look at a map and make
6 tour a notice that gives you instructions or information
notes about the best way to get to
their homes.
B Read the information below. Then complete the sentences with the linking words.
B As students follow along, read the
We use linking words such as finally, first, and then to describe the sequence example text message aloud. Ask if the
of events.
author started with them getting on the
bus (no). Have them theorize why
(e.g., everyone is coming from
First , go different places so their starting
Lake Street

1
Movie
straight on Lake Street. Theater
points are different).
2 Then , turn left
on Riverside Lane. Riverside Lane C Have students use their notes from A and
3
  Finally , go past
additional information to write a text
the movie theater. The park
is on the right.
Park
message that gives directions. Point out
that the directions must be clear so their
friends don’t get lost. Encourage students
5:15 PM
to use sequence words, like the ones in
VOCABULARY activity B.
N
Nancy
Give students a time limit for finishing
WRITING Hi, my house
is on
the writing and set a minimum number
A Imagine your friends are going to the corner of
your house for a party. Look at a map. Street and Se
Main of sentences students must write
cond
Make notes. What’s the best way for Avenue. If yo
u are
(e.g., five).
your friends to fin your house? coming here
by
get off at the bus,
bu
B Read the text message. stop across fr s OPTIONAL After they have written their
om the
supermarke
C Write a text message. Give directions t. Th
go straight on en directions, have students get into groups and
to help your friends get to your house. First
Avenue and
make a take turns giving their directions. Encourage
Use your notes from A. left on …
Answers will vary. group members to ask questions about steps
Unit 10 123
Delivered
that are unclear.
Allow students to revise their text messages
B As students follow along, read the before you collect and grade them.
IDIOM
2/25/20 2:57 PM TZ_L2_SB_18925_U10_114_125.indd 123 2/25/20 2:58 PM

information in the box aloud. Explain

As students follow along, read the sentence CHALLENGE Tell students that Go
that these words not only provide order
and answer choices aloud. Have students (straight) down Main Street often indicates
(i.e., sequence) but also help connect
guess the answer before providing it (a). going south (or away from the speaker). Have
ideas together so it is easier for the
Tell students that a step in the right them say a sentence for going north (or
listener/reader to understand.
direction is an idiom we use when someone toward the speaker) such as Go (straight) up
has taken an action that we expect to lead Have students write the correct words to Main Street.
to good results. Give an example: complete the sentences. Check answers.
The company was a mess, but asking Chris to
be president is a step in the right direction.

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VIDEO ABOUT THE VIDEO How do cities grow?

VIDEO
Tell students they are going to watch a video SHAPE OF CITIES
about how cities grow. As students follow Before You Watch
along in their books, read the title, the Talk with a partner. What do you know about the history of your city?
question about the video, and the photo Answers will vary.
While You Watch
caption aloud. A 10.3 Watch the video. Look at Maps 1–3. Match the maps to the cities.
BEFORE YOU WATCH
As students follow along in their books, read
the question aloud. Have students get into
pairs and talk about their ideas.
WHILE YOU WATCH
Map 1 Map 2 Map 3
A Have students study the maps for a
moment. As students follow along, Shanghai 2 Manila 3 Lagos 1
read the city names aloud.
B 10.3 Watch again. Circle T for True or F for False.
1 The population of Shanghai today is about ten
OPTIONAL Ask students what country times its population in 1982. T F
each city is in. Then have students find 2 Manila grew in an east-west direction. T F
Shanghai, Manila, and Lagos on a world map. 3 Lagos has many areas covered with shallow water. T F

CHALLENGE Before watching the video, C Match the cities to the correct descriptions.
ask students what they know about each of
Shanghai Manila Lagos
the cities. Have them name places, food, and
other things they are familiar with. 1 This city is between the sea and a lake. Manila
2 This city grew when the country started Lagos
producing a lot of oil.
Tell students they will watch the video
3 This city grew when its country opened Shanghai
and they should match the maps to the up to businesses from other countries.
cities discussed in the video.
After You Watch
10.3 Play Video 10.3. Play the video Talk with a partner. Think about your city. How is it different
again, if necessary. Check answers as a today than in the past? Answers will vary.

class.

OPTIONAL Help students understand the 124 Unit 10

power of images by playing the video once
without any sound. Have them get into pairs
OPTIONAL Have students correct the
TZ_L2_SB_18925_U10_114_125.indd 124
C Have students match the cities to the 2/25/20 2:58 PM TZ_L2_SB_18

and discuss what they saw and deduce what

false statements. descriptions. Check answers.
topics were included in the video. Play the
video a second time with sound so students 1 The population of Shanghai today is
can check their ideas and do activity A. more than double its population in CHALLENGE Have students discuss
1982. (In 1982, 12 million people which fact surprised them the most, giving
lived there, but now it is home to reasons for their answers.
B Explain to students that they will watch
the video again and they should circle T if more than 24 million people.)
the statement is true and F if it is false. 2 Manila grew in a north-south AFTER YOU WATCH
As students follow along in their books, direction (because it is between a lake Tell students they will get into pairs and
read the sentences aloud. and the sea). personalize the content from the video by
thinking about their city.
10.3 Play Video 10.3. Play the video
again, if necessary. Check answers.

124  Unit 10

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REVIEW
ABOUT THE REVIEW
PHOTO A Complete the sentences. Use the words in the box.
This photo shows an aerial immediately traffic between park corner
Explain to students that they are going to
view of Manila, the capital review the material from the unit and this will
of the Philippines. Large 1 We should leave the house early to avoid the morning help them remember what they have studied.
cities like Shanghai, London traffic .
or Los Angeles all started as 2 The convenience store is on the corner of Hill Street and A Explain that activity A reviews
a small settlement. Where Second Avenue. vocabulary from the unit. Have students
settlements are built is between
dependent on a range of 3 The Italian restaurant is the supermarket and the write the correct words to complete the
art museum.
factors such as water sentences. Check answers.
supply sources, natural 4 You can park at the side of the road.
resources, and trading 5 Sonia is hurt—we should take her to the hospital immediately .
centers (i.e., where natural CHALLENGE As students recall other
routes and rivers meet).
B Write the sentences. Use the words given.
vocabulary that was important in the unit,
One of the most important write it on the board (e.g., on the corner, offer).
1 straight / go / Lake Street / down
factors is shelter. Shelter is
essential for a settlement
Go straight down Lake Street . Have students get into pairs and take turns
site, as it determines how 2 the / supermarket / where’s making sentences using the words. After
well-protected the site will
Manila, capital Where’s the supermarket ? students have finished, randomly call on pairs
be from
cityextreme
of the weather
to share one of their sentences. As you repeat
Philippines
changes. 3 get / how / I / do / the / to / movie theater
How do I get to the movie theater ? back the sentences, make corrections to
4 between / the museum / the pizza restaurant / it’s / and grammar and vocabulary usage.
It’s between the museum and the pizza restaurant. / .
It’s between the pizza restaurant and the museum
B Explain that activity B reviews the
C Complete the conversation. Circle the correct answers.
grammar from the unit. Have students
A: Excuse me, can you tell me how to get to the nearest convenience
store?
use the words to write questions and
B: Sure. 1 First / Finally, go straight down this street. 2 Then / First,
sentences. Have students get into pairs
turn left and go down Riverside Street. 3 Finally / First, walk past and check answers, before you randomly
the Mexican restaurant. The convenience store is on the right. call on students to give the answers,
writing them on the board as they
are given.
SELF CHECK Now I can …
C Tell students that the activity reviews
give and ask for directions
words from VOCABULARY activity B.
use language for describing locations
Have them circle the correct words to
talk about how cities grow
complete the conversation. Check
answers.
Unit 10 125

2/25/20 2:58 PM
As students follow along in their books, read
TZ_L2_SB_18925_U10_114_125.indd 125
4 Would you prefer to live in a big city
2/25/20 2:59 PM SELF CHECK
the question aloud. where you don’t know many people or These I can statements provide vital feedback
a small city where you can know on students’ perceived ability to use the
Have students do the task.
people better? Why? language from the unit. If you find students
5 City planners work for the are reluctant to check that they can do
CHALLENGE Give students additional government and try to help cities the skills, consider asking them to rate
questions to discuss. grow in good ways. How do you think themselves from 1 (not very confident) to
1 What are three reasons people move they do this? Would you like to do this 3 (very confident).
to large cities? job? Why or why not?
2 What are the advantages and
disadvantages of living in big cities?
3 Can a city grow too fast? Why or
why not?

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UNIT 11

WHAT WERE
YOU DOING? W H AT W E R E
CONTENT AREA: SCIENCE
AND TECHNOLOGY
Topic: past events and experiences
YOU DOING?
Vocabulary: words related to
extreme sports: adventure sport,
competition, skydiving, BASE jumping,
wingsuit; other words: babysitting,
volunteer, cage, erase, hung, interested,
hope, wait, close, excited, afraid
Grammar: talking about order of events
using past progressive and simple past
Extra material: a photo of an old
camera with a flashbulb on it, a world map,
a map of the United States
Other useful vocabulary:
extreme sports: free-skiing, whitewater
kayaking, paragliding, aggressive
inline skating

END OF UNIT PROJECT Have

students make a chart. Remind them that in
the READING passage they read about a
woman’s experience with a shark. Tell them
they are going to do research to make a chart
that compares any animal (their choice) to
126
things they are familiar with. Tell them they
will show the chart to the class and present
their information.
Point out that when comparisons are made
TZ_L2_SB_18925_U11_126_137.indd 126
Have students do research and make their 2/25/20 3:00 PM TZ_L2_SB_18

Remind them that charts help us easily with things we see on a daily basis it is easier charts. Have students include their sources so
compare two or more things. for us to understand them. Explain that if, for you can check them for reliability.
example, we compared a shark with a dolphin,
Tell them that when conducting research they we wouldn’t have much reference, but most of In class, have students take turns sharing their
must use reliable sources. Ask them to us have seen a piano to understand how heavy research. If some students compare similar
brainstorm what kinds of sources are reliable it is. things (e.g., a piano), have them make a chart
(e.g., government agencies, national parks, or with all of these animals. Discuss as a class
zoos) and which may or may not be reliable Ask students what makes a chart interesting when all of the students have finished.
(e.g., Wikipedia, a personal web page of a (e.g., using different colors and pictures) and
person who is not an expert in the field). easy to understand (e.g., dividing it into three
categories, only comparing a couple of
things, having pictures to help us visualize
the comparisons).

126  Unit 11

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PREVIEW
ABOUT THE PHOTO A Explain to students that they will hear
A Listen to Part 1 of the
11.1
This photo shows a BASE jumper jumping off Angel conversation. Circle the correct answers. the first part of a conversation and learn
Falls in Venezuela. BASE jumping is one of the most BASE jumping is 1 an adventure sport /
about BASE jumping. Tell them they
dangerous sports on Earth, taking inspiration from a competition. People jump from places like should circle the words to complete the
skydiving. Like skydiving, but closer to the ground,
jumpers only have a few seconds to deploy their
2
planes / buildings and mountains. They summary. As students follow along, read
parachutes in order to land safely. At 979 meters,
wear special suits called 3 skysuits / the summary aloud.
wingsuits. These help them to fly.
Angel Falls is the world’s highest waterfall. With an
807-meter uninterrupted drop, it is on many BASE 11.1 Play Audio Track 11.1. Play it
B 11.2Listen to Part 2 of the
jumpers’ bucket list. (See CONTENT NOTE for more conversation. Circle T for True or F for again, if necessary. Check answers.
information.) False.
B Tell students that the conversation about
1 Rachel felt nervous when she T F
was watching the people jump. BASE jumping will continue and they
2 You need to have skydiving T F should circle T if the statement is true
experience to do BASE jumping. and F if it is false.
3 The skills for skydiving and T F
BASE jumping are very different. As students follow along, read the
4 In the future, Rachel wants to do T F statements aloud.
BASE jumping.
11.2 Play Audio Track 11.2. Play it
C Talk with a partner. Have you ever tried again, if necessary. Check answers.
something risky? What did you do? Answers
will vary. C As students follow along in their books,
I tried mountain biking for the first time. read the questions aloud. Tell students
they will take turns asking and
I went bungee jumping. answering the questions and should
share their own experiences.
Model the conversation with a student.
Have students do the task.
SCIENCE AND TECHNOLOGY

UNIT GOALS CHALLENGE Have students name some

• describe your past experiences other extreme sports. (See Other useful
vocabulary.)
• use language for showing the order of two past events
• learn about a special kind of memory
UNIT GOALS
A BASE jumper jumps off
Angel Falls in Venezuela.

127
Direct students’ attention to the UNIT GOALS
box. Explain that these are some of the things
students will learn in this unit. Point out that
2/25/20 3:00 PM TZ_L2_SB_18925_U11_126_137.indd 127

CONTENT NOTE: BASE PREVIEW 2/25/20 3:01 PM

this unit is about science and technology. As

JUMPING students follow along, read each of the unit
Have students read the unit title to themselves
BASE jumping is also referred to as BASE as you read it aloud. Explain that in this goals to the class. Explain any words students
diving. The letters “BASE” stand for the unit they will learn to talk about things do not know. Remind students that at the end
Buildings, Antennas, Spans (bridges), and they were doing when something else of the unit there is a self check that allows
Earth (cliffs, etc.) that people jump from. It suddenly happened. them to see if they have accomplished
is an extreme sport that is considered much each goal.
Read the photo caption aloud and ask students
more dangerous than skydiving. When you to guess what BASE jumping is.
BASE jump, you jump from a structure or a
cliff; this differs from skydiving because
skydivers jump from an aircraft.

Unit 11  127

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LANGUAGE FOCUS
LANGUAGE FOCUS
A 11.3 Listen and read. Why didn’t Maya wake up on
REAL ENGLISH Hurry up!
A Tell students they will listen to a time? Then repeat the conversation and replace the
words in bold. She forgot to set her alarm.
conversation between Ming and Maya.
11.3 Play Audio Track 11.3 as Ming: Hey, where are you? The movie starts in 15
minutes! Hurry up!
students listen and follow along in their
books. If necessary, play the conversation Maya: Sorry, I forgot to set my alarm! I’m leaving
again, pausing after each speaker so the house now. (slept in / just woke up)

students can repeat. Ming: Why didn’t you set your alarm?

Maya: I was tired. I was reading a book when I fell

As students follow along, read the
asleep. (watching TV / listening to music)
question, Why didn’t Maya wake up on
time? Have students answer. Ming: Why were you so tired?

Maya: I was playing with my younger cousins

Have students work in pairs and practice yesterday. (taking care of / babysitting)
the conversation once. Point out the bold
words and read them aloud as students
Maya: And here I am!
follow along in their books.
Ming: Um, Maya, you’re still wearing pajamas!
Tell students they will practice the
conversation two more times, changing
the bold words each time and swapping
B 11.4 Look at the chart. Circle the correct answers below.
roles after the first time.
DESCRIBING ORDER OF EVENTS (USING SIMPLE PAST AND PAST PROGRESSIVE)
I was skateboarding when I fell.

REAL ENGLISH She was cleaning her room when I came home.
We were playing soccer when the rain started.
Direct students’ attention to the expression in Were you eating when she called? Yes, I was. / No, I wasn’t.
the REAL ENGLISH box. Tell students that What were you doing at 8 o’clock last night? I was studying.
Hurry up! is very informal and should only be
1 We use the simple past / past progressive to describe a completed action.
used in spoken English with people we know
2 We use the simple past / past progressive to describe a continuing action in the past.
well. Tell students we use Hurry up! when we
3 When telling a story, we use the simple past / past progressive for the action that started
are getting impatient and want someone to do
firs . We use the simple past / past progressive for the event that happened second.
something more quickly. For example:
A: Sorry, I just need to make one more
phone call before we leave. 128 Unit 11
B: Hurry up! We’re going to be late for
the movie!
Ask students to look at the chart.
TZ_L2_SB_18925_U11_126_137.indd 128
Direct students’ attention to the first 2/25/20 3:02 PM TZ_L2_SB_18

Tell students that it is similar to the expression

sentence in the chart. Tell students that
Come on! On the board, write, I was skateboarding.
when connects the two ideas together.
I fell. Point out that there are two
B Ask students to look at the chart. Tell Explain that by using when the second
sentences, each with a subject and verb.
students that they will study how to talk sentence becomes a dependent clause
Ask students to deduce why the first uses
about two past actions. Explain that by that is no longer a sentence by itself.
-ing while the second has a simple past
using this language, they can talk about
tense verb, providing an explanation if Read the when parts of the three
one continuous (often long) action that is
necessary. (The first is a continual action. sentences aloud. Explain that these are
interrupted by another one. Tell them
The second is an action that happened at not independent sentences, so they must
that at one point both actions are
one specific time in the past and be used with the other part of
happening at the same time.
didn’t continue.) each sentence.
11.4 Have students follow along as
they listen to Audio Track 11.4.
128  Unit 11

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C 11.5 Complete the sentences. Use the words in parentheses to help you. Then listen
and check.
was doing called SUPPORT On the board, write, What are
1 He (do) his homework when you (call ).
saw were driving
you doing? Have one student answer (e.g., I am
2 They (see) an accident while they (drive)
home from school.
studying.). Remind students that this question
was biking met asks about an action the person is doing right
3 I (bike) when I (meet) a friend.
found was walking now, so they should use a be verb + the -ing
4 I (fin ) a lost dog while I (walk) in the park.
were climbing hurt
form of an action verb.
5 We (climb) a mountain when my brother
(hurt) his knee. Tell students that the question and answer
D Complete the sentences. Write your own ideas. Answers will vary.
What were you doing? I was studying is similar
because it asks what a person was doing at a
1 I was talking on the phone when .
specific time in the past. Remind them that
2 I was when the bell rang.
they must use a past tense be verb (was/were)
3 She was skateboarding when . + the -ing form of an action verb.
4 They when the fi e started.
5 We when we heard music. Draw students’ attention to the three
6 I was practicing the piano when . statements under the chart. Have
students circle the correct answers.
E Work in a group. Create a story. Take turns adding a sentence. Make your story as long
as possible. Check answers.
I was eating dinner when I heard a knock on the door. C Tell students to use the correct form of
When I opened the door, I saw a cat. the words in parentheses to complete
The cat was digging a hole near a tree. the sentences.
Tell them they will listen and check
their answers.
11.5 Play Audio Track 11.5.
Check answers.
D Tell students to complete the sentences
with their own ideas.
To check answers, have various students
write them on the board. Emphasize that
students can have different ideas as long
as they used the correct verb tense.
Unit 11 129
E Tell students they are going to create a
story in groups.
2/25/20 3:02 PM
On the board, write, I was skateboarding
TZ_L2_SB_18925_U11_126_137.indd 129
Read the two questions and responses 2/25/20 3:02 PM
Explain that they will take turns adding
when I fell. Ask students which happened aloud. On the board, write, What were sentences to make the story as long
first (skateboarding), and which came you doing last night when she called? Ask as possible.
afterward (fell ). Have students look at students to use information from the top
the sentences in the top part of the chart part of the chart to make a response Model the activity with two students.
and identify which came first (cleaning (e.g., I was studying when she called.). Have students do the task.
and playing soccer) and later (came home Point out that when is repeated in both
and rain started). the question and answer, and it divides
the question and response into two
parts.

Unit 11  129

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THE REAL WORLD
THE REAL WORLD ABOUT THE PHOTO
This photo shows a family watching the live broadcast
As students follow along in their books, read of the first moon landing in 1969. On July 20, 1969 at
the title aloud. If you brought in a photo of an 4:17 p.m. (EDT), the Apollo 11 landed on the moon. An
old camera with a flashbulb on it, show it to estimated 600 million people watched the live
broadcast. Flashbulb memories are said to be highly
the students and explain the flashbulb as you accurate, and scientists proposed that the vivid detail
point to it. common in flashbulb memories are the result of a

Ask students to look at the photo on page 130.

FLASHBULB unique neural mechanism in the brain. It is theorized
that for a flashbulb memory to form, the experience
Read the caption aloud, as they follow along. MEMORY must be highly emotional or traumatic. These strong
emotions lead to enhanced activation in the
amygdala, which is responsible for functions such as
CHALLENGE Have students brainstorm emotions and memory.
what flashbulb memory means. After finishing
activity C, have students discuss which ideas
were correct.

A As students follow along in their books,

read the questions aloud.
Have students get into pairs and talk
about their experiences.
A family watches a live television
DO YOU KNOW? broadcast of the first Moon
landing in 1969.
Read the statement and answer choices
aloud, as students follow along in their
books. Check answers (a).
A Talk with a partner. What’s an important experience that you can DO YOU KNOW?
remember? What do you remember about it? Answers will vary. Most people can’t
B Tell students they will watch a video remember things
from before they
B 11.1 Watch the video. Check (✓) the two correct answers. Which
about flashbulb memories and they of the following will most likely become flashbul memories? were years
should check the memories that are most old.
going to school by bus having pizza for dinner a three
likely to become flashbulb memories. ✓ getting a surprise birthday ✓ falling down a steep hill b seven
party
11.1 Play Video 11.1. Don’t check
answers yet.
130 Unit 11
C Explain to students that they will watch
the video again and they should circle T if
the statement is true and F if it is false.
D
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CRITICAL THINKING In the next lesson after the deadline, have 2/25/20 3:03 PM TZ_L2_SB_18

As students follow along in their books,

As students follow along, read the students talk about their results, including
read the sentences aloud.
question aloud. Have students get into what the shared memory was and how the
Tell students they can also confirm their pairs and talk about their ideas. memories were similar and different.
answers in B.
PROJECT You might want to tell students Have students discuss whether their results
11.1 Play Video 11.1. Play it again, if more about surveys. (See TEACHING NOTE.) prove the video’s assertion that flashbulb
necessary. memories can have errors (i.e., things that are
As students follow along, read the project remembered incorrectly). Tell them that this
Check answers. Also check answers in B. instructions aloud. Give students a deadline by type of evaluation of what they have studied is
which they must complete their surveys. a good critical thinking skill.

130  Unit 11

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C 11.1 Watch again. Circle T for True or F for False.
1 Flashbulb memories got their name from the way people took T F A Tell students they will listen to six words.
photographs in the past. Explain that for each word, they must
2 Flashbulb memories usually contain only the main details of an event. T F decide which of two blends the speaker
3 Flashbulb memories are more accurate than ordinary memories. T F uses and circle it.
D CRITICAL THINKING Reflecting Talk with a partner. Why do you think flashbul memories seem 11.6 Play Audio Track 11.6. Play it
more accurate than ordinary memories? Answers will vary. again, if necessary.
PROJECT Do a survey. Ask older family members about flashbul moments in their Have students write their answers on the
lives. Find two people with a memory of the same event. Compare their memories.
How are they different?
board. If necessary, play the audio again
so students can confirm the
pronunciation of each item.
PRONUNCIATION ending blends: -sk, -st, -nk, -nt
B Have students get into pairs and take
A Listen. Circle the sounds you hear.
11.6
1 nt nk 2 st sk 3 sk st
turns reading the words in the box.
4 nk nt 5 sk st 6 nt nk

B Work with a partner. Take turns reading the words in the box.
task thank past accident risk think
COMMUNICATION
Tell students they will get into pairs and take
COMMUNICATION turns making sentences.
Work in pairs. Look at the pictures below. Pick one action from each column. Make a sentence
using these two actions. Read them to a partner. Ask follow-up questions. Answers will vary.
Have students look at the chart. Tell them
they should pick an action from each column
I was … when … and say a sentence using when and the
two actions.
Explain that the partner should ask
follow-up questions.
Model the conversation with a student.
Have students do the task.
I was playing soccer when the rain started.

What did you do after that?

SUPPORT If students are having difficulty
making their sentences, pause the activity. On
the board, write, I was eating when the phone
Unit 11 131 rang. Draw a horizontal line on the board. Tell
students that at the beginning of the line you
started eating and at the end of the line you
2/25/20 3:03 PM TZ_L2_SB_18925_U11_126_137.indd 131

TEACHING NOTE:
2/25/20 3:03 PM
finished eating. Over the line write, I was
including whether they would use a
QUESTIONNAIRES AND eating. Tell the students that the phone rang.
company or choose to have an experience
SURVEYS Ask them if this is a continuing action (no).
again. Some market research companies
Draw a vertical line that intersects the
administer these surveys (often by phone)
Questionnaires and surveys are used to horizontal line, and underneath it write, The
and then consolidate and report the data.
collect information. They often ask people phone rang. Point out that you had already
about their opinions, abilities, and beliefs. started eating. Ask which came first (eating)
For example, they are used to gather and which occurred while that action was
opinions on products and attitudes toward PRONUNCIATION continuing (the phone rang).
politicians/celebrities. Surveys are common
Tell students they will practice their Follow the same procedure for other
in the United States.
pronunciation of the blended letter pairs -sk, sentences.
Surveys and questionnaires are also used to -st, -nk, and -nt at the end of words.
find out about people’s experiences,
Unit 11  131

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READING
CONTENT NOTE: SHARKS
DIVING WITH SHARKS
ABOUT THE PHOTO
Sharks are a kind of fish. There are more This photo shows a diver filming a great
than 500 species of sharks, and although white shark off the coast of South Australia.
Great white sharks can grow up to six meters
many people tend to fear them, most sharks long and weigh more than 2,000 kilograms.
are harmless to humans. The whale shark, Cage diving with sharks is popular with
for example, mostly eats plankton, and tourists. Besides Australia, it can also be done
many sharks only eat smaller fish, shellfish, in countries like South Africa, Costa Rica, the
Bahamas, Mexico, and the USA. Although
and other marine animals. Some sharks do, often depicted as a ruthless predator in
however, attack larger animals like seals, movies like Jaws, shark experts discovered
dolphins, and sea turtles. The great white that great white sharks rarely hunt humans,
shark has been known to attack humans, and they are actually sociable and curious by
nature. It is this curious nature that results in
although it is believed that most of these them taking “sample bites” of people then
attacks were not intentional. releasing them instead of preying on them.

Have a student read the title aloud while the

others follow along in their books.

CHALLENGE Ask students to brainstorm

what makes this a good title. After they share
their ideas, teach more about good titles.
(See TEACHING NOTE.)

READING
A Skim the article. We know that Amanda loves sharks because . 5
TEACHING NOTE: A GOOD a she went diving in the ocean
TITLE SHOULD … b she shared the photo of a shark online
c she teaches her class about protecting sharks
• give a hint about the content. B Scan the article. How does Amanda describe sharks? 10
• not be too long. She describes them as beautiful, powerful, and intelligent.
C Talk with a partner. What do you think of sharks? Use adjectives to describe them.
• be meaningful and related to the content. Answers will vary.
• be interesting and make readers want to
know more. 15
132 Unit 11
Ask students to look at the photo. Read the
caption aloud, as students follow along.
A As students follow along in their books, OPTIONAL Have students find South
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OPTIONAL The text can also be used as a 2/25/20 3:04 PM TZ_L2_SB_18

read the sentence and answer choices Africa on a world map and New Jersey on a listening activity. Have students close their
aloud. Have students skim the article. map of the United States. books. Tell students they will listen to
Check answers. the passage.
After completing B, give students the 11.7 Play Audio Track 11.7. Ask students
B Tell students that they will scan the opportunity to read the article in more
article and they should notice how to get into pairs and discuss what information
detail so they can more fully comprehend they heard. Then have them read the article
Amanda describes sharks. it and answer the COMPREHENSION more carefully.
Have students do the task. Check questions.
answers.

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Tell students you will play these sentences
and they should listen carefully to the
pronunciation of these words.
11.7 Play Audio Track 11.7. Play it again,
having students repeat the sentences with
the words.
Have students get into pairs and practice the
sentences with a partner.
Grammar (Focused)
On the board, write, Amanda went diving in
the ocean. A great white shark appeared.
Ask students if she was still in the ocean
when the shark appeared (yes).
Point at in the ocean as you explain that into
shows the action of moving into the ocean.
Explain that if the person is already in the
A diver films a great ocean, we use in.
white shark in Australia.
Have students combine the sentences using
when. You might want to tell them they will
need to change the verb tense. (Amanda was
11.7 Amanda Brewer is a teacher from wanted to eat a piece of meat tied to the cage. diving in the ocean when a great white
New Jersey in the United States. She is very Amanda took a photo of the animal just when it
interested in sharks. She even traveled to opened its mouth. shark appeared.)
South Africa as a volunteer for White Shark Amanda was very excited about her experience
5 Africa, a company that works to protect sharks. 20 with the shark—she said she wasn’t afraid at all.
Direct students’ attention to the last sentence
In the summer of 2014, Amanda was “They’re beautiful, powerful, and intelligent, of the third paragraph. Ask students to
volunteering in Mossel Bay, South Africa. She and it erases all the fear,” she explained. After combine Amanda was diving in the ocean with
was working with scientists on a project to her experience, she shared her photo online
collect information about sharks. She was also and it went viral. this idea. Emphasize that they can shorten the
10 helping out on shark-watching trips. 25 Her picture appeared in newspapers and on sentence to just include the main idea. (For
On one of these trips, Amanda went diving in websites around the world. She also hung the
the ocean inside a metal cage. She was hoping photo in her classroom for her students to see.
example: Amanda was diving in the ocean
to see a shark. She didn’t have to wait very long. She uses it to teach her students that we should when she took a photo of the shark opening
A great white shark appeared and swam protect sharks. its mouth.)
15 straight toward the cage. It was very close. It
Unit 11 133 Understanding Vocabulary
Nuance
C Ask, What do you think of sharks? Have Draw students’ attention to the sentence
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Additional Activities to Use with 2/25/20 3:04 PM

A great white shark … starting on line 14.

students get into pairs and talk about the Reading
their opinions, using adjectives to Read the sentence again, adding suddenly
Pronunciation (Focused) (i.e., A great white shark suddenly
describe sharks.
Remind students that they studied the blends appeared …). Have students explain why the
-sk, -st, -nk, and -nt at the end of words. Have author might add suddenly (e.g., to make the
CHALLENGE Ask students to talk about
students find the words in the article with reader more excited, to help the reader
whether they would like to go cage diving
these endings (went, lines 11 and 24; understand the shark didn’t slowly approach
with sharks, giving reasons for their answers.
intelligent, line 21). Point out that scientists Amanda’s cage).
(line 8) and students (lines 27 and 28) are Follow this procedure for toward the cage and
plural forms. Explain that the final -s may straight toward the cage (e.g., to emphasize
change the pronunciation slightly. that many people would feel afraid in
this situation).

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COMPREHENSION IDIOM
COMPREHENSION A Answer the questions about Diving with Sharks. “It was a close shave” means
that something almost
A EXAM PRACTICE 1 MAIN IDEA The article is mainly about . happened.
a amazing
a a shark attack b dangerous
Multiple-choice items can be either
b dangerous sharks
questions or statements with a blank.
c getting close to a shark
There are various kinds of multiple-
choice questions. 2 DETAIL Which of the following is NOT true about Amanda?

a She is a teacher.
The answers to inference items are not
b She is a full-time scientist.
stated in the passage. Instead, students
c She was a volunteer for White Shark Africa.
must use reason to analyze the hints in
part or all of the passage and make an 3 INFERENCE The shark swam to the cage because it was .
educated guess. Students must: a angry b hungry c playful

•  r ecognize unstated assumptions. 4 VOCABULARY In line 24, it went viral means many people the photo.

•  speculate (e.g., on the author’s a shared b bought c commented on

motivation or unspoken feelings). 5 PURPOSE Why does the author mention that Amanda’s photo appeared in newspapers and
•  produce a conclusion based on the on websites?
provided information. a to show how amazing Amanda’s photo is
•  deduce additional details based on b to show that Amanda saw a rare animal
the passage. c to show that many people love sharks

Students should make sure that their B Complete the chart. Write notes to describe Amanda’s experience.
inference does not contradict any part
of the passage. Where did it happen? In Mossel Bay, 1 South Africa

Have students read the questions Why did she go there? She was volunteering for 2 White Shark Africa
.
to themselves and circle the
summer
correct answers. When did it happen? In the 3 of 2014

After they have finished, have them get What happened? She saw a(n) 4 shark when she was 5 diving .
into pairs and check their answers.
Then check answers as a class.
C CRITICAL THINKING Analyzing Look at the article. Identify two facts and two opinions. Then
discuss your ideas with a partner. Answers will vary.
IDIOM
Read the sentence and answer choices 134 Unit 11
aloud, as students follow along in their
books. Have them guess the answer before
providing it (b). Tell students the idiom is B Point to the chart and explain that it
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CRITICAL THINKING
2/25/20 3:05 PM TZ_L2_SB_18

used in informal English when someone C

summarizes the main points of Tell students that it is important to
just barely escapes something bad Amanda’s experience.
happening. Explain that we can also say recognize what is a fact and what is an
close call. Have students complete the chart. Check opinion. Explain that this can sometimes
answers as a class. be difficult because opinions can be
written to sound like facts.
CHALLENGE Ask students to come up SUPPORT Point out that four of the five W Have students find two facts and two
with their own sentence using It was a close questions are answered. Have students explain opinions in the article. Then have
shave. (For example: The car was going why the fifth W question is not answered. (We  students get into pairs and discuss
recklessly fast around the corner. Luckily, already know who because the subject of the their ideas.
I jumped out of the way just before it hit me. chart is Amanda.)
It was a close shave.) As a class, check answers, having
students explain why each is a fact or

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VOCABULARY
Have students write the correct words to
A Find the words below in the article. Then complete the sentences using the words in
the box.
complete the email. Check answers.
interested hope wait close excited afraid Draw students’ attention to I can’t wait.
Explain that this does not mean that
Martin literally cannot wait. Tell students
Hi Carlos, it means Martin is excited about and
How did you spend your holiday? My family and I went on a trip to the beach. My brother looking forward to telling Carlos more
taught me how to surf—he’s very 1 interested in surfing. I fell into the water many when the opportunity presents itself.
times. At first, I was 2 afraid of getting 3 close to the huge waves.
But now, I’m so 4 excited to surf again! I can’t 5 wait to tell you more.
hope OPTIONAL Tell students they should
I 6  to see you soon!
imagine they are Carlos and they had a long
Best regards,
school vacation. Have students get into pairs
Martin
and discuss where they went, what they did,
who they did it with, and how they felt. Tell
students to use these ideas to write a reply to
Martin. Also have them ask Martin two
B Read the information below. Then match the words in bold to their meanings.
follow-up questions.
Homonyms are words that have the same spelling but different meanings.
When students have finished, collect their
share (verb) 1. divide something between two or more people; 2. have the
same feelings or ideas emails and correct them.
straight (adverb) 1. immediately; 2. in a straight line

1 They share an interest in sports. immediately B As students follow along, read the
2 Zoe shared a pizza with her friends. have the same feelings or ideas information in the box aloud. Have
3 Go straight and turn left on Main Street. in a line
4 I went straight home from school yesterday. divide something between two or students match the words in bold to their
more people meanings. Check answers.

WRITING When I was a

A Read the paragraph.

kid, I saw some
parrots at the
WRITING
zoo. I was Tell students they are going to write about a
B Think about a time you came close
feeding them
to an animal. Make notes. What
when one of time they came close to an animal.
happened? Add any other information.
them landed on
C Describe your experience. Use your my hand. I was A As students follow along, read the
notes from B. Answers will vary. so afraid … example aloud. Ask students to identify
Unit 11 135 details that are included (e.g., what age
the person was, what happened, how the
person felt).
2/25/20 3:05 PM
opinion. Without making a student feel
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questions from questions that allowed the 2/25/20 3:05 PM

B Have students think about their

inferior, correct mistakes in identifying most discussion to questions with the
experience and make notes about what
facts and opinions. least discussion.
happened. Encourage them to include
As a class, have students talk about why some additional details.
CHALLENGE Ask students to get into questions allowed for more discussion.
small groups and brainstorm discussion C Have students write about their
questions about the passage (e.g., Do you experience. Give students a time limit for
think it’s safe to dive near sharks?). Emphasize finishing the story, and set a minimum
that because they are not content questions, VOCABULARY number of sentences they must write
(e.g., seven).
there are no wrong answers.
A As students follow along, read the words
Have students discuss their answers. in the box aloud. Have students find the
After students have discussed the questions, words in the READING passage.
have them work in groups and rank the
Unit 11  135

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VIDEO ABOUT THE VIDEO People talk about a car accident they saw.

VIDEO
TEACHING NOTE: USING
THE MISINFORMATION EFFECT
VIDEO IN THE CLASSROOM Before You Watch
Talk with a partner. Do you think you have a good memory? What things can you remember well?
Incorporating video into the classroom is a Answers will vary.
While You Watch
good way to expose students to more A 11.2 Watch Part 1 of the video. What do you remember about the accident? Circle the
natural discourse and real-world correct answers.
conversations. Because the Time Zones The 1 red / blue car hit the 2 side / back of the 3 red / blue car. Then, it drove past a 4 stop / yield
videos have been graded to reflect what the sign before it drove away.
students have studied, the videos are also a
B 11.3 Watch Part 2 of the video. Check your answers in A. Were you able to remember all
good way for students to review the the details correctly? Why or why not? Discuss with a partner. Answers will vary.
grammatical structures and vocabulary they
have been studying. C 11.3 Watch Part 2 of the video again. Circle T for True or F for False.
1 The misinformation effect shows that some of our memories can be wrong. T F
Teaching with a video is similar to teaching
2 New information can change our memory of a past event. T F
reading or listening, with three basic steps:
3 We form the most accurate memories when we are under stress. T F
previewing, viewing, and post-viewing. The
preview activity engages students and After You Watch
activates their background knowledge of Talk with a partner. Think about your answers in Before You Watch. Do you still feel the same
the subject. Next, students do tasks or way about your memory? Answers will vary.

activities while they watch the video so

they remain focused on the content. Finally,
after students have watched the video they
complete one or more tasks. Just like with
listening, this may require playing the video
a second or third time.

Have students study the photo for a moment.

As students follow along, read the title, the A car on its side after an
sentence about the video, and the photo accident
caption aloud. Notice students’ reactions.
(See TEACHING NOTE.)

TEACHING NOTE:
SENSITIVITY 136 Unit 11

Students’ experiences vary, and a student

may have seen or experienced a traumatic BEFORE YOU WATCH
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11.2 Play Video 11.2. Have students 2/25/20 3:05 PM TZ_L2_SB_18

car accident, perhaps even one ending in open their books, read the summary to
As students follow along in their books, read
death. Discussing this topic may cause a themselves, and circle the answers.
the questions aloud.
student to relive the trauma, so it is
important to be aware of this in class. Have students get into pairs and talk about B Explain to students that they will watch
their ideas. the next part of the video and they
Watch students’ reactions as the topic is should check their answers in A.
introduced. Assign the video as homework, WHILE YOU WATCH
if necessary, so a student who is troubled 11.3 Play Video 11.3. Check answers
A Tell students they will watch the first part in A.
does not need to have pair and class
of the video and they should try to
discussions in front of others. Also consider As students follow along in their books,
remember details about the accident.
talking privately and confidentially with a read the questions aloud. Have students
student who appears upset. Have students close their books so they get into pairs and discuss them.
don’t do the activity as they watch
the video.
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REVIEW
ABOUT THE AFTER YOU WATCH
PHOTO A Complete the sentences. Use the words in the box. Tell students they will get into pairs and talk
The photo shows a car on accidents experience wait excited about the video.
its side after an accident.
Studies have shown that 1 Please wait for me at the bus stop. As students follow along in their books, read
witnesses of crimes or accidents
2 The storm caused traffic across the country . the statement and question aloud.
accidents often change excited
their statements when 3 Carl was very to get a pet.
Have them do the task.
asked a leading question 4 Maria wrote about her experience of living in Africa.
by authorities. In some
countries, asking a witness B Complete the sentences. Circle the correct answers. CHALLENGE Give students additional
leading questions is now
only allowed under certain
1 Sue leave / left the room while the band was practicing. questions to discuss.
conditions. Research has 2 Amanda is / was diving when the shark appeared /
shown that a simple was appearing. 1 How do we determine the accuracy of
change in the verb used by 3 Ann: What were you do / doing yesterday? our memories?
the interviewer to describe Ian: I skated / was skating in the park.
a car collision (e.g., using 2 What can we do to remember
smash instead of collided) C Match the words in bold to their meanings. events better?
can lead to a witness giving a immediately
higher estimates of the
b in a line
car’s speed as well as the
witness providing details c have the same feelings or ideas
that may not be true. d divide something between two or more people REVIEW
1 Eva forgot to bring her lunch, so I shared my sandwich d Explain to students that they are going to
with her. review the material from the unit and this will
2 Juan and I share the same thoughts about the movie. c help them remember what they have studied.
3 The students placed the tables and chairs in b
straight rows.
A Explain that activity A reviews
a vocabulary from the unit. Have students
4 These cookies came straight from the oven.
write the correct words to complete the
sentences. Check answers.
SELF CHECK Now I can …
B Explain that activity B reviews the
describe my past experiences grammar from the unit. Have students
use language for showing the order of two past events circle the correct words to complete the
explain a special kind of memory sentences. Have students get into pairs
and check answers, before you randomly
call on students to give the answers.
Unit 11 137
C Tell students that the activity reviews
words from VOCABULARY activity B.
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C Explain to students that they will watch
TZ_L2_SB_18925_U11_126_137.indd 137
Ask students who someone you trust refers to
2/25/20 3:06 PM
Have them match the words in bold to
Part 2 of the video again and they should in the video. (The police officer who asked the their meanings (a–d). Check answers.
circle T if the statement is true and F if it participants whether they saw the car go
is false. As students follow along in their through the stop sign.)
books, read the sentences aloud.
Have students suggest questions that would SELF CHECK
11.3Play Video 11.3. Play it again, avoid the misinformation effect (e.g., What did These I can statements provide vital feedback
if necessary. Check answers. you see?). on students’ perceived ability to use the
Play the rest of the video so students can read language from the unit. Have students check
OPTIONAL Play the video with the the closed captions as they watch. the things that they can do.
subtitles on. Have students read along as you
play the video. Pause the video after someone
you trust.

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UNIT 12 WE’RE GOING TO
WE’RE
GOING TO VOLUNTEER!
VOLUNTEER!
CONTENT AREA: PEOPLE
AND PLACES
Topic: volunteering
Vocabulary: words related to
volunteering: clean, trash, volunteer,
beach, plastic, pick up, charity event, plan,
raise money, guide visitors, make posters,
bake; other words: waste, prepare,
welcome, nearly, order, serve
Grammar: talking about future plans
using going to; adverbs of time
Extra material: a calendar,
a world map
Other useful vocabulary: words
related to volunteering: make flyers,
pass out brochures, promise to help
(someone), sell (tickets/T-shirts), set up PREVIEW
(tables/the cafeteria/the gym), agree to do A Work with a partner. Talk about the photo B 12.1 Listen. Check (✓) the activities that C
(something), choose the music, take tickets, using the words in the box. Answers will vary. Martha and Kathy are going to do.

work at the entrance table, help with the clean trash volunteer ✓ volunteer plan a charity event
beach plastic pick up
ticket booth ✓ clean a beach raise money
✓ put up decorations ✓ guide visitors
END OF UNIT PROJECT Have
138
students do research to see if their family
wastes food. Remind students that in the
READING and VIDEO sections, they learned
Tell each student to make a check in their
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CONTENT NOTE:
2/25/20 3:07 PM TZ_L2_SB_18

about food waste. Tell them that they will

checklist every time they observe the problem VOLUNTEERING
create a checklist. Explain that they will make
during the next week.
observations in their home twice a day for
A volunteer is someone who does work
seven days and will use their checklist to keep At the end of the week, remind students to
without getting any money to do it. Many
track of their results. Explain that they will use bring their checklist to the next lesson.
schools and clubs have fundraising events in
their checklist to compare their results with
In the next lesson, have students get back into which volunteers take part. For example,
their partner’s.
their pairs and compare results. When they some groups sell calendars, cookies, or
Have students get into pairs and brainstorm have finished, have each student write up a chocolate. Cookie-selling is deeply rooted in
things they can observe to track food waste in short list of suggestions for his/her family. American culture and is most associated
their homes. Have each pair turn these ideas After you have checked their work, encourage with the Girl Scouts. The sale of cookies as a
into a checklist. students to share their list with their families. way to finance Girl Scout activities began as

138  Unit 12

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ABOUT THE PHOTO A Explain to students that they are going to
This photo shows teen volunteers get into pairs and talk about the photo
at a beach cleanup event in Cape using the words in the box. As students
Town, South Africa. Beach cleanup follow along, read the photo caption
events help keep beaches clean
for beachgoers as well as reduce
aloud. Then read the words in the box.
pollution of the ocean. Have students do the task.
Volunteering has many benefits,
including making new friends and
learning new skills. Volunteering SUPPORT Tell students clean is when
is also good for your mental and we make something nicer and less dirty.
physical health, by reducing stress Have students name things they can clean
and giving you a sense of purpose. (e.g., their rooms, the classroom, the table).
It is estimated by the United
Nations Volunteers program that Explain that pick up and clean up have similar
the number of volunteers meanings, although pick up sometimes
worldwide is more than 1 billion, implies putting things in their correct place
with more women doing
volunteer work than men.
when the things aren’t dirty.
Tell students trash includes things we don’t
want any more so we don’t keep them.
OPTIONAL Have students find South
Africa on a world map.

B Tell students that they will hear a

conversation between Martha and Kathy
Teens volunteer at an event in
Cape Town, South Africa. and they should check the activities they
are going to do. Read the activities aloud,
as students follow along.
PEOPLE AND PLACES 12.1 Play Audio Track 12.1. Play it
again, if necessary. Check answers.
C Talk with a partner. Have you ever been a UNIT GOALS
volunteer? What did you do? Answers will vary. • describe your future plans C As students follow along, read the two
ent
I collected old newspapers for recycling. • use language for expressing future time questions aloud.
• learn about volunteer activities Model the conversation with a student.
I made cards to sell at my school fair.

139
Have students get into pairs and talk
about their ideas.

2/25/20 3:07 PM TZ_L2_SB_18925_U12_138_149.indd 139

early as 1917. The organization believes

help others without getting any money. Tell 2/25/20 3:08 PM
UNIT GOALS
them this is called volunteering. Explain that
that selling cookies helps Girl Scouts Direct students’ attention to the UNIT GOALS
they will also learn how to talk about things
practice life skills like planning, positive box. Explain that these are some of the things
that will happen in the future.
outlook, and teamwork. students will learn in this unit. Point out that
this unit is about people and places. As
SUPPORT If you brought in a calendar,
students follow along, read each of the unit
point to today’s date and say today. Point to
goals to the class. Explain any words students
PREVIEW yesterday as you say the past. Then point to
do not know. Remind students that at the end
any day after today as you say the future.
Have students read the unit title to themselves of the unit there is a self check that allows
as you read it aloud. Explain that in this unit them to see if they have accomplished
they will learn to talk about things they do to each goal.

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LANGUAGE FOCUS
LANGUAGE FOCUS
A 12.2 Listen and read. What’s Ming going to do for the
REAL ENGLISH Definitely!
A Tell students they will listen to a charity dance? Then repeat the conversation and replace
the words in bold. He’s going to decorate the gym and help Stig to bake cookies.
conversation between Stig, Nadine,
Ming, and Maya. Nadine: We’re going to have the charity dance in
the gym. Who’s going to decorate it?
12.2 Play Audio Track 12.2 as
Ming: I am! I made some awesome decorations.
students listen and follow along in their (made some cool posters / bought lots
books. If necessary, play the conversation of balloons)
again, pausing after each speaker so Nadine: OK, we need music. Maya, are you going
students can repeat. to be the DJ?
Maya: Definitely! I’m going to play some cool
As students follow along, read the hip-hop music. (rock / dance)
question, What’s Ming going to do for the Nadine: Who’s going to bring the food?
charity dance? Have students answer. Stig: I’m going to bake some cookies. Ming’s
going to help. (make cupcakes /
Have students work in groups of four and bake a cake)
practice the conversation once. Point out Ming: So, Nadine, what are you going to do?
the bold words and read them aloud as Nadine: Well, I’m going to come to the dance and
eat the cookies! (have a great time /
students follow along in their books. You
enjoy the music)
might want to have students repeat the
words after you say them.
B 12.3 Look at the chart. Circle the correct answers below.
Tell students they will practice the
conversation two more times, changing DESCRIBING FUTURE PLANS (USING GOING TO AND EXPRESSING FUTURE TIME)
the bold words each time and swapping I’m going to volunteer at a school event. / She’s going to sing at the party. / They’re going to
collect food waste.
roles after the first time.
Are you going to come to the party? Yes, I am. / No, I’m not.
What’s he going to do? He’s going to play music.
OPTIONAL Tell students that we can add What are you going to eat? I’m going to eat a sandwich.
prefixes and suffixes to base words to create When are you going to go to the mall? I’m going to go there tomorrow / next week.
words with different meanings. Give an
example (e.g., teach is the base verb, teacher is 1 We use going to to talk about . a past experiences b future plans
the noun). Have students find the pair of 2 We use going to + . a base verb (e.g., help) b simple past (e.g., helped)
words in the first part of the conversation that 3 We use adverbs of time (e.g., tomorrow) to tell us something happens.
are a verb and noun (decorate and a when b how often
decorations).
140 Unit 12

REAL ENGLISH B Ask students to look at the chart.

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Having students formulate their own 2/25/20 3:08 PM TZ_L2_SB_18

Tell students that they will study grammar rules is an important critical

Direct students’ attention to the expression in how to talk about future plans. thinking skill.
the REAL ENGLISH box. Tell students that we
use Definitely! to make our statements Have students follow along as
12.3 Read the first question in the chart aloud
stronger. Point out that Maya uses it as a they listen to Audio Track 12.3. and point out that it requires a yes
stronger way to say yes, indicating that there is or no answer.
Read the three sentences at the top of
no doubt she will be the DJ. the chart. Point out that they all use Read the next two questions in the chart
Definitely can also be used with a verb or verb going to. Have students deduce the verb aloud. Have students make a grammar
phrase to emphasize certainty. For example: structure they should use (a be verb + rule. For example: The subject, be verb,
I’m definitely going to sign up for the class trip going to + plain form verb). and going to are in both the question and
this year. response.

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C Write questions for the answers. Use going to and the words in parentheses to help you.
1 What’s Matt going to do ? (Matt / do) He’s going to make T-shirts. Draw students’ attention to the three
2 Is Kwan going to volunteer ? (Kwan / volunteer) Yes, he is. statements under the chart. Have
3 Is Mary going to draw ? (Mary / draw) No, she isn’t.
students circle the correct answers.
Is Sofia going to sing Check answers.
4 ? (Sofi / sing) No, she’s going to put up decorations.
5 What’s Lucas going to do ? (Lucas / do) He’s going to raise money for charity. C Tell students they should use going to
and write questions that match the
D 12.4 Complete the conversation. Use the correct form of the words in parentheses.
Then listen and check your answers.
answers. Point out that there are two
words in parentheses that they should
Marco: Hey Jia Li, are you going to go to the school dance?
use for each question. Check answers.
Jia Li: 1
Yes, I am (be). What time does it start?
Marco: It starts at seven.
OPTIONAL Have students get into
Jia Li: I can’t wait! 2 What are you 3 going to wear ? (wear) pairs and take turns asking and answering
Marco: I don’t have a suit, so I’m going to wear my brother’s. What about you? the questions.
Jia Li: I’m 4 going to wear (wear) the dress I bought recently.
going to bring
Marco: Are you 5
(bring) your friends to the dance? They said we could D Ask students to use the correct form of
invite friends.
the words in parentheses to complete
Jia Li: Yeah, I am. A few of my friends are 6 going to come . (come) the conversation.
E Work in a group. Play a game. Think of an activity, such as playing soccer, going to school, Explain to students that they will listen
or sleeping. Say the things you do to prepare for the activity. Your group members guess the
activity that you are going to do. Take turns.
and check their answers.

I bring out my brushes. I mix different colors. What am I going to do? You’re going to paint!
12.4 Play Audio Track 12.4. Check
answers as a class.
E Tell students they are going to get into
groups and play a guessing game.
Explain that they must each think of an
activity and then describe the things they
would do to prepare for the activity. Tell
them that the other group members will
guess what the activity is and then they
will switch roles.
Model the conversation with a student.
Unit 12 141 Have students do the task.

2/25/20 3:08 PM
Read the last question and response in
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CHALLENGE Tell students that in

2/25/20 3:09 PM

the chart aloud. Tell students we use next addition to next we can use from now to talk
before time expressions. Give several about time periods in the future. Give
more examples such as next year, next examples such as two weeks from now and six
month. Explain that we say next Monday months from now. Point out that the time
to refer to the first Monday that comes expression comes before from now. Also point
after the conversation takes place. out that we can use plurals with from now,
Tell students we don’t use plurals with such as two years from now.
next, so we don’t say next months or Have students brainstorm some other
next years. responses to the last question (e.g., after
school, next Monday, two weeks from now, six
months from now).

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THE REAL WORLD
THE REAL WORLD
CONTENT NOTE: CITIZEN
SCIENCE APPS SCIENTISTS
iNaturalist, a citizen science app, enables
FOR A DAY
youths to participate in a BioBlitz. They take
photos of plants and animals and share
them on the app. These observations are
verified by experts on the app before they
become a part of the Global Biodiversity ABOUT THE PHOTO
Information Facility data set. This photo shows citizen scientists at a BioBlitz event
at Bowman Lake, located in the Glacier National Park,
Montana, USA. At a BioBlitz, members of the
As students follow along, read the title and community such as scientists, students, and teachers
photo caption aloud. work together to find and identify as many species as
possible in a specific area within a short period of
A As students follow along, read the time. Sampling species in an area can often help
definition of a citizen scientist aloud. Then scientists track the health of the ecosystem. Keystone
read the question and answer choices. species are species that only exist in very specific
environments. They help maintain the ecosystem, and
Have students check their answers. without them the ecosystem would change drastically
or cease to exist. The population count of a keystone
B Tell students they are going to watch a species is a good indicator of the ecosystem’s health. Citizen scientists at
video about volunteers at a BioBlitz a BioBlitz event

event. Tell students they should check the

two animals they see in the video. A Read the definition below. Then answer the question. Answers will vary.
12.1Play Video 12.1. Don’t check citizen scientist noun a non-scientist volunteer who collects data and records observations
answers yet.
Which of the following are benefit of using citizen scientists? Check (✓) your answers.
CHALLENGE Tell students that there are They may need training. ✓ They can help to collect large amounts of data.
at least three reasons we give examples.
✓ They work for free. The data they collect may not be accurate.
(See TEACHING NOTE.) Have students watch
the video and identify what words the narrator B 12.1 Watch the video. What animals did you see? Check (✓) the two correct answers.
used instead of for example.
12.1 Play Video 12.1. Check answers rat ✓ insect ✓ frog monkey

(such as). 142 Unit 12

Have students identify why the examples were

given (to expand on ideas and to provide more C Tell students they will watch the video
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CHALLENGE Have students discuss 2/25/20 3:09 PM TZ_L2_SB_18

specific context). again and they should circle T if the additional questions.
statement is true and F if it is false.
1 Are there any disadvantages of using
TEACHING NOTE: GIVING As students follow along in their books,
citizen scientists? If so, what are they?
EXAMPLES read the sentences aloud.
2 What are some reasons people choose
There are several reasons we give examples. Play Video 12.1. Play it again,
12.1
to volunteer as citizen scientists?
First, examples help clarify our ideas for the if necessary. Check answers. Also check
listener/reader. Second, examples extend and answers in B. 3 Would you like to be a citizen
expand on our ideas. When our first statement scientist? Why or why not?
is broad, an example provides a more specific
D CRITICAL THINKING
context. Third, examples support and provide
proof that helps substantiate our arguments. As students follow along, read the
question aloud. Have students get into
pairs and talk about their ideas.
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C 12.1 Watch again. Circle T for True or F for False.
1 The goal of the event was to count the kinds of plants and animals in the park. T F Tell students they will hear five sentences and
2 The volunteers finishe before it got dark. T F they should write the words to complete
3 It was sunny throughout the event. T F
them.
4 Volunteers shared photos of plants and animals online. T F 12.5 Play Audio Track 12.5. Play it again,
if necessary. Check answers.
D CRITICAL THINKING Analyzing Talk with a partner. What kind of research do you think citizen
scientists can help with? Answers will vary. If necessary, play the audio again, pausing
PROJECT Work with a partner. Take photos of plants and animals in a park near you and
after each sentence so students can repeat.
identify them.
Have students get into pairs and take turns
practicing the reduction as they read
PRONUNCIATION reduction: going to DO YOU KNOW? the sentences.
12.5 Listen. Complete the sentences. Then read the sentences to The largest national
park in the world
a partner.
is in . DO YOU KNOW?
1 We’re going to have a school dance next week. a Greenland
going to raise b the United States Read the statement and answer choices
2 Are you money for charity?
going to play
c Australia aloud, as students follow along in their
3 The DJ is some awesome music.
books. Have students guess the answer
4 Joe and Maria are going to bake cookies and cupcakes. before providing it (a).
5 Who’s going to make posters for the dance?

COMMUNICATION
Plan a school charity sale. Work in a group of three. Take turns asking what your group
members are going to do. Then complete the chart.
COMMUNICATION
Student A: Look at the chart below. Tell students they are going to get into groups
Student B: Look at the chart on page 153. of three and plan a school charity sale.
Student C: Look at the chart on page 154.
Have students get into groups. Tell Student As
When Student A Student B Student C
to look at the chart on page 143. Have Student
today design a T-shirt plan the games design the poster
Bs turn to page 153. Tell Student Cs to open
tomorrow make decorations buy balloons make posters
their books to page 154.
next week buy plates and cups put up decorations choose the music
on the day of the sale sell the drinks make sandwiches sell sandwiches Have students look at their charts. Tell
students they should take turns asking and
What are you going to do today? I’m going to design a T-shirt. answering questions to understand everyone’s
roles as they prepare for the event. Point out
that they should complete the chart with the
Unit 12 143
information that the other students will do
today, tomorrow, next week, and on the day of
the sale.
2/25/20 3:09 PM
PROJECT As students follow along, read
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PRONUNCIATION 2/25/20 3:09 PM

the project instructions aloud. Personalization Model the conversation with a student.
and relating topics to students’ own lives and Tell students they will practice their
cultures are important critical thinking skills. pronunciation of the reduction of going to. Have students do the task.

Give students a deadline by which they should Explain that when we speak, we often do not
OPTIONAL When students have finished,
have taken their photos and identified the enunciate each word independently of the
have them stay in their groups and talk
plants and animals. words next to it. Tell students that when we
about any other preparations they should do.
speak quickly we often blend the words going
In the next lesson after the deadline, randomly Then have them decide who will do them
and to together, and this sounds like gonna.
call on some pairs to share their findings with and when.
Tell them that it is important to recognize this
the class. so they can understand what people
are saying.

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READING READING
A Scan the article. What are the places that waste food? Underline them.
CONTENT NOTE: TRISTRAM B Look at the chart below the article. Which of these statements is true?
STUART Circle the correct answer.
a We waste a higher percentage of dairy products than meat.
Tristram Stuart, a native of London, was b We waste more than a third of the fish and seafood we produce.
c We eat more than 60 percent of the fruits and vegetables we produce.
instrumental in showing the world, through
his book Waste: Uncovering the Global Food C Talk with a partner. Would you buy “ugly” food? Why or why not? Answers Ver
will vary. veg
Scandal, how much food is wasted around bec
the world. He became interested in the
subject when he was 15 years old after he
started feeding some animals with uneaten
food from the school cafeteria and nearby
shops. He realized that the global scale was
huge, with rich countries making enough
food to meet three to four times the
nutritional needs of the citizens. Tristram
believes that excess food production
contributes to global problems like
deforestation and excessive use of fossil
fuels.

As students follow along in their books, read

the title aloud. Have students study the photo
for a moment before having one student read
the photo caption aloud.

CHALLENGE Ask, Do you think these

fruits and vegetables are ugly? Why or why not?
Do you think these fruits and vegetables taste
different because of the way they look?
Have students get into small groups and
discuss their ideas, providing reasons to
support their beliefs.
144 Unit 12

A Have students scan the article and

underline the places that waste food. SUPPORT Have students correct
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Check answers. TEACHING NOTE: BAR

statements a and c, adding percentages to CHARTS
B Draw students’ attention to the chart help students confirm the facts.
below the article. Teach students about A bar chart, also called a bar graph, shows
a We waste a lower percentage of dairy
bar charts. (See TEACHING NOTE.) the relative size (value) of things that have
products (17.1 percent) than meat (21.5
a common basis. As a result, a bar graph
As students follow along, read the percent).
allows us to easily and visually compare
statements in B aloud. c We eat less than 60 percent of the fruits and
different subgroups. For example, a bar
vegetables we produce. / We only eat
Have students study the chart and circle chart of favorite types of music would
54.3 percent of the fruits and vegetables
the correct answer. Check answers. probably have either number of people or
we produce.
percent response on one axis and types of
music on the other axis.

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ABOUT THE PHOTO THE “UGLY” FOOD C As students follow along in their books,

CHALLENGE
This photo shows a variety of common fruit and read the questions aloud. Have students
vegetables that look quite unconventional. get into pairs and discuss their ideas.
These strange-looking vegetables may be
considered ugly by some people, but they taste Additional Activities to Use with
the same as their better-looking counterparts. the Reading
According to the Food and Agriculture A 12.6 Tristram Stuart has 24 hours to prepare a

Organization (FAO) of the United Nations, one- meal for 5,000 people. He’s going to plan a menu, Listening and Pronunciation
gather food, cook, then welcome his guests. As part
thirdoften,
Very of thefruits
world’s
andfood doesn’t make it to the
of the challenge, almost all of the ingredients must (Focused)
vegetables go to
shelves of our waste
local grocery stores and
because they look ugly. be from farms and stores that don’t want them. This
supermarkets because it is thrown out on its sounds like a TV show, but it’s not—it’s one of If necessary, review the reduction of going to
way from the farm to the store. The FAO Tristram’s campaigns to stop food waste. in the PRONUNCIATION section. Tell students
estimates that about 45 percent of all fruit and
vegetables grown is wasted.
B First, Tristram travels to a farm and collects more about gonna. (See TEACHING NOTE.)
vegetables that farmers think are too “ugly” to sell.
Then, he stops at a farmers’ market to collect
vegetables that sellers threw away. Hours later,
Ask students to find going to in the first
thousands of people enjoy the food his team of paragraph. Have them predict whether the
volunteers prepared. speaker will reduce it, giving reasons for
C Nearly 800 million people around the world do not
get enough food. But according to the United
their ideas.
Nations, we waste enough food to feed every one of
them. Why do we waste so much food? Stores and Tell students they will listen to the first
restaurants waste food when they order or serve paragraph and should notice whether going to
too much. Supermarkets throw fresh fruit and
vegetables away because they have strange shapes has been reduced (blended together).
or colors. And at home, we often throw our
leftovers away. 12.6 Play the beginning of Audio
D Many people like Tristram are trying to stop food Track 12.6. Check answers.
waste. For example, volunteers at Keep Austin Fed—
an organization in Austin, Texas—save over Play Audio Track 12.6 again, stopping after
20,000 kilograms of food each month. Every day,
they collect unwanted food from sellers and give it the second sentence so students can practice
to people in need. saying going to correctly.

THE AMOUNT OF FOOD WE WASTE IN A YEAR TEACHING NOTE: GONNA

Fish &
34.7%
Seafood
Students are usually eager to sound natural
Meat 21.5% in English, so they will often adopt gonna
Fruits &
(for going to) in their speech. Explain that
45.7%
Vegetables gonna should only be used in informal
Dairy
17.1% speech and not in formal speech or writing.
Products
Also tell students that to use gonna their
Unit 12 145 speech must be fluid. If they enunciate each
word clearly, using gonna will sound odd.
2/25/20 3:10 PM TZ_L2_SB_18925_U12_138_149.indd 145
OPTIONAL The text can also be used as a2/25/20 3:10 PM

The longer the bar is, the higher the

listening activity. Have students close their
number or percentage is. We usually use
books. Tell students they will listen to
simple present tense verbs to talk about
the passage.
graphs. For example: This bar graph shows
how much food we waste in a year. We 12.6 Play Audio Track 12.6. Ask students
waste 34.7 percent of fish and seafood. to get into pairs and discuss what information
they heard. Then have them read the article
Give students the opportunity to read more carefully.
the article in more detail so they can
more fully comprehend it and answer
the COMPREHENSION questions.

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COMPREHENSION
COMPREHENSION A Answer the questions about The “Ugly” Food Challenge.

A Have students read the sentences 1 MAIN IDEA This article is mainly about .
to themselves and circle the a why people don’t buy “ugly” fruits and vegetables
correct answers. Check answers. b how much food we waste
c how people use unwanted food to feed others
SUPPORT Ask students to define how a 2 REFERENCE The word This in the last sentence of paragraph A refers to .
farm (Paragraph A) and farmers’ market a Tristram’s challenge
(Paragraph B) are different. (Vegetables and
b Tristram’s TV show
fruit are grown on a farm; some farms also
c Tristram’s team of volunteers
raise animals. Many farmers sell their produce
to companies, which then process and 3 DETAIL Tristram collected food from all of the following EXCEPT .
distribute it before it is eventually sold to a farms b restaurants c farmers’ markets
consumers. Some farmers sell their produce 4 INFERENCE Supermarkets throw away “ugly” food because they think .
directly to people at farmers’ markets. a it tastes bad b it goes bad quickly c no one wants to buy it
The produce is usually fresher because it
5 DETAIL Volunteers at Keep Austin Fed .
came directly from the farm.)
a cook meals for hungry people
b sell unwanted food at low prices
B EXAM PRACTICE
c give unwanted food to hungry people
The task of matching a paragraph to an
appropriate heading is used in B Match. Which paragraph contains the following information?

standardized tests such as the reading 1 the amount of food Keep Austin Fed saves each month Paragraph A
section of the IELTS exam. This item tests 2 the number of meals Tristram has to prepare Paragraph B
students’ ability to comprehend the main 3 where Tristram got food for the campaign Paragraph C

idea of each paragraph. To do this, 3 the number of hungry people around the world Paragraph D

students must not only read the first and C CRITICAL THINKING Reflecting
last sentences of each paragraph but also Talk with a partner. List three
scan the body of each paragraph to habits that can help you reduce HOW TO REDUCE FOOD WASTE
understand enough details that they food waste. Answers will vary.
don’t choose one of the distractors.
On the IELTS exam, there are more
headings than paragraphs so that
students cannot use the process of
elimination to find an answer. Before 146 Unit 12
reading the passage, students should
quickly read the headings. TZ_L2_SB_18925_U12_138_149.indd 146 2/25/20 3:10 PM TZ_L2_SB_18

C CRITICAL THINKING think about and take notes on both their

Before students can select correct Have students get into pairs and make a ideas and the language they will use before
paragraph headings, they must list with three habits they can develop so getting into pairs. If students are finding it
comprehend the type of information they waste less food. difficult to think of ideas, as a class, have
that is contained in the paragraph.
them brainstorm several ideas along with
Evaluating which paragraph contains TEACHING NOTE: pertinent vocabulary.
specific information helps students PREPARATION TIME
prepare for standardized test tasks. After they have prepared, have them do
Students often need time to prepare before the activity.
Tell students they should match the
discussing their opinions in pairs. To help
information to the paragraph it is in.
them feel like they had a successful
Have students do the task. Check answers discussion, give students time to
as a class.

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VOCABULARY
A Find these words in the article. Then complete the sentences using the words in the box.
WRITING
prepare welcome nearly waste order serve Tell students they are going to write an article
1 The students put up decorations to welcome their new classmate from Japan.
to try to recruit volunteers for an event.
2 A waiter’s job is to serve food to the customers. A As students follow along, read the
3 Water is important to us—we should not waste it. beginning of the example article about
4 Mia is nearly as tall as her mother. an event aloud.
5 Sofi is helping her daughter to prepare for her exams.
Ask what information is given (what the
order
6 My parents are going to food from their favorite restaurant. event is, the purpose of the event, the
number of volunteers needed, what the
B Read the information below. Then circle the correct answers.
volunteers are going to do).
We use nouns to refer to different types of food. IDIOM
dessert: sweet food you eat at the end of a meal When you have “too much on B Tell students they should choose an event
ingredients: food used to prepare a dish
your plate,” you have . and make notes. As students follow
a too much food
leftovers: extra food left at the end of a meal b a lot of work or problems along in their books, read the questions
main course: the largest part of a meal aloud. Point out that they will also need
other information to write their articles.
1 Mateo had pizza for his dessert / main course.
Have them think about what information
2 There were a lot of leftovers / main courses from the party.
they would need to be convinced to
3 The chef uses fresh ingredients / leftovers.
volunteer.
4 After the main course, I had ice cream for ingredient / dessert.
C Have students use their notes from B to
write their articles.
Give them a time limit for finishing the
WRITING article, and set a minimum number of

WE NEED YOU!
A Read the beginning of the article sentences (e.g., eight).
about an event.
B Choose an event. Make notes. CHALLENGE Have students name other
What’s the event about? What are things they might do to prepare for an event.
the volunteers going to do? Add
other information. UGLY FOOD FEAST is an eve
nt that calls attention to foo (See Other useful vocabulary.)
We need 10 volunteers for d waste.
the event. The volunteers are
C Write an article to get volunteers collect unwanted food from
…
going to OPTIONAL After students have finished
to join the event. Use your notes
from B. Answers will vary.
writing their articles, remind students that the
purpose of the article is to convince people to
Unit 12 147
act (i.e., to volunteer).
Divide the students into groups and then have
2/25/20 3:10 PM

VOCABULARY
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IDIOM
2/25/20 3:11 PM
them take turns presenting their articles to the
group. Have other students ask questions
A As students follow along, read the words Read the sentence and answer choices about things they don’t understand. Also have
in the box aloud. Have students find the aloud, as students follow along in their them ask questions about information they
words in the READING passage. books. Have them guess the answer before would want before agreeing to volunteer.
providing it (b). Ask students to imagine a
Have students write the correct words to plate with so much food on it that the food Have students use this feedback to revise their
complete the sentences. Check answers. is falling off. Explain that if they visualize article before turning it in.
B As students follow along, read the the food as work or problems, they may be
information in the box aloud. able to easily remember this idiom.

Have students circle the correct words to

complete the sentences. Check answers
as a class.
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VIDEO ABOUT THE VIDEO Tristram Stuart’s campaign aims to stop food waste.

VIDEO
CONTENT NOTE: FOOD
FEEDING THE 5,000
WASTE Before You Watch
Talk with a partner. Read the statements below. Check (✓) any that you think are true.
In spite of the fact that the number of ✓ Food waste can cause pollution.
people around the world who are hungry It’s not safe to eat vegetables with spots on them.
continues to rise, in the time between the To feed all the hungry people in the world, we need to produce more food.
production of food and final consumption
a great deal of food is wasted, particularly While You Watch
A 12.2 Watch the video. Circle the correct answers.
in developing countries. Equally important,
a great deal of water is used to grow the 1 The United States throws away about 40 / 70 percent of the food it produces.

food that isn’t eaten, and that water could 2 Dominika talks about people rejecting food because it looks / tastes bad.
supply the needs of many of the world’s 3 The Feeding the 5,000 event is aimed at pressuring big companies /
raising individuals’ awareness.
8 billion people.
B 12.2 Watch again. Circle T for True or F for False.
Tell students they are going to watch a video
1 The volunteers prepared the food at home before bringing it to the event. T F
called Feeding the 5,000. As students follow
2 The volunteers served vegetable curry at the event. T F
along in their books, read the sentence about
the video and the photo caption aloud. 3 The volunteers cooked and served the food on the same day. T F

BEFORE YOU WATCH C Circle the correct answer. When Tristram said,
“it’s time to take food waste off the menu,”
As students follow along, read the statements he means that .
aloud. Have students check any that they think a we should not buy fast food
are true. b we should stop food waste
c restaurants should serve unwanted food
WHILE YOU WATCH
After You Watch
A Tell students they will watch the video Talk with a partner. What can your
and they should circle the correct school do to reduce food waste?
answers to complete the sentences. Answers will vary.

12.2 Play Video 12.2. Play the video

again, if necessary. Check answers. A man gets free food at a
Feeding the 5,000 event.
B Explain to students that they will watch
the video again and they should circle T if
148 Unit 12
the statement is true and F if the
statement is false. As students follow
along in their books, read the CHALLENGE On the board, write, Don’t
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OPTIONAL Tell students that a menu is a 2/25/20 3:11 PM TZ_L2_SB_18

sentences aloud. chuck that away! Tell students that Tristram list of foods and drinks that are offered at a
12.2 Play Video 12.2. Play the video said it. Have them brainstorm what it means. restaurant. Explain that in this quote Tristram
again, if necessary. is using a play on words, suggesting that food
12.2 Play Video 12.2, stopping after
waste should not be an option.
Check answers. Also have students Tristram says Don’t chuck that away! Have
discuss their answers in BEFORE students share ideas before explaining that CHALLENGE Play the video with the
YOU WATCH. chuck is informal English for throw away. closed captions on. Have students read along
as you play the video. Play it again, pausing so
C As students follow along in their books, students can repeat.
read the sentence and answer choices After students have practiced reading the
aloud. Have students circle the correct closed captions, have them get into pairs and
answer. Check answers. create their own conversation about this
method of reducing food waste.
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REVIEW
ABOUT THE 2 Do some people tend to care about
PHOTO A Complete the sentences. Circle the correct answers. food waste more than others, and
This photo shows a man if so, what kinds of people?
getting free food at a
Feeding the 5,000 event.
Hi Joe, 3 Tristram tried to get support from
Feeding the 5,000 is an I’m planning an event to 1 raise / waste money for an animal shelter. individuals. Why do you think he did
event organized by a I have a team of 2 visitors / volunteers to help me. Ben is going to
that rather than trying to work with
British non-profit 3
serve / put up decorations and Sofia is going to 4 welcome / order
organization, Feedback, the guests. We need some volunteers to 5 prepare / guide the food. big companies?
founded by Tristram Do you want to join us?
Stuart. The first Feeding 4 What is the role of big companies in
Eva
the 5,000 event took place reducing food waste?
at Trafalgar Square in
London, England. To date,
more than 50 Feeding the
5,000 events have taken
place around the world in
B Write the sentences. Use the words given.
1 going / mall / do / are / what / you/ to / at / the
REVIEW
countries such as France
and Ireland. The What are you going to do at the mall ? Explain to students that they are going to
organization campaigns 2 plan / to / she’s / charity / going / event / a review the material from the unit and this will
against food wastage. The help them remember what they have studied.
She’s going to plan a charity event .
ingredients that go into
the food served at their 3 beach / are / when / go to / the / going to / you A Explain that activity A reviews
Feeding the 5,000 events When are you going to go to the beach
are sourced entirely from ? vocabulary from the unit. Have students
food that would have circle the correct words. Check answers.
gone to waste. C Complete the sentences. Write dessert, ingredient, leftovers, or
main course.
1 Max ate the leftovers from last night’s dinner. OPTIONAL Have students imagine they
2 The main ingredient of this dish is fish
are Joe and write an email replying to Eva.
Encourage them to ask her more questions
3 She had chicken for the main course . After that, she ordered a
cake for dessert . so they can get more information about
the event.

SELF CHECK Now I can …

B Explain that activity B reviews the
describe my future plans grammar from the unit. Have students
use language for expressing future time use the words to write questions and
talk about volunteer activities sentences. Check answers.
C Tell students that the activity reviews
Unit 12 149 words from VOCABULARY activity B.
Have them write the correct words to
complete the sentences. Check answers.
2/25/20 3:11 PM
After they have finished creating their
TZ_L2_SB_18925_U12_138_149.indd 149
AFTER YOU WATCH 2/25/20 3:11 PM

conversations, give students time to practice As students follow along, read the question
them. Encourage them to use gestures and
emotion rather than just reading
aloud. Have them get into pairs and discuss SELF CHECK
their ideas.
their dialogues. These I can statements provide vital feedback
on students’ perceived ability to use the
When they have finished practicing, have CHALLENGE Give students additional
language from the unit. Have students check
some pairs present their conversations to questions to discuss.
the things that they can do.
the class.
1 How do you feel when you see food
being wasted?

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UNIT 1 COMMUNICATION
Student B: Share your schedule. Complete the schedule below. Don’t show your partner. Ask and
answer questions about your partner’s schedule.
Time Monday Tuesday Wednesday Thursday Friday

Before school

Morning

Lunch

Afternoon

After school

UNIT 2 COMMUNICATION
Work with a partner. Student A: Choose one person in the photos. Don’t tell your partner who it is.
Student B: Ask yes/no questions to guess your partner’s choice. Take turns.

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UNIT 4 COMMUNICATION
Student A: Play a quiz game. Work with a partner. Take turns asking and answering questions.
The correct answers are in bold.
Questions
1 What’s the highest mountain in Japan?
a Mount Kita b Mount Fuji
2 What’s the hottest desert in Africa?
a the Sahara b the Taklimakan Desert
3 Which city has the most bridges?
a Seoul, South Korea b Hamburg, Germany
4 What’s the smallest country in Asia by area?
a Singapore b the Maldives
5 What’s the windiest city in the world?
a Wellington, New Zealand b Chicago, USA
6 What’s the coldest continent?
a Australia b Antarctica
7 Which bird lays the largest eggs?
a ostrich b emperor penguin
8 What’s the largest country by area?
a Russia b Canada

UNIT 7 COMMUNICATION
Student B: Find the differences. Look at the picture below. Take turns asking and answering
questions to find seven differences. Circle them.

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UNIT 4 COMMUNICATION
Student B: Play a quiz game. Work with a partner. Take turns asking and answering questions. The
correct answers are in bold.
Questions
1 What’s the oldest musical instrument?
a the flu e b the violin
2 Which city has the most fountains?
a Rome, Italy b Paris, France
3 What’s the highest mountain in Africa?
a Mount Kenya b Mount Kilimanjaro
4 What’s the largest desert in Asia? t
a the Arabian Desert b the Gobi 1s

5 What’s the biggest country in South America by area?

a Argentina b Brazil
6 Which country has the most public holidays? Hi
ll
a Cambodia b Finland
7 What’s the heaviest land animal?
a the African elephant b the hippopotamus
8 What’s the largest ocean on Earth?
a the Pacific Ocean b the Atlantic Ocean

UNIT 8 COMMUNICATION
Work in a group of four. Do a survey. First, check (✓) the healthy habits you follow. Then ask the
other members of your group about their healthy habits. Discuss the results as a group. Talk about
other things you can do to stay healthy.

Name
Healthy Habits
You
1 I get plenty of sleep.
2 I always wash my hands
before I eat.
3 I drink lots of water.
4 I exercise most days.
5 I get a flu accination every
year.

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UNIT 10 COMMUNICATION
Student A: Find the places. Look at the map below. Take turns asking your partner for directions to
each place and label them on your map. Then compare and check your maps.

mall   café   history museum   supermarket   school   pizza restaurant

Elm
Str
eet A
e City
enu
Av Park ue
t n Zoo
1s ve
Chinese dA pizza
Restaurant 2n restaurant

No e
history
u museum
Hi
r th ven Ba
yR supermarket
ll S school Ro dA oa
ad 3r d
tre Art
et
B Museum

ue mall
Movie
café Ave
n
h Convenience
Theater 4t
Store

UNIT 12 COMMUNICATION
Student B: Plan a school charity sale. Take turns asking what your group members are going to do.
Then complete the chart.

When Student A Student B Student C

today design a T-shirt plan the games design the poster
tomorrow make decorations buy balloons make posters
next week buy plates and cups put up decorations choose the music
on the day of the sale sell the drinks make sandwiches sell sandwiches

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UNIT 10 COMMUNICATION
Student B: Find the places. Look at the map below. Take turns asking your partner for directions to
each place and label them on your map. Then compare and check your maps.

movie theater   art museum   convenience store   zoo   City Park   Chinese restaurant

City Park
Elm
Str
eet A
e
nu
tA
ve ue zoo
1s n
Ave Pizza
Chinese d
2n Restaurant
restaurant
History
No e Museum
r th nu Ba Supermarket
Hi Ro ve yR
ll S School ad rdA art oa
tre 3 d
et
B
museum
Mall
e
Café nu
movie Av
e
theater 4 t h convenience
store

UNIT 12 COMMUNICATION
Student C: Plan a school charity sale. Take turns asking what your group members are going to do.
Then complete the chart.

When Student A Student B Student C

today design a T-shirt plan the games design the poster
tomorrow make decorations buy balloons make posters
next week buy plates and cups put up decorations choose the music
on the day of the sale sell the drinks make sandwiches sell sandwiches

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WORKBOOK ANSWER KEY
UNIT 1 B Reading

Preview 1 What do you like to do on weekends? A where gorillas live, why gorillas die
I like to go to the park.
A
2 When do you do karate? B
1 guitar I do it twice a week on Tuesdays and 1 b
2 draw Saturdays.
2 b
3 ice hockey 3 Do you like to collect comic books?
No, but I like to read them. 3 a
4 comic books
4 How often do you play the piano? 4 c
5 origami
I play it three times a week. 5 a
6 volleyball
5 Do you like to do origami?
7 tennis Yes, I do. C
8 karate 6 How often do you exercise? 1 Answers will vary.
I exercise once a week on Sundays. 2 Answers will vary.
B
1 play the guitar, ice hockey, volleyball, C Vocabulary
tennis 1 d A
2 do origami, karate 2 a 1 excellent
3 collect comic books 3 c 2 expert
4 draw with pencils 4 b 3 talent
4 practices
C Answers will vary. The Real World
5 take a break
A
Language Focus 6 improve
1 F
A
2 T B
1 What
3 T 1 back
2 draw
4 NG 2 out
3 How often
5 NG 3 up
4 like to do
4 apart
5 four B Answers will vary.
6 like to Writing
7 to play B Answers will vary.
8 before
C Answers will vary.

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UNIT 2 B Reading
a 4 A c
Preview
A b 5
B
1 b c 3
1 b
2 d d 1
2 a
3 a e 7
3 a
4 c f 6
4 a
5 h g 2
5 c
6 e
C
7 f C
1 What does Sophia look like?
8 g 1 identical, alike
2 short / medium-length
2 a O
B 3 What does Amelia look like?
b F
1 blue 4 glasses
c F
2 brown
The Real World
3 green Vocabulary
A
4 black A
1 phone
5 red 1 creates
2 smartwatch
6 blond 2 don’t mind
3 facial recognition
3 touch
4 picture
C 4 staff
Hairstyle: wavy, curly, short 5 phone
5 lifelike
Face: braces, mustache, beard 6 wallet
6 alone
Body: tall, short, medium height 7 Alipay
8 WeChat B
Language Focus 1 taste
A B
2 sound
1 does 1 Answers will vary.
3 feels
2 he’s 2 Answers will vary.
4 looks
3 has
5 smells
4 have
5 ‘s / is Writing
6 wears / has B Answers will vary.

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UNIT 3 B B

Preview 1 No! I can’t find my soccer uniform. 1 environment

A 2 Is it the one we just bought two days ago? 2 help

1 glasses 3 No, the one I got two years ago. 3 T-shirts
2 sweater 4 I think it’s in the car. 4 plastic bottles
3 shoe 5 Thanks, Mom. And where are my sneakers? 5 expensive
4 jacket 6 recycles
C
5 watch
1 Did you C
6 jeans
2 them 1 1 Sell
7 Tshirt
3 I got them 2 Recycle
8 skirt
4 did you get / buy 3 Donate

B 5 I got / bought it 4 Keep

1 hat 6 Are those 5 Trash
2 wallet 7 got / bought them
2 Answers will vary.
3 glasses 8 ago
4 pants Vocabulary
The Real World
A
C Answers will vary. A b
1 wrapped

Language Focus B 2 rural

A 1 dye 3 in a row
1 recently 2 parts of trees 4 whole
2 just 3 more 5 environment
3 did 4 a lot of shellfish 6 discovered
4 couple
Reading B
5 ago
A c 1 take off
6 last
2 put on
3 try on

Writing
B Answers will vary.

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UNIT 4 C C More than one million people live in
1 Who’s the tallest person in the world? deserts. / More than one billion people live
Preview in deserts.
A 2 What’s the coldest place in the world?
The desert in Antarctica gets less than 25
1 tree 3 The highest mountain in Africa is Mount centimeters of rain or snow a year. / The
Kilimanjaro. / Mount Kilimanjaro is the desert in Antarctica gets no more than
2 waterfall highest mountain in Africa. / Mount 25 centimeters of rain or snow a year.
3 rock Kilimanjaro is Africa’s highest mountain.
4 country 4 What’s the largest country in the world? Vocabulary
5 desert 5 The smallest continent in the world is A
Australia. / Australia is the smallest 1 lose
6 mountain
continent in the world. / Australia is the
7 place world’s smallest continent. 2 planet
3 gentle
B The Real World 4 species
Size: biggest, largest, tallest, smallest A
5 insect
Temperature: hottest, coldest, highest, 1 coldest
6 flow
lowest 2 plants
3 long B
C Answers will vary.
4 grow 1 0.2
Language Focus 5 warm 2 ½
A 3 two million
1 f B
4 9,700
2 d 1 antlers
5 eighty thousand
3 c 2 nose

4 a 3 Fur Writing
B Answers will vary.
5 b
Reading
6 e C Answers will vary.
A b

B
B
1 What’s the hottest place near you?
1 NG
2 What’s the best food in your country?
2 F
3 What’s the most popular mountain on
3 NG
your continent?
4 F
4 What’s the biggest store near your house?
5 T
5 Where’s the most beautiful place in your
country?
6 What’s the most famous city in your
country?
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UNIT 5 B C

Preview 1 The emperor penguin is taller. 1 b, d

A 2 The Adélie penguin has a larger population 2 a, c, e

in Antarctica.
1 dog
3 Which penguin is heavier? Vocabulary
2 horse
4 Which penguin is slower? A
3 parrot
1 spend
4 monkey C 2 job
5 rabbit 1 OK, cool! Which sea animals do you like? 3 in trouble
6 turtle 2 I like sharks because they’re more 4 pets
7 rhino interesting than dolphins.
5 sick; well
3 Yes, but dolphins are more intelligent than
B sharks.
B
1 rats 4 That’s true! Which are faster, dolphins or
sharks? 1 Horses are faster than people.
2 snakes
2 Our teacher was sick, so we had a different
3 whales The Real World teacher yesterday.
4 horses A Answers will vary. (They make sounds.) 3 They rescued the child from the fire.
4 Use the internet to search for the answer.
C Answers will vary. B
5 The mimic octopus is an incredible
1 NG animal—it can change its body shape to
Language Focus look like other animals.
2 F
A
3 T
1 more playful Writing
4 NG
2 better B Answers will vary.
3 more intelligent Reading C Answers will vary.
4 friendlier A b
5 cuter
6 scary B

7 dangerous 1 b
2 b
3 c
4 c
5 a

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UNIT 6 B C

Preview 1 what 1 1 piano

A 2 best 2 harp
1 rap 3 them 3 cello
2 classical 4 who 4 trumpet
3 jazz 5 better 5 guitar
4 rock 6 drum
5 pop C
6 electronic 1 don’t like 2 Answers will vary.
2 like
B Vocabulary
3 love
1 guitar A
4 can’t stand
2 electronic 1 instrument
5 OK
3 album 2 well-known

4 pop The Real World 3 floor

A a 4 perform
C Answers will vary. 5 concerts
B
6 decide
Language Focus 1 F
A 2 T B
1 What kind of music do you like best? 1 c
3 F
2 Which do you like better, pop or rock? 2 e
4 T
3 Who do you like better, Ariana Grande or 3 a
Thomas Rhett? Reading
4 b
4 Do you like classical music? A c
5 d
5 Which do you like better, electronic music
or pop music? B
Writing
1 a
B Answers will vary.
2 c
3 b C Answers will vary.
4 b
5 c

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UNIT 7 B Reading

Preview a 2 A over 12.7 kilograms

A b 4
B
1 juice c 7
1 F
2 tomato d 1
2 T
3 bread e 6
3 NG
4 crab f 5
4 NG
5 cheese g 3
5 T
6 honey h 8
C
B tomato, bread, crab, cheese C
1 Cut
1 some
C 2 Cook
2 There’s
Things to Eat With: fork, knife, spoon 3 mix
3 some
Things You Eat From: plate, bowl 4 Pour
4 there’s
Things to Put Drinks In: glass, cup 5 There’s Vocabulary
6 any A
Language Focus
A 7 isn’t 1 various

1 Is there any 8 aren’t 2 delicious

2 there isn’t 3 chef

The Real World
3 Are there any 4 thin
A 1999
4 there aren’t 5 hungry

5 are B 6 comes from

6 Are there any 1 taste

B
7 there are 2 see
1 sweet
8 Is there any 3 senses
2 sour
9 there is 4 table
3 bitter
10 aren’t 5 sight
4 salty
11 are 6 popular
Writing
B Answers will vary.

C Answers will vary.

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UNIT 8 B Reading

Preview 1 I have a sore throat. What should I do? A b

You should rest.
A
2 My ear hurts. Should I go to school? B
1 ear No, you should stay home. 1 a
2 throat 3 I feel sick. / I’m feeling sick. / I’m sick. 2 a
3 stomach Why don’t you go to the doctor?
3 b
4 hand 4 Lisa and Tina both have coughs. Should
they go to a doctor? 4 c
5 knee
Yes, they should. They can get medicine. 5 b
6 foot
7 head C C
8 arm 1 I don’t feel well, and I have a headache. 1 c
9 back 2 You should get some rest. Kay, what’s 2 b
wrong with you?
10 leg 3 a
3 I cut my knee.
B 4 OK, why don’t you rest here? Pat, why are Vocabulary
1 broken you here again? A
2 cut 5 I still feel really sick, and I have a 1 contains
stomachache.
3 medicine 2 developed
6 Oh dear, you should take some medicine.
4 sore 3 pain
5 sick The Real World 4 patients
6 cough A c 5 century
6 modern
C B
1 headache 1 F B
2 back 2 T 1 I have a cough, so I want to take some
medicine.
3 arm 3 T
2 It’s common to catch a cold in the winter.
4 hurt his knee 4 NG
3 Parents usually look after their children.
Language Focus 4 She’s sick. I hope she recovers soon.
A
Writing
1 do
B Answers will vary.
2 have; Should / Why don’t
3 Why C Answers will vary.
4 shouldn’t
5 should

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UNIT 9 B B

Preview 1 I always study after school. 1 sleep – 9 hours

A 2 I hardly ever exercise on Fridays. 2 studying – 7.5 hours

1 practicing 3 Is Jack skating in the park right now? 3 leisure activities – 4 hours
2 running 4 What do you usually do on weekends? 4 eating – 1 hour
3 skating 5 I rarely practice the violin. 5 educational activities – 8 hours
4 studying 6 I’m exercising right now. 6 leisure activities – 4 hours
5 cooking 7 educational activities – 7.5 hours
C
6 swimming 8 leisure activities – 4.5 hours
a 2

B b 5 C
1 every c 3 1 sleeping
2 twice d 1 2 grooming
3 after e 4 3 7; 30
f 6
C Vocabulary
1 often The Real World A
2 always A advantages 1 broken

3 sometimes 2 choose
B
4 usually 3 bridge; crosses
1 N
4 daily
Language Focus 2 N
5 rides
A 3 P
1 She’s practicing the piano. 4 P B
2 She’s skating with friends. 1 picked
Reading
3 Yes, she does. 2 get off
A b
4 I usually go swimming. 3 take
5 I’m playing tennis. 4 get on
6 I go to the beach once a month. 5 took off

Writing
B Answers will vary.

C Answers will vary.

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UNIT 10 C C

Preview 1 Go straight down Park Road. 1 O

Turn right on River Road. / Make a right on
A 2 F
River Road.
1 museum; movie theater Go past the park. 3 F
2 supermarket 2 Turn right on 2nd Street. / Make a right on 4 O
2nd Street.
3 park
Turn left on River Road. / Make a left on Vocabulary
4 convenience store River Road.
A
5 restaurant It’s between the convenience store and
Joe’s Pizza. / It’s between Joe’s Pizza and 1 traffic
the convenience store. 2 immediately
B
1 next to 3 sign; park
The Real World
2 in front of 4 tour
A b
3 behind 5 offers

4 across from B
1 T B
5 between
1 2
2 T
6 on the corner of
2 1
3 T
Language Focus 3 3
4 F
A
Writing
1 c Reading
B Answers will vary.
2 d A London

3 a C Answers will vary.

B
4 b 1 a
2 c
B
1 Where’s 3 b

2 on 4 b

3 How do 5 b

4 Center
5 make a
6 turn
7 past

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UNIT 11 B C

Preview 1 I was biking when I fell over. 1 T

A 2 We were having a barbeque when the 2 F

fireworks started.
1 adventures 3 F
3 I was still in bed when the phone rang.
2 risk 4 NG
4 She was jogging when she saw a famous
3 nervous 5 NG
movie star!
4 experience 5 I was going home when the snow started. Vocabulary
5 competition 6 I was reading a letter when the bell rang. A
6 accident
1 hope
C
B 2 close
a 6
1 set 3 wait
b 7
2 see 4 interested
c 5
3 from 5 excited
d 4
4 have 6 afraid
e 2
5 play with f 1 B
6 of g 3 1 b

C 2 d
The Real World
1 c 3 c
A 2 (two)
2 b 4 a

3 d B
Writing
4 a 1 a
B Answers will vary.
2 c
Language Focus 3 a C Answers will vary.
A 4 b
1 was riding; broke
2 was jogging; saw Reading
3 were walking; stepped A 13 (thirteen)
4 was climbing; fell; cut
B b; e; a; c; d
5 was hiking; heard

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UNIT 12 B Vocabulary

Preview 1 OK, when are we going to have it? A

A 2 We’re going to have it next month. 1 waste

1 raise 3 Bella, are you going to decorate the gym? 2 order

2 plan 4 Yes, I am, and Todd’s going to help me. 3 serves

3 trash 5 I’m going to get the food. 4 prepare

4 plastic 5 welcomed
C
5 clean 6 nearly
1 When’s the charity event?
6 charity
2 He’s going to clean it next Monday. B

B 3 Who’s going to collect money at the event? 1 ingredients

1 trash 4 What are Jamie and Amanda going to do? 2 main course

2 plan 3 dessert
The Real World
3 charity 4 leftovers
A a
4 clean
Writing
5 plastic B a; d; f; c; b; e
B Answers will vary.
6 raise
Reading
C Answers will vary.
C A c
1 decorations
B
2 volunteer
1 T
3 guide
2 F
Language Focus 3 F
A 4 T
1 going 5 NG
2 going to go
C
3 to make
1 b
4 clean
2 a
5 I’m
3 d
6 What are
4 c

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CREDITS
Photo Credits
Cover Beau Pilgrim, iv (tl1) Design Pics, Inc./National Geographic Image Collection; (tl2) (tl3) JohnnyGreig/E+/Getty Images; (cl1) loreanto/Shutterstock. com;
(cl2) VichoT/iStock/Getty Images; (bl1) Betty LaRue/Alamy Stock Photo; (bl2) PYMCA/Universal Images Group/Getty Images, v (tl1) Matthieu Paley/ National
Geographic Image Collection; (tl2) Halfpoint/Shutterstock.com; (cl1) Jeff R Cl w/Moment/Getty Images; (cl2) © Marco Bottigelli/Moment/ Getty Images; (bl1)
Ken Fisher/The Image Bank/Getty Images; (bl2) Alistair Berg/Iconica/Getty Images, xix 24Novembers/Shutterstock.com, xxvii SDI Productions/Getty Images,
6–7 Design Pics, Inc./National Geographic Image Collection, 7 (tl) Fresh_Studio/Shutterstock.com; (tc) Abeadev/Shutterstock.com; (tr) (cl) (c) Bioraven/
Shutterstock.com, 9 Robyn Mackenzie/Shutterstock. com, 10 Mya–Rose Craig AKA Birdgirl, 12–13 Michael Gruber/Getty Images Entertainment/Getty
Images, 13 Nick Wilkinson/Birmingham Mail, 15 (tr) Bob Bretall; (br) YummyBuum/Shutterstock.com, 16 Iain Masterton/Alamy Stock Photo, 18 JohnnyGreig/
E+/Getty Images, 19 (c1) (c2) (c3) JohnnyGreig/E+/ Getty Images, 21 David Schaffer/Caiaimage/Getty Images, 22 Imagine China/Newscom, 24 Tristan
Gregory/Camera Press/Redux, 25 Ilona Studre/ullstein bild/Getty Images, 27 Radmila/Shutterstock.com, 28 (tl) (tc1) (tc2) (tc3) (tr) fredrisher/Shutterstock.
com, 28–29 Jan Hetfleisch/ etty Images News/Getty Images, 29 YummyBuum/Shutterstock.com, 30–31 loreanto/Shutterstock.com, 31 (tl) Andromina/
Shutterstock.com; (tc) (tr) Bioraven/Shutterstock.com; (c) Andromina/Shutterstock.com; (cl) (cr) Bioraven/Shutterstock.com; (bc) Bioraven/Shutterstock.
com; (bl1) Andromina/Shutterstock.com; (bl2) (bl3) Bioraven/ Shutterstock.com; (bl4) Andromina/Shutterstock.com; (bl5) Bioraven/Shutterstock.com, 33
BeylaBalla/iStock/Getty Images, 34 janzgrossetkino/Moment/ Getty Images, 36–37 Olek/Shutterstock.com, 38 Casey Kelbaugh/The New York Times/Redux,
39 (br1) Westend61/Getty Images; (br2) NoDenmand/ Shutterstock.com, 40–41 ValentynVolkov/iStock/Getty Images, 42–43 VichoT/iStock/Getty Images,
45 (cl1) idreamphoto/shutterstock.com; (cl2) Interpix/ Alamy Stock Photo; (cr1) Chris Hill/Shutterstock.com; (cr2) Bluedogroom/Shutterstock.com, 46 Amos
Chapple/Shutterstock.com, 47 Elizabeth M. Ruggiero/ iStock/Getty Images, 48–49 De Agostini/Universal Images Group/Alamy Stock Photo, 49 Staffan
Widstrand/NPL/Minden Pictures, 51 jahmaica/iStock/ Getty Images, 52–53 Cavan Images/Offset/Shutterstock.com, 54–55 Betty LaRue/Alamy Stock Photo,
58 Alan Vernon/Moment/Getty Images, 59 (bl) natrot/ Shutterstock.com; (br) OlesyaNickolaeva/Shutterstock.com, 60–61 CB2/ZOB/WENN.com/Newscom, 62
Sasiistock/iStock/Getty Images, 63 (cr) Holger Leue/ Lonely Planet Images/Getty Images; (b) Grigorenko/iStock/Getty Images; (br) Kudryashka/Shutterstock.
com, 64–65 Juniors Bildarchiv GmbH/Alamy Stock Photo, 66–67 PYMCA/Universal Images Group/Getty Images, 67 (tl1) Marish/Shutterstock.com; (tl2) (cl1)
Bioraven/Shutterstock.com; (cl2) (bl1) (bl2) Marish/ Shutterstock.com, 69 Leren Lu/The Image Bank/Getty Images, 70 RGB Ventures/SuperStock/Alamy Stock
Photo, 72–73 Mike Blake/Reuters, 74 Robyn Mackenzie/Shutterstock.com, 75 (br1) NoDenmand/Shutterstock.com; (br2) Christian Bertrand/Shutterstock.
com, 76–77 Lev Fedoseyev/ITAR–TASS News Agency/Alamy Stock Photo, 78–79 Matthieu Paley/National Geographic Image Collection, 82 jacoblund/
iStock/Getty Images, 84–85 © Dan DeLong Photography, 87 (cr1) nevodka/Shutterstock.com; (cr2) Evgeny Karandaev/Shutterstock.com; (cr3) Yalcin Sonat/
Shutterstock.com; (cr4) Roman Samokhin/ Shutterstock.com, 88–89 Dieter Heinemann/Shutterstock.com, 90–91 Halfpoint/Shutterstock.com, 91 (tl) (tc)
(tr) (c) bsd/Shutterstock.com; (bl) Rvector/ Shutterstock.com; (br) HN Works/Shutterstock.com, 93 Africa Studio/Shutterstock.com, 94 Kateryna Kon/Science
Photo Library/Getty Images, 95 (t) Albert999/Shutterstock.com; (tr) MuchMania/Shutterstock.com, 96–97 Fritz Hoffmann/ edux, 98 Food Impressions/
Shutterstock.com, 99 Kudryashka/ Shutterstock.com, 100–101 Jordi Elias Grassot/Alamy Stock Photo, 102–103 Jeff R Cl w/Moment/Getty Images, 105 (br)
Flas100/Shutterstock.com; (br) Vesnaandjic/E+/Getty Images, 106 Sophie Chivet/Agence VU’/Redux, 107 Johner Images/Getty Images; 108 Christoph Otto
(www.christoph–otto.com), 109 Beawiharta/Reuters, 111 natrot/Shutterstock.com, 112 Kat Keene Hogue/National Geographic Image Collection, 114–115
Marco Bottigelli/Moment/ Getty Images, 115 (tl) miri019/Shutterstock.com; (tc) (tr) bioraven/Shutterstock.com; (bl) (bc) (br) bioraven/Shutterstock.com, 118
Cameron Davidson/Corbis Documentary/Getty Images, 119 ©National Geographic Maps, 120 John B Hewitt/Alamy Stock Photo, 123 (c) Dragan Milovanovic/
Shutterstock.com, 124 (tl) (tc)(tr) Clare Trainor/National Geographic Image Collection; (br) Nikada/E+/Getty Images, 126–127 Ken Fisher/The Image Bank/
Getty Images, 129 svetikd/ E+/Getty Images, 130 Lee Balterman/The Life Picture Collection/Getty Images, 131 (bl1) (bl2) TonyMeeHey/Shutterstock.com;
(bl3) Kapreski/Shutterstock. com; (bl4) WonderfulPixel/Shutterstock.com; (bl5) Bioraven/Shutterstock.com; (bl6) (bl7) TonyMeeHey/Shutterstock.com; (br1)
AVS–Images/Shutterstock. com; (br2) SSwasdee/Shutterstock.com; (br3) Leremy/Shutterstock.com; (br4) Azaze11o/Shutterstock.com; (br5) Kovalov Anatolii/
Shutterstock.com, 132–133 Jeff ey Rotman/Biosphoto/Minden Pictures, 135 (br1) Charles Brutlag/Shutterstock.com; (br2) Lapina/Shutterstock.com,
136–137 Ekspansio/E+/ Getty Images, 138–139 Alistair Berg/Iconica/Getty Images, 141 Richard Levine/Alamy Stock Photo, 142 (t) Natural History Archive/
Alamy Stock Photo; (bl1) Park Ji Sun/Shutterstock.com; (bl2) Zaur Rahimov/Shutterstock.com; (bc) RedlineVector/Shutterstock.com; (br) Azar Shikhaliyev/
Shutterstock.com, 144 Brian Finke/National Geographic Image Collection, 146 natrot/Shutterstock.com, 147 (br1) ATU Images/Photographer’s Choice/Getty
Images; (br2) SVStudio/ Shutterstock.com, 148–149 Leon Neal/AFP/Getty Images, 149 YummyBuum/Shutterstock.com, 150 JohnnyGreig/E+/Getty Images.

Art Credits
8, 20, 32, 44, 56, 68, 80, 92, 104, 116, 128, 140 (t) Ed Hammond/Deborah Wolfe Ltd, 83 (b), 117 (c), 151 (b) Peter Bull Art Studio, 81, 153, 154 (t) Lachina

Text Credits
25 Adapted from “We Are Actually Wax!” by Zachary Petit: NGK, Feb 2012, 97 Adapted from How Ancient Remedies Are Changing Modern Medicine” by Peter
Gwin: NGM, Oct 2018, 133 Adapted from “Viral Photo of Great White Shark Stirs Debate Over Cages, Baiting” by Brian Clark Howard: National Geographic
News, Oct 2014, 145 Adapted from “How ‘Ugly’ Fruits and Vegetables Can Help Solve World Hunger” by Elizabeth Royte: NGM, Mar 2016 159

Credits  167

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