Ellevate Level 4 Teacher Guide PDF

4
TEACHER GUIDE
TG 4 pags IV a XXXIII.indd 1 22/05/18 12:27

mheducation.com
Copyright © 2016 by McGraw-Hill Education.
Published by McGraw-Hill Education.
All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means,
or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including,
but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.
Exclusive rights by McGraw-Hill Education for manufacture and export. This book cannot be re-exported from
the country to which it is sold by McGraw-Hill Education.
ISBN: 978-1-52-680422-8

Program Highlights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Program Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
Unit Walk-Through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv
Using the Teacher Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxviii
General Teaching Tips. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xxx
Module 1: Theme Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

UNIT 1 The Global Village . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
UNIT 2 Cultural Differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
UNIT 3 Make Future Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Use What You Know 1-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Module 2: Theme Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

UNIT 4 Discoveries and Inventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
UNIT 5 Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
UNIT 6 Space Travel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Use What You Know 4-6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Module 3: Theme Opener. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

UNIT 7 Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
UNIT 8 Music and Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
UNIT 9 Influential People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Use What You Know 7-9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Module 4: Theme Opener. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

UNIT 10 Tradition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
UNIT 11 History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
UNIT 12 Moving Forward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Use What You Know 10-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124
Workbook Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

Audio Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142
Photo Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149

PROGRAM HIGHLIGHTS
Global and local perspectives
Students today live in a global environment. They need to develop global and local
perspectives. Global issues will impact learners, but they also need to know about issues
and topics happening in their own country or region. ELLevate is specifically designed
with this in mind, and provides topics that reflect the reality of today’s world.
Global: social entrepreneurs Local: traveling in Southeast Asia Teen: Where do you hang out?
7I Reading Reading Strategy: 7I Reading Reading Strategy: 7I Reading Reading Strategy:

Choose the best title Make inferences
Take notes from a text
As you have learned in previous units, inferences
Before Reading • Titles are usually a very short summary of the • Underline the important details.
reading text.
Before Reading are guesses about a reading or listening text.
• Make an outline.
A. In pairs, look at the picture and discuss • They have only the most important or interesting A. In pairs, look at the pictures. What do you • Add one or two points from each • Inferences must be based on evidence, or details
these questions. Do you think businesses idea of the text, instead of any specific detail. know about these places? Would you like to go? paragraph. from the text.
can help poor people? Why or why not? Why or why not? • When you make an inference about a text, it helps
to identify the details that led to the guess that
you made.
Before Reading
B. Read the article and underline the key details. A. In pairs, discuss these questions. Where do teenagers hang out nowadays? Where did
your parents hang out when they were teenagers?
Explore Southeast Asia
Southeast Asia is a fascinating region and a great place for vacation. It has huge, exciting cities and unforgettable
B. Read the article and underline the key details.
natural beauty. Here are four of the best places to visit.
How Teens Hang Out
Chiang Mai
Until a few years ago, malls were the places to find teenagers. You would even see it on TV and in
B. Scan the first paragraph of the text. Think of a title. Then, read the rest of the text and Thailand is a very popular vacation destination. Most tourists there visit the crowded city of Bangkok, or relax on the movies. Teenagers used to sit on mall benches or gather in the food court over some pizza. Now? Not so
check your ideas. many beaches around the country. When you’ve finished that, however, don’t miss the city of Chiang Mai. It is the much. With the rise of online shopping, many malls are closing. In addition, teenagers are changing the
biggest city in northern Thailand, and it has many historical sites, with many beautiful old temples. For people who
love natural beauty, it is very close to several national parks. You can even take a day trip to a nature park to see
way they spend money. “Shopping for clothes is boring,” says MacKenzie, an American teen. “Actually,
elephants. Tourists love the Night Bazaar for shopping and the famous Thai street food. Many places in Chiang Mai I spend more money on food.” MacKenzie is not alone. Research says that shopping has decreased
among teenagers, who now prefer to spend money on experiences, rather than things.
Critical thinking and creativity

offer cooking classes so you can really take your Thai food home with you!
The term social entrepreneur has been showing up in the news a lot lately, but what is it all about? You
may already know the term entrepreneur. That’s someone who starts a business, selling a product or Sulawesi One of those experiences is eating in a restaurant. Nowadays, teens often socialize in restaurants, cafés,
a service. Some people say that to be a successful entrepreneur, you must have an idea that changes Now, it’s on to Indonesia, where we recommend visiting Sulawesi. This island has great natural beauty. It is a or coffee shops. This makes it easy to meet friends and have conversations. Often, at a café, there is
the way an industry works. Pierre Omidyar and Jeff Skoll, for example, changed the way that people wonderful place for both hiking and scuba diving. You can also relax on the beach or visit many small villages to free WiFi if you buy a coffee, so teens can use their phones to surf the web and check in with their social
buy and sell things when they created eBay®. Entrepreneurs create new products or services in order to learn about traditional life in Indonesia. You can even visit the Malino Tea Plantation. There, you will breathe fresh networks. There is a downside to this, however. Restaurants and cafés need to make a profit, so they
air, look at the beautiful mountains, and see how tea is grown. The plantation also offers horseback riding.
make money. Social entrepreneurs also want to change the way things work, but their mission is to help will often ask teenagers to leave after an hour or so. Also, food can be quite expensive. It’s certainly more
Siem Reap
Identified as two key skills for the 21st century, creativity and critical thinking are
people. There are many organizations who want to help people. To be called social entrepreneurship, an expensive than eating at home for free!
idea must really change how things work. It must also be sustainable. This means that it must be able to Siem Reap in Cambodia has something for everyone. There are unbelievable historical sites, surrounded by
last a long time, without depending on donations for its funding. Social entrepreneurs must find a way amazing natural beauty. You can see beautiful buildings from the 12th century at Angkor Wat. There are several Large events like sports competitions, concerts, and festivals can also be quite expensive for teenagers.
for their ideas to make a profit, so they can continue to have a positive effect. They use their business tours available. You can choose a wildlife tour to focus on the natural beauty. Private tours are available for very In many ways, attending these events has become a “status symbol” for many teenagers. Instead of
inspirational and integrated components of the course.

skills to solve social problems, rather than change industries. small groups, but they may cost more money. The Angkor Night Market is a good place to shop for souvenirs and using new clothes and electronics to impress their peers, they’ll talk about what events they’ve been to.
have a delicious dinner. If you need to relax, there are several lovely spas. This can be difficult, especially when many events do not allow people under 21. Fortunately, there are
One of the most well-known types of social entrepreneurship has to do with microlending. Microlending Haiphong many festivals that are open to all, and some of these are even free.
is when a bank or an organization gives a very small loan to a poor person. This money can be used to
Vietnam has become one of the world’s trendiest vacation destinations. Hanoi and Ho Chi Minh City are very popular, but Other teens like activities such as bowling, skating, or paintball. While these are fun and healthy
pay for a child’s education, start a small business, or give someone things they need to get a job, like we recommend including Haiphong in your itinerary. There, you can sit in a café and relax, reading a book or planning
clothes and transportation. Poor people are often not eligible for loans from other sources, because they alternatives to sitting in a mall or café, they too can become very expensive. Teens should watch
your next adventure. The real attraction is Ha Long Bay, one of the most beautiful places in the world, with almost 2,000
may not have jobs. Muhammad Yunus, an economist from Bangladesh, won the Nobel Peace Prize for small islands. It’s just a couple of hours from Haiphong. There are many different tours available for you to choose from.
for discount coupons or special deals. Of course, when the weather is nice, many teens meet in the
his work on microlending. Many people did not believe that microlending would be sustainable, because You can explore caves in the islands, or just watch the amazing view from your boat. town square or in a park to play soccer or basketball. This depends on where they live. Cities can be
Creativity
they thought poor people would not pay back their loans. However, many people who borrow from dangerous, and sometimes there is no public space in a small town.
If these places sound like a faraway dream, you will be happy to learn that a Southeast Asian vacation can fit in
microlending programs usually pay back their loans on time. Microlending organizations now exist all your budget. Airfare can be expensive, but room and board are much cheaper. Ask one of our agents for more
Essential questions develop critical

over the world. There are several websites that connect lenders with the people who need money. information about tour packages. A Southeast Asian vacation may be in your future!
114 UNIT 11 106 UNIT 10 122 UNIT 12
thinking.
4 | Food Matters
5 | Good Habits
6 | Quality of Life
How do you live a healthy life?
Look at the picture. Read the unit

topics and answer the questions.
• Why is this person riding a bike?
• What kind of exercises do you do?
• What is the best way to be
healthy?
CAN DO statements
After the next three units, you will be
able to . . .
• talk about food and drinks.
• talk about likes and dislikes.
• talk about your ideal life.
34 UNIT
UNIT 41 UNIT 41 35
IV
6I Conversation Speaking Strategy:
React to a story using emotions
ation Speaking Strategy:
Make comparisons Positive Reactions: Surprise:
UNIT 7 • Use theInternet Manners
words as . . . as to
In this unit, I will learn to . . . • How wonderful! • I can’t believe it!
Conversation management strategies

• discuss internet manners. • That’s great! • Oh, really?
talk about things that are
• learn to use the passive voice. • I’m so happy to • Impossible!
equal.
• practice listening and reading for main
1 I • UseGet Readyto talk
the comparative
ideas and specific ideas.
hear that!
Language learners need to learn good communication skills to prevent

about two things that are
not equal. • That’s so sad!
communication
Negative Reactions:
How are some people rude onto the

talk Internet?
breakdown, avoid misunderstanding, and more effectively get their
• Use the superlative
about how one thing is
• How point across through
awful!
• That makes me really mad!
A. Read and discuss
conversation
Listen to the audio.
management strategies.
if people
different from a group.behave differently on the Internet than they do in person.

A. Listen to people reacting to stories. Complete the sentences with the words or
React to news expressions you hear.
When you hear some news, you often need to
1.
react. It can be good news (Oh, good!) or bad news
(Oh, no!).
3.
Wang: I just happened to be at a party at my Andrea: That was a great movie, Faye. I think
sations and complete the sentences using words or expressions. sister’s house. I was talking to this guy, I know the actor who played the bully.
heck your answers. Reacting to Good News Reacting to Bad News
Hey, that’s fantastic!
and it turns out that he’d actually read my
I’m sorry to hear that!
He went to my high school!
It was awful! Some of my I used to have a video blog.blog! He In high
liked school,
it so much,onehe of
offmy
ered friends
me a
nk is better—working for a large company or owning your own business? Good for you! That must be hard. Faye:
friends and I were just joking Mostly, I talked about how job working at his magazine! got the password to all of my
Congratulations! I know the feeling!
ng for a company is (1) around, taking crazyowning pictures your owndiff business.
erent crafts are made. I didn’t social media accounts. She got
oesn’t succeed, at least you won’t lose
Listen to your
the own
of ourselves. Then, the pictures
A. money!
conversations and complete think anyone would even
the sentences. Listen and Bo:watch
check your answers.mad at me one day and posted
u prefer—to be famous or very wererich?

posted on
Conversation 1 social media! it, let alone have
Conversation 2 a problem with all sorts of horrible things!
2. 4.
Use English to share ideas from the start
EveryoneJenny:inI have
my some
school saw
exciting news. it. I had
Grace:a section
What’s goingwhere
on? people People thought it was me. I’ve
answer. I think being famous is (2)
them. was(1)so embarrassed! It’sbeing
ILouis: !
rich.
could leave
David: comments.
I can’t
Yusuf:
go camping withOne I had a group of friends over. We were
my friends this learned my lesson, though. I try
Caleb: I was really worried about my exams, but
better to live in a city or a village?
one thing toWhat beissilly
it? with your really nasty. Peoplejust having
day, it got weekend. not tofun and
use watching
social mediaa very
movie, I just got my results back. I passed them
Jenny: My sister and I are going to Italy this Grace: (1) so I didn’t notice
and that the share
door had all! I even got the highest possible score
The Pair and Share activities provide all of the scaffolding and planning necessary
a city.friends.
thelive
whole
It’s in
I think life very different
a village
summer.
when
is (4) wereDavid:saying really mean things!
My grandmother is moving, sobeen I have to
often,
left
I never
open. Mywith
passwords doganyone!
my
got out and in math!
So, yeah, I think it’s better to in a school
Louis: village.
(2) sees! ! My whole help siteherhad
movetoherbe shut
stuff.
nk is better—going to a bigJorge,
for students to start using English from day one.
school
I know you really want to go there. down.
16or aYes.small
Jenny: We willschool?
stay with my cousins there.
Grace: (2)
Andrew:
David: I really wish I could go.
I haven’t seen him since!
Dan, 17
Louis: (3) ! Jiao,Grace:
18 (3) I wasn’t
able to go to a concert last month with
B. Read the sentences and circle T for True
my friends because I had to study for my
or F for False. Correct the false statements. B. Your Turn

biology test. It wasn’t all that bad. I got
an A on the test.
on with a partner. David:
Ask and answer questions about the
1. Jorge did not want the pictures to T (4) F Roleplay the conversation Do you
with a partner. How
the last question? people
always find the good in a bad in the text.
situation? Take turns telling your partner a story
With a partner, ask and answer questions
be posted. would you respond to Caleb?
from the conversations. and reacting.
B. Your Turn Your idea: What happened to Jorge?
Which do you think is better— On the way here, this morning, I got
2. Very fewthe
Roleplay people saw Jorge’s
conversations pictures.
with a partner. T F
working for a the
large
last company
question? or
a flat tire on my bicycle. I had to walk
How would Grace answer His pictures were posted
Write your owning
answer in your own
the blank business?
space. Talk to a partner about the last good / bad all the way from my neighborhood!
on social media.
news you heard. Use expressions like
Your idea:
Take notes to prepare 3. Jiao has a videoOwning
blog. a business is moreT F
C.no!Listen to the audio. Take notes to prepare
Oh, good! or Oh,
to tellAsk and answer questions about yourself.
a story. How awful!
challenging
C. Listen to the audio. than working for a
Take notes to prepare
company,
for a conversation butand
about good I would
bad like to try it. Do you think people act
news.
4. Dan posted horrible things on his T F differently on the Internet?
UNIT 2 17
social media. UNIT 7 73
No, I haven’t noticed.
UNIT 6 57
Focused lessons
68 UNIT 7
Mixing language skills or combining them with vocabulary and grammar can be confusing
for both teachers and students alike. ELLevate’s approach is for each lesson to focus on
only one skill or language area to maximize practice and keep students focused.
2I Vocabulary
3I Grammar
A. Listen to the audio and read along. Guess the meaning of the words in bold.
Comparative / Superlative Adjectives
What does “the ideal life” really mean? Most people say it means to be truly happy and independent, 6I Conversation Speaking Strategy:
or at least have a feeling of satisfaction in most areas of youryou
When life,describe
and the opportunity
things that areto travel the you use comparative and superlative adjectives.
not equal, 7I Reading
Make comparisons Reading Strategy:
world. Others might say it’s a life of luxury. In reality, being happy doesn’t
Use comparative have much
adjectives for to dothings
two with money.
and superlative adjectives for three or more things. After
Read for the Reading
author’s purpose
• Use the words as . . . as to
As long as you can buy basic things in life, such as food and a home, and you have no debts, you can be
Just as C.
happy; more money does not equal more happiness. Life • For words
is not with ;one
perfect syllable,
people add -er
are happy oror -est.
unhappy Before Reading withWork with
listening, a partner
reading for theand answer
author’s theisquestions based on the text.
purpose
equal. a good way to increase your understanding.
• For words
for many different reasons. Experts say that only ten percent of ourwith two syllables
happiness that end
is because in y, add
of things that -ier or -iest. A. In pairs,• Use
discuss this question.
the comparative to talk 1. Which people changed their minds about “the good life?”
happen to us. The rest is from our habits and who we are. • For other words with three or more syllables, use more or most. about twolife”
things • Try to identify it from the title and introduction of the text.
What is “the good forthat are
you? 2. Which
not equal. • Ask, What is the person
author’sis not yet living his / her idea of “the good life?”
purpose?
• The comparative and superlative forms of good and bad are irregular.
B. Read the article
• Use and underline
the superlative to talk details
■ To make readers
3. Which laugh?mention their relatives when they talk about “the good life?”
people
• Use than with comparatives only. that show the author’s
about how onepurpose.
thing is
■ To explain how to do something?
4. Which people talk about their jobs?
Word Box • Use the before superlatives. different from a group.
■ To present ideas about a topic?
5. Which person’s idea of “the good life” do you agree with most?
basic perfect “The Good Life” Around the World
6. How do you think ideas of “the good life” are different around the world?
debt reality Adjective Example “The good life” means something different to each of us. Some people dream of becoming famous or
equally reason traveling. Others just want the basic, or the most important, things needed to live. To find out more
young My sister is younger than me. D. Write a paragraph that begins: The author’s purpose is to . . . Add the details you
ideal satisfaction My sister is the youngest person in our family. about “the good life,” we interviewed four people from four different countries.
underlined to support your statement.
independent travel
funny Jackson is funnier than Shanti. Khalid: My grandfather was alive before my country was independent,
luxury truly
He is the funniest person in the room. just 45 years ago. He had his own business, bringing things from
intelligent Maria is more intelligent than Simon. Europe and selling them in the markets here. It is because of him that
8I Writing Writing Strategy:
She is the most intelligent person in our company.

A. Listen to the conversations and complete the sentences using words or expressions. Write about pros and cons
B. Match the words to their meaning. I think owning a business is such an important part of “the good life.”
Then listen again and check your answers. Most things in life have both good and bad things:
good Chocolate is better than ice cream. I have plenty of luxuries, but it is my business that really gives A. Readme the text. Complete the T-chart
Chocolate is the best food in the world. Suzane: Which do you think is better—working for a large company. Ior
satisfaction owning
have workedyourhard
owntobusiness?
achieve this dream, andwithI think my and cons.
the pros • Pros are the good things about something.
1. basic • experience comfort from expensive and
• grandfather would be proud. • Cons are the bad things about something.
beautiful
badthings Pneumonia is worse than a headache. Natalie: I think that working for a company is (1) owning your own business. I’m trying to decide whether to go directly to
This is the worst headache I’ve ever had. If the company doesn’t succeed, at least you won’t lose your own money! university, ordreams
try to find
For example, a pro of owning a business is that you
Anika: My parents always had big for ame.
job.They
There are up
grew a lot of
poor, have more freedom, but a con of owning a business
2. debt • • go to different places For grammar reference, go to Grammar Appendix. Borris: Which would you prefer—to be famous or very rich? and they wanted our livesbenefi totsbetobetter
going than
to university.
theirs. MyI will probably
mother worked is that there is more risk.
Sally: That’s difficult to answer. I think being famous is (2) very hard so that I could
being rich. meet a lot
have of interesting
a great education. people
This while
is the I’m
reason I Use a T-chart to brainstorm the pros and cons of
3. luxury • •
A. Match the sentences to the pictures.
owe money to someone else became a dentist. Forthere. I will learn
me, having a lot.
a great It may
career andhelp me tomoney
enough get a something. This can help you organize your
Ali: Do you think it’s better to live in a city or a village?
to support myself andbetter job after I graduate.
my parents—that’s “the good However,
life.” Mythere are
parents thoughts before you write.
a. Ryan is taller than Shonda. also a lotanything
of disadvantages.
Udom: A village is (3) a city. I think life in a village is (4) are proud of me. I don’t need more to beUniversity
truly happy. is very
4. travel • • simple and necessary
b. Haley is younger than her grandfather. life in a city, too. So, yeah, I think it’s better to live in a village. expensive in my country. Most people finish
c. Max is the shortest person in the family. with a lot of debt. It will also take a lot of time—
Peter: Which do you think is better—going to a big school or a small school?
5. reason • • really at least four years. If I worked and earned
Marissa: In my country, owning your own house means that you are
money during that time, I could save a lot. Also,
B. Your Turn
successful. Some even call it The American Dream. I thinkthere mostare no good universities in my town. That B. Complete the T-chart with the pros
6. independent • • the cause for something people believe that owning a house as an important part means of livingI would
“the have to live far away from my and cons of going to university in another
Roleplay the conversation with a partner. good life.” I wanted it, too, but then I did my research and found
family. Ithat
don’t think I want to do that. country.
7. ideal • • perfect How would you answer the last question? in reality, it wasn’t for me. Most people have to borrow money to get a
With a partner, ask and
to goanswer questions
Your idea:
house, and I didn’t want
from the conversations.
into debt . Also, taking care of a house
is a lot of work! Apartment living is ideal for me.
Pros Cons Pros Cons
8. truly • • not needing anyone or anything else
Which do you think is better—
1. 2. 3. working for a large company or
owning your own business?Moritz: In the past, my friends would say I was the most independent
C. Listen to the audio. Take notes to prepare person they knew. I used to think that was “the good life,” but lately I
Owning a business have
is morefelt ready to meet a partner and have a family. Now I think that
to make comparisons.
UNIT 6 53 challenging than working
will befor“the
a good life.” I’ve been so busy for the last ten years that I
54 UNIT 6
company, but I would like to tryhad
haven’t it. time for what’s important in life. I want to have more time
to develop a relationship and get married. Maybe I’m just waiting for
the perfect person.
UNIT 6 57
58 UNIT 6
C. Write a paragraph using the pros and cons in the T-chart.
UNIT 6 59
V
PROGRAM COMPONENTS
Student Books
• Six levels covering A1 to B2;
• Twelve content units within four modules;
• Content units introduce vocabulary, grammar,
reading, writing, speaking, pronunciation, and
listening strategies;
• Four Use What You Know units provide
vocabulary and grammar review, workplace
documents integrating content and language
learning (CLIL), and workplace-related projects.
Workbooks
• Six books linked to Student Books;
• Revises and consolidates language and skills from Student Book;
• Each 6-page unit provides practice in vocabulary, grammar, conversation,
reading, and writing.
VI
VI
Download
Audio eBook
The audio eBook includes:
• Get Ready, Reading, Listening, Conversation,
and CLIL texts, and vocabulary items;
• Pronunciation examples and drills;
• Examples of native speakers doing Pair and
Share activities in the Conversation section.
The Audio eBook is available for download.
Log in using your name and password at
https://connect2.mheducation.com to download.
Online assessment
Additional teaching resources
Flexible course builder
VII
VII
APPROACH
21st century skills
Skills that students are preparing for today may These can be used to great effect in a
no longer be necessary in the future. This is language classroom, because analyzing,
7 | Internet
because things are changing so quickly due judging, and applying thinking strategies
Manners
to technological advances. Today’s educators requires students to push themselves
have to rethink the current way of doing things linguistically and explore issues in new ways.
and predict the skills needed for our students
to succeed in tomorrow’s workplace. Experts ELLevate starts each module with a critical
agree that there are four key skills that students thinking question called the8 | Essential
Save the
in tomorrow’s workforce will require, regardless Question, and then prompts Environment
students to use
of the actual jobs they perform. These are the accompanying image to think about the
critical thinking, creativity, collaboration, and topic, using a specific concrete example
communication. before moving onto the module theme. The
three content units that follow all examine an
9 | Global
Critical thinking aspect of the Essential Question and equip
Citizenship
Critical thinking is the objective analysis students with the language and background
and evaluation of an issue in order to form a information needed to answer it. The projects
judgement. To apply critical thinking effectively, in the Professional Zone section integrate
learners need to apply thinking strategies, such what students have learned and provide an
as comparing and contrasting, finding cause and
effect relationships, categorizing, sequencing,
What does it mean to be
opportunity to develop reading and writing
skills with a tangible piece of work.
and listing. Critical thinking is closely related to
the scientific method and problem solving.
Discussion Look at the pictures. Read the unit
• Where is this picture taken?
• What do you think will happen to
7 | Internet
Manners
this island?
• How can we be responsible for
8 | Save the
the environment?
Environment
9 | Global
Citizenship
What does it mean to be responsible?

66 UNIT 1
Look at the pictures. Read the unit
• Where is this picture taken?
• What do you think will happen to
this island?
• How can we be responsible for
the environment?
CAN DO statements
After the next three units, you will be
able to . . .
• discuss internet manners.
• talk about environmental issues.
• discuss global citizenship.
66 UNIT 1 UNIT 1 67
VIII
Communication
This skill naturally complements collaboration.
Without good communication skills, we can’t
collaborate. Today’s students need to articulate
their thoughts and ideas effectively using a
variety of means—oral, written, and nonverbal
communication skills—in a variety of context.
Working in teams requires participants to
listen carefully to decipher meaning, values,
attitudes, and intentions in order to go beyond
the surface meaning and show empathy. As
Creativity the world becomes more global, students will
have to learn to communicate with others from
Creativity is considered the key skill which vastly different cultures.
helps both individuals and organizations thrive
in the 21st century. Individuals need to be able
to add value to their work, the teams they work
in, and the organizations they function within.
Creativity is the art of finding new ways to do
things differently to add value.
Creativity is not something we inherit. It can be
developed over time if it is properly nurtured
by teachers and a classroom culture that
promotes questioning, openness to new ideas,
and learning from mistakes.
ELLevate integrates creativity through stories,
visuals, presentations, texts, roleplays, etc.
The language used is achievable and the Project work
tasks allow students to experiment and
While learning language as isolated skills does
explore using their creative thinking skills at a
allow students to apply strategies and push
level which both challenges and inspires.
themselves further, they also need to integrate
Collaboration these skills naturally in communicative
real-world and workplace contexts.
Not only will critical thinking and creativity
be highly sought after, but so will the ability ELLevate does this effectively with the
to work in groups, especially in diverse use of project work. This section provides
groups. Working effectively as a team, being opportunities for students to apply productive
respectful of others, and exercising flexibility skills (speaking and writing) to create real-life
are all part of collaboration. ELLevate tangible objects and presentations. Projects
regularly develops collaboration skills through are contextualized within a specific career
a variety of activity types, including projects, area including marketing, agriculture, arts,
problem-solving, and group work. business, finance, IT, and transportation.
IX
These projects require students to not only
speak and write, but to communicate through 6I Conversation Speaking Strategy:
Check for understanding
tivities. listening and reading as well. They help To make sure that the person you are speaking to really
understands what you are saying, you can use these
phrases.
motivate students and give them opportunities • Do you know what I mean?
• Do you understand?
• Did you get that?
• Are you following me?
.” collaboratively and to apply what they

to work • Do you know what I’m saying? • Any questions?
learned to the pursuit of their career goals.

because .” A. Look at the picture. What do you think these people are talking about? Are they happy?
Listen and check your prediction.
B. Listen and complete the conversation. Listen again and check your answers.
Airline Employee: May I help you?
Johann: Yes. We missed our flight to London, and we need to book two more tickets for the
first available flight.
Step 4 Presentation Deborah: And please make sure they’re business class. (1)
Airline Employee: Yes, I understand. You need two tickets to Berlin.
?
Johann: No, no! We are going to London. (2) ?
Present your project to your class and answer Airline Employee: Of course. Just a moment please. And do you have any special meal requests for
the flight?
the question: Johann: Yes. I need a vegetarian meal, and my wife needs a heart-healthy meal. And we need
two aisle seats near the emergency exits.
Airline Employee: Vegetarian, heart-healthy. Yes. Got it.
Johann: Great.
What are the advantages and disadvantages Airline Employee: Here are your boarding passes, and a copy of your itinerary. You’ll have to go to
gate 1B, which is in the other terminal. (3) ?
of buying products made in your own C. Your Turn

country? Roleplay the conversation with a partner.
How would Deborah answer the last question?
Talk to a partner about your last vacation
Your idea: and check their understanding.
. . . and then I caught a huge

fish. Are you following me?
D. Listen to the audio. Take notes to prepare Yes. You went fishing and
to roleplay a conversation about your last
caught a huge fish.
vacation.
Teaching with technology

UNIT 10 105
Technology is changing both the way we Conversation management skills

communicate and learn. Teens today are
Pronunciation, vocabulary, and grammar
likely to spend many hours each week
mastery are not enough to speak effectively.
communicating by smartphones, email, and
Students also need to know how proficient
social media, getting much of their information
English speakers manage conversations.
via the Internet. These types of media are
Successful conversational management helps
integrated in ELLevate in a variety of ways.
speakers to take turns in culturally appropriate
Students use their smartphones to record
ways, to change topics smoothly, to avoid
videos of themselves and their partner(s)
communication breakdown, to introduce
conducting roleplays. They are expected
topics, and to end conversations. If these are
to find, record, synthesize, and present
not explicitly taught, learners will frequently
information from the Internet. ELLevate also
experience confusion, misunderstanding,
gets them to discuss how social media has
and even communication breakdown when
become part of their lifestyle as well as how
they interact with native English speakers.
they can use it safely. To this end, topics, such
ELLevate introduces speaking strategies to
as cyberbullying, are used to help students
teach students how to manage conversations
become aware of effective and safe ways of
effectively by first becoming aware of the
using the Internet.
need for the strategy, then equipping them
with commonly used phrases in English to
perform it. Then students go through a series
of steps to apply these strategies to their own
conversations.
X
UNIT 1 Lifestyles In this unit, I will learn to . . .
• describe my hobbies and interests.
• use adverbs of frequency.
• use pictures, titles, and headings to
predict what a text will be about.
1I Get Ready
What does it take to have a healthy lifestyle?
A. Look at the pictures and read the paragraphs. Who is the most similar to you? Why?
Listen to the audio.
Barbara is a minimalist. She owns very few Rose is a vegetarian. She never eats any type of
things and tries to live a simple life. She doesn’t meat. She doesn’t usually eat eggs or drink milk
care much about clothes and rarely buys new either. She frequently spends a lot of time cooking
things. She is able to save a lot of money, which and working out. She has lost five kilos and now
she spends on travel. feels great. She doesn’t miss junk food.

about the people in the text.
Who owns very few things?
Barbara. She’s a minimalist.

She rarely . . .
Jesse is an Internet addict. He is always on his tablet,
searching the Web. When his friends get together, they Ask and answer the question about
normally spend a lot of time on their smartphones or yourself.
tablets. They love chatting online, texting friends on the
phone, and watching videos until early in the morning. What do you do in your
free time?
B. Answer the questions about the text.
I spend a lot of time . . .
1. What kind of life do minimalists try to live?
2. What does Jesse love?
3. What does Rose spend a lot of time doing?
4 UNIT 1
Previewing These activities help motivate students and

Teens differ from younger learners in that give them opportunities to work collaboratively,
they can extract meaning from simple texts applying what they learned to real life.
more effectively. So ELLevate begins each Grammar
unit with a Get Ready section for students
to preview the language they will learn in the ELLevate acknowledges that students
remainder of the unit as well as the topic. and teachers differ in their preferred ways
of learning and teaching grammar. Some
Teens come to the classroom with a wealth students prefer a more direct approach, by
of experience, background knowledge, and which they learn rules then practice applying
a natural inclination to learn about their them. Other students prefer to see examples
fellow classmates. In the Get Ready section, of grammar then hypothesize how they work
students use questions to start thinking and form rules to explain them. Similarly,
and talking about what they already know some teachers like to use a direct approach
about the topic. This also helps teachers and others a more indirect one. ELLevate
get a sense of what the students already allows teachers to apply both approaches.
know about the topic and their ability to use In general, students are given some examples
English to discuss it. Students read or listen of the grammar and are given achievable
to a short passage about the topic and gain tasks to figure out the rules when a grammar
exposure to some of the key vocabulary point is first presented. But for a more
and grammar patterns. In the Pair and Share in-depth explanation and a set of more
activities students first discuss, in short complex rules, the Grammar Appendices
exchanges, the text’s main idea before provide grammar charts and examples for
exploring how some of the ideas in teachers to draw upon or students to use as
the passage are related to their own lives. a handy reference.
XI
Often students find learning grammar daunting.
This, in part, is caused by the appearance of 7I Reading Reading Strategy:
Main idea vs specific ideas
grammar exercises. An excessive amount of Before Reading

A. Look at the pictures. How do you
• The main idea of a text is what the whole text is about.
• The main idea will usually be found in the introduction
text intimidates students, so ELLevate includes

of the text.
think these people feel? What do you • Specific ideas are details that support the main idea.
think this text will be about?
a lot of visual elements in the presentation of

grammar. These are designed not only to make
the grammar pages look less intimidating,
but also to provide context and make
comprehension of key grammar points easier.
Global and local perspectives B. Read the text. Underline the main ideas.
Are You Being Cyberbullied?
While increasing globalization means that Cyberbullying is when one person, the bully, is treating another person very badly over the Internet.
This may happen through emails, instant messaging, text messages, blogs, or social media sites.
students are more aware about what is Unfortunately, as more young people have access to the Internet through phones and tablets, this bad
behavior is on the rise. Recent research has found that up to 25 percent of teens have been victims of
happening on the other side of the world,

cyberbullying. Are you one of them?
Cyberbullying can take many forms. A bully who is simply rude might just not be aware of web etiquette. He
they still do have strong local interests and might not mean to say mean things. The best way to react to rude comments is just to ignore them. Try not to
let small comments turn into big fights. Even more serious are the bullies who “hack,” or access, their victims’
social media accounts to make their victims look bad. Other bullies might post embarrassing pictures or
want to see how learning is relevant to their videos without asking. Once these pictures are on the Internet, there might not be much you can do.
world. In the reading sections of ELLevate,

You can fight cyberbullying in several ways. The first step is to protect yourself and your privacy.
Passwords must be kept secret. No one but you or your parents should have access to your accounts. If
you use a public computer, make sure to log out when you have finished. Avoid sharing private pictures
these needs are met through three types of on social media sites. Remember, anything you share with anyone is out there forever. Also, check your
privacy settings to make sure you know who can see the things you post.
texts: global issues, local issues, and teen If someone is already bullying you, there are a lot of things you can do. If the bully is using a social media
site, contact the relevant company and report the bad behavior. Many websites will remove bad pictures
issues. Through reading and discussing texts

or videos if they are reported. Tell your parents or your teacher what’s going on. Keep the bully’s messages
or take screen shots to show them. If that doesn’t work, you may be able to take the problem to the police.
with a global focus, students will be learning If you know people who are being bullied, help them fight it. Sometimes, a few kind words can go a long way.
74 UNIT 7
about the world and focusing on issues

that affect them. Texts with a local focus
help students read about their own country Skill development
and the region. Texts about teen issues are Reading and Listening
especially relevant to this age group and
allow students to learn and discuss themes ELLevate teaches reading and listening
central to their lives. strategies explicitly. Strategies are explained
with examples using clear and simple
In the Use What You Know sections, CLIL language. The strategies build on each other,
(Content and Language Integrated Learning) so that they are revisited at different levels,
texts expose students to workplace but each time a new and more challenging
documents such as policies, procedures, aspect of the strategy is practiced. Since
memos, emails, manuals, and guidelines. reading and listening strategies share a lot
The text types and much of the language in common, some units practice a single
encountered in these texts reflect academic strategy in both sections of the same unit.
and workplace English and provide a gentle
introduction to these document types.
XII
After Reading
C. Read the text again. For each of the ideas below, check (✓) MI for main idea, or SI for
specific idea.
Ideas MI SI
1. Cyberbullying can happen in a text message.
2. There are many ways to fight cyberbullying.
3. Cyberbullying can take many forms.
4. Be sure to log out of your account.
5. Tell your parents if someone is bullying you.
6. You can report bad behavior to the website company.

Supporting sentences
A. Work with a partner. Look at the text Supporting sentences are the specific ideas and
details that tell your story or support your argument.
in the reading section. Find two or three They make up the body of your piece of writing.
supporting sentences and underline them.
B. Work with a partner. Brainstorm two or three

supporting sentences for the sentence below.
It’s important to be polite in all situations, even on the Internet.
This is why it’s important not to forget your “netiquette”!
C. Write two or three supporting sentences for a paragraph about cyberbullying.

What details are important to include?
UNIT 7 75
Writing Pronunciation
The process approach to writing is used in this The pronunciation section of ELLevate
series. Students are given explicit instruction focuses on how native speakers naturally
about a writing strategy, then they are given use a variety of sounds or combination of
examples of it before planning how to apply it. sounds and intonation when speaking. By
By noticing how the writing strategy is used, learning how to pronounce and intonate
students can better understand it and see it in correctly, students gain confidence in
context. Students apply the writing strategies speaking. Pronunciation is practiced using
to level-appropriate writing tasks. a three-step approach. First students are
given a pronunciation rule, then they listen
to discover how it is applied. Noticing how
pronunciation features are used in speech
greatly helps students understand the rule.
Finally, they are given practice drills to
apply what they have learned.
XIII
UNIT WALK-THROUGH
UNIT 6 Quality of Life In this unit, I will learn to . . .

• talk about my ideal life.
• use comparatives and superlatives.
• identify the speaker’s and author’s
purpose when listening and reading.
1I Get Ready
What would your ideal life be?
• Unit
A. Look at the people in the pictures. What do you think “the good goals
life” clearly
means expressed
to each of in
them? Listen to the audio. language students understand.
• Critical thinking question helps
develop 21st century thinking skills.
1 2 3 4
“The good life?” Well, I think “the good life” For me, “the good life” “The good life?” I
in my ideal life I would is about helping other would mean being don’t need to be the
• Get Readybe page introduces
famous. topic,
I think the people live better lives. able to travel all the richest person. I just
builds upon students’
celebrity knowledge,
life is the most If I could improve a few time. I really wantVisuals
to and
want boldfaced
to be ablekey
to words
and enhances background
amazing way to live. people’s lives, I’d be see the world. Therehelp student understanding.
buy basic things in
knowledge. I want people to know truly happy. are so many different life, such as food, a
me wherever I and
• Uses level-appropriate go and countries and exciting house, and medical
to have a lot of celebrity
engaging texts. places. I want to visit insurance. I want to be
friends. It would be them all! independent, with a
• Audio version provided for
equally ideal to have a job I like and no debt.
listening practice.
lot of money, too!
B. Choose the correct option. Talk to a partner about the different

meanings of having a good life.
1. My idea of the good life would be to
(independent / travel). Whose description of “the good
2. The celebrity life is the only way to live. life” sounds the best to you?
I want people to know me wherever I go.
I want to be (ideal / famous). The first one. I’d love to be
famous.
3. I want to live a simple life, with a job I like.
I want to afford the (basic / truly) things in life. Ask and answer the question about your life.
What can you do to have a

• Provides a quick check on student good life?
progress and level of understanding. I should study hard and do
• Pair and Share gives opportunities for well on my exams so that . . .
talking about the
52 UNIT 6 text.
XIV
• Short text to contextualize key words.
2I Vocabulary • Students actively process new words.
What does “the ideal life” really mean? Most people say it means to be truly happy and independent,
or at least have a feeling of satisfaction in most areas of your life, and the opportunity to travel the
world. Others might say it’s a life of luxury. In reality, being happy doesn’t have much to do with money.
As long as you can buy basic things in life, such as food and a home, and you have no debts, you can be
happy; more money does not equal more happiness. Life is not perfect; people are happy or unhappy
for many different reasons. Experts say that only ten percent of our happiness is because of things that
happen to us. The rest is from our habits and who we are.
Word Box
basic perfect
debt reality
equally reason
ideal satisfaction
independent travel
luxury truly • List of unit vocabulary so students
know what to study.
• Listening models provided.
B. Match the words to their meaning.
1. basic • experience comfort from expensive and

•
beautiful things
2. debt • • go to different places
Vocabulary comprehension check questions.

3. luxury • • owe money to someone else
4. travel • • simple and necessary
5. reason • • really
6. independent • • the cause for something
7. ideal • • perfect
8. truly • • not needing anyone or anything else
UNIT 6 53
XV
Two to three grammar points
3I Grammar covered per unit.
Comparative / Superlative Adjectives

When you describe things that are not equal, you use comparative and superlative adjectives.
Use comparative adjectives for two things and superlative adjectives for three or more things.
• For words with one syllable, add -er or -est.
• For words with two syllables that end in y, add -ier or -iest. • Grammar points clearly labeled.
• For other words with three or more syllables, use more or most. • Comprehensible grammar
• The comparative and superlative forms of good and bad are irregular. explanations.
• Use than with comparatives only. • Grammar boxes with examples.
• Use the before superlatives.
Adjective Example
young My sister is younger than me.
My sister is the youngest person in our family.
funny Jackson is funnier than Shanti.
He is the funniest person in the room.
intelligent Maria is more intelligent than Simon.
She is the most intelligent person in our company.
good Chocolate is better than ice cream.
Chocolate is the best food in the world.
bad Pneumonia is worse than a headache.
This is the worst headache I’ve ever had.
For grammar reference, go to Grammar Appendix.
A. Match the sentences to the pictures.

a. Ryan is taller than Shonda. More in-depth grammar information with
examples in the Grammar Appendix.
b. Haley is younger than her grandfather.
c. Max is the shortest person in the family.
1. 2. 3.
Grammar comprehension questions

54 UNIT 6
aided by visuals enhance understanding
and memory.
XVI
Plenty of grammar comprehension
exercises provide needed practice.
B. Complete the sentences using the comparative or superlative form of the adjective
in parentheses.
1. Shawn is person I know. (busy) 5. Your dessert is than mine. (delicious)

2. This article is than that article. (interesting) 6. That is baby in the world! (cute)
3. This is movie I have ever seen. (boring) 7. Connie is person I know. (creative)
4. Tom is than Sam. (happy) 8. This project is than the last one. (hard)
as . . . as
When you are comparing two things, sometimes
With a partner, compare two people that
they are equal. Use as . . . as to show this. are equal.
Example: My studies are important. My job is
important. My mother is as tall as
My studies are as important as my job. my aunt
My brother’s dog is as . . .
C. Join the two sentences using as . . . as.

Pair and Share activities provide oral
1. Janice is six feet tall. Ed is six feet tall. 3. Uma is ten years old. Jack is ten years old.
practice and personalization opportunities.
2. Ali is smart. Yen is smart. 4. Paris is beautiful. London is beautiful.
Indirect Questions
Use indirect questions to ask something in a more polite way.
D. Look at the examples and then complete the chart with examples of your own.
Question Indirect Question
Where is the post office? Could you tell me where the post office is?
Do we have class next week? Do you know if we have class next week?
How long will this take? 1. Do you know ?
Do we have homework? 2. Do you know if ?
Where does this go? 3. Could you tell me ?
Is this dish vegetarian? 4. Do you know if ?
UNIT 6 55
XVII
Clearly labeled listening strategies
with explanations.
Before listening tasks draw upon

background knowledge and use
images to enable comprehension.
• Range of activity types.

• Comprehension checking, concept
checking, and personalization
activities engage students and
scaffold learning.
• Explanations of pronunciation points.

• Practice moves from listening to
controlled production.
XVIII
Make comparisons
• Use the words as . . . as to
equal.
• Use the comparative to talk
about two things that are
not equal.
• Use the superlative to talk
about how one thing is
different from a group.
Clearly labeled reading strategies

with explanations.
A. Listen to the conversations and complete the sentences using words or expressions.
Then listen again and check your answers.
Suzane: Which do you think is better—working for a large company or owning your own business?
Natalie: I think that working for a company is (1) owning your own business.
If the company doesn’t succeed, at least you won’t lose your own money!
Borris: Which would you prefer—to be famous or very rich? • Strategies contextualized.
• Key phrases are highlighted
Sally: That’s difficult to answer. I think being famous is (2) being rich.
for students to produce.
Ali: Do you think it’s better to live in a city or a village?
Udom: A village is (3) a city. I think life in a village is (4)
life in a city, too. So, yeah, I think it’s better to live in a village.
Peter: Which do you think is better—going to a big school or a small school?
Simple roleplay encourage

B. Your Turn student confidence in extending
conversations.
Roleplay the conversation with a partner.
How would you answer the last question? With a partner, ask and answer questions
Your idea: from the conversations.
Which do you think is better—

working for a large company or
owning your own business?
C. Listen to the audio. Take notes to prepare Owning a business is more
to make comparisons.
challenging than working for a
company, but I would like to try it.
• Students listen to native speakers

perform tasks, then they plan and
perform tasks. UNIT 6 57
• Task planning builds confidence and

gets students to perform at their
fullest potential.
XIX
7I Reading Reading Strategy:
Read for the author’s purpose
Before Reading Just as with listening, reading for the author’s purpose is
a good way to increase your understanding.
A. In pairs, discuss this question.
• Try to identify it from the title and introduction of the text.
What is “the good life” for you?
• Ask, What is the author’s purpose?
B. Read the article and underline details ■ To make readers laugh?
■ To explain how to do something?

that show the author’s purpose.
■ To present ideas about a topic?
“The Good
Pair work activity Life” Around
personalizes the the World • Clearly labeled reading strategies
reading passage for students
“The good and
life” means something different to each of us. Some people dream of becoming famous or
with explanations.
makes the traveling
reading experience
. Others just want the basic, or the most important, things needed to live. To find out more
• Strategies build upon each other
about “the good life,” we interviewed four people from four different countries.
more engaging.
from level to level.
Khalid: My grandfather was alive before my country was independent,
just 45 years ago. He had his own business, bringing things from
Europe and selling them in the markets here. It is because of him that
I think owning a business is such an important part of “the good life.”
I have plenty of luxuries, but it is my business that really gives me
satisfaction. I have worked hard to achieve this dream, and I think my
grandfather would be proud.
Anika: My parents always had big dreams for me. They grew up poor,
and they wanted our lives to be better than theirs. My mother worked
very hard so that I could have a great education. This is the reason I
became a dentist. For me, having a great career and enough money
to support myself and my parents—that’s “the good life.” My parents
are proud of me. I don’t need anything more to be truly happy.
Key vocabulary is recycled, used in

Marissa: In my country, owning your own house means that you arecontext, and boldfaced to highlight.
successful. Some even call it The American Dream. I think most
people believe that owning a house as an important part of living “the
good life.” I wanted it, too, but then I did my research and found that
in reality, it wasn’t for me. Most people have to borrow money to get a
house, and I didn’t want to go into debt. Also, taking care of a house
is a lot of work! Apartment living is ideal for me.
Moritz: In the past, my friends would say I was the most independent
person they knew. I used to think that was “the good life,” but lately I
have felt ready to meet a partner and have a family. Now I think that
will be “the good life.” I’ve been so busy for the last ten years that I
haven’t had time for what’s important in life. I want to have more time
to develop a relationship and get married. Maybe I’m just waiting for
the perfect person.
• Large texts broken down in
58 UNIT 6 bite-sized chunks.
• Images are specially chosen to
facilitate understanding.
XX
After-reading activities check
comprehension and provide
opportunities to talk about the topic.
After Reading
C. Work with a partner and answer the questions based on the text.
1. Which people changed their minds about “the good life?”
2. Which person is not yet living his / her idea of “the good life?”
3. Which people mention their relatives when they talk about “the good life?”
4. Which people talk about their jobs?
5. Which person’s idea of “the good life” do you agree with most?
6. How do you think ideas of “the good life” are different around the world?
D. Write a paragraph that begins: The author’s purpose is to . . . Writing

Add thestrategies
details you
with step-by-step
underlined to support your statement. instructions.

Write about pros and cons
A. Read the text. Complete the T-chart Most things in life have both good and bad things:
with the pros and cons. • Pros are the good things about something.
• Cons are the bad things about something.
I’m trying to decide whether to go directly to
For example, a pro of owning a business is that you
university, or try to find a job. There are a lot of
have more freedom, but a con of owning a business
benefits to going to university. I will probably is that there is more risk.
meet a lot of interesting people while I’m
Use a T-chart to brainstorm the pros and cons of
there. I will learn a lot. It may help me to get a something. This can help you organize your
better job after I graduate. However, there are thoughts before you write.
also a lot of disadvantages. University is very
expensive in my country. Most people finish
with a lot of debt. It will also take a lot of time—
at least four years. If I worked and earned
money during that time, I could save a lot. Also,
there are no good universities in my town. That B. Complete the T-chart with the pros
means I would have to live far away from my and cons of going to university in another
family. I don’t think I want to do that. country.
Pros Cons Pros Cons
Writing process: read, analyze, plan,

and write.
C. Write a paragraph using the pros and cons in the T-chart.

UNIT 6 59
XXI
UNITS 4–6 Use What You Know
A review of the vocabulary used in the
previous three units.
Vocabulary
A. Write the adjectives in the box under the correct heading.
bland disgusting healthy
ideal independent perfect
Positive Negative Neither
Thinking skills are encouraged by

getting students to look at words in
different ways.
B. Write sentences using these phrases.

1. (achieve a goal)
Students go beyond comprehension
checking to actually using the new words.
2. (form a habit)
3. (make an improvement)
4. (manage time)
5. (concentrate on)
6. (in reality,)
60 UNITS 4–6
XXII
Grammar
A. Complete the sentences so that they are true for you.
1. I don’t have much .
2. I don’t have many .
Plenty of personalization opportunities
3. I have a few to help students apply what they. have
4. I have a lot of learned. .
5. I like to have a little with my .
6. Someday, I will have a lot of .
B. Match the sentence parts.

1. Rania has worked here for • • more than 200 years.
2. I have known her since • • 2014.
3. My country has been independent for • • five years.
4. Amy has been a vegetarian for • • about 20 minutes.

A review and opportunity for
students to practice the grammar
5. Ellen has been saving since • • ten months.
points from the previous three units.
6. Today we practiced grammar for • • 2004.
C. Complete the sentences with the words in the box.

as important easier happier
the best simpler more delicious
1. This is movie I have ever seen.

2. I don’t really like this dish, but it’s than eating crickets!
3. My lifestyle is than yours.
4. I’m than I was five years ago.
5. Working for a company is than owning a business.
UNITS 4–6 61
XXIII
Writing strategies are revisited and
applied to a workplace context.
PROFESSIONAL ZONE
The Writing, Reading,
and Project sections STRATEGIES:
Transportation, Distribution, and Logistics
of the Professional
Writing Zone all focus on the
• Write a review
• Make a request
same industry, in this • Brainstorm
case Transportation,
Distribution adn Logistics.
What is the transportation, distribution, and
A question
logistics industry all about? provides a purpose
for students’ writing.
Did you take a bus to get somewhere today? Did planning the movement of people, goods, services,
you buy food at the supermarket? If you did, you information, and money.
used the services provided by workers in the
transportation, distribution, and logistics industry. Goods being moved are known as cargo. Millions
of workers keep the transportation system moving
What exactly are transportation, distribution, along a wide network of roads, airports, railroads,
and logistics? These terms are closely related. etc. They operate or repair planes, trains, and other
Transportation is the movement of people, vehicles. They supervise airports, warehouses,
goods, and services from one place to another. and shipyards. Without them, everyday life could
Distribution is coordinating the shipment and not function. Without them, the global economy
delivery of goods and services. Logistics is would collapse.
goods Something that is produced, bought, and consumed.

cargo Something that is carried by a ship, aircraft, or motor
vehicle.
network A system or group of things that is interconnected.
warehouse A place for storing large amounts of products.
shipyards Places where ships are built and repaired.
Commonly
used workplace
vocabulary is
introduced in
context and defined
at point of use.
62 PROFESSIONAL ZONE
XXIV
A variety of activity types are
used to take students through
the entire writing process.
A. Complete the sentences with words from the box.
cargo shipyards goods
1. This warehouse has many waiting to be moved to another country.
2. When goods are moved, we call them .
3. The boats were repaired in the last Friday.
B. What are the main differences between transportation and logistics?
C. You bought a product online and the package is missing. Put the items below in the correct
order to create an outline for a formal request to the online shop.
Your order number

What you want
A line of thanks
A greeting
A short summary of the situation
D. What are some of the environmental consequences of the global logistics industry? Complete
the mind map bellow with some ideas.
Environmental
consequences of the
global logistic industry
PROFESSIONAL ZONE 63
XXV
The Use What You Know Reading
section focuses on the integration
of content and language within a
workplace context to help students Reading strategies align with
acquire real-world content knowledge strategies taught earlier in the
PROFESSIONAL ZONE
and language skills simultaneously. module with a specific focus
This combination of knowledge and on workplace documents.
skills can be applied on a daily basis
as student progress in their careers. STRATEGY:
Reading • Read for specific details
Computer tagging purpose & procedure

Bar code “tagging” is the use of a numbered
bar code to indicate that our computers are
recorded in our equipment inventory database.
The purpose of the bar codes is to ensure that all
computers are accounted for, that we know where
they are located and that we can keep track of
our equipment. This is what an inventory control
manager is responsible for.
When a new computer or piece of equipment is
ordered, you must generate a bar code label the
same day the order was placed. Then, put a bar
code label on it as soon as it is received. If you
cannot tag the item because of its size or location,
you must write down the brand name of the item,
the tag number associated with it and its location
in the database. This makes the distribution and
logistics work easier. Students apply reading
strategies to authentic
workplace documents
A. Choose the correct answers.
1. In your job as an inventory control manager, 2. You receive a piece of equipment that you
you are required to tag all new equipment with are unable to tag. What is one thing you need
a bar code. When do you generate the bar to do?
code label?
a. Generate a new bar code number.
a. The same day the equipment is ordered. b. Order another piece of equipment.
b. After the equipment is recorded. c. Record it in the inventory database.
c. When the equipment is received. d. Put a bar code label on it.
d. As soon as the equipment is located. e. Record its location in the database.
e. After the equipment is tracked.
Questions that follow the

text check for comprehension
and skill acquisition.
XXVI
Students need to keep
the guiding question in
PROFESSIONAL ZONE
mind while going through The Use What You Know Project is a
the steps of developing culmination of the previous units, requiring
and completing the students to synthesize the concepts and skills
project. they have learned and apply critical thinking
skills. All projects have the same four steps so
students become aware of the process that

Project will result in the outcome. This standardized
format also simplifies the evaluation process
and rubric creation for the instructor.
What are the advantages and disadvantages of

buying products made in another country?
In the global economy, many goods made in other
countries are shipped to your country. Companies
providing services are also increasingly doing
business internationally. As a result, industry
workers may find themselves in contact with
workers in other countries when placing orders or All projects are
scheduling deliveries. collaborative.
Work in teams. In this project you will discuss the

pros and cons of buying products in your own
country or buying them from overseas sources.
Research extends
the activity beyond
the instruction within
Step 1 - Brainstormthe program to help Step 3 - Plan/Create
• Think about the laststudents develop
two products critical
you bought • Complete the T-chart with the pros and cons of
thinking
and check where they were made.and digital and buying products made in another country:
media literacy skills.
Type of product Made in… Pros Cons
Step 2 - Discuss/ Research

Step 4 - Presentation
• Choose one of the products from Step 1 and
think about its trip from the factory to your local • Present your project to your class and answer
shop. Complete the information in the flow chart the question:
with your own ideas about that trip. What are the advantages and disadvantages of
buying products made in your own country?
Graphic organizers Presentations provide PROFESSIONAL ZONE 65

helps students students with the opportunity
visualize and organize to apply productive (speaking)
information. and receptive (listening) skills.
XXVII
USING THE TEACHER GUIDE
1 I Getinstructions
The Teacher Guide provides Ready and • “Part 2: Using the vocabulary” are ideas for
teaching tips for three different sections of the getting students to speak and write with the
I Get Ready
1Student Book: Theme Opener, content units, unit’s new words. These often involve activities.
and Use What You Know 2 I units.
Vocabulary
It is interwoven • Word Box is a list of the unit’s words so
with the Student Book for ease of use. There is students know what to study and teachers
2 I Vocabulary
one Teacher Guide page facing each Student know what to focus on and test.
Book page. The following 3 I Grammar
is an overview of the
3contents of a unit in the Teacher Guide.
I Grammar Grammar
1 I Get Ready 4 I Listening
Theme opener • The grammar points are clearly marked.
4 I Listening • Brief examples with grammar boxes are
2• Instructions
I Vocabulary are provided for how to use the
5 I Pronunciation provided.
image, link it to the theme, then discuss the
5 IEssential
Pronunciation • Step-by-step instructions and grammar
Question with the class.
explanations are given.
I Grammar
3• The Can Do statements 6 I are
Conversation
explained with
• Links to the Grammar Appendices.
examples in
6 I Conversation level-appropriate language
to help the students see the usefulness of
4 I Listening 7 I Reading Listening and Reading
studying the module.
7 I Reading • Listening/reading strategies are explained in
15Content
II Get units and
Pronunciation
Ready 8 I Writing the strategy boxes.
8Use What
I Writing You Know units • Listening/reading activities are grouped as
before listening/reading and after listening/
6 I Vocabulary
2 Conversation
Get Ready reading. Before listening activities help
activate background knowledge and link
• The unit’s objectives are clearly laid out at the picture to the topic. After listening/
3 Ithe
7 Reading
Grammar Pair and Share
start of each content unit. There are reading activities help students develop
explanations
Pair and Share to accompany each objective their comprehension and vary from highly
so students can better understand the structured to more open-ended as the series
4 Iexplanations.
8 Writing
Listening
progresses.
• A warm-up activity is provided and involves
5 Iusing the unit’s question.
Pronunciation Pronunciation
• Suggestions are given about how to group
students, model, and lead discussions. • Pronunciation points are explained with
Pair
6 and Share
I Conversation examples.
Vocabulary • The pronunciation points are sequenced
I Reading
7The throughout the series by difficulty, not by
instructions are grouped into two parts:
their frequency or usage in the content units’
• “Part 1: Working with the passage” explains passages.
8 I how to use the passage so students notice
Writing • Activity A gets students to listen to the words
the form, meaning, and usage of the unit’s
or sentences that exemplify the pronunciation
new words.
point. Students can’t pronounce sounds
differently than they currently do unless they
can hear the differences first.
Pair and Share
XXVIII
• In Activity B students listen and repeat Additional Parts
the sounds in either discrete words or in
sentences. Language builder are boxes with additional
information about grammar and vocabulary to
• Audioscripts are available if teachers prefer to
support the teacher or to focus on an area which
sound out the words themselves.
the teacher can explore with the students.
Conversation Additional activity is an optional exercise

for more practice or when students need
• A speaking
1 I strategy
Get Readybox gives explanations
more support. Most activities are marked as
and examples for students about the unit’s either slower or faster to make differentiated
speaking strategy.
2 I Vocabulary learning easier.
• Pictures and discussion questions lead
students into the topic.
3 I Grammar Answers are provided for all activities. If an
activity can have multiple possible answers,
• Students listen and fill in the blanks using key
this section will be labeled “Responses
phrases that native speakers commonly use
4 I Listening
will vary.” Where necessary, answers are
to perform the speaking strategy.
explained, especially for the listening and
I Pronunciation
• In the Your5 Turn section, students add their reading activities.
own ideas and continue the dialogue.
6 I Conversation Teaching tips show teachers a variety of
• Students prepare for a longer and more
challenging speaking task by listening to teaching techniques and insights to help them
7 I Reading
native speakers performing it, and then develop as a teacher.
analyze how they did it. This provides
Culture notes educate students about
planning time for students and allows them
8 I Writing
common cultural issues that come up in
to analyze how the strategies are used in
communication or cultural insights that will help
context.
them understand a text.
• Finally, students do a speaking task in the Pair
and Share Isection,
1Pair Get Ready
which naturally
and Share requires Pair
Pair andShare
and Share offers explanations,
them to use the unit’s speaking strategy. models, and steps.
Audioscripts are given on the teacher

Writing
2I Vocabulary pages, unless the script is also on the student
• Writing strategy is clearly explained in the pages or is located in the back matter.
strategy box.
Workbook links show the corresponding
3 I for each step of Grammar
• Instructions the writing pages in the Workbook for quick reference.
process along with tips are given.
Student Reflection activities get them to
14 II Get Ready
Listening Pairabout
think andthe
Share
topic, relate it to their own lives,
or to think about their studying and learning.
Audio Icons clearly mark recorded sections.

5 II
2 Vocabulary
Pronunciation Pair and Share
The main direction lines are printed in the same
color they appear in the Student Book pages to
make finding them easier.
6 II
3 Grammar
Conversation Pair and Share
XXIX
GENERAL TEACHING SUGGESTIONS
1 I Get Ready Here are some tips for teaching this section.
• It’s important to expose students to the audio
The first page of each unit introduces students so they can listen to how the new words are
to the topic, contextualizes the unit’s key pronounced.
2 I Vocabulary
vocabulary, and gives opportunities for • Use the context of the paragraph to help
students to talk about the unit theme. Here is a students understand these new words.
list of suggestions for teaching this section. • The Word Box lists the unit’s words and is
• Before students open their books, present accompanied by visuals to help clarify the
3the I Grammar
unit topic through images, personal meaning.
stories, or questions. • Either pronounce each word or use the audio
• The question in the Student Book will relate and get students to repeat.
4the pictures to the topic and / or the students’
I Listening • Ask students to provide their own examples,
lives. descriptions, and explanations to determine
• Either play the audio or have students read their understanding.
the texts and get them to use the images to I Get
•1 Use Ready vocabulary activities to
the subsequent
I Pronunciation
5understand the text and the key vocabulary check students’ comprehension.
items in bold. • Have students keep a vocabulary notebook
• All reading texts are on audio, so playing listing the new words, their definitions,
the audio can familiarize students with the I Vocabulary
2synonyms, and words they commonly
I Conversation
6pronunciation of the words. collocate with.
• Check understanding by asking questions
that focus on the content, pictures, and
3 I Grammar
7boldfaced
I Reading vocabulary words. There is a
short set of comprehension questions to be
completed after processing the text. Here is a list of teaching suggestions for
the grammar section. Use those that are
• Finally, armed with some topic-related
4 I Listening
appropriate for your learning context.
8vocabulary
I Writing and background knowledge,
• Pre-teach the grammar targets with examples
students should be able to manage the Pair
and Share activity successfully. from the Get Ready sections.
• To get the most out of the Pair and Share • Model and explain the examples in the
I Pronunciation
5Grammar sections.
activity, demonstrate it with a student and
I Get Ready
1 brainstorm useful vocabulary before turning it • Have students find examples of the grammar
over to students to try. point on other pages of the units.
Pair and Share I Conversation

•6 Have students attempt to make their own
examples of the grammar point.
2 I Vocabulary • Make personalized statements or ask
personalized questions that use the unit’s
Some of the unit’s key vocabulary will be I Reading
7grammar points.
presented in the Get Ready section, while
theI remaining
3 Grammar words are contextualized in a • After completing a grammar exercise, have
paragraph at the top of the vocabulary page. students close their books and draw the
8grammar
I chart from the unit on the board,
Writing
filling in parts of it, and have students fill in
4 I Listening the remainder.
• Use sentences from the grammar activities.
XXX
5 I Pronunciation
1 I Get Ready
3 I Grammar 4 I Listening
2 I Vocabulary
4for
I dictation.
Listening 5 I Pronunciation
A wide variety of listening genres are used
I Grammar
•3 Before class, find additional words or phrases
in ELLevate as well as activity types. Here that exemplify the pronunciation point. Use
5 I some
are Pronunciation
Before and After Listening activity I Conversation
6these to introduce the pronunciation point.
suggestions. • Drill the words in the book, first as a listen
I Listening
4and respond drill by having students clap
Before Listening:
I Conversation
•6 Get students to predict what the text is 7their
point.
hands when they hear a pronunciation
I Reading
about using the images.
•5 Drill again by having them listen and repeat.
I Pronunciation
• Write 8-10 key words from the text on the
• Drill a third time by reading the words aloud.
board and have the class use them to predict
I Reading
7the gist of the passage. 8 I Writing
• Write key phrases or sentences from each
paragraph on the board in the order they
6 I Conversation
appear in the text and make predictions
I Writing
8based on them about the text.
Here are some useful teaching activities for
the Conversation section.
After Listening: 7 I Reading
• Have students read the conversation and
• Have students summarize the text in 50, Pair
guessand
whichShare
words or phrases may complete
75, or 100 words, depending on their level. the blanks.
• Students make an outline of the text then 8 I Writing
• Use a roleplay to add context to the speaking
reread to make corrections. strategies.
•Pair and
Play the Share
audio and have students “grab” a • Discuss the relationship of the speakers,
few words from each sentence and record where they are, their intentions, and
them. Have them predict the words that personality to give a deeper understanding
come before and after them, then listen to of the conversation.
the audio to check their guesses. • Use one or two of the key phrases from the
• Students choose five key words from the strategy box to build a conversation around.
Pair and Share
text and develop a PowerPoint summary • Have students rehearse their roleplays then
using those words as clues. perform them in front of the class or make
videos of them.
• Have students read and study the audioscript
of speakers performing the task. Point out
how the speaking strategy is used in the
context of the dialogues.
XXXI
6 I Conversation 7 I Reading
7 I Reading 8 I Writing
ELLevate offers a wide variety of reading text Explain that writing is a process that requires
types and activities. Here are some activity three steps: planning, drafting, and editing.
8 I Writing
suggestions. Show how each activity corresponds to the
steps. Here are some useful ideas to add
Before Reading:
variety and enhance instruction.
• Get students to talk about what they know
•Pair
Use aand Share
variety of planning activities such
about the topic in a classroom discussion.
as generating ideas through brainstorming,
Take notes on the board and check them
clustering, freewriting, etc.
against the content of the text later on.
• Use different types of planning activities,
•Pair
Use aand
K-W-LShare
chart to record what students
such as outlines, visual organizers, and index
know about a topic, want to know, and have
cards to record ideas.
learned from the text.
• Build upon and practice writing strategies
• Set a purpose for the reading, dictated by
from previous units so students develop
the reading skill, and discuss how closely the
their repertoire.
students will read (i.e. read for details or main
ideas) as well as the process of reading. • Encourage students to complete their final
drafts and edit them at home.
After Reading:
• Put students in pairs and have them
summarize the text to their partners orally
in 30 seconds, then switch. Students find a
new partner and repeat the process for 45
seconds, then again with a third round with a
new partner for 60 seconds.
• Students make an outline of the text then
reread to make corrections. Students then
add details to their outlines.
• Play the audio, then have students read
the text.
• Arrange students in groups of 2-4. Split the
text into as many parts as there are students
in each group. Each student chooses one of
parts, reads it in a given amount of time, and
shares it with the other group members.
• Encourage students to first guess the
meaning of unknown words, then use
dictionaries to confirm their guesses.
• Have students answer who, when, what,
where, why, and how questions.
XXXII
Projects
The projects are designed to encourage students

to apply multiple skills and language items by
creating something real that is related to real-
world workplace scenarios. To maximize projects,
follow these guidelines:
• Arrange students with mixed abilities
in groups.
• Ensure students have access to the needed
materials, information, and people to do these
projects.
• Plan with students to complete much of the
work outside of class.
• Give students opportunities to share and show
their projects and talk about them.
• Assign different roles for team members.
• Provide guidelines and rubrics for the finished
product.
• Discuss the process of doing the projects.
• Learn from the mistakes made during previous
projects.
• Encourage students to do additional research
CLIL
on any careers presented in the Projects that
they may be interested in.
CLIL
XXXIII
1 | The Global
UNITS 1–3 Village
Theme Opener
2 | Cultural
Differences
Unit goals
Vocabulary
3 | Make Future
Grammar
Plans
Listening
Pronunciation
Conversation How can we prepare for the future?

Reading
Writing Look at the pictures. Read the unit

• What will the future be like?
Discussion
Explain that these three units • How can you prepare for it?
involve preparing for the future.
Ask students to look at the • What kind of future would
you like?
pictures from Units 1 to 3.
• Ask students to describe the
photos and determine what
they have in common. Guide
students to the understanding
that all three photos can be
interpreted as involving some
kind of movement toward
the future. Say: The photo for 2
Unit 2 clearly shows someone

making a plan. For the Unit 3
photo, we can imagine that the
woman might be planning her Assessment Links
future. The photo for Unit 1 is Administer Level 4 Assessment Tests.
less obvious, but we can view
these villagers as representing
a connection between the past
and the future.
Then explain that students will learn
to talk about and describe different
ways of preparing for the future.
• Ask students about their own
plans for the future and what
they need to do to implement
those plans.
• Ask: What will the future be
like? How can you prepare for
it? What kind of future would
you like?
2 TEACHER GUIDE
ELL_TG_L04_U01_TO.indd 2 22/05/18 12:33

CAN DO statements
Read aloud the CAN DO
statements.
• The first CAN DO statement is:
compare the present with the
past. Have students tell their
partners one thing they miss
about the cultures they were
born into and one thing they
observe about modern culture.
Examples: Acceptable greetings
have changed. People look up
to celebrities now. We were
more interconnected in my
culture.
• The second CAN DO
e? statement is talk about your

culture. Have students share
elements of their cultures:
history, traditions, dress,
clothing, music, dance, etc.
• The third CAN DO statement
is talk about your future plans.
Have partners tell each other
how their birth cultures fit
into their future plans. It is
an adventure to be in a new
culture. Your future profession
CAN DO statements depends on your education
After the next three units, you will be able today. I look up to college
to . . . graduates.
• compare the present with the past.
• talk about your culture.
• talk about your future plans.
Teaching Tip
Tell students that sharing information about their life at home is a perfect way
to start a conversation about cultural exchange. It will also help them build
self-confidence as they talk about things they know and care about. Make
sure students understand that intercultural communication skills are highly
valued assets in the workplace and will become increasingly important in the
future as the world becomes even more globalized.
Students can feel isolated from their home cultures and lonely or frustrated in
a new society. Encourage them to share photos of their families, homes, etc.,
and talk to friends, teachers, or other trusted adults about their concerns and
feelings.
TEACHER GUIDE 3
ELL_TG_L04_U01_TO.indd 3 22/05/18 12:33

UNIT 1 The Global Village In this unit, I will learn to . . .
• describe a global village.
• differentiate simple present and present
progressive.
1I Get Ready Pair and Share • listen and read for fact and opinion.
y Pair and Share
What is a global village?
2 IA. Look at the Vocabulary
pictures. How is the place in the pictures different from where you live?
y Read the text and listen to the audio.
Discussion
3I Grammar
r
4I Listening
g
Duma of Kenya lives in a very different world today than he did when he was growing up in the 1950s. No one
5 Iever Pronunciation Pair and Share
saw a television or a phone until the 1970s. Actually, Duma’s home did not get electricity until the 1980s.
n Pair and Share
Today, Duma’s grandson Jata lives in a very different world. Jata travels about ten kilometers every
afternoon to visit an internet café in a neighboring town. He plays games and chats with teens in
6 Jata uses English to connectPair
Conversation
Idifferent countries. and Share
to the world.
n Pair and Share
Duma’s village has not grown much. The number of European tourists on safaris has fallen in recent years.
Many villagers have lost their jobs. But the village is interconnected with the world, more than ever before.
7 INow, Duma’s village isReading
connected to other villages and towns by roads made by Chinese companies.
g While globalization has improved the village in some ways, in other ways things are not as good. Young
people used to look up to older men, like Duma, and listen to their stories. Today, younger people are
8 Writing
Imore interested in Hollywood movies and celebrities.
g
The village language, Taznatit, is also dying. The Pair and Share
younger people no longer speak it.
B. Answer the questions about the text. about Duma’s village.
1. In which country does Duma live? How is Duma’s village

different today?
2. How is life in Duma’s village today different from It is now connected to

the 1950s? the world.
Ask and answer questions about yourself.

3. How is life in Duma’s village better than in the past?
How has your community
4. Why are things not as good as in the past? changed in the last few years?
It used to be . . . Now it is . . .
4 UNIT 1
ELL_TG_L04_U01.indd 4 21/05/18 17:58

dy 1 | Get Ready A. Look at the pictures. How is the place in the
pictures different from where you live? Read the
In this unit, I will learn to . . . text and listen to the audio.
Read through the objectives with students. Explain each • See audioscript on student page.
ary in more detail as needed. • Students can read along as they listen to the audio.
Point out that each picture shows some aspect of
Objectives Explanation village life.
• Ask students to explain how the pictures relate to the
describe a Describe what a village is and
r global village. 1 I Get Ready
what globalization is. Explain how
reading.
a village can be global. Explain Answers

how a global village is similar
2 I Vocabulary Responses will vary.
to and different from an actual
g village.
3 I Grammar
B. Answer the questions about the text.
differentiate Discuss some of the things that • Direct students to independently read and answer
simple present you and people you know are the questions. Tell them to review the pictures and
and present 4 I Listening
doing right now. Discuss some of passage as needed.
iation continuous. the things you do regularly. • Have students compare and discuss their answers in
5 I Pronunciation pairs. Then discuss the answers with the whole class.
listen and read Describe the meanings of the
for fact and words fact and opinion. Identify Answers
opinion. 6 I Conversation
examples of each in the reading. 1. Kenya
ation 2. There was no T or phone.
Warm up: introduce the topic
7 I Reading
Read the unit title, The Global Village, and the . The village is interconnected with the world and
Discussion uestion. other villages and towns.
8 I Writing
4. Older men are not as highly respected as they
used to be and young people are not using the
Discussion What is a global village? village language any more.
• Explain to students that a village is like a small town.
Discuss some of and
Pair the Share
characteristics of villages, Pair and Share
such as everyone knowing each other and working
together. Also explain the idea of globalization and • Model asking and answering the questions with a
how it has made the world “smaller.” student. Have the student ask the questions as you
• Have students look at the pictures. Ask them to answer. Then switch roles and model again.
describe the pictures in detail and discuss what it • Point out that students should explain how Duma’s
might be like to live in such villages. village is different today.
• Explain that students should go through the
conversation twice, switching roles the second time.
are Language Builder: The presence or absence Encourage students to expand the conversation.
of that
• English learners are often confused about whether
the word that needs to appear in phrases such as
these: He said (that) he was happy. She believes
(that) we should leave now.
• Explain to students that while that is often optional
in such sentences, it is more common in academic
writing and less common in conversation.
• Say: In general, keeping or deleting that is entirely
optional.
TEACHER GUIDE 4
ELL_TG_L04_U01.indd 4 21/05/18 17:58

dy
1I Get Read
dy Pair and Share
ary 2 | Vocabulary 1 I words from the
B. Choose the correct GetboxReady
to
complete the sentences.
A. Listen to the audio and read along. Guess
2I Vocabula
Explain that students are to read the sentences and
ary the meaning of the words in bold. write the correct words from the Word Box in the blanks.
r • See audioscript on student page. 2I Vocabulary
• Demonstrate by reading item 1 and asking volunteers
to provide the answer.
Part 1: Working with the passage 3I
• Have students check their answers with partners.
Gramm
mar 1. Have students listen and follow along with the audio. Then go through the sentences as a whole class and
g 2. Then have students close their books. Conduct a 3I

write the answers on the board.
Grammar
brief spelling quiz, asking students to spell the words
ng
Answers 4I Listenin
from the Word Box as you play the audio or read
them aloud. 1. education 1I Get Ready
5. neighboring
2. electricity 6. destroy
iation . Then write the vocabulary words on the board, 4I Listening
allowing students to check and correct their spellings. . low-budget . local
on 4. Pair
Ensureand Shareunderstand the words by asking
that students 4. interconnected2I 8.5look up to Pronunciatio
I Vocabulary
them for more information about them. For example,
ask students what the opposite of negative is positive .
ation Additional 5 I
Activity: Pronunciation
Slower
Ask them how a historical site might be destroyed. Ask
on Pair and
them to Share
describe some low-budget souvenirs and the 6I Conversatio
• Explain to students that only eight of the twelve items
people who might buy them tourists . 3I Grammar
in the Word Box will be used to complete Activity B.
5. Read the passage aloud again, while students have • If students are struggling, give them the eight items:
ng their books closed. Pause at the boldfaced words 6I Conversation
destroy, education, electricity, interconnected, local,
and ask students to choose the correct word from 7I
look up to, low-budget, and neighboring.
Readin
the words on the board. Allow students to check their 4I Listening
• Ensure that students know the meanings of all eight
dy Pair
answersand Share
in pairs and small groups before going over items. If necessary, provide definitions, examples,
ng the answers as a whole class. 7I
and synonyms or antonyms. Reading
• Explain that look up to is an idiom that means
“respect.” 8I Writin
ary
Word Box 5I Pronunciation
Play each word, one at a time, on the audio. Have
students listen and repeat. 8 I to make phrases. Write
C. Match the words Writing
the
phrases on the line.
mar Part 2: Using the vocabulary 6I Conversation
• Explain that students are to create phrases by
1. Tell students that they will now create sentences matching the word or words in the left column with
are about themselves using six of the vocabulary words. those in the right column. They can connect each
Students can choose which six words to use, and can phrase with a line if they like. They should write the
ng use more than one vocabulary word per sentence. 7I
completed phrases on the blank lines.
Reading
• Elicit the answer to the first item negative effect ,
2. Ensure that students understand that the sentences
and write it on the board.
should be personal, relating to their past or present
situations, or to their plans or desires. Provide some • When students have completed all the items, have
on Pair and Shareof your own as examples. them compare their answers in pairs. Then go over
personal sentences 8I
the answers as a whole class. Writing
. Give students 5-10 minutes to create and write their
sentences. Provide help as needed. Answers
on 4. Pair
Have and Share
students share their sentences in pairs. 1. negative effect 4. low-budget airline
Encourage them to ask questions and expand their 2. a tourist spot 5. get an education
conversations.
. look up to him 6. send a postcard
5. As a whole class, ask volunteers to read their
ng sentences aloud. Ensure that students are using the
target vocabulary correctly. Workbook link See p. 1
ng
5 TEACHER GUIDE
ELL_TG_L04_U01.indd 5 21/05/18 17:58

1I Get Ready Pair and Share
Get Ready Pair and Share
y Pair
2 I and Share
Vocabulary
Vocabulary
y 3 IA lot of the historicalGrammar
sites near my hometown have been destroyed, and this has had a negative
Grammar effect on our town. There aren’t many jobs left for people who don’t have an education. There are a
few tourists and celebrities whom people look up to that still come to our town, and some people
make money selling them souvenirs and local products. There are also a few low-budget hotels, but
4 Ithey’re small so not Listening
many people can work for them. Some close neighboring towns that used to be
Listening interconnected don’t have public transport anymore, and some of them don’t even have electricity.
y Pair and Share
5I Pronunciation Pair and Share

nunciation
y
Word Box Pair and Share
celebrity look up to
Pair
6 and Share
destroy
Ieducation
low-budget
negative
nversation electricity Pair and neighboring
Share
interconnected souvenir
Pair
7I and Share
local tourist
Reading
Reading
B. Choose the correct words from the box to complete the sentences.
8 I1. Online learning makes
Writing
it possible for more people to get an .
Writing 2. We can’t watch TV in my uncle’s village because there is no .
Pair and Share
3. Many hotels have opened to attract tourists who don’t have a lot of money.
4. The world is much more now than in the past, so people know what is happening far
Pairaway.
and Share
5. The storm damaged this area, so some homes have been destroyed.
6. Today, most of the tourists are careful not to the temples.
7. Some people in my town make money selling products on the Internet.
8. Many people celebrities as role models.
C. Match the words to make phrases. Write the phrases on the line.
1. negative • • him
2. a tourist • • effect
3. look up to • • airline
4. low-budget • • a postcard
5. get • • spot
6. send • • an education
UNIT 1 5
ELL_TG_L04_U01.indd 5 21/05/18 17:58

2I Vocabulary
3I Grammar
Present Progressive: Simple present vs present progressive

4 IUse the present progressive
Listening to talk about events that are happening now. It is formed by combining to
be and the verb ending in -ing.
Simple present vs Present progressive Examples

5I Pronunciation
Present progressive (action verbs) ToPair andthings
talk about Sharehappening now or soon in the future.
We are talking on the phone.
We are studying for exams this week.
6I Conversation
Simple present (stative verbs) ToPair andfeelings,
talk about Shareperceptions, and states
happening now, use simple present.
They feel tired after walking for two hours.
I see Josh and Jim now.
7I Reading Lee is 15 years old.
Simple present (action verbs) To talk about how often things happen.
She rarely travels.
8I Writing For grammar reference, go to Grammar Appendix.
A. Read the following sentences. How are the simple present and the present
progressive different?
He is surfing the The souvenir shop He is reading

Internet. is open. the menu.
B. Complete the sentences using present progressive verbs.

1. Paul (drive) to the closest souvenir shop.
2. Maria and Lisa (look for) the bus station on the map.
3. They (present) their art work to the team right now.
4. I (record) the local wedding ceremony with my phone.
5. The coach (explain) why his techniques are important.
6. The crowd (follow) the celebrity from the famous TV show.
6 UNIT 1
ELL_TG_L04_U01.indd 6 21/05/18 17:58

ary
r 3 | Grammar Teaching Tip

Present Progressive ote that while the present progressive is usually not
• Explain that present-progressive verbs are used to used with stative verbs, this rule has many exceptions.
describe events that are happening “now” or will be Stative verbs can be used in the present progressive
g happening in the future. tense to:
• Provide examples such as these: I am teaching • indicate that behavior is temporary rather than
now. You are learning now. I am having dinner with permanent: You are being rude
a friend tonight. My son is going to Mexico this • intensify an emotion: I am loving life right now
iation summer.
• Review the meanings of stative verb and action verb. B. Complete the sentences using present
Explain that stative verbs describe how someone progressive verbs.
feels or how they perceive something while action
• Read the directions aloud.
ation verbs describe activity. Stative verbs are usually not
used with the progressive tense. • Then use the first item to model the three ways the
• Examples of stative verbs: This apple tastes good. be verb can be used with the present progressive.
(not: is tasting) I understand English. (not: am Write the sentences on the board:
understanding) You seem tired. (not: are seeming) He / She / It is driving to the closest souvenir shop.
• Examples of action verbs: He is eating an apple now. I am driving to the closest souvenir shop.
He eats apples every day. You / They / We are driving to the closest souvenir
• Explain that stative verbs usually appear as simple shop.
present rather than present progressive. They • Have students work independently to complete the
describe the general condition or state of someone items. Have them check their answers with a partner.
or something. Use the example sentences above. Go over the answers as a whole class.
• Explain that action verbs often appear as both simple
present to show frequency and present progressive Answers
to show that something is happening “now” . Use 1. is driving
the example sentences above. 2. are looking for
. are presenting
A. Read the following sentences. How are the
are simple present and the present progressive
different?
4. am recording
5. is explaining
• Point to the first picture and ask: What is the boy 6. is following
doing now? He is surfing the Internet.
• Point to the second picture and ask: Is the souvenir
shop open or closed now? It is open.
• Point to the third picture and ask: What is the man
doing now? He is reading the menu.
• Point out that surfing and reading are action verbs
and is is a stative verb.
• Place students in pairs or small groups and ask them
to rewrite the first and third sentences using the
simple present tense surfs and reads . Tell them they
will need to add more information to the rewritten
sentences to make them meaningful. Elicit sentences
that contain frequency references, such as these:
He surfs the Internet every night. He reads the menu
every time he goes to the restaurant.
Answers
Responses will vary.
TEACHER GUIDE 6
ELL_TG_L04_U01.indd 6 21/05/18 17:58

ary
1 I Get Ready
r 3 | Grammar E. Complete the sentences using say, said, tell,
or told.
C. Write sentences about yourself using believe,
2 I Vocabulary • Students should fill in a word to complete each
like, dislike, feel, see, or hear. sentence.
• Give example 3 Isentences
Grammar about yourself for each of
g these verbs, such as: I like our town’s mayor. I feel a
• Guide students to understand that the word once in
item 1 is a clue that the reporting verb should be past
little sleepy after a big lunch. tense said or told . Then ask students whether said
• Allow students4 I to
Listening
work independently and then share me or told me is correct, and have them write told in
their sentences with a partner. the space.
iation Answers 5 I Pronunciation Answers
Responses will vary. 1. told
6 I Conversation
2. said
Use say and tell
ation 7 I Reading
. told
• Read the information about say and tell aloud.
4. said
• Write these example sentences on the board: She
said that she8 wants to go home. I told Maria that the
I Writing 5. tell
party is tonight. 6. tell
• Explain how we can swap say and tell by altering the . tell
sentences slightly: She told me that she wants to go
home. I said to Maria that the party is tonight.
• Also explain Pair
thatand
the Share
verb tenses used in these Pair and Share
sentences are common in spoken and informal • Ask students to think back on things that were said
English. However, it would be better to use the by the teacher during this class. Play the role of a
past-tense verbs wanted and was in formal and / or student and say: The teacher said that say and tell
academic English: She said that she wanted to go are reporting words.
home. I told Maria that the party was tonight. • Then ask a volunteer for another example sentence,
such as: She told us we should circle the correct
D. Circle the correct word. word.
• Read the first sentence twice, first with said and • Then have students close their books and work in
are then with told. Elicit the correct answer told from pairs to report using said and told things that were
students. said in the class.
• Explain that “said to” could be used in item 1 but that
“told” is more common.
• Have students complete the activity in pairs and Additional Activity: Faster
check their work with another pair. Then go over the
Explain to students that while say and tell are the most
answers as a whole class.
common verbs for reported speech, certain other verbs
Answers can also be used in certain situations. Introduce these
1. told verbs to students:
2. said • To report beliefs: asserted, claimed, argued,
suggested
. said
• To report facts: revealed, pointed out
4. told • To add emotion: complained negative , exclaimed
5. told positive
Guide students to alter some of the sentences on this
page with the reporting verbs above.
Workbook link See pp. 2
7 TEACHER GUIDE
ELL_TG_L04_U01.indd 7 21/05/18 17:58

C. Write sentences about yourself using believe, like, dislike, feel, see, or hear.
Example: I believe that we should learn two languages.
1.
2.
3.
4.
Use say and tell
Say and tell have the same meaning: to communicate. They are
also used in reported speech. Usually a reference to a person
(either a noun or a pronoun) comes right after tell. The past tense
of say and tell is said and told.
“She said that she wants to go home.”
“I told Maria that the party is tonight.” Erica said that she looks
up to her sister.
D. Circle the correct word.

1. My sister (said / told) mom that she was going to be home late.
2. Mingli (said / told) that the tourists from Japan have arrived at the hotel.
3. They (said / told) that a powerful earthquake destroyed many homes.
4. She (said / told) us that she will bring the balloons for the party.
5. The man (said / told) the visitors that the museum will be closed in ten minutes.
E. Complete the sentences using say, said, tell, or told.

Bill: I want to visit an African village. You once (1) me Anthony lived in an African village.
Dan: Yes, he (2) it was a very old village, far from any towns.
Bill: Really?
Dan: Yes, he (3) me it is hard to get to.
The roads are not very good. Pair and Share
Bill: How long was Anthony there?
Talk to your partner about something
Dan: He spent a year there. He (4) your teacher said.
it was the best year of his life. I’ll
(5) him you would like to visit
He said that . . .
that village.
Bill: Great. Maybe he can (6) me how
to get there and when to go. She told me that . . .
Dan: I’ll be sure to (7) him.
UNIT 1 7
ELL_TG_L04_U01.indd 7 21/05/18 17:58

3I Grammar
4I Listening Listening Strategy:

Listen for fact and opinion
When we talk, we use both facts and opinions.
Before Listening You can prove a fact, but you can’t prove an
5 Pronunciation
IA. Read Gail’s complaint. Do you agree? Pair and Share
opinion. Opinions are ideas or beliefs.
Do older people communicate differently?
My parents often complain that I’m not paying attention to them when they talk to me. They get upset
y 6 Ithatand
Pair Conversation
Share
I am texting Pair
my friends and talking to them at andtime.
the same Share
I don’t think it’s right that they get mad
just because they can’t text and talk at the same time.
1 I B. Listen to the audio.

Get Ready
Circle F for Fact or O Pair and Share
for Opinion.
7 IListen again to checkReading
your answers.
1. Gail communicates better than her parents. F O
2 I2. Young peopleVocabulary
find answers online. F O
8 I3. Older people will useWriting
more technology in the future. F O
4. Young people use too much social media. F O
3I Grammar
After Listening
C. Read an article from a magazine or newspaper to find facts and opinions.
4 ITitle: Listening Facts:
Pair and Share

Opinions:

Pair and Share
The four different e sounds
y Pair and Share
6 IThe vowel e has Pair and Share
four different sounds. Listen for short e in the word bed. Listen for long e in the word
Conversation
feel. Listen for an -r controlled e in her. Listen for an -l controlled e in tell.
y Pair and Share
A. Listen to the sounds.
y
7 I1. short e Reading
2. long e 3. -r controlled e 4. -l controlled e
B. Check (✓) the sounds you hear. Then listen and repeat.
y
r short e long e -r controlled e -l controlled e
8 I 1. see
Writing ✓
r 2. tell
g 3. her
4. clerk
5. please
g
n Pair and Share
6. we
7. met
8. spell
n Pair and Share
n Pair and
8 UNIT 1 Share
n Pair and Share

g ELL_TG_L04_U01.indd 8 21/05/18 17:58
r
1 I Get Ready
g 4 | Listening Cultural Note

2 I Vocabulary • Explain that before texting, email, and social
Listening Strategy media became widespread in the United States,
people communicated mainly by phone, through
iation • Read the text aloud. Ensure that students understand letters, or face-to-face. Share with your students
the difference between facts and opinions. how you communicated as a child and how you
3 I Grammar
• Explain that students will listen to a recording for communicate now with older friends and family
facts and opinions. members.
ation • Ask volunteers to share how the modes of
communication are different in their native
n Before Listening
4 I Listening languages or countries of origin.
A. Read Gail’s complaint. Do you agree? Do older
people communicate differently?
• Read the instructions and ask students to describe
n the picture.
5 I Pronunciation 5 | Pronunciation
dy •Pair
Then and Share
read the text aloud as students follow along in
their books.
1I Get Ready The fourand
Pair different
Sharee sounds
Read the rule to the class.
B. Listen to the audio. Circle F for Fact or O
ary 6toI check
for Opinion. Listen again Conversation
your answers.
2 I in Audio Appendix.
• See audioscript Vocabulary
• See audioscript in Audio Appendix.
• Read the fact / opinion sentences as students follow
• Read the directions aloud. Then play the audio.
mar along in their books. Ensure that students understand
7 I Reading • Explain to students that the tip of the tongue should
the sentences. Tell them they will determine whether
3 I is a fact or an opinion
each sentence Grammar
after listening to touch the back of the upper front teeth with the
are the audio. –l controlled e, as in tell. But the tip of the tongue
should not touch any teeth with the –r controlled e,
ng • Have students close their books and listen to the
8 I Writing
entire segment without taking notes. as in player.
4 I listen to the entire Listening
• Have students segment again, this • Allow students to repeat the words after the audio
1I
time while taking notes.
Get Ready Pair and
several timesShare
and then to practice the sounds on
their own.
on •Pair and
Play the Share
segment again, pausing after every
sentence or two to ensure that students understand
the audio. 52I
I Pronunciation
Vocabulary
Pair and Share
B. Check (✓) the sounds you hear. Then listen
and repeat.
• Finally, have students answer the items with a
on Pair and
partner. ThenShare
go over the answers as a whole class. • See audioscript on student page.
Pair and Share • Ask students to silently read through the words in the
Pair
Answers 6I
3 2.I
Conversation
Grammar chart and Share
and guess how they are pronounced.
1. O F . O 4. O • Then play the audio and have students check their
ng guesses.
After Listening
7I Reading • Have students compare their answers with partners.
4 I from a magazine
C. Read an article Listening
or newspaper Replay the audio or pronounce the words yourself as
to find facts and opinions. needed.
ng Provide students with appropriate magazine or • Ask volunteers to pronounce the words.
8 I or let them choose their
newspaper articles, Writing
own.
Answers
Have them read5 their Pronunciation
I articles and list several facts and Pair and Share
opinions from them. In small groups, have students 1. long e
summarize their articles and share some of the facts and 2. -l controlled e
opinions with their classmates. 3. -r controlled e
6I Conversation Pair
4. -r and Share
controlled e
Answers
5. long e
6. long e
7I Reading . short e
8. -l controlled e
TEACHER GUIDE 8
8I Writing
ELL_TG_L04_U01.indd 8 21/05/18 17:58

iation
ation 6 | Conversation B. Your Turn

Roleplay the conversation with a partner. How
Speaking Strategy would Kathy end the conversation? Write your
answer in the blank space.
• Point out that people commonly ask for clarification,
After students write their answers, have them role-play
even when speaking in their first language.
the conversation. Student should take turns both as
• Read the four expressions aloud and ensure that Kathy and as Grandma.
students understand them. Then ask students to
dy Pair
repeatand
them 1Share
I you.
after Get Ready Pair and
Answers Share
n
A. Listen to the conversation and complete C. Listen to the audio. Take notes to prepare
ary 2 IListen again and
the sentences. Vocabulary
check your for a conversation about a smartphone game.
answers. • Explain that students will listen to an audio to get
• Ask students to look at the picture and describe it. 1I Get Ready
ideas about a conversation they will have about a
smartphone game.
ar 31 IIwill
Tell them they Getlisten Grammar
Readyto a conversation between a
girl and her grandmother. • Before playing the recording, guide students through
are
dy •Pair and
Play the
2Share
audio while students write the missing
I Vocabulary
the Pair and Share sample conversation.
words. Replay as necessary. • Have students take notes as they listen to the
2I Vocabulary
ng 4I Listening conversation, paying special attention to how the
3 I Grammar speakers ask for clarification.
Audioscript
ary • Have pairs determine the type of conversation they
1I
Kathy: Is something Get
wrong, Grandma Ready Pair and Share
will have.
on Grandma: I5
Pair can’t
andthis,
Share
4 I Listening
Pronunciation
I get this new phone to work. If I push 3I
Pair and Share Grammar
nothing happens. 1 I just can’t figure
ar 5 I Pronunciation
these new electrical things out. Audioscript
Kathy: You 2
haveI to swipe. Vocabulary Eric: How do you play Space Monsters, Kevin
on Pair and6
Grandma: III don’t
26Share get it. Conversation
Conversation Pair and Share4 toI get your spaceship toListening
Kevin: You have Planet .
ng Kathy: You need to put your finger here and swipe on Eric: I don’t get it. How do you do that
37 II Reading
the green button. Grammar Kevin: You swipe up to move forward.
ng 7 I I see. But I can’t fiReading
Grandma: Oh, nd your mother’s
8 I Writing
phone number. It was much easier to find 5I Pronunciation
Eric: I see. What about those monsters
on Pair andonShare
my old phone. Kevin: You move around them. ust swipe left or right.
4I Listening Eric: Could you explain that to me, please
Kathy: Look in the contacts folder.
ng 8I Writing
Grandma: 4 Could you explain that to me, please?
6I Conversation
on Pair
Kathy:and Share
Pair
All your and Share
contacts are collected in your contact Pair and Share
folder. See It’s this Pronunciation
5 I one. Move your finger Pair
Have and open
students Share their books as you review again
slowly down and the names move up. the Pair and Share sample conversations. Focus on the
ng
Grandma: Thanks 5 I get it now. I guess this won’t 7I
different ways people can ask for clarification.
Reading
be so bad after all.
6I Conversation Pair and Share
Kathy: 1ection
Student Refl I Get Ready
• Ask students to think about how they feel when they
ng Answers 8I Writing
have to ask for clarification when having a conversation
1.
7I
I just can’t figure
Reading in English. How is this similar to and different from
2. I don’t get it. 2I Vocabulary
asking for clarification in their first language
• Have students make a list of expressions they would
. I can’t find
8I Writing
4. Could you explain that to me, please
feel comfortable using in different situations. Review
their lists, and allow them to practice the expressions
5. I get it now. 3I
in the classroom. Grammar
Workbook link See p. 4
9 TEACHER GUIDE
4I Listening
ELL_TG_L04_U01.indd 9 21/05/18 17:58


Speaking Strategy:
Ask for clarification
Use these expressions for telling
someone you don’t understand:
7I Reading
• Could you explain that to me, please?
• I’m sorry. I’m not sure I understand you.
• I don’t get it.
• I’m unclear about that.
8I Writing
y Pair and Share
A. Listen to the conversation and complete the sentences. Listen again and check your answers.
y
Kathy: Is something wrong, Grandma? Kathy: Look in the contacts folder.
Grandma: I can’t get this new phone to work. Grandma: (4)
If I push this, nothing happens.
r (1) these new
Kathy: All your contacts are collected in your
contact folder. See? It’s this one. Move
electronic things out. your finger slowly down and the names
Kathy: You have to swipe. move up.
g Grandma: (2) Grandma: Thanks! (5) . I guess
Kathy: You need to put your finger here and this won’t be so bad after all.
swipe on the green button.
n Pair and Share

Grandma: Oh, I see. But (3)
your mother’s phone number. It was
much easier to find on my old phone.
Pair and Share
n Pair and Share
B. Your Turn Tell your partner about a game you play on
your smartphone. Explain the rules of the
Roleplay the conversation with a partner. How game. Your partner will ask for clarification
would Kathy end the conversation? Write your using the phrases you learned.
g answer in the blank space.
You have to choose the character
y Pair
Yourand
idea: Share you want and move it down.
g I don’t . . .
C. Listen to the audio. Take notes to prepare
y for a conversation about a smartphone game.
Then you have to get . . .
r Could you . . . ?
UNIT 1 9
g
ELL_TG_L04_U01.indd 9 21/05/18 17:58


Read for fact and opinion
When reading informational texts, it is important to
know what is fact and what is opinion.
8I Writing
• Opinions often begin with signal words such as I
believe and I think.
• Words such as might, may, possibly, and should, are
also used to express opinions.
• Will is used to express predictions. Predictions are a
type of opinion.
• Facts are usually presented through the simple present
or the past tenses and can be supported with evidence.
Before Reading
A. The country of Myanmar has a lot more tourists now than in the past. How do you think
y this has changed Myanmar?
Pair and Share
B. Read the text. Underline facts and circle opinions as you read.
Tourism Comes to Bagan
y I first went to Bagan, Myanmar in 1986. It had thousands of temples and looked like a lost city. I don’t
remember seeing anyone living there. [1] I thought it was deserted. There probably weren’t enough
tourists for any hotels. I also remember that it was very hot. I wanted to get a drink, but no one was
selling anything. [2] I thought it was like a city that time forgot: left alone, yet beautiful.
I returned to Bagan last month. Things have changed a lot. While there are still thousands of temples, Bagan
is now a tourist spot in Southeast Asia. [3] There are now more than 20 hotels of all sizes. Some of them are
luxury hotels, with fancy restaurants and swimming pools, while others are for low-budget travelers. I also
saw a lot of restaurants last month. [4] I visited restaurants with both local Burmese and Western food.
They had signs and menus in many languages. [5] I guess all types of tourists will feel welcome. The place
also had a lot of tourist shops that sell many things. I saw postcards, clothes, traditional puppets, and many
Burmese souvenirs for sale. There were also dozens of children, some as young as nine, selling things to
Pair and[6]Share
tourists. Many of these children don’t go to school, but they sell things to make money for their families.
Emily Young, a volunteer worker, tries to show families in Bagan ways to make money from the tourists
without using their children. Her organization helps families make handcrafts and souvenirs for tourists.
Pair andof using
Instead Share children to sell these, her organization hires local taxi drivers to do it. This way the
children stay in school and finish their education. [7] She believes that tourists bring in money for the
families living in Bagan, but tourism also has negative effects.
It won’t be long, says Emily, until [8] you will see McDonald’s® and Starbucks® all over Bagan. All the big
international hotels, like Hilton®, Sheraton®, and Holiday Inn®, will have hotels here. I’m sure that within
ten years, Bagan will also have a large shopping mall. Although these things do help the local economy,
they also destroy many community traditions. Even though globalization and tourism do bring money
to some people, they also have negative impacts as well. [9] In many places in the world, tourism has
destroyed much of the local culture and way of life. With help from organizations like Emily’s, Bagan may
be able to keep its culture as it becomes a more global city.
10 UNIT 1
ELL_TG_L04_U01.indd 10 21/05/18 17:58

ation
7 | Reading many languages; The place also had a lot of tourist

shops selling many things. I saw postcards, clothes,
traditional puppets, and many Burmese souvenirs
Reading Strategy for sale. There were also dozens of children, some
• Remind students that in this unit they have already as young as nine, selling things to tourists. Many
learned about listening for fact and opinion. ow of these children don’t go to school, but they sell
they will apply this knowledge to reading. things to make money for their families; Emily Young,
a volunteer worker, tries to show families in Bagan
• Read the strategy aloud. Remind students to ask
ways to make money from the tourists without using
themselves if a statement can be proven true or not.
their children. Her organization helps families make
handcrafts and souvenirs for tourists. Instead of using
Before Reading children to sell these, her organization hires local taxi
drivers to do it. This way the children stay in school
A. The country of Myanmar has a lot more and finish their education; Although these things
are tourists now than in the past. How do you think do help the local economy, they also destroy many
this has changed Myanmar? communities’ traditions. Even though globalization
• Ask students to describe the picture. Tell them that and tourism do bring money to some people, they
this is Myanmar, and that parts of it have recently also have negative impacts as well. In many places
become much more touristy. Ask them to imagine in the world, tourism has destroyed much of the local
how it may have changed. culture and way of life
Answers Opinions:
Responses will vary. it looked like a lost city; I thought it was deserted;
There probably weren’t enough tourists for any
Sample Answers hotels; it was very hot; I believed it to be like a city
Tourism brings many hotels, it creates jobs, it that time forgot: left alone, yet beautiful; I guess all
gives people a reason to learn English and other types of tourists will feel welcome; She believes
languages. It also brings in businesses which that tourists bring in money for the families living in
dy Pair and
compete andShare
eventually replace local businesses. It Bagan, but tourism also has negative effects; you will
may lure children to work rather than go to school. see McDonald’s and Starbucks all over Bagan. All
the big international hotels, like Hilton, Sheraton, and
Holiday Inn, will have hotels here. I’m sure that within
B. Read the text. Underline facts and circle
ary opinions as you read.
ten years, Bagan will also have a large shopping
mall; With help from organizations like Emily’s, Bagan
• See audioscript on student page. may be able to keep its culture as it becomes a more
• Direct students to read and listen to the article once global city.
ar without taking notes.
• Ask students to read through the article again, this
time underlining facts and circling opinions.
• When individuals are done, have them compare their Cultural Note
ng answers with partners or in small groups. Do not
Explain that Myanmar is a country in Southeast Asia
provide the answers at this time.
that is also known as Burma. It was ruled by a military
Answers dictatorship from 1 62 to 2011. The country had limited
Facts: It had thousands of temples; no one was selling interaction with the rest of the world during this time and
on Pair and Share
anything; While there are still thousands of temples, has only recently begun to promote tourism. Democratic
Bagan is now a tourist spot in Southeast Asia; There elections were held in 2015, but the military retains
are now more than 20 hotels of all sizes. Some of much power. Myanmar remains one of the poorest
them are luxury hotels, with fancy restaurants and countries in Southeast Asia.
on Pair andpools,
swimming Sharewhile others are for low-budget
travelers; I visited restaurants with both local Burmese
Workbook link See pp. 5 6
and Western food; They had signs and menus in
ng
ng TEACHER GUIDE 10
ELL_TG_L04_U01.indd 10 21/05/18 17:58

ation
7 | Reading A. Organize details and examples before you

write.
After Reading • Put students in pairs, ideally with both students
C. Read the numbered statements again from the being from the same country. If this is not possible,
text above. Write F for Fact or O for Opinion next have them write about the United States or let them
to each number below. choose another country.
• Explain that students need to determine whether the • Have pairs write about whether tourism is being
sentence after each number is a fact or an opinion. good or bad for their country.
• Advise them to refer to the Reading Strategy at the • Encourage students to brainstorm reasons to support
top of the previous page. their opinion. Provide guidance as needed.
dy • Have students check their answers with a partner. Answers
Then go over them as a whole class.
are Answers
B. Read the passage. Circle the main idea.
ary 1. O
Underline the reasons the author is giving to
2. O support his thoughts.
. F Explain that this passage is a model for what the
4. F students will write. Students should circle this statement:
r 5. O Tourism is good for my country because it creates jobs.
These reasons should be underlined:
6. F
• Many people in that area can’t find a job, so they go
. O to tourist areas.
g 8. O • obs as cooks, hotel workers, and tour guides will be
. F easy to find.
• People there can also start their own businesses.
D. Complete the chart to compare the positive Answers
iation and negative effects of tourism. Responses will vary.
• Help students decide whether an effect is positive or
negative. For example: The writer visited restaurants C. Write a paragraph of 30 to 50 words. Present
with both Burmese food and Western food. I think the reasons you think tourism is good or bad for
ation this kind of variety is a positive effect. your country.
• Have students work with partners to complete the • Tell students to choose the strongest support
activity. for their opinions that they came up with in their
brainstorming sessions.
Answers
• Have them write a short paragraph modeled after the
passage above.
Answers
8 | Writing
Additional Activity: Faster
Writing Strategy
• Have pairs write two paragraphs, one that addresses
Explain that while opinions and facts are different, the benefits of tourism for their chosen country and
facts can be used to support opinions. Offer this as an another that addresses the drawbacks.
example: I think Thailand is a great place to visit. This • Encourage students to strive for a balanced passage,
is my opinion. But I can support this opinion with facts one that provides strong and factual support for both
about the temples, beaches, and restaurants in Thailand
are and how affordable everything is.
opinions.
11 TEACHER GUIDE
ELL_TG_L04_U01.indd 11 21/05/18 17:58

2I Vocabulary
After Reading
C. Read the numbered statements again from the text above. Write F for Fact or O for
3 Grammar
IOpinion next to each number below.
1. 2. 3. 4. 5. 6. 7. 8. 9.
4 ID. Complete the chart to compare the positive and negative effects of tourism.
Listening
Positive Effects Negative Effects
7I Reading

State pros and cons with reasons
A. Organize details and examples before • When you want to persuade a reader to agree with
you write. your opinion, use facts to support your ideas.
• List your pros (positive points) and cons (negative
Step 1. Work with a partner. Choose one of the points) with reasons and facts that justify your
topics below: opinions.
1. Why tourism is good for my country.

2. Why tourism is bad for my country.
Step 2. Brainstorm one or more reasons that you think tourism is good or bad.
Make notes on the details that support your views.
B. Read the passage. Circle the main idea. Underline the reasons the author gives to support
his thoughts.
Tourism is good for my country because it creates jobs. Many people in my hometown can’t find a job,
so they go to tourist areas. They can easily find jobs there as cooks, hotel workers, and tour guides. Also,
people in tourist areas can start their own business, such as a restaurant or a shop.
C. Write a paragraph of 30 to 50 words. Present the reasons you think tourism is good
or bad for your country.
UNIT 1 11
ELL_TG_L04_U01.indd 11 21/05/18 17:58

UNIT 2 Cultural Differences In this unit, I will learn to . . .
• describe cultural differences.
• use present perfect progressive.
• listen and read to compare and
1I Get Ready Pair and Share contrast.
y Pair and Share
How can understanding different cultures change the future?
2I Vocabulary
A. Look at the pictures and read the captions. What kind of cultural differences is Kevin
y experiencing? Listen to the audio.
Discussion
3I Grammar
r
4I Listening
g

n Pair and Share
6 IKevin, an Australian, is a tourist
Conversation
in Cambodia. Kevin is on his way
He is sharing a taxi with a
Pair and Share In
Cambodian passenger. As soon
Siem Reap, Kevin walks along
a crowded street, trying to find
n Pair and
to the Share
city of Siem Reap. as they get into the taxi, Kevin his way to Angkor Wat.
introduces himself and strongly
7I Reading shakes his fellow passenger’s
hand.
g
B. Answer the questions.
8 I1. Writing
What kind of transportation did Kevin use to get
g to Siem Reap? Pair and Share
Ask and answer questions about the text.
2. To which place did he need directions?
How did Kevin upset the
Cambodian man?
3. Why do you think his fellow passenger got out
of the taxi? Kevin pointed his foot at him.
Ask and answer questions about

4. Why did Kevin find himself 30 kilometers away your culture.
from Siem Reap?
How is your culture different
from other cultures?
5. What did the Cambodian man think that Kevin
would understand?
In my culture, we . . .
12 UNIT 2
ELL_TG_L04_U02.indd 12 21/05/18 18:04

dy 1 | Get Ready A. Look at the pictures and read the

2I Vocabulary captions. What kind of cultural differences is
In this unit, I will learn to . . . Kevin experiencing? Listen to the audio.
Read through the objectives with students. Explain each • See audioscript in Audio Appendix.
ary in more detail as needed.
3I Grammar Students can read along as they listen to the audio. Point
out that each picture shows someone experiencing a
Objectives 1I Explanation Get Ready Pair
diff erent and
culture.Share
describe Describe the ways that certain
r cultural 4I Listening
cultures are different, such as with AAnswers
differences. 2I food, customs,Vocabulary
manners, and ways
of life. Responses will vary.
use present 1 I Get

g perfect
5 I Correctly identify and use grammar
Ready Pronunciation
structures using “have / has been”
B.Pair
Answer
andtheShare
questions.
progressive.
3 I plus a verb endingGrammar
in ing.
• Play the audio several times, as needed.
2 I Vocabulary • Have students compare their answers with a partner.
listen and read Understand how certain words are Then go over the answers as a whole class.
63 II Grammar
to compare and Conversation
used to show comparisons and Pair and Share
iation contrast. 4 I contrasts. Listening Answers
1. a taxi
4 I Listening 2. Angkor Wat
7I Reading
Read the unit title, Cultural Differences, and the . Kevin didn’t think about cultural differences,
ation 55 II Pronunciation
Discussion uestion. Pronunciation Pair and
such Share
as shaking hands and showing the bottom
of his feet.
Discussion 86 II understanding
How can Conversation diffWriting
erent cultures 4. Kevin didn’t realize that words are less important
than the context of the words and the gestures
6I
change the future? Conversation Pair and Share
that accompany them in Cambodia.
• Ask students7 for
I Reading
some examples of the cultures
5. The man thought that Kevin would realize that the
students are familiar with.
man didn’t want to admit that he didn’t know the
• Ask students8 why it might be important for people to
7 II Writing Reading
understand cultures other than their own.
directions. The man didn’t want to lose the respect
of his friends.
8Pair
Language I and Share
Builder: Writing
Cultural vocabulary Pair and Share
Discuss the topic of manners as it relates to culture. Explain: • Model asking and answering the questions with a
• To have “good manners” means to behave politely student.
and respectfully around others. To have “bad • Explain that every student should play both roles.
are manners” means to behave impolitely.
TEACHER GUIDE 12
ELL_TG_L04_U02.indd 13 21/05/18 18:04

dy
dy Pair and Share

ary 2 | Vocabulary B. Choose the 1correct
I Get
word from the Ready
box to
A. Listen to the audio and read along. Guess Explain that students should read the sentences and
to provide the answer.
mar Part 1: Working with the passage • Have students check their answers with a partner.
1. Have students listen and follow along with the audio. Then go through the sentences as a whole class and
g 2. Then have students close their books. Conduct a
3I
write the answers on the board. Grammar
brief spelling quiz, asking students to spell the words Answers
ng from the Word Box as you play the audio or read 1. acceptable
them aloud.
2. body language
iation . Then write the vocabulary words on the board,
. find
4
1 II Listening
Get Ready
allowing students to check and correct their spellings.
on Pair and Share 4. functions
4. Ensure that students understand the words by asking
them for more information about them. For example, 5. gesture
ation ask students to provide synonyms for find judge, 6. greeting 5
2 II Pronunciation
Vocabulary
on Pair and, functions
determine Share uses, purposes , and lack
scarcity, shortage ; and to explain the meaning of
don’t really matter isn’t very important . Additional Activity: Slower
• Give students the six vocabulary items to choose
ng
5. Read or play the passage aloud again, while students 6
3 II Conversation
Grammar
from acceptable, body language, find, functions,
have their books closed. Pause at the boldfaced
words and ask students to choose the correct word gesture, greeting .
from the words on the board. Allow students to check • Ensure that students know the meanings of all six
dy Pair and Share
their answers in pairs and small groups before going items. If necessary, provide definitions, examples,
ng over the answers as a whole class. 7
4 II
and synonyms or antonyms. Reading
Listening
• Students may have di culty with the word find in
Word Box particular, since they may confuse this meaning
ary with the more common meaning of the word “to
8I Writing
discover” . Provide several sample sentences, such
students listen and repeat. 5I Pronunciation
as: I find you to be a hard-worker. Our principal finds
the use of cell phones in class to be unacceptable.
mar Part 2: Using the vocabulary
are 1. Tell students that they will now create sentences that C. Match the words from the box with the correct
relate to themselves using six of the vocabulary words. definitions. 6I Conversation
Students can choose which six words to use, and can
ng use more than one vocabulary word per sentence. • Explain that students should match the definitions on
the left with the vocabulary on the right.
2. Ensure that students understand that the sentences
• Elicit the answer to the first item lack , and write it on
should be personal, relating to their past or present
the board. 7I Reading
situations or to their future plans or desires. Provide
on Pair
some and Share
personal sentences of your own as examples. • When students have completed all the items, have
them compare their answers in pairs. Then go over
. Give students 5 10 minutes to create and write their the answers as a whole class.
sentences. Provide help as needed.
Answers
8I Writing
on 4. Pair
Have and Share
students share their sentences in pairs.
Encourage them to ask questions and expand their 1. lack . context 5. personal
conversations. 2. matter 4. culture 6. approval
5. As a whole class, ask volunteers to read their
ng sentences aloud. Ensure that students are using the Workbook link See p.
target vocabulary correctly.
ng
13 TEACHER GUIDE
ELL_TG_L04_U02.indd 14 21/05/18 18:04

Pair
2 I and Share
Vocabulary
3 IA smile is one type Grammar
of body language that has many functions, and it is used in different contexts.
In most countries, it is used to show approval or to welcome someone. But in other countries, it
may show lack of understanding or embarrassment. Sometimes, body language can cause cultural
4 Imisunderstanding. An acceptable greeting or hand gesture in one culture might upset someone from a
Listening
different culture. How close we stand to people, known as our personal space, differs from one place to
another. In Japan, people generally are used to being close together when they speak, but in America,
people find this uncomfortable and prefer to have more personal space. For some people, these cultural
differences don’t really matter, but for others they do.
5 Pronunciation
I and Share
Pair Pair and Share
Word Box
Pair
6 I and Share
acceptable function
approval gesture
Pair and
7 I body Share
language Reading
greeting
context lack
culture matter
find personal
8I Writing
B. Choose the correct word from the box to complete the sentences.
Pair and
1. Using your Share
finger to ask someone to come over to you is in North America,
but it is rude in some other parts of the world.
2. Pointing with your finger is an example of .

Pair and Share
3. I couldn’t my way to the airport, so I missed my plane.
4. She doesn’t know the different of this app.
5. Pointing with your finger is considered a rude in some countries.
6. A common in China is “Have you eaten yet?”
C. Match the words from the box with the correct definitions.
1. absence of something needed • • personal
2. to be important • • culture
3. events related to a particular situation • • lack
4. beliefs and behavior of a group of people • • context
5. belong to one person • • matter
6. have a positive opinion about something • • approval

UNIT 2 13
ELL_TG_L04_U02.indd 15 21/05/18 18:04

2I Vocabulary
3I Grammar
Present Perfect Progressive

4 IThe present perfectListening
progressive tells about actions that started in the past but are still happening now.
It is formed by adding “has been” or “have been” in front of a verb ending in -ing. The present perfect
progressive is often used with for and since.
5I Subject PronunciationPresent Perfect

Pair and Share
Progressive (-ing)
I / You / We / They have been waiting for three hours.
haven’t been studying since last winter.
6I She / He
Conversationhas been Pair and Share
telling me about it for a long time.
hasn’t been teaching philosophy since 2010.
7I Reading
A. Look at the pictures and read the sentences. What do they mean?
8I Writing
They have been living

He has been driving for six hours. here since 1986.
B. Complete the sentences using the present perfect progressive of the verbs.
1. Tom (cry) since he left the house.
2. My sister and I (get) along better since I moved out.
3. It (rain) every day during the summer.
4. The flight attendants (greet) passengers since the gate opened.
5. She (recover) from the disease at home.
6. The tree (block) the road for the last couple of hours.
14 UNIT 2
ELL_TG_L04_U02.indd 16 21/05/18 18:04

ary
r 3 | Grammar A. Look at the pictures and read the sentences.

What do they mean?
Present Perfect Progressive • Have students describe the pictures.
• Read the explanation and go over the chart • Then have them identify the main action verbs:
as students follow along. Ensure that students
g understand that present perfect progressive is used
driving and living.
• In pairs, students should discuss the meanings of
for actions that are ongoing. For example: We have these sentences.
been waiting for three hours. This implies we are still
waiting. • As a whole class, elicit from students that the
activities in the pictures started in the past and are
iation • If an action is complete, another tense is used, such ongoing.
as simple past: We waited for three hours. This
implies we’re not waiting anymore. Answers
• Also point out that the present perfect progressive Responses will vary.
ation is much more common with action verbs than with
stative verbs. For example: B. Complete the sentences using the present
Action The stew has been cooking all day. perfect progressive of the verbs.
Stative The stew has been tasting good all • Ensure that students understand the meanings of
day. unusual sentence with unclear meaning the sentences and the actions verbs that they must
Action We have been playing baseball convert to present perfect progressive. Explain
together since we were children. that the idiom get along means “to have a good
relationship with someone.”
Stative We have been knowing each other
since we were children. unusual • Ask for a volunteer to complete the first item. Tom
has been crying since he left the house.
• Have students work independently and then
Teaching Tip compare their answers with a partner. Then go over
• Some students might become hung up on the answers as a whole class.
distinguishing between the present perfect
Answers
progressive and the present perfect. For example: 1
We have been waiting for three hours. 2 We have 1. has been crying
waited for three hours. 2. have been getting
are • In truth, the meanings of both sentences are . has been raining
very similar. In both cases, the actions are most
likely ongoing, and students can safely choose 4. have been greeting
which construction to use without worrying about 5. has been recovering
miscommunication. 6. has been blocking
• However, a possible distinction is this: The present
perfect progressive implies a stronger possibility
of continuation, while the present perfect implies
a lesser possibility of continuation. So, in the first
sentence above, there is a stronger possibility that
we’ll continue to wait. In the second sentence, there
is a lesser possibility of such.
• Another distinction between these two tenses is that
the present perfect progressive implies a possibly
still ongoing activity, while the present perfect implies
a prior event. Consider these two sentences: 1
She has been working with her brother. 2 She has
worked with her brother. The first sentence implies
that she is probably still working with her brother.
The second sentence implies that she is no longer
working with him.
TEACHER GUIDE 14
ELL_TG_L04_U02.indd 17 21/05/18 18:04

2 I Vocabulary
ary 3 I Grammar
4 I Listening
r 3 | Grammar
5 Icorrect
C. Choose the Pronunciation
answers. • Have students write two sentences for each item,
• Go over each item with students to ensure they one using present perfect progressive and the other
6 I Conversation
understand the sentences and the verbs they have to using present perfect. Also ask them to add time
g choose. references using for or since. For example: They
• Tell students7to use context to determine whether
I Reading have been standing in line for five minutes. They
the action in each sentence is finished or ongoing. have stood in line since nine o’clock.
1. Finished 2. Ongoing . Ongoing 4. Ongoing • Also consider having students write sentences using
iation 8 I Writing
5. Ongoing This will help guide them to the correct both plural and singular verbs, such as: They have
answer. been standing in line. She has been standing in line.
• ote that some answer choices are incorrect
because they are ungrammatical: We has planned;
ation They are stayed; OurShare
Pair and research team have developed.
Consider telling struggling students to look for this.
Pair and Share
• With a student, model the Pair and Share activity
• Have students answer the questions in pairs. Go over
using the prompts provided.
the answers as a whole class.
• Point out the examples of present perfect
Answers progressive in the sample conversation: have been
1. a working; have been searching.
2. b • Model switching roles with the volunteer and
extending the conversation. For example: Oh, really!
. b And what have you been doing in your free time?
4. b • Allow students to practice with their books open.
5. a Then have them close their books and try to extend
the conversation.
D. Look at the picture. Write six sentences about • Suggest other questions as needed, such as: What
what people have been doing since the cafeteria has your family been doing? Where have you been
opened 15 minutes ago. eating lunch? Who have you been working with?
• Ask volunteers to describe what they see in the

are picture. Write verbs on the board in their simple
forms, such as stand, work, buy, eat, stack, wait, Workbook link See pp. 8
serve, and put.
• Remind students to use have or has followed by
been and an ing verb.
• Also remind them to use proper subject-verb
agreement: they have been, she has been, etc.
• Have students work independently and then share
their work with a partner. Monitor students to ensure
they are doing the activity correctly.
Answers
15 TEACHER GUIDE
ELL_TG_L04_U02.indd 18 21/05/18 18:04

C. Choose the correct answers.
1. She her assignment last week, but it was late.
a. submitted b. has been submitting
2. They on their project since last week, but it’s still not finished.
a. are working b. have been working
3. We this trip for the last six months.

a. has planned b. have been planning
4. They with friends because their house is being painted.

a. are stayed b. have been staying
5. Our research team a new type engine for the last two years.
a. has been developing b. have developed
D. Look at the picture. Write six sentences about what people have been doing since the
cafeteria opened 15 minutes ago.
1.
Pair and Share
2. With a partner, ask and answer questions
about what you have been doing recently.
3. What have you been working

on this week?
I’ve been searching for information

4. and picture for the science project.
How long have you been . . . ?

5.
I’ve been . . .
6.
UNIT 2 15
ELL_TG_L04_U02.indd 19 21/05/18 18:04

3I Grammar

Compare and contrast
Listen for these key words and phrases
when a speaker shows similarities and
5I Pronunciation Pair and Share differences.
• To contrast show differences use on
the other hand, in contrast, but, or
however.
6I Conversation Pair and Share • To compare show similarities use
similar, like, both, or have in common.
7I Reading
Before Listening
y 8 IA. How
Pair anddoShare Writing
people in different countries give directions? Do they rely on verbal communication,
body language, or both?
B. Listen to the audio. How are directions given in different cultures? Complete the table.
y 1 I Listen again to check
Get Ready
your answers. Pair and Share
Details about directions you might receive
r 2I
North America
Vocabulary
Northern Europe
Southern Europe
g 3 I Middle East Grammar
South East Asia
After Listening
n Pair
4 and ShareListening
IC. With your partner, take turns giving directions to a famous place in your city.
n Pair
5 I and Share
v vs w
g
the letter v, slightly touch the top Pair
6 ITo pronounceConversation andteeth
set of your Share
to your bottom lip. To pronounce
y Pair and Share
the letter w, do not touch your teeth to your lips. Your teeth stay inside your mouth, but your lips are
rounded.
gy 7Pair
IA. Listen and circleReading
y and Share the correct sound.
1. v / w 2. v / w 3. v / w 4. v / w 5. v / w
B. Listen to the audio and repeat.

y 8I Writing
r
16 UNIT 2
r
g
ELL_TG_L04_U02.indd 20 21/05/18 18:04
nr 4 I Listening
ng 5 I PronunciationPair5and
4 I| ListeningConversation
6 Share
| Pronunciation
Listening Strategy v vs w
• Read the rule to the class.
iation 6Reading
I Conversation
Explain that the audio for this section compares and
7I • Have students repeat the pronunciations.
contrasts the different ways people give directions in
different cultures. Ensure that students understand how
the key words noted here can help them recognize Teaching Tip
comparisons and contrasts. Draw this chart on the board to help students practice
ation 8I 7 Writing
I Reading recognizing and pronouncing words with the v and w
sounds.
Before Listening
v w
A. How do people in different countries give
directions? Do they rely8onI verbal
Writing
communication, vet wet
body language, or both? vail whale
• Discuss the questions as a whole class. vine wine
dy Answers
Pair and Share lava shower
Responses will vary. devil always
stove blower
B. Listen to the audio. How are directions
ary given in different cultures? Complete the table.
Pair
Listen again to check your and Share
answers. A. Listen and circle the correct sound.
2 I in Audio Appendix.
• See audioscript Vocabulary
mar • Before playing the audio, go over the table with
Explain that students should circle the sound they hear.
are students. Ensure that students understand that
the U.S. is in orth America, the U.K. is in orthern
Europe, Rome 3 I Italy and Greece are
Grammar
in Southern Answers
1. v
ng Europe, Egypt and Turkey are in the Middle East, and
Thailand is in South East Asia. 2. w
• Play the audio as many times as needed to allow
4I Listening
students to fill in the table. Then go over the answers
. w
on 1 I class.
with the whole
Pair and Share Get Ready 4. w
Pair and Share
5. v
Answers
Responses 5
willI vary. Pronunciation Pair and Share
on Pair
After and2Share
Listening
I Vocabulary
C. With your partner, take turns giving directions to • Tell students to listen and repeat the words they hear.
6 in
a famous place I your city. Conversation •Pair and Share
Ask volunteers to spell the words. Write the words on
ng • Review some 3 basic
I terms for givingGrammar
directions turn
the board as students continue to listen and repeat.
right / left, go straight, etc. , and ask students to name
7 I places in your area.
some well-known Reading
• Ask a volunteer to give directions to one of those
ng places. 4I Listening
• Then have students take turns giving directions with
partners. 8 I Writing
Answers 5I Pronunciation Pair and Share
7I Reading TEACHER GUIDE 16
ELL_TG_L04_U02.indd 21 21/05/18 18:04

iation
ation 6 | Conversation Answers

1. I’m really sorry about
Speaking Strategy 2. Please forgive me
Read the information in the box. Explain that an . forgive me

intensifier is a word that makes other words stronger, 4. I accept your apology
or more intense in meaning. Other intensifiers include
extremely, exceptionally, extraordinarily, incredibly, so, B. Your Turn
super, supremely, and terribly.
would Kim answer the last question? Write your
Cultural Note answer in the blank space.
n
Explain that in the United States, people are not
obligated to accept apologies, especially if they feel the 1I Get Ready
• Elicit from students several ways that Kim can
respond to ake’s offer. For example: Sure, we have
apology is insincere or the act was too severe. Discuss a deal. OR: No deal. I owe you a practical joke.
different ways that people can respond to apologies
• Have students write their own ideas.
without saying that everything is OK, such as:
1 II can’t accept yourGet
• I’m sorry, but apologyReady
at this time. Answers
Pair 2I
and Share Vocabulary
are • I understand that you feel bad. Please don’t do that Responses will vary.
again. 1 I Get Ready
dy •Pair and2Share
I accept your apology, but I’m still not happy about C. Listen to the audio. Take notes to prepare
what you did. I Vocabulary 3I
to make an apology. Grammar
2 I Vocabulary
1I Get Ready • Explain that students can use this conversation to
Pair andprepare
Share
A. Listen to the conversation and complete the help them for the Pair and Share.
ary 3 I Grammar
3 I again and checkGrammar
sentences. Listen your answers.
• Explain that the scenario involves a practical joke. Audioscript4 I Listening
Ensure that2students
4 II Listening
understandVocabulary
the meanings of
A: I’m sorry, Ken. I’m afraid I lost your history book.
dy
ar Pair and Share
practical joke, trick, my word, and deal.
45 II asPronunciation
• Play the audio Listening
students fill in the blanks. Ken: Oh, no. How will I study for the test
3I Grammar 5I Pronunciation
A: You can use my notes, and you can borrow my
book. We can study together tonight.
Audioscript
6 I Conversation
ary
ng Kim: ake, what did you do with my wallet Ken: But how can I get a new book
Jake: What 7doI you
Reading
mean A: I really do apologize. I’ll buy you a new one.
Kim: I know4you
I did something with Listening
my bag. But my 6I
Ken: I accept your apology. Conversation
ar
on Pair and 8Share
wallet isn’t there.
I Writing Where is it
6I Conversation
Jake: Kim, 1 I’m really sorry about your wallet.
Pair and Share
Answers
I didn’t mean to frighten you.
5I Pronunciation Pair andwill
Responses Share
7vary.
I Reading
ng
on
Kim: I was surprised when I couldn’t find it. I thought
Pair Iand Share
knew7Pair
I anditShare
where was Reading Pair and Share
Jake: Kim, I promise, I didn’t know your wallet was
• Ensure that all students understand the directions.
6 bag.
in your I 2 PleaseConversation
forgive me. I just Pair and Share
on Pair and Share 8I Writing
• Monitor pairs as they work together to create and
ng wanted to play a trick on you.
Kim: Let me8check Writing
I inside. I hope my new practice their own conversations.
tablet is OK.
7 Kim,
Jake: Please I Reading
forgive me. I’ll replace it if it’s Workbook link See p. 10
damaged. I’ll give you mine. You’ve always liked it.
on
ng Pair and Share 1I Get Ready
Kim: Whew My tablet is OK and there is my wallet
4 I accept your apology, ake. That was a
pretty8good
I trick. Writing
ng Jake: I promise. o more practical jokes Is that a
deal
2I Vocabulary
ng 17 TEACHER GUIDE
3I Grammar
ELL_TG_L04_U02.indd 22 21/05/18 18:04

6I Conversation Pair andStrategy:

Speaking Share
Apologize and accept an apology
When apologizing, use words such as sorry and forgive.
Use intensifiers such as really and very.
7I Reading
To apologize, say . . . To accept an apology, say . . .
I am really sorry about . . . That’s OK. I forgive you.
Please forgive me. I accept your apology.
8I Writing
Pair and Share
A. Listen to the conversation and complete the sentences. Listen again and check
your answers.
Kim: Jake, what did you do with my wallet?

Jake: What do you mean?
Kim: I know you did something with my bag. But my wallet isn’t there. Where is it?
Jake: Kim, (1) your wallet. I didn’t mean to frighten you.
Kim: I was surprised when I couldn’t find it. I thought I knew where it was!
Jake: Kim, I promise, I didn’t know your wallet was in your bag. (2) .
I just wanted to play a trick on you.
Kim: Let me check inside. I hope my new tablet is OK.
Pair and Share
Jake: Please Kim, (3) . I’ll replace it if it’s damaged. I’ll give you mine.
You’ve always liked it.
Kim: Whew! My tablet is OK and there is my wallet! (4) , Jake.
Pair and
ThatShare
was a pretty good trick.
Jake: I promise. No more practical jokes! Is that a deal?
B. Your Turn Pair and Share

Work with a partner. You have borrowed
How would Kim answer the last question?
something from your partner and damaged
Write your answer in the blank space. or lost it. Your partner is upset and you
Your idea: apologize.
Pair and Share
I’m really sorry about . . .
to make an apology.
UNIT 2 17
ELL_TG_L04_U02.indd 23 21/05/18 18:04


Read for the main idea of a paragraph
Before Reading Knowing the main idea of a paragraph will help you
understand a difficult text.
8 Writing
IA. Look at the pictures and
• Look for the purpose of each sentence in the paragraph.
discuss these questions. How do
• Then look for words or phrases that are repeated or
people react when they are close
are similar.
together? How do people in your • For example, talking about, chatting, discussing, telling,
country use gestures instead of and describing are all different ways of talking about
words to communicate? communicating.
y Pair and Share

B. Read the text. Circle the main idea in each paragraph.
It’s Not Always What You Say That Matters
y Part A An acceptable greeting in different cultures can range from a strong handshake to a kiss or
moving your head down and then up. Most Europeans, Australians, and Americans shake hands when
they introduce themselves. But not all handshakes are the same. The German handshake usually
r consists of a single pump and a short hold, while the British handshake consist of three to five pumps.
The American handshake may have five to seven pumps and a strong hold. Asian and Arabic cultures
often continue holding the hand after the handshake is over. The French and Italians usually kiss twice,
once on each cheek. Similarly, the Dutch, Belgian, and Arabs kiss, but they kiss three times. It is not
g uncommon to see men hugging and kissing each other in Mediterranean cultures. On the other hand,
English-speaking cultures are likely to do so in sports to celebrate a big score or a win.
Part B Body language has been changing, especially among young people, due to the media, films,
games, and the Internet. Gestures which were not acceptable in the past are being used with a new
n Pair and For
meaning. Share
example, the thumbs up signal showing approval in English-speaking countries is now used
to indicate number one in Germany, France, and Hungary. In India, a thumbs up means disagreement or
“It won’t work!” if the hand moves from side to side. Yet, the thumbs up gesture now is used universally
on social media as an icon to show a positive response.
n Pair and Share
Part C Personal space defines a person’s invisible territory around the person’s body. The size of this
territory is different depending on culture and circumstances. For example, the Japanese are used to
crowded surroundings with little personal space. On the other hand, Western cultures keep a certain
g distance depending on the relationship between people. Standing close to other people is used only for
family and close friends. The distance gradually increases for social functions, strangers such as workers,
and finally for addressing an audience. Westerners who use public transportation during rush hour avoid
eye contact, speaking, or moving. Many keep their eyes down as if studying the floor or their shoes.
g Faces remain expressionless. This body language establishes a mental distance among individuals in the
crowd.
18 UNIT 2
ELL_TG_L04_U02.indd 24 21/05/18 18:04

ation
7 | Reading or moving your head down and then up. Most

Europeans, Australians, and Americans shake
Reading Strategy hands when they introduce themselves.
But not all handshakes are the same. The
• Read the text in the Reading Strategy box aloud. German handshake usually consists of a
• Explain that a main idea is often supported by single pump and a short hold, while the British
supporting details. handshake consist of three to five pumps.
• Explain that this strategy is especially important with The American handshake may have five to
academic reading. seven pumps and a strong hold. Asian and
Arabic cultures often continue holding the
hand after the handshake is over. The French
Before Reading and Italians usually kiss twice, once on each
A. Look at the pictures and discuss these cheek. Similarly, the Dutch, Belgian, and
are questions. How do people react when they are
close together? How do people in your country
Arabs kiss three times. It is not uncommon to
see men hugging and kissing each other in
use gestures instead of words to communicate? Mediterranean cultures. On the other hand,
• Read the question aloud. Explain that it is intended to English-speaking cultures are likely to do so in
get readers thinking about an important idea in the sports to celebrate a big score or a win.
text below before reading it. Part B Body language has been changing, especially
• Have students describe the pictures. Ask them to
consider how the people are acting in relation to among young people, due to the media, films,
those around them. Ask them how people from their games, and the Internet. Gestures which were
countries would behave in similar situations. not acceptable in the past are being used with
a new meaning. For example, the thumbs up
dy Answers
Pair and Share signal showing approval in English-speaking
Responses will vary. countries is now used to indicate number
one in Germany, France, and Hungary. In
B. Read the text. Circle the main idea in each India, a thumbs up means disagreement or “It
ary paragraph. won’t work ” if the hand moves from side to
side. Yet, the thumbs up gesture now is used
• Play the audio and allow students to follow along in universally on social media as an icon to show
their books. a positive response.
ar • Then give students time to read the text silently, one
Part C Personal space defines a person’s invisible
part at a time.
• Discuss each part in turn. Allow students time to ask territory around the person’s body.
questions. The size of this territory is different depending
ng • Have students circle the main idea in each paragraph on culture and circumstances. For example, the
and compare their answers with their partners or apanese are used to crowded surroundings
in small groups. Remind students that recognizing with little personal space. On the other hand,
supporting details can help them determine the main Western cultures keep a certain distance
on Pair
ideas.and Share depending on the relationship between
• Discuss the answers as a whole class. people. Standing close to other people is used
• To help students understand the text and retain only for family and close friends. The distance
key vocabulary, consider some of these activities: gradually increases for social functions, non-
on Pair
Have and Share
students take turns greeting each other in the threatening strangers such as workers, and
different ways described in the text; Have students finally for addressing an audience. Westerners
try to communicate with each other using only who use public transportation during rush hour
gestures and body language, including the examples avoid eye contact, speaking, or moving. Many
ng described in the text; Have students share their keep their eyes down as if studying the oor or
feelings about personal space, and how personal their shoes. Faces remain expressionless. This
space is dealt with in their countries of origin. body language establishes a mental distance
among individuals in the crowd.
Answers
ng
Part A An acceptable greeting in different cultures Workbook link See pp. 11 12
can range from a strong handshake to a kiss
TEACHER GUIDE 18
ELL_TG_L04_U02.indd 25 21/05/18 18:04

ation
7 | Reading A. Work with a partner. Brainstorm examples of

communication (body language, gestures, and
After Reading tone of voice) in your country that are:
C. Choose a title for each section. Explain why • On the board, model a chart titled, for example:
you chose that title. Communication in Thailand and the U.S. Create
• Read the directions and explain that there is one best one column labeled similarities and another column
title for each part. Accept other answers if students can labeled differences. Work with students to brainstorm
justify them. Explain that students should use evidence one or two entries in each column.
from the text to explain why they chose their answers. • Tell students they will use this information later to help
• Read through the options and ensure that students them write a paragraph.
understand their meanings. • Monitor pairs as they fill in their charts.
• Have students work in pairs to discuss and determine Answers
the answers as you monitor the discussions.
are • Go over the answers with the whole class. Ask
dy volunteers to share their reasoning.
B. Read the text. Underline phrases that show
Answers similarities or differences.
Part A - Do We All Shake Hands Responses will vary. • Students can remain in the same pairs from the
ary Part B - Are Gestures Universal Responses will vary. previous activity. Have them read the text while
looking for “contrast” words.
Part C - Keep Your Distance Responses will vary.
• Ask students to use the words like or both to
compare Germans and Scandinavians. Like
r Additional Activity: Faster Germans, Scandinavians appear motionless when
they speak. OR: Both Germans and Scandinavians
Ask students to create titles for each section before they
appear motionless when they speak.
see the options in the student’s book. Also ask them to
explain why they chose those titles. Then allow them to see Answers
the options and choose the best title from among them.
g compared to, while, in comparison, and on the
other hand
D. Based on the text, roleplay a scene of two
people from different countries who use the C. Write a paragraph about some similarities and
differences between your culture and an English-
iation wrong body language or gesture.
speaking culture. Use your chart and notes.
• Put students in pairs and ask them to brainstorm
scenarios. • Guide students to refer back to the charts they
• Tell students to review Part B of the reading for ideas. created in exercise A.
• Then have them create sentences and construct a
ation • Students don’t have to write out the entire scenario,
paragraph. Ensure that they include both similarities
but they should make notes on it.
and differences, and that they use the proper words
• Have students practice their role plays. Ask for both.
volunteers to perform them for the class.
Answers
Answers

8 | Writing
Writing Strategy
• Read the information in the box and ensure that
students comprehend the meaning.
• Remind students about the Listening Strategy from
earlier in this unit. Say: We use “compare” words
are when we want to show similarities, and we use
“contrast” words when we want to show differences.
19 TEACHER GUIDE
ELL_TG_L04_U02.indd 26 21/05/18 18:04

1 I After Reading Get Ready Pair and Share
C. Choose a title for each section. Explain why you chose that title.
Part A
2I Vocabulary
1. Meeting and Celebrating
2. Do We All Shake Hands?
3 I3. How Can You Move It?

Grammar
Part B
1. Internet Icons
4 I2. Rude Gestures Listening
3. Are Gestures Universal?
Part C
1. Keep Your Distance!
2. Close Friends and Relatives
3. Don’t Make Eye Contact
D. Based on the text, roleplay a scene of two people from different countries who use the
wrong body language or gesture.
7I Reading

Compare and contrast
A. Work with a partner. Brainstorm examples Show relationships between your ideas and facts
of communication (body language, gestures, with key words to show comparison or contrast.
and tone of voice) in your country that are: • To compare, use compared to, more, less, or fewer.
• different from an English-speaking country • To contrast, use while, but, yet, or however
• You can compare or contrast facts in the same or
• similar to an English-speaking country
different sentences.
Make a chart showing the similarities and the
differences.
B. Read the text. Underline phrases that show similarities or differences.

Not all Europeans share the same characteristics in face-to-face interaction. Usually, Northern Europeans
respect personal space and are more soft-spoken compared to Southern Europeans. Italians use larger
hand gestures while they speak, while Germans and Scandinavians appear not to move much compared
to them. Many Greeks will not hesitate to tap another passenger on the shoulder to pass through.
On the other hand, Germans will avoid touching.
C. Write a paragraph about some similarities and differences between your culture and an
English-speaking culture. Use your chart and notes.
UNIT 2 19
ELL_TG_L04_U02.indd 27 21/05/18 18:04

UNIT 3 Make Future Plans By the end of this unit, I will learn to . . .
• describe my future plans.
• use the simple future and the future
progressive tenses.
1I Get Ready Pair and Share • listen for the author’s purpose.
y Pair and Share
What are the pros and cons of making big plans for the future?
2I Vocabulary
A. Look at the pictures and match them to the correct speakers. Listen to the audio.
y
Discussion
3I Grammar
r
4I Listening
g
1 2 3

Brian: I don’t like planning everything earlier. I like to “go with the flow.” My friend Dennis thinks I’m too
n Pair and Share
1 lazy to organize things sooner. Dennis is planning a trip to Spain for next summer,
but I don’t like planning an adventure a year in advance. What if I change my mind?
6 IJorgen: NowConversation Pair and Share
that I’m a graduate, I’m going to travel for a year. I have my savings, and I’ll get a summer
n Pair and Share
1 job. I’m going to check on visas tomorrow. I want to travel to Africa and Asia, so I’ll need shots
for some countries. I’ll call my doctor to make an appointment.
7I Readingwith friends this weekend. People think it’s easy if you know how to
Ken: I’m going snowboarding
g 1 ski, but it’s not the same. We’ve made arrangements for lessons with an instructor. I love the
challenge of learning new skills.
8 IB. Read the sentences

Writing
and circle T for True
g or F for False. Correct the false statements. Pair and Share
1. Brian is planning a trip to Portugal T F With a partner, ask and answer questions
next winter. about the text.
What is Ken planning to

do on the weekend?
2. All the speakers plan everything T F
before a certain time. He is planning to go
snowboarding with friends.
3. Ken is going to fly to New York. T F Ask and answer questions about your plans.
What are you planning

4. Jorgen is going to take a year off. T F to do this weekend?
I am planning to . . .
20 UNIT 3
ELL_TG_L04_U03.indd 20 21/05/18 18:09

dy 1 | Get Ready meaning. The word future is not necessary. (We can’t
make “past plans” or “present plans.”) However, the
phrase future plans is commonly accepted.
In this unit, I will learn to . . .
1I Get Ready •Pair and
Say: You canShare
write or say plans or future plans. It’s
Read through the objectives with students. up to you.
ary Explain each in more detail as needed.
A. Look at the pictures and match them to
Objectives 2I Explanation Vocabulary the correct speakers. Listen to the audio.
describe my Explain what you plan on doing in • See audioscript on student page.
r future plans. the coming years. • Play the audio as students follow along in their
use the simple3 I Grammar books. Ensure that students understand everything in
Be able to identify and properly
the text and audio.
future and the use verbs in the simple future (I will
future progressive eat . . .) and the future progressive • Explain: To “go with the flow” means to allow your
g tenses. (I will be eating. . .) tenses. circumstances to determine your future. Going with
4I Listening the flow is the opposite of making plans.
listen for Identify the main reason for a • Ensure that students understand that “a graduate” is
the author’s particular piece of writing. Determine a person who has graduated, whether that be from
purpose. whether an author’s purpose is to
iation inform, entertain, or persuade.
high school, college, or another type of school or
5I Pronunciation Pair and
program. Share how this word is pronounced
Demonstrate
differently in its verb form (to graduate).
Warm up: introduce the topic • Explain: “Shots” is another term for the injections
Read the unit title, Make Future Plans, and the one receives, usually at a medical facility. Shots that
ation 6I
Discussion Question. Conversation Pair and
protect peopleShare
against certain diseases are required
when traveling to certain countries.
Discussion • Ask students to compare their answers with a
What are the pros and cons of making
partner. Then discuss the answers as a whole class.
big plans forReady
the future?
7I
1 I Get
Reading Answers
• Ask students to describe the pictures. Ask how the
pictures might
2 I be related to making big plans.
Vocabulary 1. Ken 2. Brian 3. Jorgen
• Ensure that students understand what “making big
83 II Grammar
plans” means. Writing B. Read the sentences and circle T for True or F
• Say: I have some big plans for this summer. My family for False. Correct the false statements.
and I are going to travel across the entire northern • Read the sentences aloud and ensure that students
4 Iby
United States Listening
car. understand them.
• Have partners determine whether each statement is
5 I Pronunciation true or false and then correct the false statements.
Cultural Note
• Explain that in Singapore, younger people are often Answers
encouraged6toI Conversation
“dream big” or make big plans for 1. F (Brian’s friend Dennis is planning a trip to
are their futures. At the same time, they are often told to Spain for next summer.)
“have something to fall back on.” This means they
7 I Reading 2. F (Brian doesn’t like to plan. Jorgen and Ken
should have an alternate set of plans in case their big have made some plans.)
plans fall through.
8 I Writing 3. F (Ken is going snowboarding. He says nothing
• Have students work in pairs or small groups,
about flying or going to New York.)
discussing some big plans they might have for
themselves and also discussing what they might do 4. T
if those plans are not achieved.
Pair and Share Pair and Share
• Model asking and answering the questions with a
Language Builder: Plans vs. future plans student.
• Explain that the term future plans is a commonly • Explain that every student should play both roles.
accepted redundancy. In other words, when we
talk about making plans, the future is implied. So
make plans and make future plans have the same
TEACHER GUIDE 20
ELL_TG_L04_U03.indd 21 21/05/18 18:09

dy
1I Get Read
dy Pair and Share
ary 2 | Vocabulary 1I Get Ready
5. Get volunteers to read their sentences aloud to
the class. Ensure that students are using the target
vocabulary correctly. 2I Vocabula
ary the meaning of the words in bold.
1I Get Ready Answers
Pair and Share
2I Vocabulary
r • See audioscript on student page. Responses will vary.
Part 1: Working with the passage 3I Gramma
mar 1. Have students listen and follow along with the audio. Word Box
2I Vocabulary
g 2. Then have students close their books. Conduct a brief 3I
students listen and repeat.
Grammar
spelling quiz, asking students to spell the words from
ng the Word Box as you play the audio or read them aloud. 1I 4 I Get Ready Listenin
3. Then write 3 Grammar
theI vocabulary words on the board,
B. Choose the correct word from the box to
iation
allowing students to check and correct their spellings. 4I Listening
• Explain that students should read the sentences and
4. Ensure that students understand the vocabulary
on Pair
wordsand Share
by asking them to provide more information 2I 5 I Vocabulary
Pronunciatio
write the correct words from the Word Box in the blanks.
4 I For example, askListening
about the words. students to • Demonstrate by reading item 1 and asking volunteers
provide the noun form of graduate (graduate) and to to provide the answer.
ation pronounce both forms correctly. 5I Pronunciation
on 5.Pair
Focusand on theShare 6 I Grammar
Conversatio
Then go through the sentences as a whole class and
5 three
I words from the Word Box that are
Pronunciation Pair and
write the
3I
Share
answers on the board.
not in the passage: appointment, arrangement, and
check. Say: We make appointments with doctors, Answers
teachers, and others when we want to meet with 6 I 3. Conversation
ng 1. appointment degree 5. challenge
them. We make arrangements for things that require
6I Conversation
a little planning, such as traveling, organizing a party,
Pair and Share
2. check 4 I 4. college7 I 6. Listening
move Readin
or moving into an apartment. And we check on things
to make sure they’re OK. We might check on our Additional 7 I
Activity: Slower Reading
ng parents, on something we ordered over the Internet,
7I Reading 8Pronunciation
I
• Give students the six vocabulary items to choose Writin
or even on a pizza we’re baking in the oven.
5I
from (appointment, challenge, check, college,
6. Point out that the verb make often accompanies the degree, move).
words appointments and arrangements, and that the
preposition8onI often follows check. Writing
8I Writing
• Ensure that students know the meanings of all six
items. If necessary, provide definitions, examples,
7. Read or play the passage aloud again, while students 6I
and synonyms or antonyms. Conversation
have their books closed. Pause before the boldfaced
words and ask students to choose the correct word
are from the words on the board. Allow students to check
C. Write the words next to their definitions below.
their answers in pairs and small groups before going • Explain that students should choose a word from the
over the answers as a whole class. 7I
Word Box for each definition. Reading
• Elicit the answer to the first item (arrangement), and
Part 2: Using the vocabulary write it on the board.
• When students have completed all the items, have
1. Tell students that they will now create sentences that
relate to themselves, using six of the vocabulary words.
8I Writing
them compare their answers in pairs. Then go over
the answers as a whole class.
Students can choose which six words to use, and can
use more than one vocabulary word per sentence. • If students have trouble with graduate, explain that
this definition is for the noun form of the word, which
2. Ensure that students understand that the sentences was introduced on the previous page. Likewise, the
should be personal and should relate to their future definition of plan is for the verb form of that word.
plans or desires. Provide some personal sentences of
your own as examples. Answers
3. Give students 5–10 minutes to create and write their 1. arrangement 4. adventure
sentences. Provide help as needed. 2. graduate 5. profession
4. Have students share their sentences in pairs. 3. plan 6. future
Encourage them to ask questions and expand their
conversations.
21 TEACHER GUIDE
ELL_TG_L04_U03.indd 22 21/05/18 18:09

y Pair
2 I and Share
Vocabulary
Vocabulary
3 IIt normally takes three
Grammar
to five years to graduate and get a college degree. After high school graduation,
Grammar a break is sometimes needed from classrooms, tests, and homework assignments. Today, some college
students take a year off, called a gap year, to move to a different country. They often take on a challenge,
such as building an orphanage or starting a charity. Sometimes, they want an adventure, such as hiking in
4 Ithe Andes or sailingListening
around the islands in Indonesia. They believe that these experiences will help them
y ListeningPair andtheShare
develop confidence they need to succeed in their plans for the future with their chosen professions.
5 IWord Box Pronunciation Pair and Share

nunciation Pair and Share
adventure
Pair
6 and Share
Iappointment
Pair and Share
nversation arrangement
challenge
check
Pair and Share
7 Icollege Reading
Reading degree
future
graduate
8 Imove Writing
WritingPair
plan
and Share
profession
Pair and Share
1. I made an to meet Dr. Johnson at 3:00 p.m. in her office.
2. I will with the airline company about our tickets to Turkey.
3. I spent five years studying to get my , so I hope to find a good job.
4. It is very expensive to go to for four years.
5. I don’t want an easy job. I want a to build my confidence.
6. Sarah would love to to New York and find a job.
C. Write the words next to their definitions below.

1. plan to do something
2. person who has earned a degree from a school, college, or university
3. decide how to do something
4. exciting and dangerous experience
5. type of job that requires a specific education or skill
6. period of time that has not yet come
UNIT 3 21
ELL_TG_L04_U03.indd 23 21/05/18 18:09

2I Vocabulary
3I Grammar
Simple Future: will vs be going to

4 IThe simple future talks
Listening
about future events, predictions, plans, and willingness to do something. Use will
or be going to to make a simple future sentence. They are used with time expressions such as tomorrow,
tonight, next (Monday), this (month), and in (an hour).
5I will Pronunciation Pairbeand Share

going to
I will move to Berlin next month. I’m going to see the doctor tomorrow.
Jill will join the group this week. It’s going to snow soon.
They will study art history next year. We are going to drive to the airport in an hour.
7 IUse will to make a promise.

Reading Use be going to for a plan or a prediction.
I will send her an email tonight. I am going to take physics next semester.
Silvia will deliver the package for you. My parents are going to spend their vacation in Bali.
8I Writing
A. Look at the pictures and read the sentences. Explain the use of will or be going to.
Don’t worry! We will I am going to see We are going to

help you move! the doctor. the mall.
B. Circle the correct answers.

1. I will (pay / pays) for all of your travel expenses.
2. Lee is not (going to / go to) take us to the art gallery.
3. Ali and James (are / is) going to drive to the store.
4. Meechoke (is / will) help me with my homework tonight.
5. The Japanese are (going to / will to) build a very long bridge.
6. His company (is not going / is going not) to move to China.
22 UNIT 3
ELL_TG_L04_U03.indd 24 21/05/18 18:09

ary
r 3 | Grammar A. Look at the pictures and read the sentences.

Explain the use of will or be going to.
Simple future: will vs be going to • As a class, discuss the use of will and be going to in
• Explain that the simple future tense is formed by these sentences. Ask students whether the forms
placing the base form of a verb after the word will can be interchangeable in these contexts or if the
g (will eat). Explain that be going to followed by the given form is preferred.
base form of a verb can convey the same message • Say: The first sentence involves a promise, so will
(am going to eat). is preferred. The second sentence involves a plan,
• Say: These forms are often interchangeable, but so am going to is preferred. The third sentence also
iation there are some differences. Then explain the involves a plan, so are going to is preferred. (Point
following nuances. out that it would probably be more common to say,
• Will is often preferred when making a promise. Say: “We’re gonna go to the park.”)
If I want to promise you that I’m going to grade your
Answers
ation papers tonight, I’m more likely to say, “I will grade
your papers tonight” than “I’m going to grade your Responses will vary.
papers tonight.”
• Be going to, meanwhile, is usually used with plans B. Circle the correct answers.
and predictions. Say: If I made a reservation at my • Explain that this activity is not asking students to
favorite restaurant, I’m more likely to say, “I’m going choose between will and be going to, but rather
to have dinner at Harvest Moon tonight” than “I will to choose which form best fits the grammar of the
have dinner at Harvest Moon tonight.” sentence. Draw students’ attention to item 1 and
say: Do we say, “I will pay” or “I will pays”? Guide
Teaching Tip students to the understanding that “I will pays” is
ungrammatical.
The instructions on this page are not all-inclusive.
• Have students complete the activity independently
Students at this level may become overwhelmed with
and then check their answers with a partner. Then
too much information. But it will be helpful for teachers
discuss the answers as a whole class.
to be aware of these other scenarios in which one or the
other form is commonly preferred: Answers
• Will is often preferred in more formal communication. 1. pay
So if you are speaking to your boss you are more 2. going to
are likely to say I’ll give you my students’ grades
tomorrow than I’m going to give you my students’ 3. are
grades tomorrow. 4. will
• Will is often preferred in requests or invitations. So 5. going to
if one student wants to invite another to a school
dance, he or she is more likely to ask, Will you go to 6. is not going
the dance with me? than Are you going to go to the
dance with me?
TEACHER GUIDE 22
ELL_TG_L04_U03.indd 25 21/05/18 18:09

ary
r 3 | Grammar Simple Future and Future Progressive

• Explain that the future progressive is often used
C. Complete the sentences using will or be
to describe an action that will be in progress at a
going to.
specific time.
• Stress that there are no strict right or wrong answers
g with this activity, but that in most of the items, one
• Say: The second sentence (They will be waiting on
the platform when the train arrives) describes an
form is often preferred over the other. Items 4 and action that will be in progress at a specific time. This
5, in particular, lend themselves to either form, implies that when the train arrives, the people will
especially when contractions and reductions are already be waiting on the platform.
iation used (“Ron’s gonna accept”; “We’re gonna have”).
• Say: If we substitute simple future (They will wait on
• First, read each item aloud twice, using both options. the platform when the train arrives), this implies that
Ask students if one form naturally sounds better than the people will wait on the platform AFTER the train
the other. (Do not give students the answers at this arrives.
time.)
ation • Then ask students to work on these items with a
1 I Get Ready
E. Circle the correct form.
partner.
• Explain to students that many of the “wrong”
• Go over the answers with the whole class.
answers in this activity are not necessarily incorrect
2 I Vocabulary
Answers grammatically. Rather, one of the options is simply
1. is going to get better at conveying the intended meaning.
3 I Grammar • Read the sentences aloud and ensure that students
2. will not (won’t) tell
understand the meanings. For clarity, restate item 5
3. am going to become this way: When you arrive, they (will be waiting) for
4 I Listening
4. will accept you to join them for dinner.
5. will have 5 I Pronunciation • Have pairs circle the best answers. Then discuss the
D. Write three sentences about what you plan to Answers

6 I Conversation
do using will or be going to. 1. will try
• Tell students to consider whether their sentences are 2. will be attending
7 I Reading
promises, plans, or predictions. 3. will be presenting
are • Have students share and discuss their sentences
4. will get
with partners8 while
I Writing
you monitor.
• Ask for volunteers to share their sentences with the 5. will be waiting
whole class. Discuss why one form is preferred over 6. will be discussing
the other.
Answers Pair and Share Pair and Share
Responses will vary. • With a student, model the Pair and Share activity
using the prompts provided.
Additional Activity: Faster • Then have students close their books and work with
their partners to ask and answer questions about
Have students write a total of six sentences, using both
their future plans.
will and be going to for each idea. Challenge students to
tweak the sentences if necessary. For example: • Suggest other questions as needed, such as:
What are you planning to do after you graduate
• I think I’m going to run straight home after classes. from college? Where will you spend your summer
• I promise I’ll run straight home after classes. vacation?
Workbook link See pp. 14–15
23 TEACHER GUIDE
ELL_TG_L04_U03.indd 26 21/05/18 18:09

C. Complete the sentences using will or be going to.
1. Beth (get) a haircut this weekend.
2. Don’t worry. I (not tell) anyone about the surprise party.
3. My younger brother (become) a journalist when he
grows up.
4. I am not sure if Ron (accept) the job offer in New York.
5. We (have) pizza for dinner tonight.
D. Write three sentences about what you plan to do using will or be going to.
1.
2.
3.
Simple Future and Future Progressive

Use the simple future to talk about predictions, plans,
and the willingness to do something. Use the future
progressive to tell about events scheduled to begin at
a particular time in the future.
Example:
We will eat at the train station when we get to the city.
They will be waiting on the platform when the train arrives.
E. Circle the correct form.

1. I (will try / will be trying) to speak to Dr. Patel about
my grade tomorrow.
Pair and Share
2. Sorry, I can’t meet you tomorrow between 5:00
and 5:30 p.m. I (will be attending / will attend) a With a partner, ask and answer questions
lecture then. about your future plans.
3. At this time next week, we (will be presenting / are Where are you planning to
presenting) our results to the group. go tomorrow?
4. Don’t leave your clothes out. It (will get / will be I’m planning to go to the city.
getting) wet in the rain.
5. They (will wait / will be waiting) for you to join them What are you doing tonight?
for dinner when you arrive.
I’m going to . . .
6. Today around 4 p.m. they (are discussing / will be
discussing) how to plan a summer trip to Mexico
for young people.
UNIT 3 23
ELL_TG_L04_U03.indd 27 21/05/18 18:09

3I Grammar

Listen for the author’s purpose
Before Listening • An author’s purpose is the main reason

that an author writes.
5 IA. Look at Pronunciation
the pictures. What plans do youPair and Share • The three purposes for writing are to
have for the future? inform, to entertain, or to persuade.
y 7Pair
I and Share Reading
B. Listen to the audio. Identify the author’s purpose in each section as inform, persuade, or
y 8 Ientertain. Listen again
Writing
to check your answers.
Section 1:
1 I Section 2: Get Ready Pair and Share
r
Section :
2 I After ListeningVocabulary
g C. Complete the sentences.
1. The Learning Adventure School is based in .
3 I 2. Students who spend
Grammar
a gap year in Peru will participate in market research for .
n Pair. Those
andwhoShare
apply to the Learning Adventure School should be between the ages of .
4. Sweetie Pie chased the girl because .
4 I 5. Students who take
Listening
n Pair and Share a gap year in Peru spend six months as an .
6. The author advises students interested in Peru to .

g
Silent b
6 I There Pair and Share

are many words in English that have a silent letter, one that you cannot hear when you say the
Conversation
g
y
word. The letter b is usually silent when it follows the letter m or when it comes before the letter t.
Pair andtheShare
Follows letter m: crumb, climb, lamb, thumb
Comes before the letter t: debt, doubt, subtle
7I Reading
A. Listen and circle the word you hear.
y
y Pair1. comb cob
and Share . crumb cram 5. debt deep
8 I 2. thumb thin Writing

4. limb lime 6. doubt dub

y
24 UNIT 3
ELL_TG_L04_U03.indd 28 21/05/18 18:09

nr 4 I Listening
ng 4 5 I PronunciationPair5and
| Pronunciation
6 I| ListeningConversation Share
Silent b
Listening Strategy
• Read the rule to the class.
iation 7I 6Reading
I Conversation
• Read the strategy aloud and ensure that students • Have them echo the correct pronunciations after you.
understand it.
Student Reflection
Before Listening
• Ask students to write five to ten words that they
ation 8
A. ILook at the pictures.7What
I Reading
Writing
plans do you have either don’t know how to pronounce or have trouble
for the future? pronouncing.
• Ask students to describe the pictures and explain • Have students help each other in small groups as
1I Get Ready
how they are related to plans for the future. Pair and Share
you monitor.
8 I Writing
• Then ask volunteers to share their own plans for
the future.
A. Listen and circle the word you hear.
dy and2Share
Answers
Pair I Vocabulary
• First, pronounce each pair of words in the activity and
ensure that students can distinguish between them.
B. Listen 3toI the audio. Identify the author’s
Grammar
ary purpose in each section as inform, persuade, or
• Then play the audio and check the answers as a
whole class.
entertain. Listen again to check your answers.
Pair and Share Answers
1. comb 4. lime
ar 4 they
• Tell students Listening
I will listen to three related
1I
segments about an organization Get Ready
called the Learning Pair and Share 5.
2. thumb debt
are Adventure School.
• Pause after each segment. Ask students to describe
3. cram 6. doubt
ng 5 I and then toPronunciation

what they hear determine the purpose. Pair and Share
• Discuss the2answers
I as a wholeVocabulary
class.
Answers • Tell students they will hear eight sentences,
on 1. inform 6 I
Pair and Share Conversation Pair and Share
each containing one word with a silent b OR a
2. entertain3 I Grammar pronounced b.
• Pause after each sentence. Ask students to identify
3. persuade the target words.
on PairListening
and Share 7I Reading • Ensure that students can identify, spell, and
After 4I Listening pronounce the target words.
C. Complete the sentences.
• Allows students to work in pairs to discuss and
ng 8 sentences.
complete the I Writing
5 I Pronunciation
• Replay the audio as needed. Then discuss the Pair and Share
ng Answers
1. Madison,6Wisconsin
I Conversation Pair and Share
2. teenagers in South America
3. 18 and 25
4. it wanted7toI be the first to eat Reading
5. intern
6. call for an application
8I Writing
TEACHER GUIDE 24
ELL_TG_L04_U03.indd 29 21/05/18 18:09

iation

1. Would you repeat it, please
Speaking Strategy 2. I don’t understand what you mean by
• Read the information in the box. Stress that asking 3. Could you explain that
someone to repeat something is very common, 4. Would you say that again
even when people are having conversations in
their first language. B. Your Turn
dy •Pair
Read and Sharealoud and have students repeat.
the examples Roleplay the conversation with a partner. How
would Alan answer Richard’s questions? Write
your answer in the blank space. n
A. Listen to the conversation. Complete the • Have students write a final response that they think
ary sentences with expressions to repeat information. Alan might give.
Listen again to check your answers.
1I Get Ready
• Then have pairs roleplay the conversation, taking
• Read the conversation aloud. Pause at the blanks turns with both roles, without reading it. Tell them to
and ask students for possible answers.
ar focus on asking their partner to repeat information.
are 1 I audio, pausing to Get

• Then play the Ready
give students time to
Pair and Share
Answers
dy write their answers.
Pair and Share 2I
Responses will vary. Vocabulary
• Have pairs read the lines aloud.
ng C. Listen to the audio. Take notes to prepare
2I
Audioscript Vocabulary for a conversation about your plans.
ary Alan: I’m thinking of taking a gap year before college. 3I Grammar
• Play the audio once all the way through. Ask students
to listen for someone asking to repeat information.
on Pair and
Richard: Share
I didn’t hear what you said. (1) Would you
3 I please?
1
repeatI Get
it, Ready Grammar • Play the audio again. Ask students to tell you the gist
ar 1 I I want to take a Get
Alan: You know, Ready
year off before Pair
of theand ShareExplain that they will have a similar
conversation.
I finish 2college.
I Vocabulary
What about you? 4I Listening
conversation with their partners in the Pair and Share.
on Pair and
Richard: I’veShare
43been
II we dreaming about going to Africa
Listening Audioscript
ng 2I
since Grammar
started Vocabulary
college.
A: What are you going to do this summer?
Alan: No kidding! Where will you go?
ng 4 I Listening
Richard: I’d like to spend some time living with
5I
B: I’m going to walk across Italy.Pronunciation
5 I in a smallPronunciation
a family village and work with Pair and
A: How Share
will you do that? It’s really far.
on Pair and 3Share
wildlife. Grammar
I So I’ll choose a combo conservation B: Yes, I know. I’ll walk with my cousins. We’ll go
5 I Pronunciation
and community project. about ten kilometers a day.
ng Alan: I’m sorry. (2) I don’t understand what you mean 6I Conversation
66 II Conversation
by a combo project. (3)Conversation
Could you explain that? Pair and
A: How Share
many kilometers? Would you repeat that,
on Pair and4Share
I Listening please?
Richard: A project that combines conservation and B: My cousins will go with me to Italy. We’ll walk
7 I Reading
community. It will be working with wildlife
7 teaching
and I Reading
at the local school or helping 7I
become too tired.
Reading
about ten kilometers a day. That way we won’t
ng 5I
with
8 construction.
I Writing Pronunciation Pair and Share
Alan: You mean that you’ll be working with lions and Answers
elephants, teaching children, and helping with
8 I That’s not my ideaWriting
construction? of a gap year! 8I
Writing
ng 6Pair
I’m more I interested
and Share
inConversation
backpacking, trekking, Pair and Share
climbing, diving, crossing rivers, and rafting. I Pair and Share
think the idea of a gap year is to have fun. • Read the instructions aloud and roleplay the
Richard: You said that very fast. (4) Would you say
7 again, 1I
conversation with a volunteer.
Get Ready
that I a little slower? Reading
What are you • Have pairs conduct the conversation. Make sure
interested in? they take turns asking and answering and that they
practice asking each other to repeat information.
8I Writing 2I Vocabulary
25 TEACHER GUIDE
3I Grammar
ELL_TG_L04_U03.indd 30 21/05/18 18:09

Speaking Strategy:
Ask someone to repeat information
When you are not sure about what you heard or
have difficulty understanding it, ask the person
7I Reading speaking to repeat the information or to explain it.
Examples:
• I don’t understand what you said. Would you
please repeat it?
8I Writing • Can you say that again?
• I’m sorry. I didn’t understand. Would you say it
again more slowly?
• I’m not sure I heard what you said. Could you say
Pair and Share it again, more loudly, please?
A. Listen to the conversation. Complete the sentences with expressions to repeat

information. Listen again to check your answers.
Alan: I’m thinking of taking a gap year before I finish college.
Richard: I didn’t hear what you said. (1) ?
Alan: You know, I want to take a year off before I finish college. What about you?
Richard: I’ve been dreaming about going to Africa since we started college.
Alan: No kidding! Where will you go?
Richard: I’d like to spend some time living with a family in a small village and work with wildlife.
So I’ll choose a combo conservation and community project.
Alan: I’m sorry. (2) a combo project. (3) ?
Pair and: AShare
Richard project that combines conservation and community. It will be working with wildlife and
teaching at the local school or helping with construction.
Alan: You mean that you’ll be working with lions and elephants, teaching children, and helping with
Pair andconstruction?
Share That’s not my idea of a gap year! I’m more interested in backpacking, trekking,
climbing, diving, crossing rivers, and rafting. I think the idea of a gap year is to have fun.
Richard: You said that very fast. (4) , a little slower? What are you
interested in?
Pair and Share
Work with a partner. Ask and answer
B. Your Turn
questions about your plans. Ask the
Roleplay the conversation with a partner. How speaker to repeat one or two times.
would Alan answer Richard’s questions? Write
What are you going to do
your answer in the blank space.
after graduation?
Pair
Yourand
idea: Share
I’m going to work on shark
conservation in Australia.
C. Listen to the audio. Take notes to prepare Can you say that again?
for a conversation about your plans.
UNIT 3 25
ELL_TG_L04_U03.indd 31 21/05/18 18:09


Make inferences and contextualization
Before Reading • Making inferences means to figure out
8 IA. Look at the pictures
Writing
and discuss these something in a text that is not directly stated.
• Contextualizing means guessing the meaning
questions. Do male and female students
of unknown words by using the other words or
make similar study or career choices after images around the unknown word.
graduation? What do you think are the most
and least popular fields for boys and for girls?
y Pair andthe
B. Read Share
text. Circle the following words: minority, stereotypes, specialists, career
counseling, salary.
Do You Know What You Will Do?
y
A study shows that teaching is the top career choice for teenagers. More than ten percent of teenagers
name teaching as their dream profession. The numbers are divided almost equally between girls and boys
in this field. In the past, more girls became teachers, and male teachers traditionally have been a minority.
r
Girls choose nursing and childcare at a much higher percentage than boys do. Boys choose business,
sports, and the military at a much higher rate than girls do. Law is a top choice on the girls’ list, but law is
one of the least popular of the boys’ choices. Science and biology are divided equally between boys and
g girls. About 4 percent age of boys try to get a higher education degree, compared to 8 percent of girls.
Overall, boys are more confident about their choices than girls are.
The same study shows that attitudes toward graduate studies and careers are formed as early
as sixth grade. Most students rely on parents and friends for advice. Unfortunately, that advice is
n Pair
oftenand ShareIt can limit young people’s choices to traditional careers in medicine, law, or
not updated.
economics. Specialists who study career research believe that students need better career counseling
services to help them decide about their future.
n Pair
This and Share
study also shows that a high salary is important for boys, while girls look for more than just money
and want job security, a positive working environment, and job satisfaction. Some experts believe that the
girls’ choices are in uenced by traditional stereotypes of gender roles. These stereotypes show men as
the higher wage earners. On the other hand, others say that girls’ attitudes and choices come from social
g changes that require women to provide for their families.
26 UNIT 3
g
ELL_TG_L04_U03.indd 32 21/05/18 18:09

ation
1I
7 | Reading Get Ready Answers
Pair and Share
Reading Strategy
B. Read the text. Circle the following
• Read aloud2the Vocabulary
I points in the Reading Strategy box. words: minority, stereotypes, specialists, career
• Explain that making inferences is sometimes referred counseling, salary.
to as “making deductions” or “reading between • Read the text aloud or play the audio as students
the lines.” follow along. Then give students time to read silently,
3 Ithis passage: “The Grammar
• Say: Consider man walked slowly make notes, and circle the target words.
toward the door, his heart pounding in his chest. He • Have students discuss the reading in small groups.
had no idea what he would find on the other side.” Then discuss the reading as a whole class.
• This sentence does not state directly that the man
4 but
is frightened, I readers can infer,Listening
or assume, this Answers
are based on context clues. If he’s walking slowly, his 1. minority: first paragraph, last word
heart is pounding, and he has no idea what’s on 2. stereotypes: fourth paragraph, third sentence
the other side of the door, we can infer that the
5I
man is frightened. Pronunciation Pair and Share
3. specialists: third paragraph, last sentence
• Explain that this strategy is useful for any kind of 4. career counseling: third paragraph, last sentence
reading, not just academic reading. 5. salary: fourth paragraph, first sentence
• Explain that most readers make inferences naturally,
without even6 thinking
I aboutConversation
it. This is done whether Pair and Share
reading in one’s first language or in a foreign Cultural Note
language. This same strategy is used in listening. • In some other countries, students often do not have
to settle on their main field of study, or “declare a
• Explain also7that
I context clues can help Reading
readers
major,” until after their second year of college. This
(or listeners) infer, or guess, the meanings of
gives students more time to ponder their future plans
unknown words.
and answer the question: What do you want to be
• Say: Consider this passage: “The items at the market when you grow up?
did not have8 set Writing
I prices. Instead, customers had to
• Ask for volunteers to answer this question and
negotiate with sellers. These discussions over prices
to consider circumstances that might get them to
could sometimes turn into arguments.”
change their plans over the next few years.
• This passage provides many clues to the meaning
of negotiate. The words items, market, prices,
customers, sellers, discussions, and arguments tell
us that negotiate probably has something to do with Workbook link See pp. 17–18
agreeing on the price of something for sale. The
phrase “these discussions over prices” is especially
helpful.
Before Reading
A. Look at the pictures and discuss these
questions. Do male and female students make
similar study or career choices after graduation?
What do you think are the most and least popular
fields for boys and for girls?
• Read the questions aloud. Explain that they are
intended to get readers thinking about an important
idea in the text below before reading it.
• Have students describe the pictures and determine
how these are related to the questions.
• Discuss the questions as a whole class. Elicit
comments from students, and ask them why they feel
the way they do.
TEACHER GUIDE 26
ELL_TG_L04_U03.indd 33 21/05/18 18:09

n
ation
5 I Pronunciation
7 | Reading Sample answers

After Reading 6 I Conversation Inferences about girls Inferences about boys
C. Underline the words in the text that helped Choose careers that involve Think that money equals
you figure out the meanings of these words. helping others. success.
Write the meaning of the words. Want to have careers that
Have students work with7partners
I Reading Take more risks than girls.
• to write the are safe, not risky.
meanings of the words and to underline the context
clues that helped them determine those meanings.
• Say: While context clues can be found anywhere in a
8 I Writing
text, they are usually near the target word. 8 | Writing
• Model figuring out the meaning of one of the target
words. For example: The text states that “male
are teachers have traditionally been a minority.” I know
Writing Strategy
that the word traditionally can mean “historically,” so • Read the information in the box aloud and ensure
I can infer that this sentence is talking about a past that students understand it.
situation. The sentence also states that more girls • Explain that this information also applies to writing
became teachers in the past. That must mean that texts, letters, or any kind of informal message to a
fewer boys became teachers. These context clues
Pair and Share
lead me to infer that to be a minority probably means
friend.
to be part of a group that has fewer members than

another group. A. Before Writing
Sample Answers Work with a partner. Think of something you
would like to do in the future. Explore a few
1. minority: Context clue: In the past, more girls ideas about how you will do it, what you need to
became teachers. Definition: fewer numbers succeed, who can help you, and when you want
2. stereotypes: Context clue: traditional, gender to do it. Make notes.
roles; Definition: accepted roles for different types • Provide an example such as this: I want to become a
of people school principal someday. I know I’ll need to go back
3. career counseling: Context clue: to help them to college and earn a master’s degree. I will also
decide about their future. Definition: advice on need a mentor who can help me achieve this goal.
career choices I’m going to email a friend to ask for her advice on
4. specialists: Context clue: who study career this plan.
research. Definition: someone who focuses on a • Ensure that students take notes during their
specific area of study conversations. Explain that they’ll use these notes to
help them write their emails.
5. salary: Context clue: while girls look for more than
just money. Definition: pay for a job Answers
Teaching Tip
• Explain that understanding pronouns can help B. Use your ideas to write an 80-word email about
readers determine the meanings of unknown words. your future plans to a friend.
• Say: Consider the word specialists. The pronoun who Monitor students as they write their emails. Encourage
after specialists tells me that the word describes a them to elicit feedback from their partners before
person. This is an important context clue. finalizing their emails.
Answers
D. Make inferences about the differences
between career paths chosen by boys and girls.
What reasons are suggested by the text, but not
stated? Complete the chart.
Answers
27 TEACHER GUIDE
ELL_TG_L04_U03.indd 34 21/05/18 18:09

Finally, this study shows that fewer boys than girls have long-term plans. Most boys plan only up to
five years after graduation. When it comes to other choices such as travel or gap year programs, boys
are more interested in challenge and adventure. They are more willing to take risks and to change plans
quickly. In contrast, girls often plan carefully for the long-term. They also travel in small groups to share
expenses and to avoid risks.
It is important to remember that research findings do not remain the same from one year to the next.
1 I But they can show social and individual differences. These differences can help educators, parents, and
Get Ready
future employers understand teenagers! Pair and Share
After Reading
2 IC. Underline the
Vocabulary
words in the text that helped you figure out the meanings of these words.
Write the meaning of the words.
1. minority Meaning:
3 I2. stereotypes Grammar
Meaning:
3. career counseling Meaning:
4 I4. specialists Listening

Meaning:
5. salary Meaning:
5 ID. Make inferences

Pronunciation Pair and
about the differences between Share
career paths chosen by boys and girls.
What reasons are suggested by the text, but not stated? Complete the chart.
6 I Inferences about girls

Conversation PairInferences
and Share about boys
7I Reading

Write an email
A. Before Writing At work, emails use more formal language than

emails between friends. Emails between friends
Work with a partner. Think of something use informal language that is similar to spoken
you would like to do in the future. Explore language. A greeting may be Hi and an ending may
a few ideas about how you will do it, what be a phrase such as See you soon, Talk soon, or
you need to succeed, who can help you, and Take care.
when you want to do it. Make notes. While emails can be informal, make sure the writing
is clear. Think about the information and how to
B. Use your ideas to write an 80-word email inform, entertain, or persuade. Check the email after
about your future plans to a friend. writing it. Imagine you are receiving the email while
you read and edit it.
UNIT 3 27
ELL_TG_L04_U03.indd 35 21/05/18 18:09

Vocabulary
A. Put each word or phrase in a category.
body language college context
graduation degree gesture
postcard souvenir tourist
Travel Communication Education
B. Write a sentence with a word or phrase from each category.

1.
2.
3.
C. Match the words with their definitions.

1. acceptable • • ruin completely
2. celebrity • • thing kept because it reminds you of a special person, event, or place
3. destroy • • satisfactory; good enough to be accepted
4. greeting • • plan to do something
5. souvenir • • words said to someone you meet
6. local • • period of time yet to come
7. personal • • favorable opinion; consent
8. arrangement • • belong to one person
9. future • • have to do with a particular place
10. approval • • person who is well known
28 UNITS 1–3
ELL_TG_L04_U01-03_UWYK_NEW.indd 2 23/05/18 10:39

Vocabulary C. Match the words with their definitions.
• Have students open their books and cover the
A. Put each word or phrase in a category. definitions in the right column.
• Before students open their books, draw a three- • As a whole class, elicit definitions for the words in the
column chart on the board like the one in the left column. Provide guidance as necessary.
book. Ask students for words or phrases that could • Have students complete the activity independently
go under each heading. Accept any reasonable and then discuss their answers with a partner.
responses. • Discuss the answers as a whole class.
• Then have students open their books and complete Answers
the chart. Have them compare and discuss their 1. satisfactory; good enough to be accepted
answers with partners.
2. person who is well known
• Finally, discuss the answers as a whole class.
3. ruin completely
Answers 4. words said to someone you meet
Travel: postcard, tourist, souvenir 5. things kept because it reminds you of a special
Communication: gesture, context, body language person, event, or place
Education: degree, graduation, college 6. have to do with a particular place
7. belong to one person
B. Write a sentence with a word or phrase from 8. plan to do something
each category. 9. period of time yet to come
• Encourage students to write sentences that are 10. favorable opinion; consent
somehow related to themselves.
• Provide a sample sentence, such as this: Before I
travel, I always try to learn about body language in
the culture I’m visiting.
• Give students time to write three sentences
independently.
• Have students compare their sentences with a
partner and revise their sentences if necessary.
• Monitor student conversations, and ask students to
revise their sentences as needed.
• Allow volunteers to read their sentences to the class.
CLIL Answers
CLIL Additional Activity: Faster

• Have students write one more sentence for each
category. This time, have students use two of the
target words or phrases in each sentence.
• Students can use words from the textbook or the
words from the board that students came up with
before they opened their books.
TEACHER GUIDE 28
29

Grammar B. Complete the sentences using will or be
going to.
A. Complete the sentences using the simple • Remind students that while these forms are
present or present progressive. sometimes interchangeable, at other times one form
is preferred over the other. Will is often preferred
• Remind students that while these forms are
when making promises, and be going to is used
sometimes interchangeable, at other times one form
more for plans and predictions.
is preferred over the other. Here are explanations for
each item: Here are explanations for each item:
• 1: Either form is acceptable. The simple present • 1: Either form is fine, but will conveys more certainty.
(lives) conveys a sense of permanence. The present • 2: Will is preferred (I’ll help!). This is like a promise.
progressive (is living) conveys that this may be a • 3: Will is preferred (I’ll find it). This is like a promise.
temporary situation.
• 4: Either is fine. If be going to is used, it would be
• 2: Simple present only, because the present more common to say, “I think I’m gonna have . . .”
continuous is usually not used with stative verbs,
• 5: Will is preferred (I’ll check). This is like a promise.
such as believe.
• 6: Will is preferred (I’ll ask). This conveys more
• 3: Present progressive only, because this is an action
certainty.
happening now, rather than something that happens
regularly. • 7: Either is fine, but will conveys more certainty.
• 4: Present progressive only, because this is an action Answers
happening now, rather than something that happens 1. will OR is going to
regularly. 2. will
• 5: Present progressive only, because this is an action 3. will
happening now, rather than something that happens
4. will OR am going to
regularly.
5. will
Answers 6. will
1. lives OR is living
7. will OR is going to
2. do not believe
3. is helping C. Choose the correct answers.
CLIL 4. is working • Review the use of said and told with students.
5. is changing • Say: We don’t say “told that” or “spoke that” or
“talked that,” so if that comes directly after a blank,
CLIL Student Reflection

• Ask students to think about situations in their own
the correct choice is said. (See item 1.)
• Say: If a person’s name or a pronoun comes directly
after the blank, then told is the correct choice. (See
lives that they regard as more permanent or more
items 2, 3, and 4, in which the pronouns us, her, and
temporary. Ask them to make statements about these
you directly follow the blanks.)
situations using either the simple present or the
present progressive. (Remind students that stative Answers
verbs are usually in the simple present.) 1. b. said
• Model: I’m ready to buy a new car, so my current 2. b. told
driving situation is temporary. It would make more 3. c. told
sense for me to say, “I’m driving a Ford Focus” than
4. a. tell
“I drive a Ford Focus.” On the other hand, I plan on
teaching here for a long time, so it would make more
sense for me to say, “I teach at Willow School” than
“I’m teaching at Willow School.”
• Have students create sentences about their own
situations, and ask them to say and explain these to
a partner.
• Ask volunteers to share their sentences with
the class.
29
28 TEACHER GUIDE

Grammar
A. Complete the sentences using the simple present or present progressive.
1. Jake (live) in a small town in New England.
2. I (not / believe) a word he says. He has lied to me before.
3. Sorry, he can’t speak to you now. He (help) his father in the garage.
4. Linda is in the library. She (work) on her assignment.
5. Keith (change) the tire, so we can drive to the market.
B. Complete the sentences using will or be going to.

Carol has to leave for the airport in 30 minutes, but she is still packing. Judy, her roommate,
has just gotten home from work.
Carol: I’m stressed! The taxi (1) be here in 30 minutes and I haven’t finished packing.
Judy: I (2) help! Tell me what you need.
Carol: Wait a second. I have a list somewhere here. I can’t find it!
Judy: I (3) find it. Go and get dressed!
Carol: I think I (4) have a quick shower first.
Judy: Good idea! Here’s the list! I (5) check and make sure you haven’t forgotten
anything.
Carol: What about stuff that I haven’t packed?
Judy: Don’t worry. I know where you keep everything. I (6) ask you if I can’t find
something.
The phone rings. Judy answers.
Judy: Carol! The taxi (7) be here in 45 minutes! You have plenty of time!
C. Choose the correct answers.

1. Martin that he would wait for me at the cafeteria, but he didn’t.
a. told b. said c. spoke
2. They us that they are going to arrange an appointment.

a. talked b. told c. said
3. I her that she can buy a low-budget flight ticket on the Internet.
a. said b. spoke c. told
4. Did Andrew you what happened when you were out of town?
a. tell b. say c. speak
UNITS 1–3 29

PROFESSIONAL ZONE
STRATEGIES:
Marketing
• State pros and cons.

Writing
• Write an email about a future plan.
• Write a short description of an event.
What kind of internship suits you best?

An internship is a way to gain real-life work internship can improve your chances of getting a
experience. In an internship, an inexperienced job.
worker learns by working with an expert
employee. Some internships may last as long as The majority of skilled and professional workers
four to five years. Workers who have completed in marketing have completed at least some
these programs are often well respected and postsecondary education. Most people seek
well paid. postsecondary education at universities, technical
schools, or community colleges. Upper-level and
An internship is an opportunity to gain practical management workers may have bachelor’s degrees
experience in a field. An intern often receives or master’s degrees in business and marketing.
little or no pay. However, completing an
internship A job taken by a student in order to

learn a profession or trade.
inexperienced Lacking knowledge or
experience.
intern A student or recent graduate who works
in order to gain experience in their chosen field.
pay Money given in return for work.
technical schools A school that provides
training in practical skills such as welding,
hairdressing, plumbing and so on.
30 PROFESSIONAL
30 PROFESSIONALZONE
ZONE

CLIL
CLIL Writing
• After the vocabulary from the text is defined and

shown in context, review the words with students.
• Write the words on the board and repeat the
definitions.
• Use each word in a new sentence. Then have
students create their own new sentences using the
vocabulary words.
TEACHER GUIDE 30

PROFESSIONAL ZONE
• Ask students to think about a proffessional profile.
• Ask: What information would you include in a profile
about yourself?
• Have students write a brief profile about themselves,
including whatever information they would give an
employer to provide a good idea of who they are.
Explain that a résumé serves this function when
applying for a job and that it should include skills,
experiences, and personal traits that make the
person suitable for the job.
• Students should share their profiles with someone in
the class that they don’t know well. Have them revise
their resumé after each module, so they can improve
and enrich it.
31 TEACHER GUIDE

pay intern bachelor’s degree
Alice will finish her _________________ in Marketing in June. During the summer, she is going to work
as an _________________ in her father’s company. She will receive no _________________ but she
will learn the functions of several jobs and will gain experience for future positions.
B. Write a paragraph of 30-50 words about the pros and cons of working as an intern.
C. Think of a company you would like to work for in the D. What would a sales
future. Explore a few ideas about the kind of internship that manager explain to the
will help you succeed. Use your ideas to write an 80-word interns that will work in his/
email asking for an internship opportunity. her department on their first
day? Do some research about
what a sales manager does to
get some ideas, then describe
To:
type company email here the meeting.
type company email here

From:
type company email here

Subject:
Message: type company email here

PROFESSIONAL ZONE
STRATEGY:
Marketing
• Determine the meaning of new words.

Reading
Guidelines for handling

customer complaints
To our interns:
Last week, our team of sales representatives had
several customer complaints about our new toy
truck. If a child throws the truck against something
hard, the rear wheels fall off. Because we have a
number of new interns, I would like to remind you
of how to behave when a customer does not like
a product.
The most important thing to do is to treat
customers with respect. Listen to them as they
tell you what is wrong with the product. Ask think the situation is dangerous, call for the store
them questions, if necessary. Be polite and manager. Remain calm and patient.
professional. Do not make the customer angry.
Do not accuse them of doing anything wrong. You can resolve, or take care of the problem, in
Do not blame their children! If you challenge several ways. Discuss with your supervisor the
them, the situation could become volatile. We do process you should follow to give a refund.
not want an emotional scene in the store. If you S. Ellis, Store Manager
1. You are one of the newest sales associates 2. Based on the information in the second
at a large toy store. According to the third paragraph, what does volatile mean?
paragraph in the text, what do you do when you
resolve something? a. calm
b. patient
a. Give the customer a refund. c. wrong
b. Act professional. d. emotional
c. Act polite. e. sensitive
d. Give respect.
e. Find a solution.

dy Pair and Share
Reading Teaching Tip
Draw a word web on the board. In the center, write
Before Reading the word workplace. Write words and phrases offered
ary • See the audioscript on the student page. by students that are related to work. For examples,
students might mention words such as career, manager,
• Before students open the book, write the name of
or paycheck.
the industry that is the focus of the reading passage.
Ask students what they know about the industry. Return to the word web, adding new words and terms,
ar Have them give examples of jobs that are part of the throughout the lesson as the class develops a greater
industry. understanding of the different jobs in the workplace.
• Then write key terms from the text on the board. Tell
ng them you will help them understand the meanings
of these words after they listen to and read the
passage.
• Explain to students that they will be reading a
workplace document that relates to the industry
on Pair and Share
previously discussed.
• Optional: For further practice, play the audio for
students to follow it.
on Pair and Share
ng
ng
CLIL
CLIL
TEACHER GUIDE 32

PROFESSIONAL ZONE
Project Step 3 Plan/Create
• This is the stage of the project where students have
the opportunity to become creative. Have them come
Project question: up with different ideas or variations about what they
Read the project question, and make sure students will be presenting to the class. Let them use different
understand it. Explain to them that in doing this materials, digital tool, social media, etc.
project, they will be able to explore the topic and answer
the question. Step 4 Present
• Remind students of the tips for effective
presentations included in their books. Let them know
Step 1 Brainstorm that:
• Have students brainstorm ideas about the project • They should speak loudly and clearly.
topic. • They should practice or rehearse to avoid gaps in the
• Remind students that when they brainstorm, they presentation.
think of a topic and then write whatever comes to • Finally, they should listen to other’s presentations
their mind. They will edit the list at a later time. respectfully, without interrupting.
• If necessary, offer tips on completing their lists.
• Promote collaboration by asking students to work in
teams.
Step 2 Discuss/Research
• Have students choose some websites to find
information about the project topic
• Have them research, narrow their research, and
complete their tasks on the page.
CLIL
CLIL
33 TEACHER GUIDE

PROFESSIONAL ZONE
Marketing
Project
What makes a good

advertisement campaign
It may be necessary at times to plan an advertisement
campaign as part of a marketing job. A copyrighting
team in an agency will be responsible for the text
of an advertising campaign. The goal of successful
advertising is to persuade consumers to buy products.
Work in teams. In this project you will create an

advertisement for the Mother’s Day campaign of a
large toy store.
Step 1 - Brainstorm Step 3 - Plan/Create

• Think of a massage you want to transmit. • Create the advertisement. It should include a
Complete the graphic organizer with different good slogan, and some text. And don’t forget to
slogans for your campaign. include in your presentation information about the
media you would use and why you would use it.
• Present your project to your class and answer the
• Find information about the media in which you question: What makes a good advertisement
could include your ad local radio, newspapers . campaign?

4 | Discoveries
and
UNITS 4–6 Inventions
Theme Opener
5 | Technology
Unit goals
Vocabulary
Grammar 6 | Space Travel
Listening
Pronunciation
Conversation What is our place in the universe?

Reading
Writing Look at the picture. Read the unit

• What is this planet like?
Discussion
Explain that these three units • How is it similar or different from
involve examining our place in the Earth?
universe. Ask students to look at
• What would it be like to live on a
the pictures from Units 4 to 6. different planet?
• Ask: How do the pictures for
Units 4, 5, and 6 each relate
to examining our place in the
universe? (The picture for Unit
4 involves using computer
technology to gain knowledge.
Unit 5 shows students
conducting an experiment, 34
which might show how earth is

related to other planets. Unit
6 shows a futuristic spacecraft Fun Facts About Light
exploring possible places for
• In one second, light can travel around the earth seven times.
humans to inhabit.)
• The sun is the closest star to earth. Light from the sun takes eight minutes
• Then ask students to describe
to reach earth.
the widespread picture. Ask:
How does this make you • Proxima Centauri is the second closest star to earth. Light from this star
feel about our place in the takes over four years to get to earth.
universe? How does this make • Light from the most distant star that we know about takes 55 million years
you feel about the possibility to reach earth.
of humans living in other parts
of the universe?
• Continue the discussion with
the questions on the page.
Allow students to discuss
these in pairs or small groups
before reconvening to discuss
them as a class.
34 TEACHER GUIDE
ELL_TG_L04_U04_TO.indd 34 22/05/18 12:22

CAN DO statements
statements.
• The first CAN DO statement
is “describe discoveries
and inventions.” Here is an
example of how we could
do that: “Sir Isaac Newton
discovered the law of gravity.
Thomas Edison invented the
light bulb. So, we discover
things that have always
existed. We invent things that
have never existed.”
• The second CAN DO
statement is “discuss
technology and 21st century
skills.” These kinds of skills
involve critical thinking,
creative thinking, and
cooperative thinking.
• The third CAN DO statement
is “talk about space travel.”
When we talk about space
travel, we can use words like
spacecraft, orbit, shuttle, and
weightlessness.
CAN DO statements • You will learn about all these
After the next three units, you will be able
things in Units 4–6.
to . . .
Fun Facts About Inventions
• describe discoveries and inventions.
• discuss technology and 21st century Although some inventions, such
skills. as pencil sharpeners and coffee
• talk about space travel. makers, make our lives easier,
and others like the umbrella tie
35
and air-conditioned pants are just
crazy and funny, some inventions
have changed our world and had
http://www.ibtimes.co.uk/inventors-day-top-ten-greatest-inventions-that- a tremendous impact on our lives.
changed-world-1467416#slideshow/42 Here are a few:
http://www.livescience.com/33749-top-10-inventions-changed-world.html • wheel
• internal combustion engine
• penicillin
• compass
• Internet
Encourage students to add to this

list and then research what our
lives would be like without some
of these things.
Assessment Links
Administer Level 4 Assessment Tests.
TEACHER GUIDE 35
ELL_TG_L04_U04_TO.indd 35 22/05/18 12:22

UNIT 4 Discoveries and Inventions
• describe discoveries and inventions.
• use if and when in conditional
sentences.
y Pair and
oneShare
• visualize when I listen and read.
Name invention you use every day and cannot
2 Ilive without. Why?
Vocabulary
A. Look at the pictures and read each description. Which inventions do you use every day?
y Discussion How do they affect your life? Listen to the audio.
3I Grammar
4I Listening
5 IThe first working

Pronunciation
light Johannes GutenbergPairMany
andpioneering
Share The first 3D printer was
bulb was introduced by and his associates scientists contributed invented by Chuck Hull
Pair andEdison
Thomas Shareand his created the first to the creation of the in the early 1980s.
team of researchers. mechanical printing Internet.
6I press in the 15th century. and Share
Conversation Pair
Pair and the
B. Read Share
statements and circle T for True or F for False. Correct the false statements.
7 I1. Edison and his teamReading
invented LED bulbs. T F
Pair and Share
2. LED bulbs use more energy and T F With a partner,
partner, ask
ask and
and answer
answerquestions
questions
8 I cost more. Writing about the text.
celebrations.
How
Whatdid
is your
electric
favorite
lighting
celebration?
change
3. Chinese and Korean inventors used T F I people’s
like to celebrate
lives? ...
movable, block printing before
WhatPeople
do people
couldin still
yourdocountry
things cele-
Gutenberg’s printing press.
hours after
brate sunset.
in July?
Ask and answer questions about how
4. The Internet was developed by Kahn T F you will feel.
and Cerf.
How will you
We feel if 3D printers
celebrate ... take
over all production and manufacturing?
5. The first 3D printer was called a T F
Rapid Prototyping machine. If 3D printers take over all production
and manufacturing, I will feel . . .
6. 3D printers are used in home cooking. T F
36 UNIT 4
ELL_TG_L04_U04.indd 36 21/05/18 18:13

dy 1 | Get Ready A. Look at the pictures and read each

2I Vocabulary description. Which inventions do you use every
In this unit, I will learn to . . . day? How do they affect your life? Listen to
Read through the objectives with students. Explain each the audio.
ary in more detail as needed.
3I Grammar • See audioscript in Audio Appendix.
• Read the captions aloud as students follow along.
Objectives Explanation • Play the audio once all the way through. Then play
describe Describe them in words, such it again, stopping periodically to check student
r 4 I as what they look Listening
discoveries and like, how they comprehension.
inventions. function, and why they are important. • Discuss the questions as a class.
use if and when Understand how if and when Answers

1 I Get Ready
in conditional Responses will vary.
g sentences.
5 I change the meanings of
Pronunciation
conditional sentences.
Pair and Share
2 I Vocabulary B. Read the statements and circle T for True or
visualize when I Understand how to describe in
listen and read. words what you hear or read. F for False. Correct the false statements.
63 II Grammar Conversation •Pair
Have and Share
students complete the activity with a partner.
iation Warm up: introduce the topic Then discuss the answers as a class.
4 I Discoveries
Read the unit title, Listening and Inventions, and the • Play the audio again so students can check their
Discussion uestion. answers.
7I Reading
ation 5 I Pronunciation Answers
Discussion 1. F They invented the first working electric light
Name one invention you use every day
bulbs.
and cannot live without. Why?
6 I Conversation
8I Writing 2. F They use less energy and cost less.
• Ask: What do you think are some of the most
important inventions from the past 100 years? Is
7 I Reading . T
there anything you wish had not been invented? 4. F They developed rules for the Internet.
• Say: Look at8the pictures and describe the
I Writing 5. T
inventions. Rank them in order of most important to
least important. Provide reasons for your rankings. 6. F They are used in the food processing industry.

Language Builder: First conditionals
• This unit teaches the first or future conditional, • Model asking and answering the questions with
which involves conditions that are likely to come true. a student.
If I study, I will learn more. • Explain that students should go through the
• Students may ask about other conditional sentences, conversation twice, switching roles the second time.
are such as the second or present conditional. If I
studied, I would learn more.
Additional Activity: Slower
• They may also be familiar with the third or past
conditional. If I had studied, I would have learned • If students are struggling, give them the answers
more. true of false and have them focus on correcting the
• Assure students that they will learn about other false statements.
conditionals later in the course. • Provide key sentence frames from the audioscript.
Play the audio and have students fill in the missing
words.
TEACHER UNIT
GUIDE 36
4 37
ELL_TG_L04_U04.indd 37 21/05/18 18:13

dy
1I Get Read
dy Pair and Share
ary 2 | Vocabulary 1 I word from theGet
B. Choose the correct Ready
box to
2I Vocabula
A. Listen to the audio and read along. Guess Explain that students should read the sentences and
Part 1: Working with the passage
to provide the answer. 3I Gramm
mar 1. Have students listen to and follow along with the
Then go through the sentences as a class and write
g
audio. 3I
the answers on the board. Grammar
2. Then have students close their books. Conduct
ng
Answers 4I Listenin
a brief spelling quiz, asking students to spell the
boldfaced words from the passage as you read
1. Sustainable 1I Get Ready
2. opportunities
iation
them aloud.
4I Listening
. Then write the words on the board, allowing students . funds
on Pair and
to check andShare
correct their spellings. 5I Pronunciatio
4. invented 2I Vocabulary
4. Ensure that students understand the words by asking 5. crops
ation
them for more information about them. For example:
What are some antonyms of unique? common, 6. light bulbs 5I Pronunciation
on Pair and
normal, Share
ordinary . What are some examples of 6I Conversatio
ecological values? recycling, limiting one’s carbon 3I
Additional Activity: Faster Grammar
footprint .
6I Conversation
Challenge students to do Activities B and C without
ng 5. Read the passage aloud again, while students have looking at the words in the Word Box.
their books closed. Pause at the boldfaced words 7I Readin
and ask students to choose the correct word from 4I Listening
the words on the board. Allow students to check their C. Match the words to their meaning.
ng answers in pairs before going over the answers as a 7I Reading
• Explain that students should write words from the
class.
8 Imeanings.
Word Box on the lines next to their Writin
Part 2: Using the vocabulary • When students5haveI completedPronunciation
all the items, have
them compare their answers with partners. Then go
1. Tell students that they will now create sentences 8 Ias a class.
over the answers Writing
about themselves using six of the vocabulary words.
Students can choose which six words to use, and can Answers
use more than one vocabulary word per sentence. 1. unique 6I Conversation
are 2. Ensure students understand that the sentences
should be personal, either involving their experiences
2. pioneering
. ecological
or how they feel about something. Provide some
personal sentences of your own. For example: When 4. distinctive 7I Reading
I was young, my friend and I invented a way to
transmit messages through hand signals. Workbook link See p. 1
. Give students 5 10 minutes to create and write their
sentences. Provide help as needed. 8I Writing
4. Have students share their sentences in pairs.
conversations.
5. As a class, ask volunteers to read their sentences
dy Pair
aloud.and
EnsureShare
that students are using the target
vocabulary correctly.
Word Box
ary
mar
37 TEACHER
36 UNIT 4 GUIDE
ng
ELL_TG_L04_U04.indd 38 21/05/18 18:13
y Pair
2 I and Share
Vocabulary
Vocabulary
y 3 ISocial entrepreneursGrammar
are people who are especially creative in finding unique and pioneering solutions
Grammar to social, cultural, or environmental problems. They create volunteering opportunities in organizations
and transmit social and ecological values through their work. They do this by introducing sustainable
r products and processes that improve life and do not harm people or the environment. For example, they
4 Ihave developed distinctive
Listening
and sustainable ways to improve crops and increase agricultural production
Listening without using chemicals. They pay for projects by raising funds from individuals, organizations, and
y Pair and Share
businesses.
g
nunciation Word Box Pair and Share
y
crop
n Pair
6 and Share
distinctive
Iecological Conversation Pair and Share
nversation funds Pair and Share
r
invent
n Pair
7 Ilightand
bulb Share Reading
Reading opportunity
g pioneering
printing press
g
8 Isustainable Writing
Writing transmit
n Pair and Share
unique
g
n Pair and Share
1. products and processes use natural resources, save energy and help people.
2. There are fewer employment for young people because of the financial crisis.
g 3. Researchers raise from individuals and businesses in order to pay for their projects.
4. If you want to find out who the telephone, look it up on the Internet.
g 5. Climate changes can damage , which reduces food supplies.
6. You can save energy by replacing normal with LED ones.
C. Match the words to their meaning.

1. very unusual; one of a kind
2. create new ideas and methods
3. having to do with living things and their environment
4. have a characteristic that makes something different
UNIT 4 37
ELL_TG_L04_U04.indd 39 21/05/18 18:13

2I Vocabulary
3I Grammar
First Conditional with if and when Clauses

4 IThere are two clauses
Listening
in the first conditional: a conditional clause (with if / when) and a main clause.
• Use if to talk about possible future events and their results.

• Use when to talk about definite future events and their results.
5 I• Use simplePronunciation Pair
present in the conditional clause (after if / and
when).Share
• Use future with will in the main clause.
Either clause can come first. Use a comma between the clauses when the conditional clause comes first.
Conditional clause (if / when) Main clause (result) Event
If I have enough money, I will travel around Europe for six months. a possible event
7I If it rains, Reading we will stay at home and watch a movie. a possible event
When I get a cold, I drink honey lemon to feel better. a definite event
When Joel comes home, please tell him to clean his room. a definite event
8I Writing *For grammar reference, go to Grammar Appendix.
A. Look at the pictures and match.
1. When we land, • a I will go surfing for a whole month.
2. If I get straight As, • b I will ask the flight attendant to help with my luggage.
B. Circle the correct form of the verb. Then circle P for Possible or D for Definite.
1. If we (finish / will finish) work early, we will go shopping. P D
2. When Michael (will call / calls), I’ll tell him to come over. P D
3. Jess (will be / is) very happy when she hears about her raise. P D
4. Rob will help you repair your laptop if you (ask / will ask) him politely. P D
38 UNIT 4
ELL_TG_L04_U04.indd 40 21/05/18 18:13

ary
r 3 | Grammar B. Circle the correct form of the verb. Then circle

P for Possible or D for Definite.
First Conditional with if and when Clauses • First, ask students how they can determine whether
• Explain that the “first conditional” is also called the a conditional clause represents a possible event or a
“future conditional” because it is used to discuss definite event. If the clause starts with if, the event is
g future events. possible. If it starts with when, the event is definite.
• Explain that English contains many kinds of Then ask them to circle if or when in each sentence
conditional sentences and that only a few are and circle P or D accordingly.
addressed here. • Then ask students to identify the main clause in each
iation • Read the information and the examples aloud. sentence. Explain: The main clause is the part of the
• Say: The use of when implies that the conditional sentence that is NOT the conditional clause. We will
clause is a more definite event. The use of if implies go shopping; I’ll tell him to come over; esse will be /
that the conditional clause is only a possible event. is very happy; Rob will help you format your laptop.
ation • Provide examples such as these: If I study, I will learn • Direct students to the rules at the top of the page
and restate the final two rules: Use the simple
more. This implies my studying is just a possibility.
But if I do study, I will learn more. When I study, I present in the conditional clause. Use future with will
will learn more. This implies that I will study at some in the main clause.
point. And when I do, I will learn more. • Then ask students to circle the correct form of each
verb with these rules in mind.
A. Look at the pictures and match. Answers
• Ask students to describe the pictures. 1. finish P
• Have them do the activity independently and 2. calls D
compare their answers with a partner.
. will be D
• Read the answer for the first picture and then ask:
Is it possible or definite that the boy will get straight 4. ask P
As? possible That’s right. And that’s why he uses if
instead of when here.
• Read the answer for the second picture and then ask:
Does the woman think it’s definite or just possible Have students write a paragraph about events that
that the plane will land? She thinks it’s definite. will happen next summer. Tell them to use the first
are How do you know? Because she uses when rather conditional with if for possible events. They should
than if. use the first conditional with when for definite events.
Encourage students to add interesting details to their
Answers personal examples.
1. b
2. a
TEACHERUNIT
GUIDE 38
4 39
ELL_TG_L04_U04.indd 41 21/05/18 18:13

ary
r 3 | Grammar D. Complete the sentences to make them true

for you.
C. Complete the sentences using the correct • Read the instructions and the items. Give an example
form of the verb. for yourself, such as: If I’m late for work, the boss will
• Read the instructions and sentences aloud. Ensure be very concerned.
g that students understand everything. • Remind students that the conditional clause must be
• Model figuring out the answer to item 1: First, I’ll in simple present and the main clause must contain
identify the conditional clause. That’s the clause that will. Ask students to identify the verbs in your sample
starts with if or when. I can see that the conditional sentence. am, will be
iation clause is, “When Jake (open) the door.” I know that
1 I Get Ready clause must be present
• Have students complete the sentences
the verb in the conditional independently and then share their answers with
simple, so the answer must be opens. a partner.
• Remind students that the verb in the main clause will
2 I Vocabulary
Answers
ation contain will.
• Have students 3 I fiGrammar
nish the activity independently and
then check their answers with a partner.
• Discuss the answers as a class. Additional Activity: Faster
4 I Listening
Answers Ask students to write five future conditional sentences
1. opens about themselves. Encourage them to think about how
5 I Pronunciation they or others might feel, or how things will be different,
2. finds out if certain conditions are or are not met. Provide sentence
. will push 6 I Conversation frames such as these:
4. falls • If I in six months, my mother will .
7 I Reading
get a job; be happy
5. will realize
• When I next year, I will . graduate;
6. will not be do somersaults
. will be 8 I Writing
• If I don’t before I am 0, I will .
8. do not act travel abroad; go to Paris for my birthday
. will be
are Pair and Share of if + negative verb
Use unless + verb in place Pair and Share
• Read aloud the rule and the example sentences as • Model asking and answering the questions with
students follow along. Ensure that students understand a student.
that the a rmative verb leave goes with unless and • Explain that students should go through the
that the negative verb don’t leave goes with if. conversation twice, switching roles the second time.
• Provide another example, such as this: Unless we
study, we will fail the test. If we don’t study, we will
fail the test. Workbook link See pp. 20 21
• Create a chart like the following and ask students to
make sentences.
Unless If
run don’t run
eat doesn’t eat
sleep don’t sleep
39 TEACHER
38 UNIT 4 GUIDE
ELL_TG_L04_U04.indd 42 21/05/18 18:13

C. Complete the sentences using the correct form of the verb.
1. Eric is organizing a surprise party. “When Jake (open) the door, we will turn on the
lights and yell, “Happy Birthday!”
2. “He will be very happy when he (find out) that we are all here!” says Ella.
3. Ella is squeezed between people, but is trying not to move. “I’m really uncomfortable, but if I move I
(push) Megan down.”
4. “If Megan (fall), she will make a lot of noise, and Jake will hear it.”
5. “If he hears noise, he (realize) that we are here!”
6. “If he realizes that we are here, there (not be) a surprise party.”
7. Jake is about to get into the elevator. He knows about the surprise party. “When I get home,
it (be) dark and quiet. Everyone will be hiding.”
8. “I will have to act surprised! If I (not act) surprised, they will be disappointed.”
9. “If I tell them that I hate surprise parties, they (be) very upset.”
Use unless + verb in place of if +

negative verb.
If we don’t leave right away, we’ll miss

our flight.
Unless we leave right away, we’ll miss
our flight.
D. Complete the sentences to make them true for you.

1. If I’m late for work,
Pair and Share
.
Talk to a partner about a new invention.
2. If it gets hot,
. What will happen if 3D printers
become available for home use?
3. When the phone rings,
People will be able to print out
. containers, cups, and other objects.
4. Ask and answer questions about yourself.
when it is my birthday.
What will you do if your
5. Unless I have a lot of homework,
computer crashes?
.
I will call a technician.
UNIT 4 39
ELL_TG_L04_U04.indd 43 21/05/18 18:13

3I Grammar

Make inferences
When you are listening to a lecture, podcast, or radio
Before Listening
show, use reasoning to make conclusions about things
5 IA. In pairs,Pronunciation
look at the pictures and talk Pair and Share
that are not stated directly. This is called making
about what you see. What do you think inferences. Make inferences by:
the podcast is about? • identifying and combining clues using your background
experiences and knowledge of the world.
• thinking about the speakers relations to each other
and view on the topic.
7I Reading

y 8I Writing
Pair and Share
2I Vocabulary
B. Listen to the podcast. Briefly describe the three processes.
y
Process 1:
3 IProcess 2: Grammar
r Process 3:
4 IAfter Listening Listening

C. In pairs, share an important advancement in processes that is helping our environment.
g

n Pair and Share
Informal speaking: The schwa sound
The informal schwa sound (uh) is the most common vowel sound in spoken English. It is used to
6 Ipronounce unstressed
syllables in multi-syllable words.
n Pair and Share
Multi-Syllable Words
7 I company, alone, banana,
Reading
emphasize, system, celebrate, cousin
y Pair and Share
g success, campus, famous, situation, parrot, ocean
8 IA. Listen and pronounce.

Writing
Underline the syllables that use the informal schwa sound.
g 1. machine 2. problem 3. support 4. famous
y Pair and Share
5. condition 6. experiment 7. system 8. social

40 UNIT 4
ELL_TG_L04_U04.indd 44 21/05/18 18:13

r
1 I Get Ready
g 4 | Listening After Listening

2 I Vocabulary C. In pairs, share an important advancement in
Listening Strategy processes that is helping our environment.
• As a class, brainstorm important advancements that
iation • Read the text aloud. Ensure that students understand
3 I Grammar are helping the environment. Write the ideas on the
how to make inferences. board.
• Explain that students will listen to a recording and be • Ask students to choose one of the ideas and tell
asked to make inferences. a partner about it.
ation
n Before Listening 4 I Listening Answers
A. In pairs, look at the pictures and talk about
what you see. What do you think the podcast is
about?
n 5 I Pronunciation 5 | Pronunciation
• Read the instructions and ask students to describe
the pictures. Say: A podcast is an audio or video,
usually part of a series, that can be downloaded Informal speaking: The schwa sound
from a website. Explain the rule to the class: The informal schwa sound
6 I Conversation
• Ask students to guess what the podcast might be about. uh is the most common vowel sound in spoken English.
• Tell students that all three pictures, and the audio It is used to pronounce unstressed syllables in multi-
that they will soon hear, all involve the topic of syllable words.
helping the environment. To prepare students for the Explain that the schwa is the most common vowel sound
7 I Reading
audio, write the following terms on the board and
provide brief definitions: desalination transforming
in English. Say: Understanding how to pronounce the
schwa will also improve your listening skills.
salty sea water to fresh water , renewable clean
energy energy sources that can be reused and don’t
are create pollution , and DNA engineering modifying, Teaching Tip
8 I Writing
or changing, the genes of living things . Ensure that students understand that although the schwa
is called an informal sound, it is common in all kinds of
dy Answers
Pair and Share speech, from formal to informal. Say: Everyone—from
Responses will vary. college professors to the Queen of England to the
1I Get Ready Pair and
common personShare
on the street—uses the schwa every day.
B. Listen to the podcast. Briefly describe the
ary three processes.
• See audioscript in Audio Appendix. A. Listen and pronounce. Underline the
2I Vocabulary syllables that use the informal schwa sound.
Pair and Share
• Play the audio once all the way through without
ar allowing students to take notes. • See audioscript on student page.
• Replay the audio as necessary, stopping to clarify • Read the directions and words aloud. Then play the
and answer3students’
I questions. Grammar audio.
• Have students describe the processes independently • Have students listen and repeat several times and
ng and then compare their answers with a partner. then underline the schwa syllables.
• Ask volunteers to offer their descriptions to the class. Answers
Discuss this4asI a class. Listening 1. machine 4. famous . system
Answers
on Pair and1Share
I Get Ready Pair and Share
2. problem 5. condition 8. social
. support 6. experiment
5I
Sample Answers Pronunciation Pair and Share
Process 1: Desalination changes sea water to fresh B. Listen to the audio and repeat.
on Pair andwater.
2Share
I Vocabulary
6I
Process 2: Renewable cleanConversation
energy is a way to •Pair and
Play the Share
audio. If students don’t understand the
transform CO2 to usable energy. sentences, write them on the board.
ng 3 IA engineering has produced
Process : D Grammar stronger • Identify the schwa sounds.
and healthier plants and increased food • Then have students listen and repeat.
7I
production. Reading
TEACHER UNIT
GUIDE 40
4 41
ng 4I Listening
8I Writing
ELL_TG_L04_U04.indd 45 21/05/18 18:14
iation

1. would you like to
Speaking Strategy 2. I’m not sure.
• Point out that most people make and accept offers . Sounds great
several times a day. This is an important skill to learn. 4. how about
• Read aloud the five expressions and ensure that 5. Let’s do it
students understand them.
6. Do you want to
• Ask volunteers to provide example sentences using
these or similar expressions.
B. Your Turn n
Additional Activity: Slower Roleplay a conversation with a partner. How
would Chet respond?
• Provide example sentences and have students repeat
After students write their answers, have them role-play
them after you. Write them on the board if necessary.
• Say: Would you like to go to a movie? Do you want to
1I Get Ready
the conversation. Students should take turns both as
Mark and Chet.
practice English tonight? How about going hiking this
are weekend? 1 I Get Ready Answers
Pair and Share
• Then have pairs practice making these offers and Responses will vary.
dy Pair andorShare
accepting declining. 2I Vocabulary
2I Vocabulary to make, accept, or decline offers.
A. Listen to the conversation and complete
ary the sentences using words or expressions. Then 3I Grammar
• Explain that students will listen to the audio to get
listen and check your answers. ideas for a conversation they will have that involves
offers.
• Ask students31 to
II Get at the pictureGrammar
Ready
look and describe it.
Tell them they will listen to a conversation between • Before playing the audio, guide students through the
ar Pair and Share sample conversation.
dy
Mark and Chet, two friends.
Pair and
2 I Vocabulary
Share
4I Listening
• Have students take notes as they listen to the
• Play the audio while students write the missing
1
words. ReplayIIas necessary.
4 Get Ready
Listening Pair and Share
conversation, paying special attention to how the
3 I Grammar speakers make, accept, and decline offers.
ng Audioscript
ary Mark: Hey, 14 would
I Listening
you like to come to a concert Audioscript5 I Pronunciation
2
with me
Vocabulary
5 IItonight Pronunciation Pair
Mark:and Share
How about going to ed’s party on Saturday
on Pair
Chet: and Share
Tonight
5 I 2 I’m not sure. Who’s playing
Pronunciation Chet: I’m not so sure. He hasn’t invited me.
ar Mark: Cool bands from colleges around the country.
It’s a 3 I competition Grammar 6I Conversation
Mark: That’s weird He asked me if you were going
6music
6 II ConversationConversation
There’s even a ten Pair and Share
to bring your guitar.
thousand dollar prize
on Pair and Share Chet: Really Sounds good then.
Chet: Sounds great! Are bands from our college
ng 7 I Reading Mark: OK great Do you want to meet at my place
taking part
4I
7 Listening
Reading Chet: Sure. 7I Reading
Mark: Absolutely. Have you heard of “The Space
8 I Writing
ng okers” Martin, the drummer, is in our English
Answers
on Pair and Share
class.
5 Pronunciation
8 I I didn’t know Writing Pair and Share
8I GetWriting
Chet: o kidding he was a musician.
Are they any good 1I Ready
ng Pair and Share Pair and Share
Mark: They’re awesome If they win, our college will
on Pair and Share
have the money to buy new instruments. So, Have students do the activity with a partner. Ensure that
6 about
4 how I comingConversation
along They can use our Pair and
students switchShare
roles and practice making, accepting,
support. and declining offers.2I Vocabulary
ng Chet: Yes, I’m in. 5 Let’s do it!
Mark: Good.7 I’llI pick you up at six. 6Reading
Do you want to Workbook link See p. 22
stop and get something to eat on the way
3I Grammar
ng 41 TEACHER
40 UNIT 4 GUIDE
8I Writing
ELL_TG_L04_U04.indd 46
4I Listening 21/05/18 18:14
6I Conversation PairSpeaking
and Share
Strategy:
Make and accept offers
When making, accepting or declining offers, use
expressions like these:
7I Reading
Make an offer Accept an offer
• Would you like to . . . ? • Sounds great!
• Do you want to . . . ? • Let’s do it!
8I Writing • How about ____ing? Decline an offer
• I’m not sure . . .
y Pair and Share
A. Listen to the conversation and complete the sentences using words or expressions.
y Then listen again and check your answers.
Mark: Hey, (1) come to a concert with me tonight?
Chet: Tonight? (2) . Who’s playing?
r
Mark: Cool bands from colleges around the country. It’s a music competition! There’s even a $10,000 prize!
Chet: (3) ! Are bands from our college taking part?
Mark: Absolutely. Have you heard of “The Space Jokers”? Martin, the drummer, is in our English class.
g
Chet: No kidding! I didn’t know he was a musician. Are they any good?
Mark: They’re awesome! If they win, our college will have the money to buy new instruments.
So, (4) coming along? They can use our support.
n Pair and Share
Chet: Yes, I’m in. (5) !
Mark: Good. I’ll pick you up at six. (6) stop and get something to eat on
the way?
n Pair and Share

g
Roleplay a conversation with a partner.
Talk to a partner. Make, accept, and decline
How would Chet respond?
offers about going to a movie, party or
Your idea: sports event.
gy
Pair and Share How about going to Jed’s
party on Saturday?
C. Listen to the audio. Take notes to prepare I’m not so sure. He hasn’t
y to make, accept, or decline offers. invited me.
r
UNIT 4 41
g ELL_TG_L04_U04.indd 47 21/05/18 18:14


Visualize
Before Reading When you read a text, create a picture of

what you are reading in your mind. Mental
8 Writing
IA. Work with a partner. Choose a picture images are related to personal experience
below and describe it to your partner. and knowledge, so there is no right or wrong
Your partner draws a picture of what you answer. For example, if you have never seen
describe, without looking in the book. anything like it in real life, you will rely on
Take turns describing and drawing. images you have seen in pictures or videos.
y Pair and Share

B. Read the text and underline details that help you visualize the story.
A Girl and the Lake
y When Emmy was young, she was a shy and quiet girl. Her mother would worry because she did not
appear to be interested in making new friends or doing things that other girls did. She didn’t like to hang
out with friends or go shopping. They lived in a big city, so there were many things to do, but Emmy
mostly liked to stay at home and invent things. She had a few friends at school, and she would have
opportunities to meet them at the library to study for an exam, but she usually didn’t hang out with
friends outside of that.
Emmy’s family spent their summers in Maine, in a simple home that provided a view of a small, peaceful
lake. It was there that Emmy felt most comfortable and happy. She would get up early and watch the
animals in the lake. She kept a diary with a chart of all of the different types of animals she had seen on
their property. Her favorite animals to spot on the lake were loons. They are a special type of aquatic
bird with a black head and a black and white checkered body. They have a distinctive call, so when she
Pair and
would hearShare
one, she would run out to the lake to see it. She had only ever seen them in Maine, so they
were a symbol of her special summer place.
42 UNIT 4
Pair and Share

ELL_TG_L04_U04.indd 48 21/05/18 18:14
ation
7 | Reading B. Read the text and underline details that help

you visualize the story.
Reading Strategy • Give students time to read the article by themselves
one time.
• Read the strategy aloud. • Then play the audio as students follow along. Pause
• Then say: Visualizing involves imagining how as necessary to clarify and answer questions.
something looks, tastes, feels, sounds, or smells. • Ask students to read through the article again, this
The words used to describe these things can help us time underlining details that help them visualize any
visualize them. sights, sounds, smells, tastes, or textures.
• When students are done, have them compare their
Cultural Note answers with partners or in small groups. Then
• Explain that some people in the U.S. have summer discuss them as a class.
homes, cabins, or cottages. These are often small,
are basic structures located in rural areas within a few
Answers
hours’ drive of a city. People traditionally visit these Responses will vary.
places in summer, when school is out.
• Read this passage: “The neighbors had already left. Workbook link See pp. 2 24
Fall was coming and they would be heading back to
the city later that day.”
• Say: Here, the narrator is saying that summer is over
and people are going back to their main homes.
Many of them probably won’t return to the lake until
the following summer.
Before Reading
A. Work with a partner. Choose a picture below
and describe it to your partner. Your partner
draws a picture of what you describe, without
looking in the book. Take turns describing and
drawing.
• Introduce this activity by asking a volunteer to draw a
picture on the board based on your description of it.
• Have students complete the activity with a partner.
• Monitor students and provide help with descriptions
as necessary.
Answers
TEACHER UNIT
GUIDE 42
4 43
ELL_TG_L04_U04.indd 49 21/05/18 18:14

ation
7 | Reading B. Write an outline for your new app following

the prompts.
After Reading • Review the Writing Strategy and offer an outline
C. Answer the questions. example based on the Example Text, such as this:
• Give students time to answer the questions Poke Me
independently. I. Free app for mobile devices
• Then have them discuss their answers with partners.
dy • Go over the answers as a class.
A. reminds about shows, livestreams, podcasts,
i. uses credentials to gain access to lists and
Sample Answers reminders on other apps and websites
1. Emmy doesn’t spend time with friends. ii. displays them on single screen
ary 2. Playing in the lake, watching animals, collecting • Tell students they should think of the best order
are treasures from the lake in which to present their points. This could be
. She knows that Emmy is happy. sequentially or by importance, with the most
important points presented first.
r D. Read the text again. After each paragraph, Answers
pause and create a mental image. Then choose Responses will vary.
one paragraph and draw a picture of your mental
or include a relevant photo.
C. Make an outline and then write a paragraph
g • Choose one of the paragraphs and read it.
about your new app. Include your ideas from
Ask students to visualize it in their minds.
Activity A.
• ext, ask students to describe parts of their
visualizations. • Have students write their outlines and then their
paragraphs.
iation • As they do so, have a volunteer draw a picture of
• Monitor and provide assistance as needed.
these mental images. The goal is to draw a picture
based on the combined visualizations of several Answers
students. Responses will vary.
• Explain that students will now choose a paragraph
ation and draw an image based on their own visualizations.
• Allow students to display and describe their pictures Additional Activity: Slower
to others. • Students may not be familiar with creating outlines.
You may need to provide a template, such as this:
Answers
Topic Sentence or Title
I. Main Point 1
A. Subtopic 1
8 | Writing i. details
B. Subtopic 2
Writing Strategy i. details
• Read the strategy aloud as students follow along. II. Main Point 2
• Ensure that students understand the strategy. A. Subtopic 1
i. details
A. Work in pairs or groups. Brainstorm an idea for • Stress that there is no right or wrong way to create
are a cool app that has not been invented yet. Think an outline. Say: The idea is to create something that
about what it would do and how it would work. will help you organize your thoughts.
• As students brainstorm, tell them to use descriptive • Monitor students as they create their outlines.
words that can help readers visualize the new apps. Provide guidance as needed.
• Tell students they will write an outline and then
a short paragraph that describes the app.
Answers Workbook link See p. 24
43 TEACHER
42 UNIT 4 GUIDE
ELL_TG_L04_U04.indd 50 21/05/18 18:14

One morning, Emmy sat on the wooden boat dock over the lake, moving her legs, putting her toes in the
water. It was cloudy and there was a feeling of cold. Her mother watched her from the patio where she
sat having coffee and emailing friends. The neighbors had already left. Fall was coming and they would
2 Ibe heading backVocabulary
to the city later that day.
There was a loud splash as Emmy jumped into the lake. Her mother called out to her, but Emmy splashed
and turned in the water, waving her arms with a huge smile on her face. She was always happy in the
3 Grammar
Iwater, but this day was even more special because she liked having the lake to herself. She started diving
and bringing up small rocks and all kinds of lost objects from the bottom of the lake. Her mother came
down and sat on the dock, enjoying the sight of her daughter putting all of her treasures up on the dock.
Emmy climbed onto the boat dock an hour later. She was wet and shivering, but very happy. Her mother
4 Iwrapped her up in aListening
huge towel and hugged her.
After Reading
5 IC. Answer Pronunciation
the questions. Pair and Share
1. At the beginning of the story, why is Emmy’s mother worried about Emmy?
2. What does Emmy like about the lake house?
of the story, why is Emmy’s motherPair
6 I3. At the end Conversation andanymore?
not worried Share
D. Read the text again. After each paragraph, pause and create a mental image. Then choose
one paragraph and draw a picture of your mental image or include a relevant photo.
7I Reading

Write an outline
A. Work in pairs or groups. Brainstorm • Choose a topic and write a topic sentence or a title.
an idea for a cool app that has not been • Brainstorm about the topic and make notes on the
main points and subtopics that you want to discuss.
invented yet. Think about what it would
Think of them as “talking points” that you want to
do and how it would work.
get across to your reader/s. List details for each
subtopic.
B. Write an outline for your new app • Organize your points by importance or in sequential
following the prompts. order.
Example Text
Poke Me is a free app for mobile devices (phones and tablets) which reminds you about shows,
livestreams, podcasts, and live events. Instead of having to check individual events on different
platforms, Poke Me uses your credentials to gain access to subscription lists or event reminders on
other apps and websites and then displays them on a single screen. Poke Me also allows you to
customize how it will make reminders (flash, vibration, or ringtone).
C. Make an outline and then write a paragraph about your new app. Include your ideas
from Activity A.
UNIT 4 43
ELL_TG_L04_U04.indd 51 21/05/18 18:14

UNIT 5 Technology In this unit, I will learn to . . .
• discuss technology and 21st century
skills.
• use reflexive pronouns, because, so,
and neither.
1I Get Ready Pair and Share • guess meaning from context in
listening and reading.
y Pair and
What are Share
some advantages and disadvantages of
2Itechnology andVocabulary
how has it affected you?
A. In pairs, look at the pictures and discuss. How do you think technology has affected each
y Discussion of the people’s lives? Listen to the audio.
3I Grammar
4I Listening
5 IIn today’s world,

we depend on technology in almost all areas of our lives. And while technology is easy
to embrace for many of us, that’s not always true for older generations. They are used to doing things
Pair andtechnology,
without Share or with older technology that is now obsolete. A good example of this is in the travel
6 Ibusiness. In the
Conversation Pairwho
past, most people used travel agents and Share
would give paper tickets, but today, most
people book tickets and make reservations online. It’s difficult to predict where technology will lead us in
the future, but we can be sure of one thing—it’s likely to be an ongoing process of change.
Pair and Share
7 IEducational systems are focusing more on 21st century skills, so they can prepare students for a
Reading
continuously changing world. These skills develop attitudes that will help young people manage their
future successfully. Critical thinking develops the ability
to solve problems, understand how things work, and Pair and Share
8 Imake logical decisions. Creative thinking leads to
Writing
new ideas and inventions. Cooperative thinking With a partner, ask and answer questions
develops teamwork and helps manage change. about the listening activity.
Which skills are educational systems

B. Read the sentences and circle T for True focusing on nowadays? Why?
or F for False.
They are focusing on 21st century
1. Many people are happy about T F skills to prepare young people for
technological advances. a continuously changing.
2. Older generations always embrace T F
new technology. Ask and answer questions about education
3. Today, most people make travel T F in your country.
reservations with a travel agent.
What is the focus of education
4. Critical thinking helps people T F in your country?
solve problems.
5. Creative thinking helps people T F In my country, education
work well in teams. focuses on . . .
44 UNIT 5
ELL_TG_L04_U05.indd 36 22/05/18 12:46

dy 1 | Get Ready • Ensure that students understand people aren’t
questioning their integrity when using figurative
language. Say: These are ways to express interest
In this unit, 1I will
I learn to . . . Get Ready Pair and Share
and surprise. They are similar to saying, “Wow!” or
Read through the objectives with students. “That’s really interesting!”
A. In pairs, look at the pictures and discuss.
Objectives 2I Explanation Vocabulary How do you think technology has affected each
of the people’s lives? Listen to the audio.
discuss Be able to define
r technology and and use technology and • See audioscript on student page.
21st century 3 I Grammar
21st century skills. • Ask students to describe the pictures. Ask: What do
skills. these pictures have to do with technology?
• Have students guess the ages of the people in the
use re exive Be able to identify, use, and
g pronouns, understand re exive pronouns,
pictures and discuss how age affects the way people
because, so, 4 I Listening interact with technology.
such as himself, myself, and
and neither. themselves. • Have pairs discuss the question, “How do you think
technology has affected each of the people’s lives ”
guess meaning Understand how to use context to
iation from context 5in1 II Get thePronunciation
• Play the audio once all the way through as
listening and
guess
Ready meanings of unknown
words and phrases.
Pair and
students Share
follow along with the text. Then play
it again, stopping periodically to check student
reading. comprehension and answer questions.
2 I Vocabulary
• Discuss the question again as a class.
ation Warm up: introduce the topic
3 I Technology,
Read the unit title, Grammar and the Discussion Answers
uestion. Responses will vary.
4 I Listening
7I Reading B. Read the sentences and circle T for True or F
Discussion What are some advantages and for False.
disadvantages of technology and how
5 I Pronunciation • Read the statements aloud as students follow along.
has it affected you? Ensure that students understand the statements.
• Ask: What is86the
II Conversation
meaning of technologyWriting
the use • Have students complete the activity with a partner.
of science to invent useful things or to help solve Then discuss the answers as a class.
problems What are some examples of technology,
7 I Reading
and what problems did they help solve? Sample Answers
answer: the cell phone - helped solve the inability 1. T
to communicate quickly across long distances when
8 I Writing 2. F
away from home .F
• Say: Technology always comes with advantages and 4. T
disadvantages, or pros and cons. What are some 5. T
are disadvantages of the cell phone? Sample answer:
People oftenPair andmake
don’t Shareplans because they figure Pair and Share
they can call each other to make plans “on the y.” • Model asking and answering the questions.
So when their cell phones aren’t working or aren’t
available, plans cannot be made.
• For the second part of the conversation, tell students
they can discuss either their country of origin or the
Language Builder: Literal and figurative U.S., whichever they are most familiar with.
language
• Students will be exposed to figurative language in Cultural Note
the Conversation section, when they learn about • Explain that in the U.S., technological advancements
phrases that show surprise, such as “You can’t be are assumed to be beneficial. Say: The U.S. is a country
serious!”, “No way!”, “I can’t believe it!”, “You must be of immigrants, or people who like trying new things.
kidding”, and “Really?”
• Ask students how this relationship with technology
compares to that in their own countries of origin.
TEACHER UNIT
GUIDE 44
5 45
ELL_TG_L04_U05.indd 37 22/05/18 12:46

dy
1I Get Read
dy Pair and Share
ary 2 | Vocabulary 1 I word from theGet
B. Choose the correct Ready
box to
2I Vocabula
A. Listen to the audio and read along. Guess • Review the one term that doesn’t appear in the
ary the meaning of the words in bold. reading. Say: Cooperative thinking occurs when two
or more people work together to answer a question
or solve a problem. Explain that when students
Part 1: Working with the passage 3I
work together on activities, they are engaged in Gramm
mar 1. Have students listen to and follow along with the cooperative thinking.
g
audio.
3I Grammar
• Read the sentences aloud as students follow along.
Ensure that students understand the meanings.
2. Then have students close their books. Conduct
ng a brief spelling quiz, asking students to spell the 4I
• Have students complete the activity independently. Listenin
boldfaced words from the passage as you read • Then have students check their answers with
them aloud. partners.
iation . Then write the words on the board, allowing students
4
1 II Listening
Get
• Go through the sentences as a class. Ready
on Pair and
to check andShare
correct their spellings.
Answers 5I Pronunciatio
4. Ensure that students understand the words by 1. Cooperative thinking
asking them for more information about them. For
ation example: If you embrace something, does this mean 2. embrace 5
2 II Pronunciation
Vocabulary
on Pair and itShare
you accept or reject it? accept it What are some . Creative thinking 6I Conversatio
examples of technology that have become obsolete? 4. logical decisions
the cotton gin, 8-track audio tapes, etc.
5. Read the passage aloud again, while students have
5. keep up with
6
3 II Conversation
Grammar
ng 6. relevant
their books closed. Pause at the boldfaced words
and ask students to choose the correct word from
7I Readin
the words on the board. Allow students to check their Additional Activity: Slower
ng
answers in pairs before going over the answers as a 7
4 II Reading
Listening
Provide students with the six terms to choose from.
class.
8I Writin
Part 2: Using the vocabulary C. Complete the words with the missing letters.
1. Tell students that they will now create sentences 8
5 II Writing
• Have students complete the activity independently.
Pronunciation
about themselves using six of the vocabulary words. • Then have students check their answers with
Students can choose which six words to use, and can partners.
use more than one vocabulary word per sentence.
• Go through the sentences as a class.
are 2. Ensure students understand that the sentences
Answers 6I Conversation
should be personal, either involving their experiences
or how they feel about something. Provide some 1. process
personal sentences of your own. For example: 2. artificial intelligence
I embrace artificial intelligence because it helped me
. graphics
recover after an injury. 7I Reading
. Give students 5 10 minutes to create and write their 4. critical thinking
sentences. Provide help as needed. 5. predict
4. Have students share their sentences in pairs. 6. obsolete
Encourage them to ask questions and expand their 8I Writing
conversations. Workbook link See p. 25
dy Pair
aloud.and
EnsureShare
Word Box
ary
mar 45 TEACHER
44 UNIT 5 GUIDE
ng ELL_TG_L04_U05.indd 38 22/05/18 12:46

y Pair
2 I and Share
Vocabulary
Vocabulary
y
3 IArtificial Intelligence
Grammar
(AI) affects many fields and introduces a number of questions. The fact that
Grammar AI can do more complex tasks than people worries professionals. If AI has the ability to make logical
decisions, will it replace humans? At the same time, people see the benefits of AI when it is relevant
r to their lives. For example, surgeons and patients appreciate advances that make medical procedures
4 Imore accurate and lessListening
painful. Artists also keep up with developments and use smarter technology for
Listening amazing graphics and animation. What else can be expected from AI? Will it ever be able to develop
critical thinking and creative thinking skills? Will human intelligence and the thinking process ever be
gy surpassed and become obsolete? Scientists cannot predict exactly if these theories will come true. In the
Pair
5 and Share
Imeantime, Pronunciation
we can just embrace the certain benefi Pair and toShare
ts brought us by AI.
Word Box
ny
6 Iartifiand
Pair Share
nversation Pair and Share
cial intelligence
cooperative thinking
creative thinking
nr Pair and
7 Icritical Share Reading
thinking
Reading embrace
graphic
keep up with
g
g 8 Ilogical decision Writing
Writing obsolete
predict
process
g
n Pair and Share
relevant
n Pair and Share

g 1. promotes teamwork 4. You need to use reason regularly in order to
and the sharing of ideas.
make .
2. Some people
5. You should
change, while others do not accept it.
research in your field so that you know about
g recent developments.
3. has resulted in
important discoveries and inventions.
6. This material is not
to the topic of our project. It is about something
different.
C. Complete the words with the missing letters.

1. pr_ce_ _ 4. cr_ _ic_ _ th_n_ _ng
2. _r_ifi_ia_ i_ _ell_g_ _ce 5. _re_ _ct
3. _ra_ _ics 6. o_s_l_te
UNIT 5 45
ELL_TG_L04_U05.indd 39 22/05/18 12:46

2I Vocabulary
3I Grammar
Reflexive Pronouns
4 IThe reflexive pronoun
Listening
s are myself, yourself, himself, herself, itself, ourselves, yourselves, and
themselves. Use reflexive pronouns when the subject and object of a sentence refer to the same
person or thing, and to emphasize that something was done without help.
5I Pronunciation
Singular reflexive pronouns Pair Plural
andrefl
Share
exive pronouns
myself ourselves
yourself yourselves
6I himself Conversation Pair themselves
and Share
herself
itself
7I Reading
A. Look at the pictures and complete the sentences with the correct reflexive pronoun.
8I Writing
1. I made this cake !

2. She fixed the bicycle tire .
3. He took this picture .
B. Write R for sentences that include reflexive pronouns and X for those that don’t.
1. Burt and Matt tried to defend themselves, 4. He is only two years old, but he can dress
but they were not strong enough. himself every morning.
2. Sandy likes talking about herself. 5. John had the papers with him.
3. I made a silly mistake, and the teacher 6. We decorated the apartment ourselves.
corrected me.
C. Complete the sentences with the correct reflexive pronoun.
1. Did she really paint the walls 5. We got into this mess because
with no help? we weren’t careful!
2. They want to plan the event . 6. Ana offered to replace the
damaged computer.
3. I can’t do the whole project .
I need help. 7. You can help learn English by
practicing more often.
4. Are you saying that Mr. Ricart
wrote this?
46 UNIT 5
ELL_TG_L04_U05.indd 40 22/05/18 12:46

ary
r 3 | Grammar A. Look at the pictures and complete the

sentences with the correct reflexive pronoun.
Reflexive pronouns • Have students complete the activity independently
• Read the information and the examples aloud, and check their answers with a partner.
ensuring that students understand.
g • Give examples of how re exive pronouns are used in
• Then discuss the answers as a class.
the two ways mentioned. Provide a chart such as this: Answers

1. myself 2. herself . himself
Same Subject Something Done
iation and Object Without Help B. Write R for sentences that include reflexive
• I hurt myself. I myself wrote that book.
pronouns and X for those that don’t.
• You singular hurt Or: I wrote that book myself. • Have students complete the activity independently
yourself. and check their answers with a partner.
You singular yourself wrote
ation • She hurt herself. that book. Or: You wrote that • Then discuss the answers as a class.
• He hurt himself. book yourself. • Ensure that students understand that the re exive
pronouns are, in order: themselves, herself, himself,
• It hurt itself. She herself wrote that book.
and ourselves.
• We hurt Or: She wrote that book
herself. • Say: In item 3, I and me are pronouns but not
ourselves.
reflexive pronouns. In item 5, him is a pronoun but
• You plural hurt He himself wrote that book. not a reflexive pronoun.
yourselves. Or: He wrote that book
• They hurt himself. Answers
themselves. That bird itself built that nest. 1. R
Or: That bird built that nest 2. R
itself.
. X
We ourselves wrote that
4. R
book. Or: We wrote that
book ourselves. 5. X
You plural yourselves wrote 6. R
that book. Or: You wrote that
are book yourselves. C. Complete the sentences with the correct
They themselves wrote that reflexive pronoun.
book. Or: They wrote that • Have students complete the activity independently
book themselves. and check their answers with a partner.
• Per the Additional Activity on this page, ensure that
students do not use theirselves for item 2 or hisself
• Explain to students that myself, yourself, yourselves, for item 4.
herself, ourselves, and itself contain possessive
pronouns my, your, her, our, its . Answers
• Explain that himself and themselves are the 1. herself
exceptions. These contain the object pronouns him 2. themselves
and them.
. myself
• Explain that students must be careful not to use
possessive pronouns for these exceptions. In other 4. himself
words, students must avoid saying or writing hisself 5. ourselves
and theirselves.
6. herself
. yourself / yourselves
TEACHER UNIT
GUIDE 46
5 47
ELL_TG_L04_U05.indd 41 22/05/18 12:46

ary
r 3 | Grammar E. Choose the correct word.

• Read the sentences. After item 1, ask: Are these
because vs so sentences negative or affirmative? a rmative How do
• Review the concept of cause-and-effect. Say: you know? They use the word will rather than won’t.
Studying hard is a cause. Passing a test is an effect.
g I can use the word because to show this: Because I
• Ask: Which word, so or neither, do we use with
affirmative statements? so
studied hard, I passed the test. OR: I passed the test • Have students complete the activity independently
because I studied hard. and then discuss their answers with a partner.
• In both cases, the CAUSE (“I studied hard”) comes • Discuss the answers as a class.
1 I Get Ready
iation directly after the word because.
• Now let’s look at the word so. Think of it as a Answers
synonym for2therefore.
I Vocabulary
But with so and therefore , 1. So
the EFFECT (“I passed the test”) comes directly after 2. either
ation the word so.3(II studied
Grammarhard, so I passed the test).
. So
• Write on the board: Because + cause; So + effect
• Ensure that students understand that so and 4. either
4 I Listening
therefore cannot be at the beginning of a sentence 5. either
in cause-and-effect scenarios. Wrong: So I passed
6. So
5 I Pronunciation
the test, I studied hard.
D. Choose the
6 Icorrect word.
Conversation Additional Activity: Faster
• Read the sentences aloud as students follow along. Ask students to look at item 2 in activity E. Say: Imagine
Pause after item 1 and ask this question: In item 1,
7 I Reading this scenario: Jaden isn’t hungry. Maria is hungry. What
what is the cause? he was sick And what is the word can we use to connect those sentences and show
effect? Dan didn’t go to class . that they are different? Elicit this answer: Jaden isn’t
• Which word,8because
I Writingor so, comes directly before hungry, but Maria is (hungry). Have students revise the
a cause? because other items using but.
• Have students work independently to complete the
activity. Then have them discuss their answers with
a partner. Pair and Share
Pair and Share
are • Discuss the answers as a class.
Answers student. Switch roles.
1. because 4. because • Explain that students should go through the
2. because 5. so conversations twice, switching roles the second
time.
. so 6. so
so vs neither Workbook link See pp. 26 2

• Ask students to forget about causes and effects.
Discuss how so and neither can be used to show
agreement or similarity.
• Read the explanations and examples in the box.
• Say: We use so when we want to show agreement
with something affirmative or positive. We use
neither when we want to show agreement with
something negative. For example:
She studied. So did I.
She didn’t study. Neither did I.
• Show how these sentences can be connected with
and. She studied, and so did I. She didn’t study, and
neither did I.
47 UNIT
46 TEACHER
5 GUIDE
ELL_TG_L04_U05.indd 42 22/05/18 12:46

because vs so
Use the word because to give a reason or cause for something.
She borrowed my car because her car was broken.
Use the word so to give a result or consequence of something.
Her car was broken so she borrowed my car.
D. Choose the correct word.

1. Dan didn’t go to class (because / so) he was sick.
2. We didn’t swim (because / so ) the water was dirty.
3. It was cold (because / so) I shut the window.
4. They walked home (because / so) there were no more buses.
5. I like warm weather (because / so) I’m moving to California.
6. She has a headache (because / so) she’s in bed.
so vs neither
Use the word so at the start of a sentence to say
you agree with an affirmative statement.
She is happy. So am I.
Use the word neither at the start of a sentence to
say you agree with a negative statement (with not).
He can’t swim. Neither can I.
E. Choose the correct word.

1. Isabel will win a prize. (So / Neither) will I. Pair and Share
2. Jaden isn’t hungry. (So / Neither) is Maria. With a partner, ask and answer questions
about yourselves and others.
3. He can speak two languages. (So / Neither)
can she. Who helped you put on your
4. Li can’t stop laughing. (So / Neither) can Yamini. shoes this morning?
5. Erika doesn’t feel well. (So / Neither) does Tom. I put them on myself.
6. I love sushi. (So / Neither) does Ella.
Make statements about likes and dislikes
and respond to them.
I like to watch action movies.
So do I!
UNIT 5 47
ELL_TG_L04_U05.indd 43 22/05/18 12:46

3I Grammar

Contextualize
When you are listening in English,
Before Listening
try contextualizing, or guessing the
5 IA. In pairs,Pronunciation Pair
look at the pictures and discuss. and Share
meaning of unknown words by using the
Who do you think likes technology and who other words and phrases around them.
do you think doesn’t?
7I Reading
y Pair and Share
8 IB. Listen. Guess theWriting

meaning of the words and phrases by contextualizing.
y
Words and Phrases Meaning
1 I 1. catching up Get Ready Pair and Share
r 2. at the tip of my fingers
3. keeps me in the loop
2 I4. stumped Vocabulary
g 5. memorize
3 I6. dropped out Grammar

7. start-up
n Pair and Share
After Listening
4I Listening
C. Find three classmates who like technology. What are the technologies you like?
n Pair and Share

g Word Stress in Syllables
y Pair
Ihelpand Share
Word stress in syllables varies from one word to another. Using the correct word stress in syllables can
6 Conversation
avoid misunderstanding.
Pair and Share
g
A. Listen and underline the stressed syllable in each word.
7I Reading
y 1. electrician
Pair and Share 2. bacteria 3. expression 4. furious 5. frequency 6. Burmese
7. operate 8. engineer 9. characteristics 10. recognize 11. special 12. externally
8 IB. Listen to the audioWriting

and repeat.
48 UNIT 5
ELL_TG_L04_U05.indd 44 22/05/18 12:46

1 I Get Ready
r
2 I Vocabulary
g 4 I| ListeningConversation
6 PairAfter
andListening
Share
C. Find three classmates who like technology.
Listening Strategy What are the technologies you like?
3 I Grammar • Have students mingle as they complete the activity.
iation 7I• Read the text aloud. Ensure that students understand
Reading • Ask volunteers to share some interesting things they
the meaning.
learned about their classmates.
• Explain that this is different from the standard
n 4 I Listening
definition of contextualize. to help explain something Answers
ation 8I
by “putting it into context,” or providing information
Writing
about the factors surrounding it
n Before Listening
5 I Pronunciation 5 | Pronunciation
A. In pairs, look at the pictures and discuss. Who
do you think likes technology and who do you Word Stress in Syllables
think doesn’t? • Explain the rule to the class: Word stress in
6 I Conversation
• Have students complete the activity in pairs. Monitor syllables varies from one word to another. Using
the correct word stress in syllables can help avoid
the conversations.
1 I to share their answers
• Ask volunteers Get with
Readythe class. Pair and Share
misunderstanding.
• Ensure that students understand this rule.
dy Answers
Pair and Share 7 I Reading
Responses will vary. A. Listen and underline the stressed syllable
2I Vocabulary in each word.
B. Listen. Guess the meaning of the words • See audioscript on student page.
ary and phrases by contextualizing.
8 I Writing • Play the audio several times to help students
are • See audioscript3 I in Audio Appendix.Grammar complete the activity.
• Explain the instructions and then read the target • To help students understand, pronounce each word
ar words and phrases so that students are familiar with with the wrong syllables stressed, and then with the
the pronunciations. right syllable stressed.
• Play the audio 4 I once all the way through.
Listening
Play it again,
stopping periodically to allow students to complete Answers
1. electrician . operate
ng the activity.
• Model guessing the meaning of one of the terms. For 2. bacteria 8. engineer
example: The Pair and Share
5 Ifirst speakerPronunciation
says he spends about Pair and Share
. expression . characteristics
three hours a day on social media, catching up with
4. furious 10. recognize
on Pair and
friends. Share
I think about what friends usually do on
social media, and this helps me infer that catching up 5. frequency 11. special
probably has 6 something
I to Conversation
do with communicating. Pair and Share
6. Burmese 12. externally
Later, I’ll check my assumption with a dictionary.
on Pair and
Sample Share
Answers
Teaching Tip
7 I talking to
1. finding and Reading Help students understand the concept of syllables by
2. easily accessible
tapping your finger or a pencil on your desk or the board
ng . informs me about things that are happening for each syllable as you pronounce a word. Tap harder
1I Get Ready forPair and
stressed Share
syllables.
8
4. confused I Writing
5. try to remember
ng 6. quit school B. Listen to the audio and repeat.
2I Vocabulary • See audioscript in Audio Appendix.
. a new company
• Play the audio and have students repeat. If students
don’t understand the sentences, write them on the
3I Grammar board.
• Ensure that students stress the correct syllables.
TEACHER UNIT
GUIDE 48
5 49
4I Listening
ELL_TG_L04_U05.indd 45 22/05/18 12:46

iation

1. o way I can’t believe it
Speaking Strategy 2. You can’t be serious.
• Read the text and have students repeat the . You’re kidding
expressions. 4. I’d never have believed it.
• Model appropriate intonation, facial expressions, and 5. Gosh
body language.
6. Wow This is incredible
• Explain: In addition to showing surprise, these
expressions can show that the listener is interested
in what the speaker is saying.
B. Your Turn n
• Also explain that these expressions are usually Roleplay the conversation with a partner. How
not intended to be taken literally. For example, would Dave respond to Jess? Write your answer
people usually don’t really mean they don’t believe
1I
in the blank space. Get Ready
something when they say, “I can’t believe it!” Rather, After students write their answers, have them role-play
dy Pair and
they are Share
trying to convey their surprise. the conversation. Students should take turns as both
Dave and ess.
are 2I Vocabulary
1 to
A. Listen Get
I the conversation Ready
and complete Pair and Share
Answers
ary the sentences. Then listen again and check your Responses will vary.
answers.
• Ask students to look at the picture and describe it.
2I Vocabulary 3I Grammar
C. Listen to the conversation and take notes
to prepare for explaining how to use an app.
Tell them they will listen to a conversation between
ar siblings ess and Dave. • Explain that students will listen to a brief audio to get
• Read through the conversation as students read ideas for a conversation they will have that involves a
new app.
3 Iprovide the answers.Grammar
along. Do not
4I Listening
dy
ng •Pair and 1Share
Play the audio Get Ready
I while students write the missing • Before playing the audio, guide students through the
words. Replay as necessary. Pair and Share sample conversation.
2 I Vocabulary
1 II
4
Audioscript Get Ready
ary
on Pair and 13Share 5I
speakers express surprise. Pronunciation
Jeff: Wow No way! I can’t believe it!
I Grammar
Dave: What’s up Audioscript
24 II has
5
Jeff: Grandma Listening herVocabulary
createdPronunciation
own page and is Pair
A: Alland Share
you need to do is touch this, and you get an
ar
on Pair posting
and Share
pictures 6I
updated menu of links Conversation
Dave: o 25 You can’t be serious.
I Pronunciation You’re B: Wow You’re kidding
kidding!
3I
6 Grammar
Conversation Pair andIt’sShare
A: ope. true. I’ll show you.
ng Jeff: o, really. Have a look She also has over 200
6 I Conversation
7I Reading
B: But you need to save links as you go and update
friends and ten of them are friends of ours.
the menu yourself, right
Dave: Wow 74I Reading
I’d never have believed it! We only
4 I her how to use herListening
7
showed Reading
tablet a couple of A: o. It knows my favorite topics and frequent
ng
on Pair and Share
days ago. searches and updates itself Awesome, right
8 I Writing
Jeff: Here, see for yourself. And she is online right
8I Writing
now, posting a reply. Answers
8
5I Writing
Pronunciation Pair andwill
Responses Share
vary.
on Pair and Share
Dave: 5 Gosh! She’s writing about us. We have to 1I Get Ready
do something about this, and fast
Jeff: 6 Wow! This is incredible!
6 now
Dave: What, I Conversation Pair
Have and do
students Share
the activity in pairs. Ensure that
ng 2I Vocabulary
students switch roles and practice expressing surprise
Jeff: I’ve just received a “friend” request from her. appropriately.
Check your page. You probably have one, too.
7I Reading
ng Workbook link See p. 28
48 UNIT
49 5 GUIDE
TEACHER 3I Grammar
8I Writing
ELL_TG_L04_U05.indd 46 4I Listening 22/05/18 12:46

Speaking Strategy:
Show surprise
Here are some words and phrases you might
7I Reading hear or say to show surprise.
• Wow!
• No way!
• You can’t be serious!
8I Writing • I’d never have believed it!
• I can’t believe it!
• That’s incredible!
• You’re kidding!
y Pair and Share • Gosh!
A. Listen to the conversation and complete the sentences. Then listen again and check
y your answers.
Jeff: Wow! (1)
Dave: What’s up?
r Jeff: Grandma has created her own page and is posting pictures!
Dave: No! (2) (3)
Jeff: No, really. Have a look! She also has over 200 friends and ten of them are friends of ours.
g
Dave: Wow! (4) ! We only showed her how to use her tablet
a couple of days ago.
Jeff: Here, see for yourself. And she is online right now, posting a reply.
n Pair and
Dave: (5) Share She’s writing about us. We have to do something
about this, and fast!
Jeff: (6)
n Pair and
Dave: Share
What, now?
Jeff: I’ve just received a “friend” request from her. Check your page. You probably have one, too.
g
Talk to a partner about a new app or device.
g How would Dave respond to Jess? Write your
Ask and answer questions about how it
answer in the blank space.
works. Show surprise in your responses.
Your idea:
y Pair and Share All you need to do is
touch this, and you get an
updated menu of links!
C. Listen to the conversation and take notes
y to prepare for explaining how to use an app. Wow! You’re kidding!
r UNIT 5 49
g ELL_TG_L04_U05.indd 47 22/05/18 12:46


Contextualize
Before Reading Contextualizing is also a useful strategy when reading.

When you see an unknown word or phrase, use the
8 A. Writing
I Look at the pictures and discuss these
context of the text, words and phrases around the
questions. How do young people use word to guess the meaning. Use words you know to
technology? Which of the activities below help determine the meaning of unknown words.
do you think are popular mostly among
young men, young women, or both?
watching videos gaming studying e-learning e-shopping

reading the news research blogging social media posting pictures
Pair and Share

B. Read the text and use context clues to determine the meaning of the underlined words.
Young people and Technology
Many people predict that technology will replace reading and that this will have a negative impact on our
future world. From video games to social media, they observe young people using technology all day, every
day. Furthermore, they worry that this dependence on technology is making young people less creative. They
say that many teenagers seem to be more interested in using technology to consume, rather than create.
Has the digital age made young men and women less creative? This question is hard to answer.
Technology is a valuable tool because it allows easy access to information, and contributes to innovative
ideas, arts, and music. Many young people are using technology to improve their lives, to keep up
with their friends, and connect to the world! The Association of Southeast Asian Nations (ASEAN) is an
organization of countries in Southeast Asia set up to promote cultural development. Let’s consider some
ASEAN youth to see how technology and young people can still be a winning combination.
Pair and
Thuy, from Share
Hue, Vietnam, spends most of her screen time on social media. She has tried to play a few video
games but lost interest quickly. She likes keeping track of people on social media and keeping in touch
with friends and family. She posts everything she does, along with pictures and cartoons. She is a talented
cartoonist and embraces the feedback she receives from people because it helps improve her art.
Pair andSurabaya,
Ali, from ShareIndonesia, spends about five hours a day using screens. He has a powerful modern
desktop that he uses for simulators and gaming. He also has a smartphone, a laptop, and a tablet. He is into
motorcycling and motor racing. He is the go-to person among friends when it comes to bicycles or cars. He
watches a lot of videos online and uses special software to create his own racing material and graphics. He
participates in online groups that share his interests and talks to people from different countries. He keeps
up with key events and trends worldwide, so he can communicate with his global friends.
50 UNIT 5
ELL_TG_L04_U05.indd 48 22/05/18 12:46

ation
7 | Reading Before Reading

A. Look at the pictures and discuss these
Reading Strategy questions. How do young people use technology?
Which of the activities below do you think
• Ask students what they remember about are popular mostly among young men, young
contextualizing from the Listening section. Then read women, or both?
the strategy aloud.
• Have students describe and discuss the pictures.
• Say: Stopping to use a dictionary for every new
• Then go through the words in the chart, ensuring that
word or phrase you encounter in a passage can be
students understand them.
frustrating. Instead, try reading all the way through
a passage at least once. By the time you get to the • As a class, discuss the questions.
end, you might have come to understand the words
1I
through context. Get Ready Answers
Pair and Share
are Responses will vary.
Cultural Note
B. Read the text and use context clues to
• Have a class 2 discussion
I about Vocabulary
how these activities
determine the meaning of the underlined words.
compare to the ways young people use technology
in students’ countries of origin. Ask students to guess • See audioscript on student page.
which of the activities are more or less popular in • Give students time to read the article by themselves
their home 3 I
countries and whetherGrammar
they’re more one time.
popular among boys or girls. • Then play the audio as students follow along. Pause
• Discuss what might account for the differences. as necessary to clarify and answer questions.
For example, some societies might not be wealthy • Ask students to read through the article again,
enough for4 I
everyone Listening
to afford all of these kinds of this time looking for context clues to help them
technology. Other societies might encourage young understand the underlined words.
people to spend more time working or doing outdoor
• When students are done, have them compare their
activities than dealing with technology.
answers with partners. Then discuss them as a class.
Answers

7I Reading
8I Writing
TEACHER UNIT
GUIDE 50
5 51
ELL_TG_L04_U05.indd 49 22/05/18 12:46

ation 6 I Conversation
7 | Reading 7 I Reading Answers

After Reading
C. Determine the meaning of the underlined
words and phrases from context clues in the text.
8 I Writing
Then look them up in a dictionary. 8 | Writing
• Model using context to determine the meaning of
an unknown term. For example: I don’t know what Writing Strategy
“go-to person” means, but the text states that Ali is • Read the strategy aloud as students follow along.
into motorcycling and motor racing, watches lots of
• Ensure that students understand the strategy.
racing videos online, uses special software to create
racing material and graphics, and participates in
online groups that share his interests. It also states A. Work with a partner. Talk about an event you
are Pair and Share
he is the go-to person among his friends when each recently went to. Brainstorm and make
it comes to bicycles or cars. Based on all of this notes that you can use to make an outline.
context, I can guess that Ali is a kind of expert on • Make a list of recent events that students went to.
bicycles and cars. I can imagine that his friends “go Pair students according to common events.
to” him for advice on these topics. So a go-to person • Have pairs complete the activity.
must be an expert.
• Give students time to answer the questions Answers
independently. Responses will vary.
• Then have them discuss their answers with partners.
• Go over the answers as a class. B. Read the description. Find words and phrases
Sample Answers that give you information about:
1. consume: use up available products • Have pairs work together to complete the activity.
2. keep track of: stay informed about • Encourage them to look for words, phrases, sentence
structures, and paragraph structures that they can
. go-to person: the expert use or adapt for their own descriptions.
4. ipped learning: non-traditional teaching method
that reverses roles so that students are involved in Answers
self-directed and collaborative learning. Responses will vary.
D. With a partner create a survey for students in C. Write a short description of an event using
your class to determine which digital activities your ideas from Activity A.
are most popular. • Have pairs work together to write their outlines and
• Guide students to create a survey, such as this: then their paragraphs.
• Monitor and provide assistance as needed.
What are your favorite digital activities State how
Answers
many hours per day, on average, you spend on each
activity. Responses will vary.
watching videos reading the news Additional Activity: Slower

gaming research Provide students with some basic sentence frames to
studying blogging get them started, such as these:
e-learning social media • We went to event in place on date .
e-shopping posting pictures • The people who attended were age, ethnicity, etc. .
• The atmosphere was description .
• Have one survey focus on time spent on the • The activities that we witnessed included description .
activities, another survey focus on how much Monitor and make sure students expand beyond the
students enjoy the activities, and so on. frames.
• Have pairs create their surveys and administer them
to each other.
51 TEACHER
50 UNIT 5 GUIDE
ELL_TG_L04_U05.indd 50 22/05/18 12:46

2I Vocabulary
Somphong, from Bangkok, Thailand, uses the Internet to find information for her homework. She often
looks up topics and people on the Web and likes to watch videos about them. Her English teacher gives
3 Iher links for suitableGrammar
sites and asks her to research topics and then create short videos for her class. She
loves this type of flipped learning that requires critical and creative thinking. The videos are shown and
discussed in class, much to Somphong’s satisfaction. She likes flipped study because she learns more
effectively and finds new areas that she is interested in.
4I Listening
After Reading
C. Determine the meaning of the underlined words and phrases from context clues in the
text. Then look them up in a dictionary.
5 I1. consume
2. keep track of
3. go-to person
6 I4. flipped learning
D. With a partner create a survey for students in your class to determine which digital
7 Iactivities are most Reading
popular.

Write a short description of an event
A. Work with a partner. Talk about When writing a description of an event, include information
an event you each recently went to. about the following:
Brainstorm and make notes that you • The location: Where did the event take place?
can use to make an outline. • The people: Who put on the event? Who attended the
event? What did they look like? What were they doing?
B. Read the description. Find words • The atmosphere: What did it look like? What did it feel like?
and phrases that give you information • The actual event: What was happening? What did you hear
about: and see?
1. The location:
2. The people:
3. The atmosphere:
4. The actual event:
Last year I went to a water show in Dubai. The evening was warm even though the sun had already
gone down. The water show took place outside of a famous shopping mall and there was a large
crowd of people there to see it. It happened in the middle of a plaza, in an enormous pool with many
fountains and special lighting. Suddenly, the music started and the lights came on. The water started
moving in sync with classical music, followed by jazz and then pop. Gigantic shapes of water would rise
up, taller than the buildings surrounding the fountains. They would pause and move this way and that,
following carefully choreographed patterns. It was as if the water had a mind of its own and was trying to
communicate with us! It continued for about 40 minutes, changing routines and colors. When it stopped,
the crowd clapped with excitement. It was an amazing experience!
C. Write a short description of an event using your ideas from Activity A.

UNIT 5 51
ELL_TG_L04_U05.indd 51 22/05/18 12:46

UNIT 6 Space Travel In this unit, I will learn to . . .
• talk about space travel.
• use the conditional to talk about
wishes and unreal events.
1I Get Ready Pair and Share • identify formal and informal register.
y Pair and Share
Would you like to travel to space one day? Why or why not?
pictures and read the descriptions. What do you think is the next step in space
y travel? Listen to the audio.
Discussion
3I Grammar
4I Listening
Space exploration— An artist’s version of a A space shuttle An astronaut, floating in
A spacecraft searches Mars colony, protected approaches the weightlessness on the
for valuable substances by a biosphere.
5 Iand materialsPronunciation PairInternational
and Share Space
Station, as it orbits earth.
ISS is looking at earth
from a porthole.
Pair and Share
As space exploration developed, it continued beyond our solar system into deep space in the 1990s.
Research findings prompted national space agencies to fund and launch new projects. They cooperated
6 Iwith private space companies that were excited toPair
Conversation investand Share
in space travel for non-astronauts. Commercial
Pair and Share
space airlines are now competing to build and launch the safest, most comfortable, and fastest spacecraft.
Architects have designed a luxury space hotel that would orbit earth. The hotel would be located in a
7 Reading
Ispace station, with a biosphere that will allow guests to breathe and move around like they are used to
on earth. Guests would fly there in a shuttle rocket. The hotel would offer high quality food, with specially
designed living and sleeping areas. There would be large portholes for guests to admire the view.
All space travelers would have to go through a
8 Icomplete physical and mental
Writingcheck ups. They would Pair and Share
also have to go through demanding training to learn
how to deal with weightlessness and cope with safety With a partner, ask and answer questions
equipment and emergencies. This is why space travel about the text.
is probably not for everyone. Despite this, many people
have already booked their commercial spaceflights! How did space exploration
change in the 1990s?
B. Read the sentences and circle T for True or
F for False. It continued beyond our solar
system into deep space.
1. No bookings have been made for T F
commercial spaceflights yet. Ask and answer questions about how you
2. A luxury hotel has been designed for T F feel about space travel.
guests in space.
3. Guests will fly to the moon in a space ship. T F Do you wish you could have a
vacation on the moon? Why?
4. All space travelers and staff have to T F
get training to learn how to cope
in space. Yes, I do . . . / No, I don’t . . .
5. Space travel is probably not for everyone. T F

52 UNIT 6
ELL_TG_L04_U06.indd 52 22/05/18 12:48

dy 1 | Get Ready • Ask students what they think the next step in space
travel will be.
In this unit, I will learn to . . . • Play the audio once all the way through as
students follow along with the text. Then play
Read through the objectives with students.
it again, stopping periodically to check student
comprehension and answer questions.
• Discuss the main question again as a class.
Objectives Explanation
Answers
talk about space Be able to define and use
r travel. words and terms related to Responses will vary.
space travel.
1 I Get Ready B. Read the sentences and circle T for True or
use the conditional Be able to identify, use, F for False.
to talk about wishes and understand the second
g 2 I Vocabulary
and unreal events. conditional. • Read the statements aloud as students follow along.
Ensure that students understand the statements.
identify formal and Understand how and when • Have students complete the activity with a partner.
3 I Grammar
informal register. these registers are commonly Then discuss the answers as a class.
used.
iation 4 I Listening Answers
Warm up: introduce the topic 1. F 3. F 5. T
Read the unit title,
5 I Space Travel, and the Discussion
Pronunciation 2. T 4. T
Question.
ation
6 I Conversation Additional Activity: Faster
Discussion Would you like to travel to space one
day? Why or why not? • Have students revise each false sentence to make
7 I Reading it true.
• Ask: What do you know about space travel? What
• Many people have booked their commercial
are some pros and cons of space travel?
8 I Writing spaceflights.
• Discuss the questions as a class.
• Guests will orbit earth in a spaceship.
Language Builder: Second conditionals

Pair and learn
• In this unit, students Share about the “second Pair and Share
conditional” with would. (Example: If I had money, • Model asking and answering the questions with
I would buy that.) a student.
• Explain that might and could can be substituted for • Explain that students should go through the
would to indicate something less certain. Say: If I conversation twice, switching roles the second time.
wasn’t sure what I would do if I had money, I might • For the first part of the conversation, tell students to
say, “If I had money, I might/could buy that.”
are • Ask volunteers to offer conditional sentences with
come up with different questions, such as:
dy Pair
theseand Share
alternative words.
What prompted national space agencies to fund and
launch new projects? (research findings) What would
the luxury space hotel orbit? (earth)
A. Look at the pictures and read the

ary descriptions. What do you think is the next step
in space travel? Listen to the audio.
• See audioscript on student page.
ar • Ask students to describe the pictures. Ensure they
understand the captions.
• Ask: Why are two of these images pictures and
two are artistic creations? (Ensure that students
ng understand that the artistic images represent things
that do not exist or haven’t happened yet.)
TEACHER UNIT
GUIDE 52
6 53
on Pair and Share
ELL_TG_L04_U06.indd 53 22/05/18 12:48

dy
1I Get Ready Pair and Share 1I Get Read
dy Pair and Share
ary 2 | Vocabulary Word Box
1I Get Ready
2I Vocabulary 2 Iaudio. Have Vocabula
Play each word, one at a time, on the
ary the meaning of the words in bold. students listen and repeat.

3I Grammar B. Choose the correct word from the box to
complete the sentences. 3I Gramma
mar Part 1: Working with the passage
1. Have students listen to and follow along with the Ensure that students understand the meanings.
g audio. 4I Listening 3I Grammar
ng
2. Then have students close their books. Conduct 4I
• Then have students check their answers with partners. Listenin
a brief spelling quiz, asking students to spell the • Go through the sentences as a class.
boldfaced words from the passage as you read 1I Get Ready
iation them aloud.5 I Pronunciation Pair 4I
and Share
Answers Listening
1. portholes
on 3. Write the words on the board, allowing students to
Pair and Share
check and correct their spellings. 2. Extraterrestrial
5I Pronunciatio
4. Ensure that6 I
students Conversation
understand the words by asking Pair
3. orbit 2I
and Share Vocabulary
ation them for more information about them. For example:
4. shuttles
5 I Pronunciation
on Pair
Besidesand Share
space, what are some other examples of
6I Conversatio
exploration? (exploration of places like the Amazon 5. spacecraft
rainforests, 7 I are very remote and Reading
which sparsely
3I Grammar
inhabited) What part of speech is extraterrestrial in
6 I from the box
C. Match the words Conversation
to their
ng this reading? (adjective) Which term does it modify meaning.
in this reading? (research outposts) 7I
Readin
8 I aloud again, while Writing
5. Read the passage students have
4I Listening
• Then have students check their answers with their
ng
their books closed. Pause at the boldfaced words
and ask students to choose the correct word from
partners. 7I Reading
• Go through the sentences as a class.
the words on the board. Allow students to check their 8I Writin
answers in pairs before going over the answers as Answers
a class. 1. orbit 5I Pronunciation
2. outpost
8I Writing
Part 2: Using the vocabulary
3. exploration
1. Tell students that they will now create sentences
about themselves using six of the vocabulary words. 4. shuttle
6I Conversation
are Students can choose which six words to use, and can
use more than one vocabulary word per sentence. Additional Activity: Slower
2. Ensure students understand that the sentences Provide hints, such as:
should be personal, either involving their experiences 7I Reading
• orbit: Trace a circle in the air with your finger.
or how they feel about something. Provide some
• outpost: Say: This is a post that is out, far away from
personal sentences of your own. For example:
civilization.
I would like to live in a biosphere colony, either
on earth or in an extraterrestrial setting. • exploration: Write on the board: I would like to go on
3. Give students 5–10 minutes to create and write their
8I
an _____ of a remote river. Writing
• shuttle: Show a picture of one of the NASA space
shuttles.
4. Have students share their sentences in pairs.
conversations.
aloud. Ensure that students are using the target
53 TEACHER
52 UNIT 6 GUIDE
ELL_TG_L04_U06.indd 54 22/05/18 12:48

y Pair
2 I and Share
Vocabulary
Vocabulary
3 ISpace exploration keeps
Grammar
going at a fast speed despite some difficulties. One example is that probes
Grammar are equipped with instruments that can collect data about the environment and possible biosphere on
Mars or any other planet. Scientists study and analyze the data to decide if the conditions are suitable
for missions with people or extraterrestrial research outposts. However, such outposts cannot be self-
4 Isustained to begin Listening
with. All the necessary supplies have to be sent from earth for the complete time
Listening of each team’s stay in the outpost. Something similar happens when a spacecraft or shuttle is sent
on a mission. While it goes around the orbit of earth, human bodies experience weightlessness. It is
y Pair and Share
necessary to be physically and mentally prepared to deal with the difficulties of such challenges.
Word Box
Pair
6 and Share
biosphere
Icolony Conversation Pair and Share
nversation explorationPair and Share
extraterrestrial
Pair
7 Iorbitand Share Reading
Reading outpost
porthole
probe
8 Iself-sustained Writing
Writing shuttle
spacecraft
Pair and Share
weightlessness
B. Choose
Pair the correct word from the box to complete the sentences.
and Share
1. Large allow people on the International Space Station to observe earth from
a distance.
2. life has been at the heart of science fiction for decades.
3. Communication satellites at different heights around earth.
4. Space fly astronauts and supplies to the space station.
5. Space agencies are investing in the development of reusable which can be used for
commercial spaceflights.
C. Match the words from the box to their meaning.

1. follow a curved path around a planet or star
2. station or base away from earth
3. investigation or research of an unknown region
4. aircraft designed to travel into space and back to earth several times
UNIT 6 53
ELL_TG_L04_U06.indd 55 22/05/18 12:48

2I Vocabulary
3I Grammar
Second Conditional
4 ILike the first conditional,
Listening
there are two clauses in the second conditional: a conditional clause (with if )
and a main clause. Either clause can come first.
• Use simple past in the conditional clause.
5 I• Use the modal auxiliary verb would + verb in the main clause.
• Use were instead of was in the conditional clause.
The simple past and would do not refer to the past. The second conditional is used to show an unreal or
improbable condition and its results in the present.
If + simple past Would Infinitive
If I had a million dollars, I would travel the world.
7I Reading
If I knew her name, I would tell you.
If he went to bed early last night, he wouldn’t be so tired now.
8I Writing *For grammar reference, go to Grammar Appendix.
A. Look at the picture and complete the sentences.

1. If I a vacation in space, I would see the
planets and stars.
2. If I had enough money, I book a flight to the

International Space Station.
3. If I on the moon, I would live in a specially

made biosphere.
B. Circle the correct form of the verb.

1. If the kids (didn’t / don’t ) miss classes every week, they would do a lot better at school.
2. If he (had / have) a more interesting job, he would be less annoyed.
3. If you (are / were ) patient enough, you would learn to solve the puzzle yourself.
4. If Chet (is being / were ) more careful, he wouldn’t make so many mistakes at work.
5. Meg (would be / was ) here immediately if she knew we needed help.
6. You (weren’t / wouldn’t be ) in trouble so often if you behaved a little better.
C. Look at the man and his wishes below. Complete the sentences using the correct form of
the verbs.
I’d love to take some time off and rest, but I can’t. I have to work all the time to do all the things my boss needs.
This is my first job, but I have been working at this company for two years and I still earn a low salary.
54 UNIT 6
ELL_TG_L04_U06.indd 56 22/05/18 12:48

ary
r 3 | Grammar Additional Activity: Faster

Second Conditional Have students flip the order of sentences 1, 4, 5, and 6
and write them. For example: They would do a lot better
• Explain that the second conditional is also called the at school if they didn’t miss classes every week.
“present conditional” because it is used to discuss
g present events.
• Read the information and the examples aloud. C. Look at the man and his wishes below.
• Explain: Although the conditional clause contains a Complete the sentences using the correct form of
past-tense verb (such as had, knew, and went, in the the verbs.
iation examples), the phrase is referring to the present time. • Read the introductory paragraph aloud as students
If we want to refer to the past, we place had in front follow along. Explain that this is setting the scene
of the verbs (had had, had known, had gone). You will for the following sentences. Say: Imagine these
learn about past conditionals later. sentences are written by a boy discussing his wishes.
ation • Model answering the first sentence: The conditional
A. Look at the picture and complete the clause is first. I know that it should take a past-tense
sentences. verb. So I’ll change have to had. The main clause is
• Have students describe the picture. Ensure that they next. I know it should have would plus a base verb.
understand that the boy is imagining what he would So I’ll put would take in that blank.
do if he were in space. • Have students complete the activity independently
• Have students complete the activity with a partner and then compare their answers with a partner.
and check their answers with other pairs. • Discuss the answers as a class.
Answers
Answers 1. had
1. took / had / went on / etc. 2. would take
2. would 3. would sit
3. were / lived / etc. 4. would not spend
5. had
B. Circle the correct form of the verb.
6. would buy
are • Ask students to identify the main clause in each
sentence. Explain: The main clause is the part of the 7. would drive
sentence that does not contain if. The main clause 8. would not waste
contains would or wouldn’t and a base verb.
9. had
• Review the three rules for the second conditional.
10. would travel
• Then ask students to identify the main clause and the
conditional clause in each sentence. 11. would visit
• After that, have students complete the activity 12. would learn
independently and check their answers with
13. would be
a partner.
• Discuss the answers as a class.
Answers
1. didn’t
2. had
3. were
4. were
5. would be
6. wouldn’t be
TEACHER UNIT
GUIDE 54
6 55
ELL_TG_L04_U06.indd 57 22/05/18 12:48

ary
r 3 | Grammar • Tell students that the conditional clause in item 4 is

in the second part of the sentence, so they must
Impossible vs Improbable supply it.
• Explain impossible and improbable. Say: If something • Tell students to follow those rules and create
1 I Get Ready
is impossible, it can’t happen. It is not possible. If sentences about themselves.
g something is improbable, it’s not likely to happen. • Have pairs share their answers with each other.
2 I Vocabulary
It probably won’t happen. (Stress the connection to • Ask volunteers to share their answers with the class.
probably.)
• Write on the3board: Impossible = Not Possible;
Answers
I Grammar
iation Improbable = Not Probable Responses will vary.
• Read the explanation and examples aloud as
4 I Listening
students follow along. Additional Activity: Slower
• Ask students for examples of things that are Provide students with possible verbs to use to complete
ation 5 I Pronunciation
improbable and impossible. Create second- items 1 and 2, such as:
conditional sentences from these and write them
on the board. • eat, drive, live, work, do, be, have, float, enjoy
6 I Conversation
Provide sentence frames and sample answers for
D. Identify the impossible and improbable items 3 and 4, such as:
statements. 7 I Reading • If I had _____, I would _____. (a car; drive to work
• Read the sentences aloud as students follow along. every day)
8 I Writing
• Have students work independently to complete the • I would not _____ if I _____. (go to Mars; had the
activity. Then have them discuss their answers in chance)
pairs.
Answers
1. improbable • Model asking and answering the questions with
a student. Switch roles.
2. impossible
3. impossible conversations twice, switching roles the second
are 4. improbable time.
5. impossible

E. Complete the sentences to make them true
for you.
• Read the sentences. Provide a sample answer for
item 1, such as: If I were older, I would live in a small
house by the sea.
• Point out the past-tense verb in the conditional
clause (were) and would plus the verb in the main
clause (would live).
55 TEACHER
54 UNIT 6 GUIDE
ELL_TG_L04_U06.indd 58 22/05/18 12:48

If I (1) (have) some time to myself, I (2) (take) a
vacation. I (3) (sit) by the pool for hours, resting and swimming.
I (4) (not spend) the whole day working.
If I (5) (have) more money, I (6) (buy) a sports car.

I (7) (drive) everywhere. I (8) (not waste) time waiting
for a bus or the train.
If I (9) (have) more vacation time and money, I (10) (travel) around the world.
I (11) (visit) different places and (12) (learn) about different cultures. I (13)
(be) a very happy man!
Impossible vs Improbable
The first conditional is probable and possible.
If we win the game, we’ll be the most popular team in the area. (I think it’s possible.)
The second conditional is improbable and sometimes impossible.
If we won the game, we’d be the most popular team in the area. (But I don’t think we will.)
If we were rich, we would / could buy a jet to travel. (But we aren’t rich, therefore we can’t.)
D. Identify the impossible and improbable statements.

1. If Sam were here, he would help us. impossible / improbable
2. If you ran faster, you would join the college’s athletics team. impossible / improbable
3. If I was born in a different country, I would have learned another language. impossible / improbable
4. If I had the book, I’d lend it to you. impossible / improbable
5. If I studied harder, I would pass the exam. impossible / improbable
Pair and Share

E. Complete the sentences to make them
true for you. With a partner, ask and answer questions
about space travel.
1. If I were older,
. Where would people live
in space?
2. If I traveled to space, I
. They would live in
specially-made buildings.
3. If I had
Ask and answer about each other.
.
What would you do if you
4. I would not
had to leave earth?
.
I would apply for a flight
to Mars.
UNIT 6 55
ELL_TG_L04_U06.indd 59 22/05/18 12:48

3I Grammar

Identify register
Before Listening Register refers to the style of language used by

speakers in different situations. Speakers use formal
the pictures and say where Pair and Share
or informal language depending on the setting, the
the people are, whom they are talking relationship between speakers/listeners and the
to, and what they are talking about. purpose of the communication event.
7I Reading
y 8Pair
I and Share Writing
B. Listen and check (✓) the correct statements.
y
1. Moonscape Resort has been designed for 2. The temperature in areas away from the
2I Vocabulary
younger people. lunar poles
reaches extreme highs and lows.
r younger and older people.
researchers. is too low.
3I Grammar is suitable for people.
g After Listening
4 I C. Find a formal speech and answer these questions. What is the setting and purpose for
Listening
that speech? Think about another setting in which the speech could take place and then
change the language style accordingly.
n Pair and Share
n Pair and speaking:
Informal Share If you
6 IThe informal ifConversation Pairtheand
you sound (ifya) is used to pronounce Share
unstressed you in combination with stressed
syllables faster in connected speech.
g
y Pair andover
I’ll come Share
and help if you want.
7 IIf you read the letter, Reading
you’ll change your mind.
g A. Circle F for Formal and I for Informal.

y
8 I1. If you tell him, he’ll listen. He won’t listen to anyone else.
Writing F I
2. If you rested for a couple of hours, you’d feel a lot better. F I
3. You’d be very upset if you were there. F I
r 4. I’ll take care of dinner if you can’t. F I
56 UNIT 6
g
ELL_TG_L04_U06.indd 60 22/05/18 12:48
r
g 4 | Listening 1 I Get Ready After Listening

C. Find a formal speech and answer these
questions. What is the setting and purpose for
Listening Strategy that speech? Think about another setting in which
iation 2 I Vocabulary
• Read the text aloud. Ensure that students understand the speech could take place and then change the
the meaning. language style accordingly.
• Explain that register refers to both the words we use • Help students find a formal speech or provide them
and how we pronounce them. with one.
ation 3 I Grammar
• In pairs, have students choose another setting for
each speech, such as: in a classroom;
Before Listening at a friend’s home; with family; at a party.
A. Look at the pictures and say where the people • Have the pairs complete the activity.
are, whom they are talking to, and what they are
n talking about. 4 I Listening Answers
• Point to the second picture and explain: The word
moonscape refers to the landscape of the moon.
• Have students complete the activity in pairs. Monitor
n the conversations. 5 I Pronunciation 5 | Pronunciation
• Ask volunteers to share their answers with the class.
Informal speaking: If you
Answers
Responses will vary. Explain the rule to the class: The informal if you sound
6 I Conversation (ifya) is used to pronounce the unstressed you in
combination with stressed syllables faster in connected
Cultural Note speech.
are Explain to students that using a more formal register • Read the example sentences aloud several times,
7 I Reading
isn’t always preferable in American English. Almost both formally and informally.
everyone—even the president of the country—uses an • Explain: Less important words are often unstressed
informal register at least some of the time. Talk with in English sentences.
dy Pair and
students Share your audience.”
about “knowing • Read the sentences aloud, tapping loudly with your
1I Get Ready Pair
fingerand
as youShare
8 I Writing pronounce the stressed words. Have
students repeat.
B. Listen and check ( ) the correct
ary statements. A. Circle F for Formal and I for Informal.
•
2I Vocabulary
See audioscript in Audio Appendix. • See audioscript on student page.
• Have students keep their books closed. Write key • Play the audio several times to help students
mar words such as these on the board: resort, cater, complete the activity.
3 I lunar, poles, polar.Grammar
senior citizens, • Have students check their answers with their
• Pronounce the words and have students repeat.
Pair and Share
• Play the audio once all the way through. Ask students
partners.
• Go over the answers as a class.
ng to tell you what they heard. Write this on the board.
Answers
4 I again, pausing periodically
• Play the audio Listening
to check
comprehension. Add more words to the board. 1. I
• Finally, play the audio as students follow along in 2. F
on Pair and Share
their books. 3. I
• Have pairs 5 I
complete Pronunciation
the activity. Pair and Share
4. F
Answers
on Pair and and
1. younger Share
older people
6 I Conversation
2. reaches extreme highs and lows Pair and Share
ng
7I Reading
TEACHER UNIT
GUIDE6 56
57
ng
8I Writing
ELL_TG_L04_U06.indd 61 22/05/18 12:48
iation

1. What’s special about it
Speaking Strategy 2. So what do you think
• Read the text and ensure student comprehension. 3. Would you go if you could afford it
• Read the expressions aloud and have students 4. You’re not listening are you
repeat. 5. You know what they are, don’t you
• Model appropriate intonation, facial expressions,
gestures, and body language. B. Your Turn
• Explain: Giving listeners a chance to take part in the
dy Pair and Share
conversation is important. Roleplay the conversation with a partner. How
n
would Pete respond? Write your answer in the
blank space.
ary the sentences using words or expressions. Then
• After students write their answers, have them role-
1I Get Ready
dy Pairand
listen and Share
check your answers.
play the conversation. Students should take turns as
both Pete and Lisa.
are
ar Audioscript
• Allow students to refer to the script as necessary.
ary 1I Get Ready Answers

Pair and Share
2I Vocabulary
Pete: Did you hear about Falcon 9, Elon Musk’s Responses will vary.
rocket that went into space and came back?
ng Lisa: I think I did, but I haven’t watched the video. C. Listen to the audio. Take notes to prepare
ar 2 I special about it?
(1) What’s Vocabulary to tell your partner about a discovery or event.
Pete: It was launched into space and then returned
3I Grammar
• Explain that students will listen to a brief audio to get
to earth.
1 I Get Ready ideas for a conversation they will have that involves
on
ng Pair and3So?
Lisa: Yeah? Share
I Grammar a discovery or event.
Pete: It means
2 I we can reuse rockets and use much
Vocabulary
cheaper fuel. (2) So what do you think?
4I Listening
conversation, paying special attention to how each
1 .I . I think . . . it costsGet Ready Pair and
speaker Share
checks if the other is listening and keeps the
on Pair
Lisa: Iand
think 3.Share
I Grammar
4 launch
I
a lot . . .
Listening other engaged.
on Pair
Pete: and
But thisShare didn’t cost a lot. That’s exactly the
Audioscript5 I Pronunciation
point. It
4 means space flights could be affordable.
I Listening
2I
(3) Would you go Vocabulary
if you could afford it?
ng to5
Lisa: What should we do?
on Pair and
Lisa: Go Share
the
5 Pronunciation
II Pronunciation
moon? I would have to think about it. Pair and Share
Meg: Well, let’s leave before 8:00 in the morning.
Pete: (4) You’re not listening are you? No, not to the
We might have to skip breakfast. Jo and her
moon necessarily, orbital flights to begin with.
36 IIknow
Conversation Grammar 6I Conversation
mom will pick us up at 7:30. I’m not sure if we’ll
ng (5) You what they are, don’t you?
ng 6I
Lisa: I am listening. Honest!Conversation
I was just trying to get
Pair have enough time to get dressed. What do you
and Share
think? Is it too much of a rush?
7 I Reading
something out of my locker! Orbital what?
Lisa: Uhmm. Let’s leave at 9:00. That might be better.
4I Listening 7I Reading
ng 78 II Writing Reading
Answers
5 Iwill listen to Pronunciation
Tell them they a conversation between Pair and Share
8I Writing
friends Pete and Lisa.
8Pair
I and Share Writing Pair and Share
• Read through the conversation once with a volunteer.
Pause at the blanks and ask students for words and • Roleplay the conversation with a volunteer.
phrases that6would
I fit. DirectConversation
them to the expressions •Pair
Then and Sharedo the activity with a partner.
have students
in the Speaking Strategy if necessary. 1I Get Ready
Ensure that students switch roles and practice
• Play the audio as students write the missing words. expressing surprise appropriately.
Replay as necessary.
7I Reading
2 I See p. 34
Workbook link Vocabulary
57 TEACHER
56 UNIT 6 GUIDE
8I Writing
3I Grammar
ELL_TG_L04_U06.indd 62 22/05/18 12:48

Speaking Strategy:
Check if people are listening
It is important to make sure that others
understand you and to keep their
7I Reading attention. Check by:
• asking for opinion, ideas or information,
e.g. So what do you think?, What’s your
view on this?
8I Writing • inviting listeners to agree or disagree,
e.g. Right?, Would you agree?, Would
you feel the same way?
• allowing listeners to answer or comment
if they can.
y Pair and Share
A. Listen to the conversation and complete the sentences using words or expressions. Then
y listen again and check your answers.
Pete: Did you hear about Falcon 9, Elon Musk’s rocket that went into space and came back?
Lisa: I think I did, but I haven’t watched the video. (1) ?
r
Pete: It was launched into space and then returned to earth.
Lisa: Yeah? So?
Pete: It means we can reuse rockets and use much cheaper fuel. (2) ?
Lisa: I think . . . I think . . . it costs a lot . . .
Pete: But this launch didn’t cost a lot. That’s exactly the point. It means space flights could be
n Pair and Share

affordable. (3) ?
Lisa: Go to the moon? I would have to think about it.
Pete: (4) ? No, not to the moon necessarily, orbital flights to begin with.
n Pair and
(5) Share ?
Lisa: I am listening. Honest! I was just trying to get something out of my locker! Orbital what?
g Pair and Share

B. Your Turn Talk to a partner about a discovery, plan,
or event. Make sure your partner is
g would Pete respond? Write your answer in the
listening to you.
blank space. I’m not sure if we’ll have enough

time to get dressed. What do you
Your idea: think? Is it too much of a rush?
y Pair and Share
Uhmm, let’s leave at 9:00.
That might be better.
C. Listen to the audio. Take notes to prepare to
y tell your partner about a discovery or event.
UNIT 6 57
r
ELL_TG_L04_U06.indd 63 22/05/18 12:48

Read for details
Reading for details requires careful reading
with specific points in mind and/or identifying
8I Writing key information while reading. It helps to read
a list of points or questions before you read so
you know what to look for while reading. You
can also quickly look at the text and notice the
information you are looking for by identifying
relevant words and / or phrases.
Before Reading
y Pair andatShare
A. Look the picture and talk about a colony on the moon. Say where it is going to be
located and why, what kind of places it will have and how it will communicate with earth.
B. Read the text and match each section to a heading.
Our Goals Financial Support The TerraLuna Association
Location and Resources Our Community
1.
TerraLuna is a global association of young graduates from different scientific fields. Our common vision
is living in a lunar colony, the next step in human development. We have gotten our idea from recent
progress in space exploration. Programs and missions such as Mercury, Gemini, Apollo, as well as the
Voyager, Mariner, Viking, Cassini, and Curiosity probes have proven that space exploration has short-as
well as long-term benefits for humanity. Program findings have increased the scope of scientific research
and technological advancement.
Pair
2. and Share
TerraLuna aims to permanently put humans on the moon, by establishing the first self-sustained,
extraterrestrial colony. The colony will serve as an outpost for research and development. Projects will
Pair andmanufacturing
include Share and construction, using lunar materials, as well as medical research on the long-
term effects of lunar micro-gravity (weightlessness) on human health and potential solutions. Eventually,
the colony will be able to offer training and testing for new technology created on earth. Any innovations
produced as the result of this research could benefit life on earth as well as elsewhere in space.
3.
The colony will be located in one of the Polar Regions of the moon to avoid the extreme temperatures
of the lunar day (equivalent to 29 earth days) away from the poles. In addition, this location is closer
to frozen water reserves, as well as craters with other natural resources. As the colony develops and
becomes better established, we may be able to mine water, oxygen, and other mineral resources for
consumption on the moon, as well as on earth.
4.
The formation of a self-sustaining, independent colony will require a long-term, carefully arranged
process. The first stage will require the physical participation of 40 carefully chosen candidates,
aged 25–30. Candidates will have to pass fitness and health check up, and have an academic
qualification in a relevant scientific field such as Physics, Mathematics, Engineering, Astrophysics,
Aeronautical Engineering, Materials Science and Engineering, Psychology, and Medicine.
58 UNIT 6
ELL_TG_L04_U06.indd 64 22/05/18 12:48

ation
7 | Reading • Then allow students time to read the entire passage

independently.
• Give students time to read the article by themselves
Reading Strategy
one time. Tell them to complete the activity as they
• Ask: In a text, what do details support? (main read.
ideas) What can give us clues to the main ideas • Have students compare their answers and discuss
before we start reading a text? (titles, subtitles, the reading in pairs.
section headings, captions, pictures, bold words, • Discuss the text and the answers as a class.
comprehension questions) Which of these can be
found for the reading on these pages? (picture, bold Answers
words, section headings, comprehension questions) 1. The TerraLuna Association
• Ensure that students understand all the terms 2. Our Goals
associated with this strategy and that they can
3. Location and Resources
are identify the types of clues in the text.
4. Our Community
Before Reading 5. Financial Support
A. Look at the picture and talk about a colony on
the moon. Say where it is going to be located and Student Reflection
why, what kind of places it will have and how it
• Ask students to think about how they would like to
will communicate with earth.
live in a lunar colony like the one described in the
• Ask volunteers to describe the picture. As a reading.
class, discuss the questions. Ensure that students • Ask questions such as these: How would you
understand they are only supposed to offer guesses like living among young graduates from different
based on the picture at this point. scientific fields? How would you feel about being a
• Then have students scan the text, looking for other part of health experiments on micro-gravity? How
clues. Guide them to read the headings, boldfaced do you think you would handle the isolation and
words, and comprehension questions. confined spaces?
• Guide students to understand that the reading • Have students discuss these questions in pairs.
is probably about a group called the TerraLuna • Then discuss the questions as a class.
Association and that the reading describes the
group’s goals, location and resources, financial
support, and community.
• Based on all of this, students should surmise that the
reading appears to be about some sort of moon (or
lunar) colony.
dy Answers
Pair and Share
B. Read the text and match each section to

ary a heading.
• Ensure that students understand all the headings.
ar Provide explanations as needed, such as: “Financial
support” is the money that a person or organization
gets to accomplish their goals. Local communities
give public school financial support through taxes.
ng Parents sometimes give their children financial
support to help them get through college.
• Play the audio once all the way through as students
read along.
on Pair and Share
on Pair and Share TEACHER UNIT

GUIDE 58
6 59
ng ELL_TG_L04_U06.indd 65 22/05/18 12:48

ation 7 I Reading
7 | Reading 8 I Writing 8 | Writing
After Reading Writing Strategy

C. Answer the questions about details from • Read the strategy and ensure that students
the text. Highlight or underline the words and understand it.
phrases that helped you answer. • Model creating a graphic organizer according to the
• Tell students they should not write their answers but directions here.
Pair and Share
rather highlight or underline the words and phrases
that can help them answer the questions.
A. In pairs, think about a colony on Mars. Suggest
• Give students time to highlight or underline the three or four main ideas about how the colony is
details independently. going to be organized and run. Add three to four
• Then go over the answers as a class. details about each main idea. Make notes.
are
Sample Answers • Read the strategy aloud as students follow along.
1. Recent progress in space exploration have • Ask students to explain how living on Mars would be
inspired TerraLuna. different from living on the moon.
2. There are short- and long-term benefits, such as • Have students complete the activity in pairs.
the development of research and technology. • Monitor to ensure that students are including both
main ideas and details in their notes.
3. Manufacturing, construction, and medical research.
4. It will be able to offer training and testing for new Answers
technology created on earth. Responses will vary.
(It may also be able to mine water, oxygen and
other mineral resources.) B. Read the mind map and find the
5. It will be located near one of the polar regions in corresponding paragraph on the previous page.
order to avoid extreme temperatures. Complete the missing items.
6. They will have to be between the ages of 25 • Have pairs work together to complete the activity.
and 30. They will have to pass fitness and health • Ensure that they know this mind map is for paragraph 2
check up and have an academic qualification and that they should provide details that support the
in a relevant scientific field (such as Physics, smaller circles.
Mathematics, Engineering, Astrophysics.)
Sample Answers
7. They will have to be social, have a strong sense
Short-term projects: manufacturing, construction,
of equality, and be able to cooperate closely with
medical research
others for long periods of time.
Long-term projects: training, testing new technology
8. Launches will be less expensive in the future, and
there are a lot more space agencies nowadays.
C. Draw a mind map with your ideas from
Activity A and write a paragraph. Use the text
D. With a partner, list details of what you think about TerraLuna as an example.
it would be like to live on the moon. Create a
drawing of your vision to present to the class. • Have pairs work together to draw mind maps and
then write paragraphs.
• Read the instructions aloud and ensure that students
understand them. • Monitor and provide assistance as needed.
• Have students complete the activity in pairs. Answers
• Ask volunteers to present and explain their drawings Responses will vary.
to the class.
Answers Workbook link See p. 36
59
58 TEACHER
UNIT 6 GUIDE
ELL_TG_L04_U06.indd 66 22/05/18 12:48

The TerraLuna colony will be a tight-knit community. Community members will have to satisfy certain
psychological and social standards. They will have to be social, have a strong sense of equality, and
1 Get
I be able to cooperate Ready
closely with their peers for long periods of time. They will have to manage being
Pair and Share
alone, not be violent and be able to live in fairly limited spaces. The study of the first colonists will provide
valuable data about the psychological and physical effects of living and working in an extraterrestrial
environment.
2 I5. Vocabulary
TerraLuna, like other space programs, will require much funding. We hope to get support from both the
public and private space areas in order to finance each stage of the project. Data from recent launches has
3 Iresulted in new waysGrammar
of launching spacecraft, making future launches more affordable. There are more
active space agencies nowadays than there have ever been before. These factors will hopefully mean that
in the near future, man will be able to look at the moon, and expect the moon to look back!
4 IAfter Reading Listening

C. Answer the questions about details from the text. Highlight or underline the words and
phrases that helped you answer.
5 I1. What motivated the TerraLuna Association?

Pronunciation Pair5.and
Where will the colony be located and why?
Share
2. What are some of the benefits of space 6. Which standards do candidates need to satisfy
exploration? in order to apply?
3. What kind of projects will the colony be 7. Which personal qualities do colonists need
6I Conversation
able to do at early stages? Pair and Share
to have?
4. What will the colony be able to do at 8. Which factors make TerraLuna members more
later stages? optimistic about making their idea come true?
7 ID. With a partner, list

Reading
details of what you think it would be like to live on the moon. Create a
drawing of your vision to present to the class.

Use graphic organizers: Clustering
A. In pairs, think about a colony on Mars. Graphic organizers help you think, organize your
ideas and plan at the pre-writing stage. Clustering
Suggest three or four main ideas about how allows you to map your ideas as you brainstorm and
the colony is going to be organized and run. identify the relationship between them.
Add three to four details about each main
• Put the main topic or idea in the center of the
idea. Make notes. page and circle it.
• As you think of new ideas, write them down and
B. Read the mind map and find the link them to the central circle with lines. Circle
corresponding paragraph on the previous the new ideas if you think about points that are
page. Complete the missing items. related to them.
• Do not worry about clustering ideas neatly. Write
Short-term
down points as they come. You can then go back and
projects relate them to main ideas in order to organize them.
MIND MAP
BASICS
Long-term
projects
C. Draw a mind map with your ideas from Activity A and write a paragraph.
Use the text about TerraLuna as an example. UNIT 6 59
ELL_TG_L04_U06.indd 67 22/05/18 12:48

Vocabulary
A. Put a check (✓) for words that go together.
technology opportunities values decisions data funds exploration
sustainable
ecological
logical
transmit
employment
raise
keep up with
space
B. Write sentences with phrases from Activity A.

1.
2.
3.
4.
C. Read the sentences and circle T for True and F for False. Correct the false statements.
1. Something that is unique has to do with living things and their environment. T F
2. A debt is money available for a particular use. T F
3. Plants that are grown as food are known as crops. T F
4. To predict means to say that something happened in the past. T F
60 UNITS 4–6

Vocabulary Additional Activity: Slower
• To help students correct the false statements, give
A. Put a check (✓) for words that go together. them the correct part of the statement and ask them
• Before students open their books, write “space to replace the incorrect part.
” on the board and ask students for words • For example, write on the board: Something that is
that could fill the blank, such as technology and unique is .
exploration. Accept any reasonable responses,
including affixes (such as spaceship).
• Then have students open their books. Review the C. Read the sentences and circle T for True
words and ensure that students understand them. and F for False. Correct the false statements.
• Have students complete the chart in pairs and • Read the sentences aloud as students follow along.
discuss their answers with other pairs. Tell students to correct the false statements by
• Discuss the answers as a class. rewriting them in the line below.
Answers and then discuss their answers with a partner.
sustainable: technology, opportunities, values, • Discuss the answers as a whole class.
decisions, funds, exploration
Answers
ecological: values, data, exploration
1. F (Something that is unique is one of a kind.)
logical: values, decisions 2. F (A fund is money available for a particular use.)
transmit: values, data 3. T
employment: opportunities, values, decisions, data 4. F (To predict means to say that something will
happen before it happens.)
raise: funds
keep up with: technology, opportunities, decisions,
exploration
space: technology, data, exploration
B. Write sentences with phrases from Activity A.

• Encourage students to write sentences that are
somehow related to themselves.
• Provide a sample sentence, such as this: I have
always loved education, so for me, becoming a
CLIL teacher was a logical decision.
• Give students time to write four sentences
independently.
CLIL • Have students compare their sentences with a

partner and revise their sentences if necessary.
• Monitor student conversations, and ask students to
revise their sentences as needed.
• Allow volunteers to read their sentences to the class.
Answers
TEACHER GUIDE 60
61

Grammar 1: present = second conditional
2: future, possible = first conditional with if
A. Read the sentences. Write I for Improbable, 3: present = second conditional
D for Definite, and P for Possible. 4: future, possible = first conditional with if
• Review the first conditional with students. Explain: Answers
With the first conditional, if shows that a condition is 1. He would drive if he had a license. / If he had a
possible and when shows that a condition is definite. license, he would drive.
• Write on the board: Possible: If I win the lottery, I 2. If her brother is away in the summer, she will drive
will travel around Europe. Definite: When I get my his car. / She will drive her brother’s car if he’s
bonus, I will travel around Europe. away in the summer.
• Remind students that the first conditional describes 3. Serena would travel if she had a passport. / If
future events and is formed with a simple-present Serena had a passport, she would travel.
verb in the conditional clause and will plus a base
4. If I work harder this term, I will pass the exam. / I
verb in the main clause.
will pass the exam if I work harder this summer.
• Review the second conditional with students. Explain:
With the second conditional, we use the simple past C. Complete the sentences with your own ideas.
in the conditional clause and would plus a base verb
in the main clause. The second conditional is often • As necessary, review rules for first and second
used to show that something is unreal or improbable conditionals as presented above.
in the present. • Guide students to follow these rules:
• Write on the board: Improbable: If I bought a new 1: would plus a base verb should follow I
car, I would have no more money. (. . . I would buy a car.)
• Add that: we change was to were in the conditional 2: the conditional clause should contain a
clause with the second conditional. simple-present verb (. . . if I win the lottery.)
• Write on the board: If I were you, I would study more 3: the conditional clause should contain a past-tense
for the test. verb (. . . if I won the lottery.)
• Offer these explanations for each item as necessary: 4: the conditional clause should contain a past-tense
1: first conditional with if = possible verb (. . . if she won the lottery.)
CLIL 2: first conditional with when = definite

3: second conditional = improbable
and then share their sentences with a partner.
4: second conditional = improbable Answers
5: first conditional with when = definite Responses will vary.
CLIL 6: second conditional = improbable
D. Complete the sentences using the correct
reflexive pronouns.
• With students’ books closed, write on the board:
Answers
I wrote this test _____. (myself )
1. P 3. I 5. D 7. I
I _____ wrote this test. (myself )
2. D 4. I 6. I 8. I
• Ask students to tell you the other reflexive pronouns.
B. Read the information about each situation. (yourself, himself, herself, itself, ourselves, yourselves,
Write sentences using the first or second and themselves)
conditional. • Then ask: Which of these are used for plural subjects
and objects? (ourselves, yourselves, and themselves)
• Read the sentences as students follow along. Ensure
student comprehension. • Have students do the activity independently and then
check their answers with a partner.
• Ask: Are these sentences referring to present time
or future time? (1 – Present; 2 – Future; 3 – present; • Discuss the answers as a class.
4 – Future) Answers
• Remind students that the first conditional describes 1. himself 3. himself / herself
future events and the second conditional describes 2. themselves 4. myself
present events.
• Review the rules presented in Activity A.
• Offer these explanations for each item as necessary:
61 TEACHER GUIDE
60

Grammar
A. Read the sentences. Write I for Improbable, D for Definite, and P for Possible.
1. If I see Michael, I’ll ask him if he can help.
2. Don’t worry! I’m sure he’ll let us know when he arrives.
3. If I were on vacation, I’d fly to the Bahamas and stay in a luxury hotel.
4. Their finances would be a lot better if he managed to get a job.
5. They’ll buy their skiing gear when they get to Aspen.
6. If the desert were a valley, it would be full of plants and trees.
7. We would make the cake ourselves if we had the ingredients.
8. They wouldn’t be able to stay up late if their parents were home.
B. Read the information about each situation. Write sentences using the first or second
conditional.
1. He would like to drive, but he can’t because he doesn’t have a license.
2. Her brother might be away for the summer. She will drive his car.
3. Serena wants to travel, but she can’t because she doesn’t have a passport.
4. Maybe I will work harder this term, so I can pass the exam.
C. Complete the sentences with your own ideas.

1. If I won the lottery, I .
2. I’ll buy if .
3. I would be very happy if .
4. She wouldn’t complain if .
D. Complete the sentences using the correct reflexive pronouns.

1. He keeps on doing everything . He doesn’t want any help.
2. They replaced all the furniture , so they wouldn’t have to spend too much.
3. The principal gave me the award and wished me the best!
4. If I were a scientist, I’d be able to make discoveries .

UNITS 4–6 61

PROFESSIONAL ZONE
STRATEGIES:
Arts, Audio/Video Technology, and Communication
• Compare and contrast.

Writing
• Use clustering to organize your ideas.
• Write an outline.
What does a graphic designer do?
Graphic designers create visuals that convey Some graphic designers work for advertising,
messages or public images. Sometimes they printing, or publishing companies. Others work
create corporate logos or graphics for advertising for art and design companies that are hired to
campaigns. Sometimes they create images for do projects by other companies. Some are self-
books, brochures, menus, annual reports, and employed, finding contract work on a freelance basis.
other printed material. They may design websites
and create digital graphics. Today, most graphic Graphic designers need strong computer and artistic
designers use special computer software to skills. Creativity is essential. They need strong commu-
create their graphics. nications skills, both to convey messages and to listen
to clients so they can meet their clients’ needs.
convey To communicate or make a message known.

brochure A booklet of printed informational matter,
often for promotional purposes.
report A document that gives official information
about a particular field.
advertising Communication whose purpose is to
influence potential customers about products and
services.
publishing company A company that produces
books, magazines, brochures and other texts in print or
electronic form.
62 PROFESSIONAL
62 PROFESSIONALZONE
ZONE

CLIL
CLIL Writing

definitions.
vocabulary words.
TEACHER GUIDE 62

PROFESSIONAL ZONE
about yourself?
and enrich it.
63 TEACHER GUIDE

brochures publishing companies freelance
David: Hi Mary! We are meeting this evening for dinner at 8 pm. Can you be there?
Mary: I’m not sure. If I finished the _________________ time I would love to go to that new restaurant.
But you know how working on a _________________ basis is.
David: If only you got one of the jobs you applied for at those _________________ !
B. Write a paragraph about C. You are going to design the web page for a new online
some similarities and sports magazine. Think of design elements you would
differences between self- include. Use a table to organize your ideas.
employment and being hired
by a company. Colors Fonts Images
D. Brainstorm ideas for designing a new product logo. Create an

outline and then write a paragraph describing your new design.

PROFESSIONAL ZONE
STRATEGY:
• Understand unique words and acronyms.

Reading
Calendars: a great marketing tool
One way to reach our customers —and to keep

our company visible to them— is to design,
print and distribute calendars. Calendars are
everyday reminders of our company’s name
and contact information. Graphic designers
customize calendars to increase the brand
identity by featuring the company’s products or
services and promoting special offers. Here are
some suggestions for making calendars effective
marketing tools:
• Put the company name, logo, and contact

information on every page.
• Include photographs related to the company • Save money by printing in volume. We would like
or its location. our calendars to be easily printable (so no bleed-
through colors or alterations that would make this
• Choose a large size if possible. difficult). The more calendars we print, the less
• Use attractive pictures and colors. each one costs.
1. In your job as a graphic designer, you 2. The last bullet point speaks of volume. What
are given initial guidelines for promoting a is meant by this word in this context?
company’s calendar-printing business. In the
context of this document, what does customize a. speed
mean? b. amount
c. loudness
a. to do things the traditional way d. voltage
b. to appeal to customers e. waste
c. to be aware of customers
d. to tailor the product to a company
e. to make a high-quality product

dy Pair and Share
or paycheck.
passage.
on Pair and Share
on Pair and Share
ng
ng
CLIL
CLIL
TEACHER GUIDE 64

PROFESSIONAL ZONE
Step 1 Brainstorm • Remind students of the tips for effective
• Have students brainstorm ideas about the project that:
topic. • They should speak loudly and clearly.
• Remind students that when they brainstorm, they • They should practice or rehearse to avoid gaps in the
think of a topic and then write whatever comes to presentation.
their mind. They will edit the list at a later time.
• Finally, they should listen to other’s presentations
• If necessary, offer tips on completing their lists. respectfully, without interrupting.
teams.
CLIL
CLIL
65 TEACHER GUIDE

PROFESSIONAL ZONE
Project
What browsers should you target

when creating a webpage
As a web page designer, you may need to compare
graphics illustrating how popular each of the major
browsers is before designing a website for a client.
Workers must be able to compare information and
identify trends within these graphics.
Work in teams. In this project you will design a

website and create a presentation for your client.

• Complete the graphic naming the most popular • Create a pie chart with information from
browsers in your country. your research in Step 2, including the usage
percentages of each one.
• Design your webpage and prepare a
presentation to show it.

• Find statistics about the usage of the browsers
named in Step 1.
1. Browser no. 1
• Present your project to your class and answer
2. Browser no. 2 the question: What browsers should you
target when creating a webpage?
3. Browser no. 3
4. Browser no. 4

7 | Literature
UNITS 7–9
Theme Opener
8 | Music and
Art
Unit goals
Vocabulary
9 | Influential
Grammar People
Listening
Pronunciation
Conversation What inspires you?

Reading
Look at the picture. Read the unit
Writing topics and answer the questions.
• What is the girl thinking?
Discussion
Explain that these three units • What motivates her?
examine what inspires us.
• What inspires people in general?
• Ask: How do these pictures
relate to inspiration? (Possible
answers: The picture for Unit 7
shows someone reading, and
books have inspired people
for centuries. Unit 8 shows
people playing music. Creating
and listening to music can be
inspirational. Unit 9 shows
Albert Einstein, one of the
most influential people of the
20th century.)
• Then ask: What is the woman
doing? (She’s listening to
• Finally, provide these facts: The technology to record music didn’t exist
music.) How do you know?
until the 1870s, when Thomas Edison invented his phonograph. Before
(She wears headphones.
that time, music could only be heard live. Many people would go their
Her body language indicates
whole lives without having the privilege of ever hearing such masterpieces
she is enjoying music.) What
as Beethoven’s Symphony No. 9. Think about this the next time you’re
does this have to do with
tempted to complain because someone has asked you to turn down the
inspiration? (The smile on the
volume on your radio!
woman’s face suggests she
is finding inspiration in the
music.)
Continue the discussion with the Additional Activity: Faster
questions on the page.
• Put students in pairs and have them tell each other about a person and
• Have students discuss these an artistic work (painting, song, book) they find inspirational.
in pairs before reconvening to • Students are to briefly explain why they find these people and artistic
discuss as a class. works inspirational.
66 TEACHER GUIDE
ELL_TG_L04_U07_TO.indd 66 22/05/18 12:22

CAN DO statements
Read aloud the first CAN DO
statement: “Discuss literature.”
• Say: Here is an example: Leo
Tolstoy was a Russian novelist.
His famous novels are War
and Peace and Anna Karenina.
These are based on actual
events. This is called realist
fiction.
Read aloud the second CAN DO
statement: “Talk about music and
art.”
• Say: Like literature, music and
art have long inspired people.
The oldest known melody is
said to be a Sumerian hymn
written 3,400 years ago Since
that time, uncountable pieces
of music have been written
and performed.
Read aloud the third CAN DO
statement: “Talk about influential
people.”
• Say: You will learn that
influential people can be
famous or almost unknown.
CAN DO statements Some people do not become
influential until after they die.
to . . . The poet Emily Dickinson is an
• discuss literature. example of such a person.
• talk about music and art. • One of the most influential
• talk about influential people. people ever to live was
the Greek philosopher and
scientist Aristotle. His writings
have continued to influence
and inspire people all over the
world since 350 BC.
Assessment Links
TEACHER GUIDE 67
ELL_TG_L04_U07_TO.indd 67 22/05/18 12:22

UNIT 7 Literature In this unit, I will learn to . . .
• discuss literature.
• use so that, such that, in order that for
cause and effect.
1I Get Ready Pair and Share • predict while listening and reading.
y Pair and Share
Do you think literature is important in our lives? Why?
pictures and listen to the audio. Do these books remind you of any stories or
y books you have read? What are they about?
Discussion
Moby-Dick was written by Herman Melville in 1851. The story is about how
3I Grammar
Captain Ahab lost his leg to a big whale, named Moby Dick, so he went
r searching for this whale. Some of the people on the ship have dreams
about Moby Dick and they interpret those dreams as a warning to Ahab.
But the Captain doesn’t listen. When they finally meet Moby Dick, the whale
4I killsListening
Captain Ahab and destroys his ship.
g
Uncle Tom’s Cabin is one of the most influential books ever written. Harriet Beecher
5 IStowe wrotePronunciation
it to support the anti-slavery causePair andin the
in the U.S. Share
1 th century. It
attracted a lot of attention and received both positive and negative reviews. However,
n Pair and Share
over time, the book was regarded by many to be an inaccurate representation of
African-Americans.
On the Origin of Species was
n Pair and Share
written by Charles Darwin and
published on 24 ovember 185 .
7I Reading
The book laid the foundation for Pair and Share
evolutionary biology by introducing
g the theory of evolution; species With a partner, ask and answer questions
changing over time to better adapt about the text.
8 I to theirWriting
environment. Such ideas
g were considered controversial at the time as they How did Captain Ahab lose his leg
questioned older beliefs that humans were unique
and unrelated to other species. Darwin’s concept of
evolution became the unifying principle of modern He lost his leg to a big whale.
evolutionary work.
Ask and answer questions about your
B. Read the sentences and circle T for True or feelings and / or opinions.
F for False.
1. Moby-Dick is the name of a whaling ship. T F What do you think is the meaning of the
quotation, “When a person really desires
2. The whale eventually kills Captain Ahab. T F something, all the universe conspires to
. Uncle Tom’s Cabin was written to support T F help that person achieve his dream”
slavery in the 1 th century.
I’m not sure, but I think it means that if
4. There were mixed reviews about T F we really want to achieve something
Stowe’s book. that we believe in, we can affect
5. Darwin believed humans were unique and T F circumstances in a way that will help us.
had nothing in common with other species.
68 UNIT 7
ELL_TG_L04_U07.indd 68 21/05/18 20:53

dy 1 | Get Ready • Another use of -ship is it indicates a state or
condition in words like friendship and fellowship.
In this unit, 1I will
I learn to . . . Get Ready •Pair and use
Yet another Share
is in words like workmanship and
Read through the objectives with students. scholarship, in which it indicates a craft or skill.

A. Look at the pictures and listen to the
Objectives
2I Explanation
Vocabulary audio. Do these books remind you of any stories
or books you have read? What are they about?
discuss Learn common words and phrases • See audioscript on student page.
r literature. that can help you discuss the
3I Grammar
novels, poetry, essays, and other
• Read the book titles aloud and ask students to
predict what the books are about.
types of literature.
• Then play the audio once all the way through
use so that, Understand what these terms as students follow along. Play it again, stopping
g such that, in 4 I mean and how toListening
use them. periodically to check student comprehension.
order that for • Discuss the questions as a class.
cause and Ensure that students understand idioms and figures of
effect. speech. Explain the following:
iation predict while5 I Learn howPronunciation
to guess the content of •Pair and
To “lose” Share
a leg or another body part: to have it
listening and what you listen to or read. removed through a medical procedure or
reading. by accident.
• “Over time”: how something has changed during a
ation 6I
Warm up: introduce Conversation
the topic Pair
periodand Share
of time
Read the unit title, Literature, and the Discussion • To “lay the foundation” for something: to provide a
Question. base for it, which others can build upon. (comes from
construction and architecture)
71 II Get Ready Reading
Answers
Discussion Do you think literature is important Responses will vary.
2 I Vocabulary
in our lives? Why?
8I Writing
• Ask: What are some different types of literature? B. Read the sentences and circle T for True or
3 I Grammar
(poetry, novels, plays, dramas, biographies, F for False.
speeches, essays, non-fiction, etc.) Of these, which
• Have students complete the activity with a partner.
types are your favorites? Why? What are some of
4 I Listening • Have pairs compare their answers with each other.
your favorite works of literature? Why?
Discuss as a class.
• Then ask students to discuss the main questions: Do
5 I Pronunciation
you think literature is important in our lives? Why? Answers
Write students’ answers on the board. 1. F (Moby-Dick is the name of a whale.)
• Ask students6 to describe the images and guess what
I Conversation 2. T
are the books are about.
3. F (Uncle Tom’s Cabin was written to support the
7 I Reading anti-slavery cause in the 19th century.)
Language Builder: The suffix -ship 4. T
8 I Writing
• Ensure that they understand readership means “the 5. F (Darwin questioned beliefs that humans were
collective group of readers of a particular author, unique and unrelated to other species.)
series, or book.”
• Explain how this is similar to viewership (for viewers
of a movie orPair
TVand Share
show, for example). Pair and Share
• Explain that the suffix -ship more commonly denotes • Model asking and answering the questions with
condition, character, office, skill, etc. Say: Leadership a partner.
does not mean “a group of leaders.” It means “a
position as a leader” or “the ability to lead other
people.”
TEACHER GUIDE
UNIT 7 68
69
ELL_TG_L04_U07.indd 68 21/05/18 20:53

dy
dy Pair and Share

school. Some of these changes have been controversial
because people wanted to keep the schools as they
A. Listen to the audio and read along. Guess were.
r • See audioscript on student page. 2 I to their meaning.
B. Match the words Vocabulary
Go through the meanings and ensure, without giving
Part 1: Working with the passage away the answers, that students understand them.
mar
1. Have students listen to and follow along with the • Demonstrate by reading item 1 and asking volunteers
g audio. 3I
to provide the answer. Grammar
• Explain that students should draw lines to connect
ng
2. Then have students close their books. Conduct a brief 1I
the words and their meanings. Get Ready
spelling quiz, asking students to spell the boldfaced
words from the reading as you read them aloud. • Have students check their answers with partners.
iation 3. Then write the words on the board, allowing students 4I Listening
Then go through the sentences as a class.
on
to check and correct their spellings.
Pair and Share
Answers
2I Vocabulary
4. Ensure that students understand the words by asking 1. obvious, shown or presented clearly and vividly
for more information about them. For example: What 2. include, join with, combine
ation is a synonym for readership? (readers, audience). 5I Pronunciation
3. population of similar organisms / creatures that
on Pair
Whichand Share
language skills does this course incorporate?
3I Grammar
can be distinguished from other creatures
(reading, writing, listening, speaking)
4. explain the meaning of
5. Read the passage aloud again, while students have
their books closed. Pause at the boldfaced words 6I
5. present, promote Conversation
ng and ask students to choose the correct word from 6. specific type of literature
the words on the board. Allow students to check their 4I Listening
answers in pairs before going over the answers as a 7. something that causes strong disagreement and /
class. or argument
ng 7I Reading
8. significant, powerful, able to affect others
C.
5I Pronunciation
Write sentences with these words.
1. Tell students that they will work in pairs to create a
• Explain that students can write either personal
single sentence using as many of the vocabulary
words as possible.
8I
sentences or general sentences. Writing
2. Students can choose whichever words they want 6I Conversation
• Have partners exchange and check each other’s
from the list. sentences and then revise their sentences as
necessary.
are 3. Explain that the sentences can be either personal or • Monitor to provide assistance as needed.
general. Provide an example such as this: Some of
my favorite animation is dynamic and incorporates Answers 7I Reading
the genres of science fiction and fantasy. Responses will vary.
4. Give students 5–10 minutes to create and write their
5. Have pairs share their sentences with other pairs. Additional 8 I
Activity: Slower Writing
Encourage them to help each other expand their Provide sentence frames such as these:
sentences even more.
• Some people interpret to mean .
• is dynamic because .
dy Pair
aloud.and
EnsureShare
vocabulary correctly. • Abraham Lincoln was influential because .
• One example of explicit animation is .
Word Box
ary
students listen and repeat. Provide example sentences
for the five words that are not in the reading, such as:
The evolution of our school involves changing from a
mar high school to a middle school and then back to a high
69 UNIT
68 TEACHER
7 GUIDE
ng
ELL_TG_L04_U07.indd 69 21/05/18 20:53
Pair
2 I and Share
Vocabulary
3 ICartoon animation introduced
Grammar one of the most popular genres in the movie industry. Cartoons were
originally created for a younger readership. Nowadays, animated cartoons cover a wide range of genres,
including documentaries, romance, thrillers, and adventures for different age groups. Digital animation
incorporates features and special effects that were not available in the past. It is used extensively in
4 Igaming with dynamicListening
graphics that feature avatars, medieval worlds and characters, battles, and a lot
Pair and Share
more. Explicit graphics that contain too many violent and scary details are not popular among parents.

animation genre
controversial incorporate
Pair
6I and
dynamic Share influential
evolution interpret
explicit readership
feature species
Pair
7 I and Share Reading
B. Match the words to their meaning.
8 I 1. explicit • Writing • significant, powerful, able to affect others

Pair and Share
2. incorporate • • present, promote
3. species • • specific type of literature

Pair and Share
4. interpret • • something that causes strong disagreement and / or argument
5. feature • • obvious, shown or presented clearly and vividly
6. genre • • include, join with, combine
population of similar organisms / creatures that can be

7. controversial • •
distinguished from other creatures
8. influential • • explain the meaning of
C. Write sentences with these words.

1. interpret
2. dynamic
3. influential
4. explicit
UNIT 7 69
ELL_TG_L04_U07.indd 69 21/05/18 20:53

2I Vocabulary
3I Grammar
Adverbial Clauses
4 I• An adverbial clause
Listening
adds extra information to the main clause in terms of cause, reason, result / effect,
purpose, etc.
• Adverbials of cause or reason, for example, because, in order that / to, such . . . that, so . . . that, etc.
connect ideas that express cause and effect.
5 I• Use so . . . Pronunciation Pair
that to connect a cause with a result. Whenand Share
speaking, you can leave out “that.”
• In order that is usually used in more formal situations or written language.
6I so Conversation
Adjective / Adverb Pair
that and Share
This restaurant is so famous that you need to book two months before.
The cat moved so quickly that we almost didn’t see it.
7I The train was so Reading
crowded that we had to stand for the whole journey.
8I such Writing
Adjective / Noun that
She was in such a bad mood that no one talked to her.
He got such a shock that he dropped his bags.
He was such a good teacher that students loved his classes.
A. Look at the pictures and read the descriptions.
He got a summer job They had a new pool It was such a cold day
so that he could installed in order that that she had to wrap
save more money the hotel guests would herself in a blanket and
for travel. not complain. stay in.
B. Complete the sentences with so . . . that, such . . . that, or in order that.

1. They ate much they could not sleep all night.
2. That was a hard novel we couldn’t finish it.
. All the assignments must be given they can be marked by the teachers.
4. The music was loud I couldn’t hear my friends.

70 UNIT 7
ELL_TG_L04_U07.indd 70 21/05/18 20:53

ary
r 3 | Grammar A. Look at the pictures and read the descriptions.

• Ask students to describe the pictures.
Adverbial Clauses
• Read all three descriptions aloud and ensure that
To summarize the tables, say: An adjective or adverb students understand the meanings.
comes between so and that. A noun (possibly preceded
g by an adjective) comes between such and that. Explain
• Then ask students to determine whether each
description shows only cause and effect or shows
that “so . . . that” and “such . . . that” can express cause cause and effect and intensity. (Only the third
and effect and also the degree, level, or intensity of description shows intensity.)
something.
iation • Say: To say how I feel, I can say, “I am cold.” If I want Answers
to be more precise, I say, “I am very cold” or “I am a Responses will vary. Only the third description shows
little cold.” intensity.
• Another way to do this is to use “so . . . that” and
ation “such . . . that”: “I am so cold that I am shivering” or
“It is such a cold day that I am shivering.”
B. Complete the sentences with so . . . that,
such . . . that, or in order that.
Then explain that “so that” and “in order to / that” • Have students complete the activity independently
(without words in between) show cause and effect but do and then check their answers with a partner.
not express intensity, level, or degree.
• Discuss the answers as a class. Use the rules and
• Say: I can say, “I studied so that I could pass the test” explanations above as necessary.
or “I studied in order to pass the test.”
• These sentences do not express my intensity Answers
because they do not express how hard I studied 1. so . . . that
or how much I wanted to pass. If I want to express 2. such . . . that
intensity, I can say, “I studied so hard to pass the test
that my eyes were getting blurry.” 3. so that; in order that
4. so . . . that
Additional Activity: Slower 5. so . . . that
• If necessary, provide more information on the use of 6. such . . . that
the indefinite article (a / an) in these structures. Say: 7. so that; in order that
The articles a or an sometimes come after such.
are • Display this chart to help explain the use of articles.
8. so that
such . . . that . . .
With singular With plural With

nouns nouns uncountable
nouns
Rule: Include a Rule: Do not Rule: Do not
or an. include a or an. include a or an.
This is such a These are such This is such

hot drink that hot drinks that hot coffee that
I burned my we burned our I burned my
tongue. tongues. tongue.
TEACHER UNIT
GUIDE7 71
70
ELL_TG_L04_U07.indd 70 21/05/18 20:53

1 I Get Ready
ary
2 I Vocabulary
3 I Grammar
r 3 | Grammar D. Complete the sentences.
• Read the instructions and the items. Ask a volunteer
C. Read the sentences.
4 I ListeningCorrect the ones to offer an example, such as: These days, animation
that are wrong. is so important in children’s movies that almost every
• Read the instructions and sentences aloud. Ensure movie has it.
g 5 I Pronunciation
that students understand the language. • Remind students to refer to the rules on the previous
• Model figuring out the answer to item 1: We learned page if they get stuck.
that we can 6useI Conversation
so that and in order that to show • Have students complete the sentences
cause and effect (or result). Does this sentence independently and then share their answers with
iation include a cause and a result? Yes. The cause is that
7 I Reading a partner.
we took a taxi. The result is that we won’t be late for • Go over the answers as a class. Ask volunteers to
the party. So we have determined that the correct provide the answers.
8 I Writing
sentence would be: We took a taxi so that we won’t
be late for the party, or We took a taxi in order that Answers
ation we won’t be late for the party. Responses will vary.
• Have students finish the activity independently and
• Model asking and answering the questions with
Answers a partner.
1. We took a taxi so that we won’t be late for the • Explain that students should go through the
party; We took a taxi in order that we won’t be late conversation twice, switching roles the second time.
for the party.
2. This sentence is correct.
3. It was such a hot afternoon that the kids stopped Workbook link See pp. 38–39
playing outside.
4. I opened the windows in order that fresh air can
come in; I opened the windows so that fresh air
can come in.
5. This sentence is correct.
are 6. This sentence is correct.

Have students provide alternatives for the correct
sentences. Tell them to substitute such that for in order
that (or vice versa) and to substitute so . . . that for
such . . . that (or vice versa). For example:
2. She spoke loudly so that everyone could hear her.
5. He had such a busy day at work that he forgot to eat
his dinner.
6. Bring your umbrella so that you won’t get wet.
71 UNIT
70 TEACHER
7 GUIDE
ELL_TG_L04_U07.indd 71 21/05/18 20:53

5. The earthquake was strong a number of buildings were badly
damaged.
6. We had a great time sailing on the lake we decided to go back

next weekend.
7. He quit his job he could spend more time with his family.
8. I hid Jody’s present she would not find it before her birthday.
C. Read the sentences. Correct the ones that are wrong.

1. We took a taxi such that we won’t be late for the party.
2. She spoke loudly in order that everyone could hear her.
3. It was so a hot afternoon that the kids stopped playing outside.
4. I opened the windows such that fresh air can come in.
5. He was so busy working that he forgot to eat his dinner.
6. Bring your umbrella in order that you won’t get wet.
D. Complete the sentences.

Pair and Share
1. These days, animation is so important in
Talk to a partner. Ask and answer
children’s movies that .
questions about cause and effect.
2. She has been studying English literature in order
Why did people leave their
that . homes after the earthquake?
3. Living abroad is such a difficult experience for They left so that they would not be
some people that . in danger if more buildings fell.
4. difficult to read that

Ask and answer this question about
bookstores find it hard to sell.
yourself.
5. that it is considered
one of the most important ideas of the last Why is it important for people to
200 years. learn English in your country?
So (that) they can communicate

with people from different countries.
UNIT 7 71
ELL_TG_L04_U07.indd 71 21/05/18 20:53

3I Grammar

Predict while listening
When listening, use what you know about the
Before Listening topic to predict and understand what you hear.
the pictures. What do you thinkPair and Share
Follow these steps:
the listening text is going to be about? • think about what you know about the topic
What will happen in the story? and / or situation
• identify key words
• focus on stressed words that carry information
7I Reading
8I Writing
y Pair and Share
B. Listen and try to predict what follows each pause. Then listen and compare your
y predictions. What helped you make your predictions?
1 I After Listening Get Ready Pair and Share
C. Read the sentences and circle T for True or F for False. Correct the false statements.
r
1. The pilot had crashed into volcanoes. T F
2I Vocabulary
g 2. The Little Prince was the author of the story. T F
3I Grammar
3. The Little Prince thought that the desert was beautiful. T F
n Pair and Share
4 I4. The pilot knew that
Listening
there was a well somewhere in the desert. T F
n Pair and Share

g Contrastive stress
y Pair
6 IUseand Share
Conversation
contrastive Pair You
stress for emphasis and clarification. and
canShare
stress content words or functional words,
such as articles, prepositions, pronouns, and linking words.
y Pair and Share
g A. Listen and repeat each sentence. Add stress where necessary.
y 7I Reading
B. Listen to the audio and repeat the conversation. Then practice with a partner.
y
72 UNIT 7
r 8I Writing
r
ELL_TG_L04_U07.indd 72 21/05/18 20:53
nr 4 I Listening
ng 4 | Listening 5 I Pronunciation 5 | Pronunciation

Listening Strategy Contrastive stress
Explain the rule to the class: Use contrastive stress
iation 6 I Conversation
• Read the text aloud. Ensure that students understand for emphasis and clarification. You can stress content
the strategy. words or functional words, such as articles, prepositions,
pronouns, and linking words.
Before Listening • Ensure that students understand that contrastive
ation A. Look at the pictures.7What
I Reading
do you think the
listening text is going to be about? What will
stress represents stressed words in sentences, not
stressed syllables in words.
happen in the story?
• Read the instructions and ask students to describe Teaching Tip
the picture.
8 I Writing
• Complete the activity as a class.
Help students recognize contrastive stress by heavily
tapping your finger while pronouncing the stressed
1I Get Ready Pairin and
words Share
sentences.
dy Answers
Pair and Share
A. Listen and repeat each sentence. Add
B. 2and
Listen Vocabulary
I try to predict what follows stress where necessary.
ary each pause. Then listen and compare with • See audioscript in Audio Appendix.
your predictions. What helped you make your
• Have students listen and repeat several times before
predictions? Pair and Share
3I
Grammar identifying the stressed words.
mar Answers
1I Get Ready 1. do; shopping
Pair and Share3. Grocery 5. No; they
are Answers
Responses 4
willI vary. Listening 2. kind 4. No; I; parents 6. Yes; they
ng
B. Listen to the audio and repeat the
2I
After Listening Vocabulary conversation. Then practice with a partner.
5I
C. Read the sentences andPronunciation
circle T for True or F for
•Pair and Share
See audioscript in Audio Appendix.
on Pair and Share
False. Correct the false statements.
• Have students complete the activity in pairs. Ask
and discuss3their Grammar
I answers with a partner. volunteers to repeat the conversation for the class.
6 the
• Then discuss I answers asConversation
a class. Pair and Share
on Pair and Share
Answers
1. F (The4 I had crashed hisListening
author plane in the
7I
desert.) Reading
ng 2. F (The Little Prince is an alien from asteroid
B-612.)
3. T
8I Writing
ng 4. F (The Little Prince knew that there was a well
somewhere in the desert.)
7I Reading
8I Writing
TEACHER UNIT
GUIDE7 73
72
ELL_TG_L04_U07.indd 72 21/05/18 20:53

iation

1. If I were you
Speaking Strategy 2. if you were a customer
3. I’d think about
Explain there are many ways to give recommendations 4. with no one to talk to
or advice; which expressions to use depends on the
speaker’s authority, the urgency of the situation, and the
desired politeness. Additional Activity: Faster
• Demonstrate different ways, from stronger to weaker, Ask pairs to have a similar conversation involving
of recommending that someone stop their car: Stop their own plans for the summer. Challenge them
your car! You must/have to/have got to/need to stop to use at least three of the expressions for giving n
your car! You should/ought to/had better stop your recommendations.
car. You might/could stop your car.
• Then explain that the expressions presented in the B. Your Turn 1 I Get Ready
strategy are more polite (or “weaker”) ways of giving
a recommendation. Read through them using “stop How would Tania respond to Lorie? Write your
your car” as the suggestion: Why don’t you stop your answer in the blank space.
are
dy car? You might consider stopping your car. If I were
Pair and Share After students write their answers, have them roleplay
you, I’d stop my car. 2I Vocabulary
the conversation. Students should take turns both as
Lorie and Tania.
1 to
A. Listen I the audio and Get Ready
complete the Pair and Share
Answers
ary sentences. Listen again and check your answers. Responses will vary.
3I Grammar
Tell them they will listen to a conversation between C. Listen to the audio. Take notes to prepare
2 I two friends. Vocabulary
Lorie and Tonya, for a roleplay.
ar
dy •Pair and
Play the Share
audio while students write the missing • Explain that students will listen to the audio to get
words. Replay1 I as
Getnecessary.
Ready 4I Listening
ideas for a conversation they will have that involves
giving recommendations.
3I Grammar
ng 2 I Vocabulary
Audioscript • Before playing the recording, guide students through
ary Lorie: Hi, Tania. Are you OK? What’s up?
the Pair and Share sample conversation.
3 I Grammar
Tania: Not much, really! I have to choose a summer job! 5I Pronunciation
1
4 II
Lorie: Cool! What kind of job?
Get Ready
on Pair and Share speakers give recommendations.
ar Tania: Well, 4I had
I Listening
two offers; one from a very cool
cosmetics outlet and another one from the
last bookstore in town! Audioscript6 I Conversation
2
55 II Pronunciation Vocabulary
Pronunciation Pair
Lorie: and Share
on Pair and Share
Lorie: Wow! (1) If I were you, I’d choose the bookstore. Both tops are awesome! I can’t choose.
ng Tania: I’m not sure. The cosmetics outlet might be Tania: I’d think about what I could wear them with.
6 I Conversation
more fun.
Lorie: Yes, 3 (2) Iif you were aConversation
6 Grammar
customer, not a sales Pair and 7 jeans
Share
nice with
Reading
I and my skirts. It’s just
Lorie: I’ve done that! It doesn’t help. They would look
that one
ng 7 I Reading
assistant. of them has an open back and the other one
on Pair and Share
Tania: But the cosmetics store is in the mall. And my doesn’t.
friends8 I hang out there all the time.
Writing Lorie: Why don’t you try them on? That might help.
7
4 I Reading
Listening 8I Writing
ng Lorie: (3) I’d think about the job first. You know, working
Tania: You’re right . . . as always . . . Let’s see what
on Pair and Share
hours, pay, general conditions, and so on.
they look like on me, right?
Tania: You’re right. But I can’t help thinking about
spending the whole day there (4) with no one
1I Get Ready
8Pair
5
to talk
Ito!and Share Pronunciation Writing Pair
Pairand Share
and Share
ng Lorie: Come on! We’re talking about a summer job Have students do the activity with a partner. Ensure
not a summer holiday! And anyway, most of us that students switch roles and practice using several
will be working this summer! 2I
expressions to give recommendations. Vocabulary
ng Workbook link See p. 40
73 UNIT
72 TEACHER
7 GUIDE
7I Reading 3I Grammar
ELL_TG_L04_U07.indd 73 21/05/18 20:53


Speaking Strategy:
Give a recommendation
When giving a recommendation or
suggestion, use expressions like these:
7I Reading Why don’t you . . .
I’d suggest (that you) . . .
You might consider . . .
How about . . .
8I Writing If I were you . . .
I’d think about . . .
Pair and Share
A. Listen to the audio and complete the sentences. Listen again and check your answers.
Lorie: Hi, Tania. Are you OK? What’s up?
Tania: Not much, really! I have to choose a summer job!
Lorie: Cool! What kind of job?
Tania: Well, I had two offers; one from a very cool cosmetics outlet and another one from the last
bookstore in town!
Lorie: Wow! (1) , I’d choose the bookstore.
Tania: I’m not sure. The cosmetics outlet might be more fun.
Lorie: Yes, (2) , not a sales assistant.
Tania: But the cosmetics store is in the mall. And my friends hang out there all the time!
Pair and Share
Lorie: (3) the job first. You know, working hours, pay, general conditions,
and so on.
Tania: You’re right. But I can’t help thinking about spending the whole day there (4) !
Pair and Share
Lorie: Come on! We’re talking about a summer job not a summer holiday! And anyway, most of us will
be working this summer!
Pair and Share

B. Your Turn
Work with a partner. Talk about a decision
How would Tania respond to Lorie? Write your or a choice that one of you has to make
answer in the blank space. about studies, jobs, friends, shopping,
holiday plans, etc. Help each other decide
Your Idea: by giving recommendations.
Pair and Share
Both tops are awesome!
I can’t choose.
for a roleplay. I’d think about what I could
wear them with.
UNIT 7 73
ELL_TG_L04_U07.indd 73 21/05/18 20:53


Use background knowledge to predict
Before Reading
• Use your knowledge about the world, the theme, the
8 A. In pairs, discuss these
IWhat questions.
Writing situation and your expectations to understand the text.
are manga comics? What manga • Combine your knowledge with the new information for
comics do you know and like? a broader understanding of the text.
y Pair and Share

B. Read the article and underline key details about manga comics.
The World of Manga
y Manga are comics that were created in Japan in the late 19th century. Japanese people use the word
to refer to cartoons, comics, or animation. Among English speakers, however, it is used to refer to
Japanese comics along with the word anime, for animated cartoons. The comics cover a wide range of
r genres such as action, adventure, business, detective stories, comedy, drama, thrillers, mystery, romance,
science fiction, sports and games, and so on. They are normally printed in black and white, although some
are printed in full color. Many manga stories are translated into other languages, mainly English.
The stories are often published in large manga magazines. Each story is presented in a single
g episode that continues in the next issue. Successful stories may also be republished in hardback or
paperback books. Popular manga series are sometimes animated after the story has been completed
or as it develops in single episodes. Some manga comics are based on animated or live-action films.
n Pair and
Manga Share
comics have influenced the style of comics in other parts of the world. OEL manga is the term
used for manga comics that are created in English for Western countries. Original manga comics and
influenced works are particularly popular in China, Hong Kong, Taiwan, and South Korea.
n Pair andmanga
Modern Sharefollowed two broad trends; one trend focuses on events between 1945 and 1952 and
incorporates cultural influences from American cartoons, TV, films, images, and themes. The other trend
stresses Japanese culture and art. Manga artists such as Osamu Tezuka and Machiko Hasegawa created
heroes that became popular in Japan and elsewhere in the world around the same period. Tezuka
g created Astro Boy who is still a very popular, well-known character, and Hasegawa created Sazae-san,
whose anime adaptation was a huge success on Japanese television. Tezuka’s visually dynamic style
simulated slow and fast motion as well as details along the lines of cinematography. Hasegawa portrayed
everyday life and women in a way that directly affected the shojo manga genre that was aimed at girls.
g Modern manga for female readers feature super heroines and have a romantic theme. Stories such as
Takeuchi’s Pretty Soldier Sailor Moon and Yoshida’s Tokyo Mew Mew were successful internationally in
both manga and anime formats.
74 UNIT 7
ELL_TG_L04_U07.indd 74 21/05/18 20:53

ation
7 | Reading • Model answering the questions, such as: When I was

growing up, I wasn’t aware of manga. I did read a
lot of comic books, however. My favorites involved
Reading Strategy scary or mysterious stories. They had names like The
Read the strategy aloud. Ensure student comprehension. Twilight Zone and Tales from the Crypt. The stories
were always great, and the images really brought
• Say: Predicting is a reading strategy that can help the stories to life.
you be a more effective reader. It involves trying to
• Monitor students and provide help as necessary.
guess, or predict, what you will read about.
• Making predictions can activate your prior Answers
knowledge and help you connect with the text. It can Responses will vary.
also give you a purpose for reading (to see if your
predictions are accurate), and make reading more B. Read the article and underline key details
interesting.
are Explain how readers can make predictions:
about manga comics.
• Give students time to read the article by themselves
• Readers can look at titles, pictures, captions, one time.
headings, boldfaced words, and other things to help • Then play the audio as students follow along. Pause
them make predictions. as necessary to clarify and answer questions.
• For example, the pictures on this page can lead • Ask students to read through the article again, this
me to predict that this reading has something to do time underlining the key details.
with animation. The title (The World of Manga) and • When students are done, have them compare their
the boldfaced words (animation, readership, etc.) answers with partners. Then discuss them as a class.
support this prediction.
• Accept answers not given in the answer key, as long
as students can justify them.
Explain unfamiliar words or phrases:
Cultural Note
• The late 19th century is the late 1800s.
• Explain that the period 1945–1952, which is referred
to in the reading, represents the time of the U.S. • Anime is a Japanese word that comes from
occupation of Japan after World War II. Some people the English word animation. In English, anime is
think that the development of Japanese manga pronounced like the first three syllables of animation.
was influenced by the comic books that Americans • OEL stands for Original English Language.
brought with them to Japan during that time. • A super heroine is a female superhero.
• Explain that the character in the first picture is Astro • Explicit can have a negative connotation. As it is
Boy. He was the central character in a famous manga used here, the word refers to controversial acts
series that was published between 1952 and 1968. shown in realistic detail.
• The other picture on the page is a modern manga
Answers
heroine.
1. “Manga” refers to Japanese comics along with the
word anime, for animated cartoons.
2. Manga comics influenced the style of comics in
Before Reading other parts of the world.
A. In pairs, discuss these questions. What are 3. Modern manga followed two broad trends.
manga comics? What manga comics do you
4. The influence of manga on international comics
know and like?
has grown considerably over the last three
• Read the instructions and ensure student decades.
comprehension. If students aren’t familiar with
manga, tell them they will learn about it in the
reading. Say: For now, discuss comic books or
cartoons. Which do you know and like?
TEACHER GUIDE
UNIT 7 74
75
ELL_TG_L04_U07.indd 74 21/05/18 20:53

4 I Listening
nation
5 I Pronunciation
7 | Reading • My favorite manga/anime characters are
because .
After Reading • My favorite manga/anime series are because
C. Read the sentences and6 I circle
Conversation
T for True or .
F for False. Correct the false statements. • My favorite manga/anime genre is because
.
• Read the instructions and sentences aloud as students
follow along. Ensure student comprehension. • I would like to learn more about manga/anime
7 I Reading
• Give students time to complete the activity
because .
independently. Monitor and offer help as necessary. Answers
• Then have students discuss their answers with partners. Responses will vary.
Answers
8 I Writing 8 | Writing
are 1. F (Manga refers to cartoons, comics or
animation.) Writing Strategy
2. F (Manga comics cover many genres, including • Read the strategy aloud as students follow along.
action, adventure, business, detective stories, • Ensure that students understand the strategy.
comedy, drama, thrillers, mystery, romance,
• Tell students they will see examples of this
science fiction, sports and games, and so on.)
strategy below.
3. T Pair and Share
4. T A. Think about the characters, the setting, and
the plot of your favorite story. Describe the story
5. T to your partner.
• Give students time to think about their favorite stories
Additional Activity: Slower and make notes to help them describe the story.
Guide students to the passages that will help them • Tell students the story can come from any source,
answer the questions: including books, TV, movies, manga, or oral sources.
1. Paragraph 1: Japanese people use the word manga Answers
to refer to cartoons, comics, or animation.
2. Paragraph 1: The comics cover a wide range of
genres such as action, adventure, business, detective B. Read the paragraph and make notes about the
stories, comedy, drama, thrillers, mystery, romance, character, setting, and plot.
science fiction, sports and games, and so on. • Read the instructions and the paragraph, ensuring
3. Paragraph 1: Many manga stories are translated into student comprehension.
other languages, mainly English. • Have students work in pairs to complete the activity.
• Have pairs compare their answers.
4. Paragraph 3: Manga comics have influenced the style
of comics in other parts of the world. OEL manga is • Discuss the answers as a class.
the term used for manga comics that are created in Answers
English for Western countries.
• characters: Sheena and her classmates
5. Paragraph 4: Modern manga followed two broad • setting: at a boarding school at the end of the
trends; one trend focuses on events between 1945 school year
and 1952 and incorporates cultural influences from • plot: Sheena’s classmates kept her in the loft
American cartoons, TV, films, pictures, and themes. overnight.
C. Write a short story about yourself or someone
D. In pairs, talk about manga or anime. else. Think about the character(s), setting and plot.
Write sentence starters and discussion points on the • Tell students this story can be fiction or non-fiction.
board, such as: • Monitor and provide assistance as needed.
• The most interesting thing I learned about manga Answers
from this reading is . This is interesting to me
because .
• I like/don’t like manga/anime because .
75 74
TEACHER
UNIT 7GUIDE
ELL_TG_L04_U07.indd 75 21/05/18 20:53

The influence of manga on international comics has grown considerably over the last three decades.
1 IManga has becomeGet Readypart of the Japanese
an important Pair publishing
and Shareindustry and gained a significant
readership in the U.S., Canada, Europe, and the Middle East. Manga sales are worth hundreds of millions
in U.S. dollars. Artistic styles and characters of both genders have evolved to satisfy a wider range of
genres, including darker, realistic, and sometimes explicit representations of life or fiction.
2I Vocabulary
After Reading
C. Read the sentences and circle T for True or F for False. Correct the false statements.
3 I 1. Grammar
The word “manga” refers to animated cartoons. T F
2. Manga comics mainly cover drama and adventure. T F

4I Listening
3. Many manga stories have been translated into other languages. T F
5 I 4. Stories that
Pronunciation
are created for Western countriesPair andoriginal
differ from Share manga stories. T F
5. One of the trends that manga comics followed were influenced by American
6I cartoons, fiConversation
lms, and TV. Pair and Share T F
7 I D. In pairs, talk about

Reading
manga or anime.

Write about characters, settings, and plots
A. Think about the characters, the setting, Good stories address the reader and have
characters, settings, and plots.
and the plot of your favorite story. Describe
• The events in the story make up the plot.
the story to your partner.
• Characters are the people in the story.
• Setting is the time and place where the story
B. Read the paragraph and make notes takes place.
about the character, setting, and plot.
Sheena was furious. She had to sleep in the loft because her classmates had pulled the ladder away
and left her up there. The girls in the boarding school were packing, excited to go home for the summer.
Sheena was not going to be back the following autumn. Her father had changed jobs, so they would
have to move out to a different city. The girls had found out and decided to make sure Sheena would not
forget her last night in the boarding school! She fell asleep on top of some blankets and curtains in the
loft.
C. Write a short story about yourself or someone else. Think about the character(s), setting
and plot.
UNIT 7 75
ELL_TG_L04_U07.indd 75 21/05/18 20:53

UNIT 8 Music and Art In this unit, I will learn to . . .
• talk about music and art.
• use conditionals for real and
hypothetical situations correctly.
• listen and read for different reasons.
y Pair and Share
Who is your favorite artist? Why?
pictures and read each description. How do you feel about the work that is
y shown in each picture? Why? Listen to the audio.
Discussion
3I Grammar
4I Listening
Post-Internet installation art Radical architectural design K-pop performances are very
5 Iportrays the Pronunciation
way technology Pair and
introduces futuristic Share
settings well prepared and organized.
Pair
has and Share
affected our life and our with buildings that are shaped to Lyrics, vocals, and music are
surroundings. What looks merge with and blend into the in sync. Dance routines and
6 Ichaotic in scenes conveys the
Conversation environment.
Pair and Share design costumes complete the
Pair
fast and Share
pace and massive amount performance.
Pair and Share
of information available online.
7 IB. Listen and checkReading

(✓) the boxes that match the reviewer’s opinion.
Reviewer’s comments Ariel Carlos Tori Pair and Share

uses different art media
8I Writing With a partner, ask and answer question
is passionate and inspiring about what people said.
shows the effects of How does Carlos describe

technology on life Zaha Hadid’s designs?
lyrics, vocals, and music are He says that they are radical,
in sync inspiring, and inventive.
radical designs merge with
Ask and answer questions about your own
Pairsurroundings
and Share views on art and architecture.
started as a ballad singer
and songwriter How do you feel about
modern art?
Pairchaotic
andsettings
Share convey fast
pace of life I don’t always understand it.
76 UNIT 8
ELL_TG_L04_U08.indd 76 22/05/18 12:51

dy 1 | Get Ready • Explain that the audio contains three segments,
each with a different person discussing different
In this unit, I will learn to . . . works of art.
• Then play the audio once all the way through
Read through the objectives with students. as students follow along. Play it again, stopping
ary Explain each in more detail as needed. periodically to check student comprehension.
Answers
talk about music Learn common words, phrases,
r and art. and sentence structures that can
help you discuss various kinds of
music and art. B. Listen and check (✓ ) the boxes that match the
reviewer’s opinion.
use conditionals Learn more about sentences
g for real and that use will or would to express
hypothetical the dependence of one set of • Have students complete the activity with a partner.
situations circumstances on another. • Have pairs compare their answers with each other.
correctly. • Then discuss the answers as a class.
1 I Get Ready
iation listen and read Learn how to identify people’s Answers
for different reasons for what they write or say. -uses different art media: Ariel
2 I Vocabulary
reasons.
-is passionate and inspiring: Carlos
ation Warm up: introduce the topic
3 I Grammar -shows the effects of technology on life: Ariel
Read the unit title, Music and Art, and the Discussion -lyrics, vocals, and music are in sync: Tori
uestion. 4 I Listening -radical designs merge with surroundings: Carlos
-started as a ballad singer and songwriter: Tori
Discussion Who is 5your favorite artist? Why?
I Pronunciation -chaotic settings convey fast pace of life: Ariel
6 I Conversation
Language7 Builder: Additional Activity: Faster

I ReadingUse of that complements
• Have students determine the reviewers’ opinions
• Explain that it is common for that to follow main verbs
without the aid of the chart.
when speakers or writers are expressing opinions.
8 I Writing • After they write down the opinions, they can check
For example: I believe that this is the best sandwich
ever made. them against the chart.
• Also explain that that is often optional in such
sentences. For example: I believe this is the best
sandwich everPairmade.
are and Share
• Some of the most common verbs that are
Pair and Share
complemented by that are think, say, know, see,
dy Pair and
believe, Share
show, find, and feel.
a partner.
A. Look at the pictures and read each
ary description. How do you feel about the work
that is shown in each picture? Why? Listen to
the audio.
• Read the descriptions as students follow along.
mar Provide explanations as necessary.
ng
TEACHER UNIT
GUIDE 76
8 77
on Pair and Share
ELL_TG_L04_U08.indd 76 22/05/18 12:51

dy
dy Pair and Share
1I Get Ready
2I Vocabulary
ary the meaning of the words in bold. students listen and repeat. Provide example sentences
for the five terms that are not in the reading. chaotic, in
sync, merge, radical, surroundings For example: When
3I Grammar music sounds chaotic, that’s often because the musicians
Part 1: Working with the passage
mar 1. Have students listen to and follow along with the
are not in sync with each other or with their surroundings.
g
audio.
3sentences
I Grammar
2. Then have 4 I Listening B. Complete the using words from
students close their books. Conduct
ng a brief spelling quiz, asking students to spell the
the box. 1I Get Ready
boldfaced words from the reading as you read • Go through the sentences and ensure, without giving
them aloud. away the answers, that students understand them.
iation 5I Pronunciation
. Then write the words on the board, allowing students
•Pair
Have and Share
students 4I Listening
complete the activity independently
on Pair and
to check andShare
correct their spellings. 2I Vocabulary
and then check their answers with a partner.
6I
for more information Conversation
about them. For example: What Pair and Share
ation is a masterpiece that you know of? What are some Additional Activity: SlowerPronunciation
5I
on Pair andand
synonyms Share
antonyms of failings? synonyms: 3I Grammar
Give students the six vocabulary terms to choose from.
weaknesses, shortcomings, aws; antonyms:
7I
strengths, advantages, assets Give Reading
me an example
of a movie or song that is lighthearted. Answers 6I Conversation
ng 1. chaotic . masterpieces 5. in sync
5. Read the passage aloud again while students have
their books closed. Pause at the boldfaced words 2.
4 I
Endurance 4. pace
Listening
6. legacy
8 I to choose the correct
and ask students Writing
word from
ng
the words on the board. Allow students to check 7 I to their meaning.
C. Match the words Reading
their answers in pairs before going over the answers
as a class. • Go through the5meanings
I Pronunciation
and ensure, without giving
away the answers, that students understand them.
• Demonstrate by reading item 1 and asking
Part 2: Using the vocabulary 8I
a volunteer to provide the answer. Writing
single sentence using as many of the vocabulary 6I Conversation
• Explain that students should draw lines to connect
the words and their meanings.
words as possible.
are 2. Students can choose whichever words they want Then go through the sentences as a class.
from the list.
. Explain that the sentences can be either personal
Answers 7I Reading
1. extreme
or general. Provide an example by expanding on
the example sentence from the Word Box above: 2. in harmony with
When music sounds chaotic, that’s often because . weakness or fault
the musicians are not in sync with each other or with 8I
4. unite, become one
Writing
their surroundings, and they need to merge their
paces as if they’re creating a masterpiece. Allow 5. inheritance
students to play with the language and be creative. 6. in a completely confusing condition
4. Give students 5 10 minutes to create and write their . speed of movement
8. ability to overcome and manage di culty
5. Have student pairs share their sentences with other
pairs. Encourage them to help each other expand
their sentences even more. Workbook link See p. 4
77 TEACHER
76 UNIT 8 GUIDE
ELL_TG_L04_U08.indd 77 22/05/18 12:51

y Pair
2 I and Share
Vocabulary
y
3 IPhysical enduranceGrammar
is not typically a common quality of artists. Yet, Pablo Picasso, one of the most
influential artists of the 20th century was determined to maintain his demanding work pace until the
end of his life. Picasso was not interested in the lighthearted. One of his best known masterpieces,
r Guernica, represents an important part of his legacy in its harsh and chaotic representation of war.
4 IReconciliation and Listening
conformism were not qualities that he could relate to. Picasso never acknowledged
y Pair and Share
personal failings, nor was he ever concerned about appearances.
g
y
chaotic masterpiece
endurance merge
n Pair and
failing Share pace
Pair and Share
6 Iin sync Conversation
r radical
legacy reconciliation
lighthearted surroundings
n Pair
g
g
8 IB. Complete the sentences
Writingusing words from the box.
n Pair and
1. The Share
situation in Nepal was after the earthquake, with debris blocking roads
and people running in all directions.
g 2. is more important than speed in sports like climbing or distance running.
n Pair and Share
3. Famous artists’ are exhibited in the National Gallery.
4. It is not easy for everyone to adapt to the fast of life in large urban centers.
g 5. My best friend and I are always when we have to make a decision.
6. Darwin’s paved the way to current understanding of how evolution works.
C. Match the words to their meaning.

g
1. radical • • in harmony with
2. in sync • • weakness or fault
3. failing • • inheritance
4. merge • • speed of movement
5. legacy • • ability to overcome and manage difficulty
6. chaotic • • unite, become one
7. pace • • in a completely confusing condition
8. endurance • • extreme UNIT 8 77
ELL_TG_L04_U08.indd 77 22/05/18 12:51

2I Vocabulary
3I Grammar
will vs would (hypothetical situations)

4 IWill is used when something
Listeningis going to happen. It is used to talk about what people are going to do.
Would expresses things that are imagined, rather than true.
We often use one clause instead of two in conditional sentences.

5 I• Use the if clause
Pronunciation Pair
when the conditional clause can and Share
be assumed.
Will you buy a new car if you get a job?
• Use the conditional clause when the condition is usually implied.
The cake would taste better with a bit more chocolate.
will vs would Use Example
will expresses real possibility or condition The children will go to school tomorrow.
7I Reading
would expresses hypothetical meaning I would never injure a friend.

Writing
and complete the sentences using will or would.
1. The gate opens at 10:00 a.m. 2. Melissa is punished. 3. Mrs. Sanders is cold and tired.
We start boarding She join her friends She ask her daughter
when the gate opens. (if she was / were allowed to go to help (if she has to do more
out.) shopping.)
We start boarding at
10 a.m. She join her friends She ask her daughter
but she’s not allowed to go out. to help with the rest of the
shopping.
B. Complete the sentences using would or will.

1. It be very expensive to stay in this hotel.
2. I give her a call if I could remember her number.
3. I lose more weight if I exercised more.
4. Ben help us if you ask him. He’s always willing to help us.
5. If I had the time, I do it. I’m just too busy these days.
6. I do it when I get home. I don’t have the equipment to do it here.
78 UNIT 8
ELL_TG_L04_U08.indd 78 22/05/18 12:51

ary
r 3 | Grammar B. Complete the sentences using would or will.

• Read the directions and the items aloud, ensuring
will vs would (hypothetical situations) student comprehension.
• Read the instructions and examples aloud and • Help students understand how and why these kinds
ensure student comprehension.
g • Explain that some sentences can function like
of conditional sentences are used. Say: In item 1,
the speaker is not staying in the hotel because it is
conditionals without having a strict conditional clause too expensive. hypothetical In item 2, the speaker
i.e., without using if or when . Write this example cannot remember her number and will be unable to.
sentence on the board, with the last part underlined: hypothetical In item 3, the speaker does not plan to
iation The cake would taste better with a bit more exercise more. hypothetical In item 4, the speaker
chocolate. thinks it is very likely Ben will help. real possibility
• Write this sentence on the board: The cake would In item 5, the speaker does not have time to do it.
taste better if it had a bit more chocolate. hypothetical In item 6, the speaker promises to do
it when he or she is home. real possibility
ation • Point out how both sentences convey very similar
• Discuss the answers as a class. Use the rules and
meanings.
explanations above as necessary.
A. Look at the pictures and complete the Answers
sentences using will or would. 1. would
• Read the directions and the items aloud, ensuring
2. would
student comprehension.
• Help students understand how and why these . would
conditional sentences are used. Say: Item 1 involves 4. will
a scheduled event, which is a real condition. 5. would
Everyone assumes this event will happen. Item 2
involves a hypothetical situation. Melissa won’t 6. will
join them because she’s grounded. But they are
discussing what would happen if Melissa were
not grounded. Item 3 involves a real possibility.
Mrs. Sanders has decided on a course of action Have students revise the sentences so that the “wrong”
for next time. answer is correct. For example:
are • Have students complete the activity independently • It will be very expensive to stay in this hotel when we
and then compare answers with a partner. go there next month.
• Discuss the answers as a class. • I will call her because I have her number.
Answers • I will lose more weight when I start my exercise class.
1. will; will • Ben would help us if he were here, but he’s out
of town.
2. would; would
• If I have the time, I will definitely do it.
. will; will • I would do it if I could get home earlier, but that’s not
possible.
TEACHER UNIT
GUIDE 78
8 79
ELL_TG_L04_U08.indd 78 22/05/18 12:51

ary
r 3 | Grammar D. Read and circle RC for Real Condition or HC

for Hypothetical Condition.
C. Match the sentence halves. • Read the instructions. Ensure students understand
• Read the instructions and the sentence halves aloud, what they need to do.
reading from top to bottom in each column. Ensure
g that students understand everything without giving
• Have students complete the activity independently or
with a partner.
away the answers. • Discuss the answers as a class.
• Model figuring out the answer to item 1: Because
1 I Get
item 1 contains Ready
would, I assume that the speaker Answers
iation wants to convey that they will not actually go and 1. RC . RC 5. HC
see the person when they’re in Tokyo. Now I need to
2 I Vocabulary 2. HC 4. RC 6. RC
look for a reason that explains why they will not go
and see him. The reason that makes the most sense
3 I he
is, “but I know Grammar
has returned to France.”
ation • Have students finish the activity independently and
E. Complete the sentences so they are true
for you.
4 I Listening • Read the instructions and the items. Ask a volunteer
• Discuss the answers as a class. to offer an example, such as: “I would buy all my
Answers 5 I Pronunciation classmates new cars if I had a lot of money.”
1. I would go and see him when we’re in Tokyo but • Remind students to refer to the rules above if they
I know he6has returned to France. get stuck.
I Conversation
• Have students complete the sentences
2. I would not go there if I didn’t have to.
independently and then share their answers with
. I’ll come over as soon as I arrive.
7 I Reading a partner.
4. We’ll bring you some food if we find a store. • Go over the answers as a class. Ask volunteers to
8 Ipaint
Writing read their answers.
5. She would again if she didn’t have to work.
Answers
Additional Activity: Slower Responses will vary.
Provide these hints to students:
1. The speaker won’t go see him in Tokyo. Why
are • Model asking and answering the questions with
2. The speaker does not want to go there, but he has to.
a partner.
. The speaker is promising that she will come over at • Stress that students should try to use would or will in
a certain time. both their questions and answers.
4. The speaker is promising that they will bring food, • Point out that it is fine to use contractions, such as
but a certain condition has to be met. What is that I’ll and I’d in the example sentences.
condition • Explain that students should go through the
5. The speaker is saying that “she” will not be able to conversation twice, switching roles the second time.
paint again, but she would if she could.
79 TEACHER
78 UNIT 8 GUIDE
ELL_TG_L04_U08.indd 79 22/05/18 12:51

C. Match the sentence halves.
1. I would go and see him when we’re in Tokyo • • if we find a store.
2. I would not go there • • but I know he has returned to France.
3. I’ll come over • • if she didn’t have to work.
4. We’ll bring you some food • • if I didn’t have to.
5. She would paint again • • as soon as I arrive.
D. Read and circle RC for Real Condition or HC for Hypothetical Condition.

1. Ivy: I’ve just bought a new laptop, but the keyboard gets stuck. RC HC
Lyn: I’d take it back and ask for a refund.
2. Jo: What would you do if you won the lottery? RC HC

Al: I’d probably share the money with family and friends!
3. They’d never forgive us for what we’ve done! RC HC
4. We all make mistakes. You’ll give her another chance, won’t you? RC HC
5. Phil would apply for the job but he’s away this month. RC HC
6. James will apply for the job and hope he gets it. RC HC
E. Complete the sentences so they are true Pair and Share

for you.
1. I would
about real or hypothetical conditions.
if I had a lot of money.
I think I’ll give Jed a ring and
2. I will
apologize. What do you think?
tomorrow.
3. If I could travel to any place in the world, I would Go ahead! I’d probably
do the same.
.
Ask and answer questions about you, your
4. I will if my friends agree. family, and friends.
5. Grandma wouldn’t be so angry How would you react to a low

grade on your English exam?
.
6. I will go to the concert if I’d get upset. / I’d ask the

teacher to help me.
.
7. If I had the time, I .
8. If you prepare enough, you

.
UNIT 8 79
ELL_TG_L04_U08.indd 79 22/05/18 12:51

3I Grammar

Listen for reasons
Before Listening When you listen for the reasons a speaker uses to
express an opinion, focus on words and phrases that
5 IA. In pairs,Pronunciation
look at the picture and talk Pair and Share
provide positive or negative information about the
about what you see. Do you ever go to subject. Relevant facts will provide more objective
concerts? evidence and justification. Look out for words and
phrases, such as because, the reason that I like /
I think . . . that indicate reasons.
7I Reading
y Pair and Share

8I Writing
B. Listen and check (✓) the reasons the speakers like K-pop.
y 1I Get Ready Pair and Share
K-pop Features Part 1 Son Part 2 Kito Part 3 Jed
sound
r 2I performance Vocabulary
costumes
dance routines
g 3I Grammar
fashion, style
image, personality
n 4Pair
IAfter
and ShareListening
Listening
C. What is your favorite type of music and why? Discuss with a small group.
n Pair
5 I and Share
Informal speaking: would you
In spoken English, words are connected. For example, the pronunciation of the word would changes
g
y 6 Iwhen
Pair and Share
it is combined with you. The vowel sound Pair
Conversation and
is weaker andShare
replaced by the schwa sound. The final
consonants and y are combined to sound more like [ ], wouldja.
A. Listen and check (✓) when you hear the informal form of would you.
g
y 7I Reading
1. Would you mind opening the window? 4. Would you ever fly a glider?
y Pair 2.and
WhoShare
would park here? 5. You wouldn’t believe what happened.
8 I 3. Would you kindlyWriting

move your bag? 6. Would you like to have some coffee?

y
80 UNIT 8
ELL_TG_L04_U08.indd 80 22/05/18 12:51

1 I Get Ready
r
2 I Vocabulary
g 4 | Listening After Listening
C. What is your favorite type of music and why?
Listening Strategy Discuss with your partner.
3 I Grammar • Give students time to think about their answers and
iation • Read the text aloud. Ensure that students understand make notes.
the strategy. • Then have them complete the activity.
• Explain that speakers, like writers, are often expected
n to give reasons for their opinions. The sample
4 I Listening
Answers
ation phrases noted here can be used to indicate these
reasons.
• Say: You should listen for phrases like these when

trying to determine why speakers think or feel the
n way they do. 5 I Pronunciation 5 | Pronunciation
Before Listening Informal speaking: would you
Read the instructions and ensure student
A. In pairs, look at the picture and talk about
what you see. Do you ever6 IgoConversation
to concerts? comprehension. Provide several examples of this kind
of pronunciation, either from yourself or from a recorded
• Read the instructions and ask students to describe source, such as:
the picture.
• Wouldja believe what we’re going to study now?
1 I activity as a class.Get Ready
• Complete the
7 I Reading •Pair and Share
You wouldn’t happen to have an extra pencil,
Answers wouldja?
A. Listen and check (✓) when you hear the
2I Vocabulary informal form of would you.
are
Cultural Note 8 I Writing
This activity could give students the impression that • See audioscript on student page.
all concerts are major events with big crowds, famous • Have students listen and repeat several times as they
musicians, and3elaborate
I Grammar
sets. Explain: Not all concerts complete the activity.
are like this. Some are small, with a single person Answers
playing a guitar in front of a small group of people, for
example. Some 1 concerts
I GetbyReady
are performed amateurs,
1.
Pair .
and Share 5.
such as concerts4I involving school Listening
children. Any time a 2. 4. 6.
person or group is playing music for an audience, that
can be considered a concert.Pair and Share
dy Pair and2Share
I Vocabulary
5I Pronunciation •Pair anditem
Play each Share
several times.
• Transcribe the sentences on the board as students
B. Listen3and
I check (✓) the reasons
Grammarthe provide the words.
ary speakers like K-pop.
6I Conversation •Pair
Then and Sharelisten and repeat.
have students
mar 4I Listening
Answers
7I Reading
K-pop Part 1 Part 2 Part 3
Features Son Kito Jed
ng sound 5I Pronunciation Pair and Share
8I
performance
Writing
costumes
on Pair and
dance 6Share
I
routines Conversation Pair and Share
fashion, style
image, personality
on Pair and7Share
I Reading
TEACHER UNIT
GUIDE 80
8 81
ng 8I Writing
ELL_TG_L04_U08.indd 80 22/05/18 12:51
iation

1. I agree with you but
Speaking Strategy 2. Sure, but on the other hand
Explain there are many ways to communicate agreement . I see what you mean, but
and disagreement; which expressions to use depend 4. Yes, possibly, but
on the speakers’ relationship, the speaker’s authority,
urgency, or desired politeness. B. Your Turn
• Provide more examples of expressions, such as Roleplay the conversation with a partner. How
these in order of least polite to most polite : No way! would Lin respond? Write your answer in the
You can’t be serious. You’re wrong. I totally disagree. blank space.
n
I think the opposite is true. That’s not always true.
I’m not so sure about that. Well, in my opinion . . . After students write their answers, have them roleplay
Actually, I think . . . the conversation. Student should take turns both as
Lin and Tao.
• Provide examples using a phrase, such as “apples
are better than oranges”: You can’t be serious.
Pair and Share
Apples are much better than oranges! Actually, 1I
Responses will vary. Get Ready
are I think apples happen to be better than oranges.
dy • Read the expressions in the box using “apples are
Pair and Share C. Listen to the audio. Take notes to prepare
better than oranges.” Have students repeat.
2I Vocabulary for a talk.
2I Vocabulary
• Explain that students will listen to an audio to get
ary the sentences1 using
I Get Ready
expressions from the
disagreeing politely.
3 I box. Listen again
Speaking Strategy Grammar
and check
your answers.2 I Vocabulary • Before playing the recording, guide students through
3I
the Pair and Share sample conversation. Grammar
• Ask volunteers to guess which expressions could go
ar in the blanks. Tell them there are many acceptable
43 II Grammar
possibilities. Listening conversation, paying special attention to how the
1 I Get Ready Pair anddisagree.
speakers Share
dy • Then play the audio while students write the missing
Pair and 4Share
I Listening 4I Listening
ng words. Replay as necessary.
55 II Pronunciation
Audioscript
2I
Audioscript Vocabulary
ary Ryan: I really liked Prince. He was an in uential
on
Tao: I think K-pop has in uenced Western bands and
Pair videos.
and 6Share
I Conversation
musician.5I Pronunciation
6I Conversation Pair andbut
Brit: Sure, Share
on the other hand, he was not as
3 I with you but don’t Grammar
Lin: 1 I agree forget that K-pop in uential as other musicians of his generation.
ar was also7 IinReading
uenced by Western music.
Ryan: Yes, possibly, but he had a unique style and
on Pair
Tao: and
2 Sure,Share
but on the other hand no Western 6I
he was a trendsetter. Conversation
78 II Writing
band invests as much time andReading
money in
Brit: Forgive me if I’m wrong, but I don’t think
4 and
training I choreographing,Listening
perfecting all
his style was that great
ng aspects of a performance.
ng Lin: I see what you mean, but there are a lot of 7I Reading
artists 8
who
Pairwork hard to put on aWriting
I and Share perfect show. Pair and Share
Think of5 pop
I stars likePronunciation
Michael ackson, Prince, Pair 1I
and Share Get Ready
on PairMadonna,
and Share and Beyonc , just to name a few. It’s Have students do the activity with a partner. Ensure
ng not fair to say that they don’t work hard. that students switch roles and practice using several
8I
expressions to give recommendations. Writing
Tao: 4 Yes, possibly, but I still think that more
6groups
I and soloists Conversation Pair and Share
2I Vocabulary
on Pairrecent
and Share tend to rely more
on personal charm and natural talent. They are Workbook link See p. 46
not willing to do the type of teamwork that is
necessary for a K-Pop performance in terms of
7I Reading
singing and dance routines, or even costumes.
ng 3I Grammar
80 UNIT
81 8 GUIDE
TEACHER
8I Writing
ng
4I Listening
ELL_TG_L04_U08.indd 81 22/05/18 12:51

Speaking Strategy:
Disagree politely
Use expressions like these to disagree
politely:
7I Reading I agree with you, but . . .
Sure, but on the other hand . . .
I see what you mean, but . . .
Yes, possibly, but . . .
8I Writing Yes, but don’t forget . . .
Forgive me if I’m wrong, but . . .
y Pair and Share
A. Listen to the conversation and complete the sentences using expressions from the
y Speaking Strategy box. Listen again and check your answers.
Tao: I think K-pop has influenced Western bands and videos.
Lin: (1) don’t forget that K-pop was also influenced by Western music.
r Tao: (2) no Western band invests as much time and money in training and
choreographing, perfecting all aspects of a performance.
Lin: (3) there are a lot of artists who work hard to put on a perfect show.
g Think of pop stars like Michael Jackson, Prince, Madonna, and Beyoncé, just to name a few. It’s not
fair to say that they don’t work hard.
Tao: (4) I still think that more recent groups and soloists tend to rely more on
personal charm and natural talent. They are not willing to do the type of teamwork that is necessary
n Pair and
for a Share
K-pop performance in terms of singing and dance routines, or even costumes.
n Pair andTurn
B. Your Share
Pair and Share
How would Lin respond? Write your answer in Work with a partner. Talk about a film, an
the blank space.
g artist, or a story that you have a different
opinion on.
Your idea:
y Pair and Share
Star Wars is the best
film I’ve ever seen!
g
C. Listen to the audio. Take notes to prepare for
y a talk.
Yes, possibly, but I am not
a fan of science fiction.
r
UNIT 8 81
g
ELL_TG_L04_U08.indd 81 22/05/18 12:51

Read for opinion and reasons
Before Reading • Look for the author’s reasons that justify his/her view.
• Positive statements, positive or negative adjectives/
8 Writing
IA. Discuss with a small group what you modifiers and words that mean success, achievement,
know about Mozart, John Lennon, and popularity, public recognition will give you the
Aikido. author’s opinion and reasons for it.
y Pair and Share

B. Read and match each review with the correct heading.
An Influential Artist The Art of Peace Celebrating Life
y
1.
Is it possible not to like Mozart? He was a true musical genius whose work covers an amazing range of
genres, from opera, concertos, and symphonies, to chamber music, choral compositions, and sonnets.
He could convey such a wide range of conflicting feelings in his work, from the lighthearted to the
heartbreaking, from the nail-biting to the terrifying and above all, the force of life. He was heavily in debt
and troubled most of his life, yet all that seemed to provide him with the inspiration that he needed to
create his masterpieces. His music represents life itself, from the fluttering movements of a butterfly’s
wings to the restless wanderings of a tormented soul, breaking suddenly into an explosion and
celebration of life! “What a picture of a better world you have given us Mozart.” (Franz Schubert)
2.
Pair and Share
John Lennon’s first solo album, released on December 11, 1970, was a major success. Many of the Beatles
songs written by John Lennon and Paul McCartney were about friendship, happiness, peace, and freedom.
Lennon became an activist later in his life and wrote protest songs about world issues. He was well known
Pair and
for his Share
powerful, emotional performances and singing. He could play a wide range of instruments, but did
not consider himself a very good guitarist. His song, “Give Peace a Chance,” in 1969 was sung by 500,000
demonstrators protesting against the Vietnam War. His most famous song, “Imagine,” written in 1971,
represented what he truly believed; that we are all one country, one world, one people. This is also his legacy.
Lennon was an influential artist whose charisma has lived on. Despite recent publications that accuse John
Lennon of violent and abusive behavior, I cannot help thinking of his music rather than the man. He never
denied his failings and believed that his transformation in later life had been brought about by exactly those
failings and faults. I think his unique voice and music are healing and I depend on them to give me hope!
82 UNIT 8
ELL_TG_L04_U08.indd 82 22/05/18 12:51

ation
7 | Reading • Ask: Do you know any music created by Mozart

or John Lennon? Have you ever practiced aikido
or another martial art?
Reading Strategy
• If possible, play these artists’ music. Ask a volunteer
Point out that this strategy helps readers recognize to brie y perform martial arts.
writers’ opinions and the reasons, or evidence, for their • Ask students for their opinions on Mozart, ohn
opinions. Lennon, and aikido. Encourage them to offer reasons
• Say: Look for words and phrases that show the for their opinions. Provide sentence frames such as
writer’s negative or positive thoughts or feelings these: I like/don’t like . I think is .
about a subject. A writer might state that she “hates” One thing I like/don’t like about is .
something 1 or I“loves” something,Get
or thatReady
she thinks Answers
something is “horrible” or “incredible.” These words
Pair and Share
all indicate a writer’s opinion.
are • Remember: Opinions cannot be proven to be true or
B. Read and match each review with the
2I
false. And judgements Vocabulary
using words like this cannot
correct heading.
be proven true or false.
Provide examples of words or phrases that signify • See audioscript on student page.
success, achievement, popularity, and public Read the headings aloud as students follow along.
recognition: 3 I Grammar Explain the potential meanings of the headings.
• Success: successful, prosperous, outstanding, at the • Say: An influential artist is an artist who has
top, out in front, thriving influenced, or affected, others. They might influence
• Achievement: noteworthy, notable, remarkable, other artists or the general public. We discussed
4 I cant, meaningful Listening
important, signifi Picasso’s painting Guernica earlier in this unit. That
• Popularity: popular, well-liked, likeable, lovable, painting changed the way some people thought
attractive, fashionable, crowd-pleasing, in demand about war. Therefore, we can say that Picasso was
• Public recognition: remembered, known, awarded, an influential artist because he influenced how
5I
rewarded, bestowed upon Pronunciation Pair
peopleand Share
thought about war.
• Can an art form be peaceful or help bring about
peace? Think about this question as you read.
Teaching Tip • In what ways do we celebrate life? We have birthday
6I Conversation
Provide students with a chart, such as the one below,
Pair and
parties, Share
parades, and other celebrations, but we
listing the opinions and reasons found in the reviews. can also celebrate life through art, whether we are
Encourage students to create similar charts to help them creating or experiencing it.
determine opinions and reasons. • Give students time to read the article by themselves
7I Reading one time.
Opinion Reasons • Then play the audio as students follow along. Pause
as necessary to clarify and answer questions.
Mozart was a • His work covers an amazing
true musical 8 I range of genres Writing
• Ask students to read through the article again, this
opera,
time looking for clues that help them determine
genius. concertos, symphonies,
which heading goes with which review.
chamber music, choral
compositions, and sonnets . • When students are done, have them compare their
answers with partners. Then discuss them as a class.
• He could convey a wide range
of con icting feelings in his Answers
work. 1. Celebrating Life
• His music represents life itself. 2. An In uential Artist
. The Art of Peace
Before Reading
A. Discuss with your partner what you know Workbook link See pp. 4 48
about Mozart, John Lennon, and Aikido.
• Ensure that students realize that aikido is a martial
art, not a person.
• Ask students to describe the pictures. Discuss them.
TEACHER UNIT
GUIDE 82
8 83
ELL_TG_L04_U08.indd 82 22/05/18 12:51

ation 7 I Reading

After Reading
Writing Strategy
C. Read each review and underline:
• Have students read the reviews again independently • Read the strategy aloud as students follow along.
and complete the activity. • Ensure that students understand the strategy.
• Monitor and offer help as necessary. • Tell students they will see examples of this strategy
• Then have students discuss their answers with in the reading below.
partners. Pair and Share A. In pairs, choose an art form you have seen
Sample Answers recently. Make notes about aspects you liked
Comments: “true musical genius”; “nail-biting to the or disliked about it.
terrifying”; “his unique voice and music”. • Give students time to think about this and make
are Facts: “heavily in debt and troubled most of his life”; notes. Allow students to choose an art form that they
“many of the Beatles songs written by ohn Lennon”; have heard or seen.
“he could play a wide range of instruments”. • Encourage students to use descriptive words and
phrases and relevant information.
Answers
Point out the following key excerpts as examples of Responses will vary.
praise or commentary on the person or artwork.
B. Read the review. Find and highlight:
Celebrating Life:
1. descriptive words and phrases
• “He could convey . . . the force of life.”
2. sentences or words and phrases that provide
• “His music represents life itself . . . breaking suddenly relevant information
into an explosion and celebration of life ”
• Read the instructions and the review, ensuring
An Influential Artist: student comprehension.
• “Lennon became an activist later in life and wrote • Have students complete the activity independently
protest songs about world issues.” and then check their answers with partners.
• “His song, Give Peace a Chance,’ in 1 6 was sung • Discuss the answers as a class.
by 500,000 demonstrators protesting against the
Answers
ietnam War.”
1. descriptive words and phrases: in-depth,
• “I think his unique voice and music are healing and
in uential, innovative, genuine, effortless,
I depend on them to give me hope ”
informative, entertaining, real, sincere, unique,
The Art of Peace: popular, experimental, appealing
• “Aikido combines apanese martial arts and 2. sentences or words and phrases that provide
its creator’s philosophy of universal peace and relevant information: interview with Brian Eno;
reconciliation. It focuses on training practitioners to He described the process of music making as
defend themselves while protecting their opponents landscaping, in line with his art background in
from injury. It requires understanding the rhythm and painting, sculpting and experimental music;
intentions of the opponent.” “I would set up sonic scenarios for him and
• “Concern about your opponent helps you refocus he would react to them.”
your energy in the most positive way possible, and
reveals paths that you didn’t know existed.”
C. Write a short review. Use your ideas from
Activity A and the suggested strategies.
D. In pairs, discuss these questions. What is your and then share their reviews with partners.
favorite type of art (music, paintings, sculpture, • Have them make revisions based on partner
martial arts)? Why? feedback and then submit.
• Have students complete the activity. Answers
• Then ask volunteers to share some of their answers Responses will vary.
with the class.
Answers
Responses will vary. Workbook link See p. 48
83 TEACHER
82 UNIT 8 GUIDE
ELL_TG_L04_U08.indd 83 22/05/18 12:51

2 I3. Vocabulary
Aikido combines Japanese martial arts and its creator’s philosophy of universal peace and reconciliation.
It focuses on training practitioners to defend themselves while protecting their opponents from injury.
3 Grammar
IIt requires understanding the rhythm and intentions of the opponent in order to identify the optimal
position and timing to move to defend yourself without hurting your opponent. As in all Japanese martial
arts, aikido requires physical and mental training. Physical training concentrates on relaxation, correct
movement, flexibility, and endurance. There is less emphasis on strength training compared to other
4 Listening
Imartial arts. I find Aikido a fluid and true combination of forces that unify life energy. It helps me achieve
a sense of harmony within myself, my opponent, and my surroundings. Concern about your opponent
helps you refocus your energy in the most positive way possible, and reveals paths that you didn’t know
existed. I would not choose any other form of martial art, for this reason alone!
5 IAfter Reading
C. Read each review and underline:
6 I• words and phrases that praise/comment on each person or his art

• facts that justify the reviewer’s comments
D. In pairs, discuss these questions. What is your favorite type of art (music, paintings,
7 Isculpture, martial arts)?
Reading
Why?

Write a music / art review
A. In pairs, choose an art form you have When you write a review about a person, a work of
art, or a product:
seen recently. Make notes about aspects you
liked or disliked about it. • think about your audience and medium (who is
going to read it? is it going to be part of a blog or
professional review? etc.)
B. Read the review. Find and highlight: • decide on your angle (whether it is positive,
1. descriptive words and phrases negative, or mixed)
• describe what you are reviewing briefly
2. sentences or words and phrases that provide • use descriptive words and phrases
relevant information
• include a sample or excerpt
I recently watched an in-depth interview with Brian • be fair, truthful, and creative
Eno, one of the most influential and innovative
figures of popular music. It was the most genuine,
effortless, informative, and entertaining interview I have watched in a very long time. Brian Eno was real
and sincere. A self-described “non-musician,” Eno has introduced unique recording techniques and
conceptual approaches to popular music. He described the process of music making as landscaping,
in line with his art background in painting, sculpting, and experimental music. Asked about his collaboration
with David Bowie, Brian Eno simply said, “I would set up sonic scenarios for him and he would react to
them.” Eno’s appealing personality, sense of humor, and accessible manner was fully matched by the
interviewer’s comments and genuine enthusiasm and interest.
C. Write a short review. Use your ideas from Activity A and the suggested strategies.
UNIT 8 83
ELL_TG_L04_U08.indd 84 22/05/18 12:51

UNIT 9 Influential People In this unit, I will learn to . . .
• talk about in uential people.
• make word changes in reported
speech: reporting verbs.
1I Get Ready Pair and Share • read and summarize.
• listen and take notes in charts.
y Pair
Name and Share
a few of the most influential people in your
2Ilife and how Vocabulary
they have changed you.
A. Look at the people in the pictures. What do you know about them?
y Discussion Why are they influential? Listen to the audio.
3I Grammar
4I Listening
Albert Einstein 14 March, 18 18 April, 1 55 has inspired authors, playwrights, film directors, and
5 I
artists. He Pronunciation the theory
was famous for developing
2
Pair and aShare
of relativity, very important idea in modern physics,
and the world’s most famous equation, E mc . He received the obel Prize in Physics.
Pair and
Amelia Share
Mary Earhart 24 uly, 18 2 uly 1 was the first female to y solo across the Atlantic
6 IOcean. She went on to set many more records and wrote a number of best-selling books about her
ying experiences. She also attracted a lot of media attention. Her achievements in aviation inspired a
generation of female aviators.
Pair and Share
Elon Musk is a South African-born, Canadian-American pioneering engineer and entrepreneur. He
7 Istarted Space , TeslaReading
Motors, co- ip2, and PayPal, and is chairman of Solar City and co-chair of OpenAI.
He is the inventor of Hyperloop, a high-speed transportation system. OpenAI, one of his most recent
inventions, explores the potential of artificial intelligence for the benefit and advancement of space
research and humanity.
8I Writing Pair and Share
B. Read the sentences and circle T for True or
F for False. Correct the false statements. With a partner, ask and answer
questions about influential people.
1. Albert Einstein developed the theory T F
of relativity. Why was Amelia Earhart
in uential
She was the first female aviator

2. Albert Einstein was a Canadian- T F
and inspired many women.
American entrepreneur.
Ask and answer questions about
people who influenced you.
. Amelia Earhart inspired men and T F
women to become aviators.
Who motivates and inspires you
4. Elon Musk is involved in many T F A number of people motivate and

pioneering engineering projects. inspire me, including my parents,
Stephen Hawking, and Malala.
84 UNIT 9
ELL_TG_L04_U09.indd 36 21/05/18 21:53

dy 1 | Get Ready Language Builder: The Oxford comma
In this unit, I will learn to . . . • Explain that a debated usage topic is whether to use
the Oxford comma, or the serial comma.
• Say: The Oxford comma comes immediately before the
coordinating conjunction in a series of three or more
terms. Show an example, write on the board: France,
Objectives Explanation Germany, and Italy are all countries in Europe.
talk about Learn common words, phrases, • Most style guides in the U.S. recommend the Oxford
r influential and sentence structures that comma. But some recommend against it. This is
people. can help you discuss influential why when you read a newspaper, you usually see
people. sentences written this way: France, Germany and
Italy are all countries in Europe.
make word 1 I Getrules
Learn the grammar Ready
that can •Pair
To beand Share
safe, ask a teacher to find out how they expect
g changes in help you say what someone said you to use commas in lists.
reported without quoting them.
speech:
A. Look at the people in the pictures.
2I
reporting verbs. Vocabulary What do you know about them? Why are they
iation read and Learn effective methods for influential? Listen to the audio.
summarize. stating the main points and most • See audioscript on student page.
important details from a reading.
3I Grammar • Ask students to describe the pictures. If they don’t
listen and take Learn effective methods for using know the people in them, ask them to guess, based
ation notes in charts. charts to help you note the key on the pictures, what made them famous.
points of what you hear. • Play the audio once all the way through as students
4I Listening follow along. Then allow students to read on their own.
Warm up: introduce the topic • Play it once more, stopping periodically to check
Read the unit title, Influential student comprehension.
1 I Get Ready People, and the Discussion
Question. Answers
2 I Vocabulary
Discussion Name a few of the most influential people in
your life and how they have changed you. B. Read the sentences and circle T for True or
3 I Grammar
6 Iinfluential people
Remind students Conversation
bring about change. F Pair andCorrect
for False. Share the false statements.
• Ask: Which infl uential musician did we learn about in • Tell students there may be more than one way to
4 I Listening correct the false statements.
Unit 8? (John Lennon)
• Why was he 7considered influential?Reading
II Pronunciation He wrote protest
and check their answers with a partner.
songs about5world issues.
Explain that influential people are not always famous. • Then discuss the answers as a class.
are • Anyone who6makes
I Conversation
a difference is influential. Your Answers
8 I members can be infl
friends and family Writing
uential to you; 1. T
so can your 7coaches,
I Reading religious leaders, and teachers.
2. F (Elon Musk was a Canadian-American
• A person who leads you to do wrong is called “a bad entrepreneur.)
influence.”
8 I Writing 3. F (Amelia Earhart inspired women to become
• Ask volunteers to tell the class about influential
aviators.)
people in their lives.
4. T
Additional Activity:
Pair Faster
and Share Pair and Share
• Have students create two correct sentences for each • Model asking and answering the questions with a
false statement. partner.
• Have them use the example you provided as a • Explain that students should go through the
model. conversations twice, switching roles the second time.
TEACHER UNIT
GUIDE 84
9 85
ELL_TG_L04_U09.indd 37 21/05/18 21:53

dy
dy Pair and Share
1I Get Ready
2I Vocabulary
ary the meaning of the words in bold. students listen and repeat. Provide example sentences
for the five terms that are not in the reading. (attention,
attract, obtain, outstanding, talented) For example:
3I Grammar Talented people often attract a lot of attention. If they
ar Part 1: Working with the passage work hard, they might become outstanding in a certain
field and might even obtain fame and fortune.
1. Have students listen to and follow along with the audio.
g 4I
2. Then have students Listening
close their books. Conduct a brief
3
1 II Grammar
Get Ready
spelling quiz, asking students to spell the boldfaced
B. Complete the sentences using the words from
ng words from the reading as you read them aloud.
the box.
• Without giving away the answers, ensure that
3. Then write the words on the board, allowing students
iation 5 correct
to check and I Pronunciation
their spellings. Pair and
students 4
2I
Sharethe sentences.
understand Listening
Vocabulary
• Tell them they can change singular nouns to plural
on 4. Pair
Ensureand Shareunderstand the words by asking
that students nouns if necessary.
for more information about them. For example: Who
• Tell them some items may have more than one
has a lot of6 I
charisma? WhatConversation
are some words that Pair and
possible Share
3I
5
answer. Grammar
Pronunciation
ation are similar to aspirations? (goals, dreams) How can
• For item 3, explain: The phrase only so much means
on Pair
someoneandbecome
Share an accomplished student? (get
only a little or only up to a certain point.
very good grades, be on the honor roll, get accepted
7 I win academic awards,
to a top university, Reading
etc.) • Have students complete the activity independently
5. Read the passage aloud again while students have 6
4I Conversation
Listening
ng their books closed. Pause at the boldfaced words • Discuss any marginal answers, such as determined
and ask students to choose the correct word from or ambitious, for item 4. Explain that these adjectives
8 the
the words on I board. Allow studentsWriting
to check their usually describe people rather than performances,
but determined or ambitious performance aren’t
ng
answers in pairs before going over the answers as
a class.
7
5 II Reading
Pronunciation
incorrect, just less common than outstanding
performance in this context.
Part 2: Using the vocabulary Answers

1. Tell students that they will work in pairs to create a 1. aspirations 8
6 II Writing
Conversation
5. obtain
single sentence using as many of the vocabulary 2. talented/determined 6. attract
words as possible.
3. Charisma 7. motivate
2. Students can choose whichever words they want
4. outstanding 8. attention
are from the list.
7I Reading
3. Explain that the sentences can be either personal
or general. Provide an example by expanding on Additional Activity: Slower
an example sentence from the Word Box above:
Give students the eight vocabulary terms to choose from.
Talented people often attract a lot of attention
because they inspire others with their outstanding 8I Writing
charisma. Encourage students to play with the C. Choose the correct word.
language and be creative.
4. Give students five to ten minutes to create and write students understand the sentences.
their sentences. Provide help as needed. • Have students complete the activity independently
5. Have pairs share their sentences with other pairs. and then check their answers with partners.
Encourage them to help each other expand their • Then discuss the answers as a class.
sentences even more.
Answers
1. aspiration 2. outstanding 3. determined
84 UNIT
85 9 GUIDE
TEACHER
ELL_TG_L04_U09.indd 38 21/05/18 21:53

y Pair
2 I and Share
Vocabulary
y
3I Grammar
Charisma is an important quality for people who have leadership aspirations. However, that
special personal appeal cannot make one an accomplished leader, on its own. Ambitious leaders are
knowledgeable, skillful, and very determined. They set goals and offer opportunities for each team
yr Pair
4
member to reach their potential. Real leaders motivate and inspire others to achieve their goals.
I and Share Listening
Word Box
gy
5 Iaccomplished
Pronunciation
determined Pair and Share
ambitious inspire
aspiration motivate
nr Pair and Share
attention obtain
Pair and Share
6 Iattract Conversation
outstanding
charisma talented
n
g Pair
B. Complete the sentences using the words from the box.
g
n 1. Young people’s dreams and
Pair are influenced by the people they admire.
8 I and Share Writing
2. She was so that when she was only 16 years old, she won an Olympic gold medal.
3. can only help you so much. You will also need to prove that you can accomplish
g
n Pair and Share
goals and inspire others.
4. His performance won him many awards.
5. It is difficult to support to finance a new project.

g
6. His speeches a lot of people, but we don’t know if they will vote for him.
7. Having the ability to others is considered one of the most important skills
for leadership.
g
8. In spite of all the the press gave the film, audiences just were not impressed by it, so
it failed.
C. Choose the correct word.

1. The (aspiration / attention) of many young scientists is to be like Einstein and come up with a
revolutionary new theory.
2. His charisma and (outstanding / ambitious) speaking abilities have made him a popular choice among
politicians.
3. She was so (talented / determined) to help others that she risked a lot in order to popularize her ideas.
UNIT 9 85
ELL_TG_L04_U09.indd 39 21/05/18 21:53

2I Vocabulary
3I Grammar
Reported Speech
4 IReported speech isListening
usually used to talk about things that happened in the past. When commands and
requests are reported, the pronoun is changed from the personal to the impersonal. Other information,
such as time and place, will also be moved from one position to another and the tense changed.

the pictures. What do you thinkPair and be
they might Share
saying?
7I Reading
B. Complete the sentences using words from the box.

8I Writing
time the person statement tense place
if word whether without
1. When you report questions with asked (simple past) you change , use the past
, and move expressions of and . You also need
to change the order, to that of a .
Example: “Does Phil live and work in Tokyo?”
Sue asked if / whether Phil lived and worked in Tokyo.
2. Use or to report a question a question word

(what, where, how, etc.).
Examples: “Did you do well in math?” Tia asked me if / whether I did well in math.
“What did you order online?” Jed asked me what I had ordered online.
C. Read and underline the changes.
Direct Speech Reported Speech

1. Carol: “Check the spelling before you print out Carol told me to check the spelling before I
your paper.” printed out my paper.
2. Sandy: “Help me solve the problem, please.” Sandy asked her teacher to help her solve the
problem.
3. Teacher: “Don’t forget to bring your homework The teacher told me not to forget to bring my
tomorrow.” homework the next day (or tomorrow, if there is
no time change).
4. Dad: “Set your alarm for seven o’clock.” Dad told me to set my alarm for seven o’clock.
86 UNIT 9 For grammar reference, go to Grammar Appendix.
ELL_TG_L04_U09.indd 40 21/05/18 21:53

ary
r 3 | Grammar Cultural Note

Reported Speech Explain that using reported speech (and quotations)
correctly is very important in U.S. universities. Plagiarism
Read the instructions aloud as students follow along. is a very serious infraction that can get students put on
Reassure students that you will give more detailed
g instruction throughout the lesson.
probation or even expelled.
• Explain that reported speech is very common in A. Look at the pictures. What do you think they
everyday speaking and in academic writing. Say: might be saying?
In everyday speech, the rules for reported speech
iation aren’t so strict. But they are in academic writing. • Ask students to provide direct speech.
• Provide these examples of reported speech: • Write sample answers on the board: Left: I wonder
what this is. Middle: This is the answer. Right: Do
you know this story?
Direct
ation Tense Shift Speech Reported Speech • With student input, change the sentences to reported
speech: She said (that) she wondered what that
present I am She said (that) she was. He said (that) that was the answer. She asked
progressive working was working there if / whether she knew that story.
to past there tomorrow / the next • Say: We “backshifted” the verbs and changed the
progressive tomorrow. day. pronouns. What else did we change? (this to that)
Explain that in reported speech, we also need to
simple I worked She said (that) she
change this to that and these to those.
past to past there had worked there
perfect yesterday. yesterday / the day Answers
before. Responses will vary.
present I have She said (that) she
perfect to worked had worked there B. Complete the sentences using words from
past perfect there before. before. the box.
past perfect I had worked She said (that) she • Have students complete the activity individually and
to (no shift there before. had worked there then check their answers in small pairs.
possible) before. • Go over the answers as a class.
are future I will work She said (that) she Answers
modal to there soon. would work there 1. the person; tense; time; place; word; statement
past modal soon.
2. if; whether; without
question Do you work He asked if / whether
there? I / we worked there. C. Read and underline the changes.
and then check their work with a partner.
Explain that reported speech often involves
“backshifting,” or changing to an “earlier” tense. • Discuss the answers as a class.
• Stress that this is true only when the reporting verb Answers
is in the past tense (said, asked, claimed, etc.). When 1. I printed; my
it is not in the past tense (says, will ask, etc.), there is 2. her teacher; her
no shifting of tense.
3. not to; my; the next day
• Write this example on the board: All men are created
equal. The Declaration of Independence says (that) 4. my
all men are created equal.
• Say: Other elements that often change in reported
speech are names and pronouns (I to she, we to
they, Bill to he), and times and places (yesterday to
the day before, here to there).
• Explain that students will learn more rules for
reported speech later in this lesson.
TEACHERUNIT
GUIDE 86
9 87
ELL_TG_L04_U09.indd 41 21/05/18 21:53

ary
r 3 | Grammar D. Rewrite the questions and answers in reported

speech using the verbs in parentheses.
Word changes1 IinGet
Reported
Ready Speech: Reporting • Have students complete the activity independently
Verbs and then check their work with a partner.
• Read aloud the explanation as students follow along.
g 2 I Vocabulary
Say: In addition to changing this to that and these to
those, in reported speech we change here to there. Answers

3 I Grammar 1. The interviewer asked Mark why he was
• Read aloud the example sentences in the first chart
as students follow along. interested in working as a social entrepreneur;
iation • Have students 4 I circle
Listening
all the words that are changed Mark explained that he liked the challenge.
in the Reported Speech column. 2. The interviewer asked Mark/him if he had worked
• In the second as a social entrepreneur before; Mark replied that
5 Irow, ensure students understand the
Pronunciation
main verb (had worked) is in the past perfect tense he had helped his father, who manages a non-
ation in the direct speech and therefore no backshifting is
6 I reported
Conversation
profit organization.
possible in the speech.
• Read the explanation before the second chart and
ensure student comprehension.
7 I Reading Additional Activity: Faster
• Explain that these are some of the most common Have students go back through the charts and
reporting verbs. Ensure students know their past-
8 I Writing determine which examples would probably be
tense forms. (said, claimed, complained, promised, acceptable without backshifting.
agreed, insisted, explained, warned)
• Say: If we use tell/told, we must include an object
(tell him, told me), but we don’t do this with other
reporting verbs.
Pair We
and do not say, for example, said me,
Share Pair and Share
claimed her, or insisted her.
• Then read the sentences in the chart aloud as partner.
students follow along.
• Point out that it is fine to use contractions, such as
• Have students circle all the words that are changed she’d and I’d in everyday reported speech.
in the Reported Speech column.
• Explain: While you should generally follow these conversation twice, switching roles the second time.
are guidelines, especially in academic writing, there are
three standard exceptions, especially in everyday
speech, when backshifting does not occur.
• First, backshifting is often uncommon when a state or Workbook link See pp. 50–51
event still holds true. Direct Speech: I can’t fly for two
months. Reported Speech: She said she can’t fly for
two months.
• The second type of exception involves perceived
general truths. Direct Speech: Earth moves around
the sun. Possible Reported Speech: Copernicus
stated that earth moves around the sun.
• The third type of exception occurs when a statement
is immediately reported. “I will stop at the next gas
station.” “What did she say?” “She said she will stop
at the next gas station.”
87 UNIT
86 TEACHER
9 GUIDE
ELL_TG_L04_U09.indd 42 21/05/18 21:53

Word Changes in Reported Speech: Reporting Verbs
When you report speech in a different context from the original one, you change pronouns, verb tense,
time and place, and words such as this, that, these.

I’ve seen this man before. She told him that she had seen that man before.
I’m not sure he’d worked here. She said that she wasn’t sure he had worked there.
They’ll arrive later today. She said they’d arrive later that day.
I’ll call tomorrow. He said he would call the next day.
You often report what people have said in your own words. When you do that, you use reporting verbs
such as said, claim, complain, promise, agree, insist, explain, warn, etc.

“I’m trying to be helpful!” He claimed that he was trying to be helpful.
“I’m in trouble. She complained that she was in trouble and needed help.
I need help!”
“I’m going to sell my He said he was going to sell his house and buy a boat.
house and buy a boat.” He planned to sell his house and buy a boat.
(He’s planning to sell his house and buy a boat. )
“I can’t fly for two months She explained that she couldn’t fly for two months after the operation.
after the operation.”
“I need your help with the She wants me to help with the project.
project.” She said (that) she needed my help with the project.
“I’ll accept the job offer She decided that she would accept the job offer and move to Thailand.
and move to Thailand.” She decided to accept the job offer and move to Thailand.
D. Rewrite the questions and answers in

reported speech using the verbs in parentheses.
Pair and Share
1. Int.: Interviewer, M: Mark With a partner, ask and answer
questions about a conversation that you
Int: Why are you interested in working as a social had yesterday or earlier today.
entrepreneur?
M: I like the challenge. (explain) What did your friend say about the party?
She promised / said that she . . .
2. Int: Have you worked as a social entrepreneur Ask and answer questions about each other.
before?
M: I helped my father, who manages a non-profit What did the teacher ask you?
organization. (replied)
She asked me what I was . . .
UNIT 9 87
ELL_TG_L04_U09.indd 43 21/05/18 21:53

3I Grammar

Take notes
When taking notes, do not write complete sentences.
Before Listening Write only the key words that provide information.
the pictures. Who are they? Pair and Share
When you listen and take notes:
What are they famous for? • Try to hear and write down the key words.
• Listen for words that are stressed.
• If you miss a point, do not stop. Continue listening
and take as many notes as possible.
• Read through your notes and try to make a summary.
7I Reading
y 8I Writing
Pair and Share
2I Vocabulary
B. Listen to the audio. Take notes on the name, nationality, occupation, field, achievements,
y and influence or impact of the important people from the audio.
3I Grammar
r
C. Compare notes with a partner.
g
n Pair
Word and Share
stress with suffixes
6 ISuffixes can infl
Conversation Pairto diff
uence word stress and move stress and Share
erent syllables of the word. For example, refer-
y Pair
referand Sharetician. Some suffixes do not influence word stress, for example, person-personal-
ee, politics-poli
personally.
n Pair and Share
7 IA. Underline the stressed
Readingsyllable in each word. Listen and check.
y
confident-confidential music-musician mystery-mysterious decide-decision
g
question-questionnaire refuge-refugee engine-engineer Japan-Japanese
y 8 I and Share Writing
Pair
specific-specify origin-original action-activity idea-ideology
r
g
B. Listen and write the words in your notebook highlighting the stressed syllables.
y
g
r 88 UNIT 9
n Pair and Share
g ELL_TG_L04_U09.indd 44 21/05/18 21:53

r 3 I Grammar
n 4 I Listening
g 4 | Listening Answers
Listening Strategy
n 5 I Pronunciation 5 | Pronunciation
iation • Read the text aloud. Ensure that students understand
the strategy. Word stress with suffixes
1I
Before Listening
Get Ready •Pair
Read and Share and ensure student
the instructions
ation 6 I Conversation
A. Look at the pictures. Who are they? What are
comprehension.
they famous for? A. Underline the stressed syllable in each

2 I name the people,
• If students can’t Vocabulary
ask them to guess word. Listen and check.
which era and geographic region they are from.
7 I Reading • See audioscript on student page.
Answers • Have students listen and repeat several times as they
3 I led India’s independence
Mahatma Gandhi; Grammar complete the activity.
movement
8 I Writing
Winston Churchill; served as Prime Minister of the Answers
United Kingdom during World War II GROUP A
4I Listening
Thomas Edison; invented the lightbulb and other confident-confidential
significant devices music-musician
Answers mystery-mysterious
5 INationality: Pronunciation
PART 1 Gandhi India / South Africa Pair and Share
decide-decision
Occupation: lawyer, leader of independence
GROUP B
are Pair and Share
movement Field: non-violent protest / non-violence
civil rights movement Achievements: Influence: question-questionnaire
6 I rights movements
inspired human Conversation
across the globe Pair and Share
refuge-refugee
PART 2 No single name / many contributors engine-engineer
Nationality: U.S. Occupation: scientists, researchers
Field: communication, data sharing Influence: used Japan-Japanese
7I Reading
across the world for communication, shopping, GROUP C
information, entertainment, etc. specific-specify
PART 3 Thomas Edison Nationality: U.S. Occupation: origin-original
8I
inventor, businessman, creator of firstWriting
research
1I
lab Field: research, Getappliances
applications and Ready action-activity
Pair and Share
Achievements: introduced electricity, 1,093 patents idea-ideology
dy Pair anddriving
Influence: Share
force behind key innovations,
changed modern life
B. Listen and write the words in your
2I Vocabulary notebook highlighting the stressed syllables.
B. Listen to the audio. Take notes on
ary the name, nationality, occupation, field,
achievements, and influence or impact of the • Play each item several times as students repeat the
3 I from the audio.Grammar
important people words and mark the stressed syllables.
• See audioscript in Audio Appendix. Answers

ar 1. relationship 2. technology 3. photography
Then check answers as a class.
4I Listening 4. critical 5. emergency 6. compatible
After Listening 7. ingredient 8. theoretical 9. insensitive

ng
C. Compare notes with a partner.
5 Itime to discuss
• Give students Pronunciation
the similarities and Pair and Share
differences of their notes.
on Pair and Share
6I Conversation Pair and Share TEACHER UNIT
GUIDE 88
9 89
on Pair and Share
7I Reading
ELL_TG_L04_U09.indd 45 21/05/18 21:53
iation

1. You really look
Speaking Strategy 2. Do you think so
• Explain only a few of the many ways to give and 3. Thanks

receive compliments that are addressed here. 4. That was an awesome
Determining the most appropriate way to do so 5. were amazing
depends on the speakers’ relationship, the formality
of the situation, and the desired politeness. 6. You’re really talented
• Play a fun game in which you read one of the 7. You’re just being kind
compliments and a volunteer offers an appropriate n
answer. B. Your Turn
• Explain why certain answers work with certain
Roleplay the conversation. How would Trish
compliments, and others don’t. For example: If I say,
respond? Write 1your Getspace.
I answer in the blank Ready
“Your hair looks great,” it wouldn’t make sense to
dy Pair
reply, and Share
“Thanks. So did you!” But we can revise this to After students write their answers, have them roleplay
something like: “Thanks. So does yours.” the conversation. Students should take turns as the
are different characters.
A. Listen to the conversation and complete 2I Vocabulary
ary 1I Get Ready
the sentences using expressions from the
Answers
Pair and Share
Speaking Strategy box. Listen again and check
your answers.
C. Listen to the audio. Prepare to
mar • Tell students2 they
I will listen to aVocabulary
conversation 3I
compliment your partner.
Grammar
between friends Emma and Trish in which they
discuss pictures of each other. • Explain that students will listen to audio to get ideas
1 I Get Ready for a conversation they will have that involves giving
• Ask volunteers to guess expressions that could go
and replying to compliments.
ng 3 Tell
in the blanks. Grammar
I them there are many acceptable 4I Listening
possibilities.2 I Vocabulary • Before playing the recording, guide students through
dy •Pair
Then and Share
play the audio while students write the missing the Pair and Share sample conversation.
words. Replay • Have students take notes as they listen to the
3 I as necessary.
Grammar
Pair and4 I Listening conversation, paying special attention to the
on 1Share
I Get Ready 5I Pronunciation
Audioscript Pair and Share
compliments and replies.
ary 4 I Listening
Emma: (1) You really look great with your hair down!
on Pair (2) Do55Share

Trish: and I think so? Pronunciation
you I never liked my hair. Pair and Share
Audioscript
2 II Pronunciation Vocabulary
Emma: Absolutely! You shouldn’t have it up all the 6I Conversation
Sid: Hey, Li. That was an awesome game! You’re a
ar time!6 I Conversation real champ!
Trish: (3) Thanks Emma! That’s really nice. Hey is that
ng your 3
6 Conversation
I dress? It looks Pair andthink
Li: I don’t Share
so, but thanks anyway.
7 II Reading
new Grammar
wonderful on you!
ng Emma: Thanks. My sister helped me buy it actually.
7I Reading
Sid: Come on! You raised the score by 20 points!
Li: Well, I did have a lot of help from the team!
Trish: Oh, and here you are on stage! (4) That was
ng 78 II Writing
an awesome performance at Reading
the drama club
Sid: I still think you’re an awesome scorer!
4I
this week.
Listening Li: Thanks, Sid. I appreciate it!
on Pair and
Emma: Share
Yes, wasn’t it? Chris and Leo are good actors.
8I Writing
Trish: I was8 Shareyou, Emma.Writing
I andabout
talking
Pair You (5) were 1I Get Ready
Pair and Share
5 I (6) You’re really
amazing. Pronunciation
talented! Pair and Share
Have students do the activity with a partner. Ensure
on Pair and
Emma: Share
(7) You’re just being kind. I’m not that good. that students switch roles and practice using several
Trish: Yes, you are. You’re brilliant on stage! expressions.
2I Vocabulary
6 I Trish! You always
Emma: Thanks Conversation
know what to say to Pair and Share
ng make me feel good!
7I Reading 3I Grammar
89 TEACHER
88 UNIT 9 GUIDE
ng
ELL_TG_L04_U09.indd 46
8I Writing 4I Listening 21/05/18 21:53

Speaking Strategy:
Give and receive compliments
When you compliment someone or accept a
compliment, use expressions like these:
7I Reading
Your . . . looks great! / Thanks.
You really look . . . Do you really think so?
Your . . . is really beautiful!
That’s a great looking . . . ! Thanks. My sister
8I Writing I really like your . . . ! bought it for me!
That was an awesome / Thanks. So did you!
amazing . . . You’re just being kind!
You really did a good /
y Pair and Share brilliant job!
A. Listen to the conversation and complete the sentences using expressions from the
y Speaking Strategy box. Listen again and check your answers.
Emma: (1) great with your hair down!
Trish: (2) ? I never liked my hair.
r
Emma: Absolutely! You shouldn’t have it up all the time!
Trish: (3) Emma! That’s really nice. Hey is that your new dress? It looks wonderful on
you!
g Emma: Thanks. My sister helped me buy it actually.
Trish: Oh, and here you are on stage! (4) performance at the drama club this week.
Emma: Yes, wasn’t it? Chris and Leo are good actors.
n PairTrish
and Share
: I was talking about you, Emma. You (5) . (6) !
Emma: (7) . I’m not that good.
Trish: Yes, you are. You’re brilliant on stage!
n Pair and Share
Emma: Thanks Trish! You always know what to say to make me feel good!
g B. Your Turn Pair and Share

Roleplay the conversation. How would Trish Compliment your partner about
respond? Write your answer in the blank space. something he/she did, said, bought or
g his/her appearance.
Your idea:
y Pair and Share That’s a really cool looking
gadget!
C. Listen to the audio. Prepare to compliment Thanks. It was a birthday
y your partner. present from my favorite uncle.
r
UNIT 9 89
g ELL_TG_L04_U09.indd 47 21/05/18 21:53


Summarize
Summarizing is giving the gist, key ideas, main points
Before Reading of a text in brief form. When you summarize:
8 I Writing
A. In pairs, look at the picture and • focus on key details/information and main ideas.
discuss these questions. Where are • identify and use key words and phrases that carry
they? Do you think celebrities influence information.
people? In what way? Why? • use your notes and write enough to convey the gist.
• check and edit the content of your summary.
y Pair and and

B. Read Share
match each paragraph with the correct heading. Which words or phrases helped
you decide?
Influential People High Achievers Celebrities
y
1.
Celebrities from different sectors such as sports, music, fashion, movies, and the Internet often become
fashion icons and trendsetters. They influence young people’s aspirations, as to what they want to be
r and how they can attract public attention. Some influential celebrities are also genuinely interested in
world issues and personal growth, so they promote values and standards that inspire and motivate
people to utilize their potential and set goals. Some Hollywood actors and actresses, for example, are not
simply good looking celebrities. They are also accomplished actors, informed speakers, and activists.
g A standup comedian will inspire future comedians and hopefully motivate them to try and realize their
dreams, just as much as a successful scientist would inspire and motivate a future researcher.
2.
n Pair and
Highly Share
talented, influential people can be found in different sectors. People like Bill Gates, Warren
Buffet, Richard Branson, and Elon Musk are outstanding innovators, entrepreneurs, business leaders,
and mentors. They also happen to be among the wealthiest people on the planet, something that most
people want to be. It is important to remember, however, that what drove most of these high achievers
n Pair and Share
was not the dream of being wealthy. They were all dedicated to a vision, and set ambitious goals
that others might not want to try. Many people would consider these goals to be too challenging or
impossible to achieve, and so avoid them. Influential leaders are not afraid to try, fail, and try again,
g determined to eventually succeed regardless of the challenges. They focus on what is possible rather
than what is directly available. They see opportunities and don’t get distracted by problems or failures.
g
90 UNIT 9
ELL_TG_L04_U09.indd 48 21/05/18 21:53

ation
7 | Reading • Have students complete the activity in pairs. Then

discuss the questions as a class.
Reading Strategy Answers
• Read the strategy aloud as students follow along.
Ensure student comprehension.
• Stress that a summary should not include every point
B. Read and match each paragraph with the
and all the details. It should include only the most
correct heading. Which words or phrases helped
important points and the key details that support
you decide?
those points. Read the directions and headings aloud as students
• Say: When I’m trying to decide whether to buy a follow along. Explain the potential meanings of the
book or not, I don’t start reading the book from page headings.
one. Rather, I look for a summary of the book. I can • Say: Influential people influence, or affect, others.
are usually find these online or on the back cover of the These people can be famous, not famous, good,
book itself. Alternatively, I could ask a friend who or bad. Likewise, high achievers can be either
has read the book to give me an oral summary of influential or not influential, either good or bad. To be
it. Learning how to summarize, both orally and in a high achiever simply means that you set difficult or
writing, is very important in academics. challenging goals for yourself, and you meet them.
Celebrities are famous people, usually from the fields
of music, movies, or TV. Ask students to name some
celebrities from both the past and the present.
Student Reflection
• Ask students to consider how they summarize on a and then check their answers with a partner.
daily basis.
• Finally, discuss the answers as a class.
• Explain: Summarizing isn’t only an academic activity.
Ensure that students understand these words and
When our parents ask us to tell them about our
phrases:
days, they are asking us to summarize. They want to
hear about the highlights of our days and the most • Paragraph 1: In this context, sectors means fields;
important details. as to means the same as regarding; and a “standup
• Ask students to take notes about how they spent the comedian” performs on stage (while standing up),
previous weekend. Tell them to include only the main and has a different meaning than standup person,
activities and the most important details about those which is a trustworthy person.
activities. • Paragraph 2: Drove in this context is similar to
• Have students use their notes to tell partners about motivated, and ambitious is usually used to describe
their weekends. people, but here it describes goals; this means the
goals are difficult to achieve.
• Paragraph 3: To “see a better version of ourselves in
Before Reading them” means to admire them and hope to have some
A. In pairs, look at the picture and discuss of their traits; “people skills help us” interact with and
these questions. Where are they? Do you think empathize with others.
celebrities influence people? In what way? Why?
Answers
• Ask students for examples of the influential people 1. Celebrities: Some Hollywood actors and
they have learned about in this class. (John Lennon, actresses, accomplished actors, informed
Amelia Earhart, Mahatma Gandhi, etc.) speakers, and activists.
• Ask about other influential people. Elicit names of
non-famous people, such as family members. 2. High Achievers: Highly talented, influential
people...; ... outstanding innovators, entrepreneurs,
• Explain that celebrities often walk along a red carpet
business leaders, and mentors.
when entering special events, such as awards shows.
Fans and the media gather around the carpet to 3. Influential People: ... better version of ourselves;
greet them and take pictures. ... kindness, empathy, ethics, values, intellect,
• Say: Not all influential people are famous, and not all knowledge, learning, charisma, or people skills ...
famous people are influential. And not all influential
people have a positive influence on others. Workbook link See pp. 53–54
Influences can be good or bad.
TEACHER UNIT
GUIDE9 90
91
ELL_TG_L04_U09.indd 49 21/05/18 21:53

ation
7 | Reading Answers
1. Judy is very active, intelligent, and determined.
dy After Reading
2. They ordered an excessive number of dishes, and
C. Underline the key words and phrases that we had to taste them all, even though we were full.
provide the main points.
3. The company is recruiting young, highly qualified
• Have students read the reviews again independently financial analysts.
ary and complete the activity.
4. The teachers were calm and helpful, but the
• Monitor and offer help as necessary. students panicked and started complaining.
• Then have students discuss their answers with partners.
5. If they invite us, we’ll go to the lake for the weekend.
r 6. There’s still a long way to go; in other words, we
Answers have to keep working for two more years.
are 7. “I’m sure he’ll be in touch as soon as he gets your
message,” she replied.
g D. Work with a partner. Summarize the text.
8. Jake is such an intelligent, creative, compassionate,
• Working in pairs, students should determine the main and inspiring person that it is impossible for
point or points in the readings. people not to be attracted to him.
• Then have them compare and discuss the key words
iation and phrases underlined in the previous activity.
• Say: Now make notes based on the words and phrases
that you circled and underlined. Organize your notes • After students have attempted the activity, read
effectively. Consider creating a word map or an outline. the sentences aloud while they follow along. Read
Use words and phrases, not full sentences. Now use naturally, pausing briefly where appropriate.
ation your notes to make a few sentences for a summary. • Say: Your commas should align with my pauses.
• Check the summaries and provide feedback. • Have partners compare and discuss their answers.
• Ask volunteers to share their summaries with the class. • Read the sentences aloud as many times as needed.
Answers
B. Choose a famous person and write a brief
description about him / her. Make sure you use
punctuation correctly.
• Have students work independently.
8 | Writing • Circulate and provide assistance as needed.
• Ensure that students are creating several sentences
Writing Strategy that require commas.
• Ensure that students understand that learning proper Answers
comma usage requires years of study and application Responses will vary.
and that even many native English speakers don’t
know all the rules for commas. Say: This is just C. Exchange descriptions with a partner and
a review. You are not expected to understand check each other’s work. Pay close attention to
are everything about commas after this brief activity. the use of commas.
• Give students time to revise their work based on
• Ensure that students understand the strategy. partner feedback.
• Tell students they will be able to practice this strategy • Collect students’ work and provide feedback.
in the activities that follow.
• With quotations, ensure that students understand Answers
that commas go inside the quotation marks. Responses will vary.
A. Read the examples and add commas wherever Workbook link See p. 54
necessary.
and then check their work with a partner.
91 TEACHER
90 UNIT 9 GUIDE
ELL_TG_L04_U09.indd 50 21/05/18 21:53

4I Listening
3.
But why are we influenced by people? Which qualities make people influential? Some believe that
5 Iinfluential people
Pronunciation Pair itand
are different from us. Others believe Share
is because we see a better version of ourselves
in them. How do qualities like kindness, empathy, ethics, values, intellect, knowledge, learning, charisma,
or people skills compare to material success, financial accomplishment, and public recognition? How do
we select our role models among influential people that we do not know on a personal basis?
After Reading
C. Underline the key words and phrases that provide the main points.
7 ID. Work with a partner.
Reading
Summarize the text.

Use punctuation (comma)
A. Read the examples and add commas Commas indicate a brief pause in a text. Use commas:
wherever necessary. • to separate a string / list of more than three words
of phrases or adjectives.
1. Judy is very active intelligent and determined. • when the last item of a string of words comes after
and or or.
2. They ordered an excessive number of dishes
• after such as, and, or, but, however, by the way,
and we had to taste them all even though we
on the other hand, etc.
were full.
• when they are used to connect two clauses.
3. The company is recruiting young highly • at the end of a dependent clause that begins with
qualified financial analysts. if, when, etc.
4. The teachers were calm and helpful but the • with direct quotations, for example, He said, “I’ve
never heard from him,” “Who,” I asked, “told you all
students panicked and started complaining.
this?”
5. If they invite us we’ll go to the lake for the • before and after introductory words or terms, such
weekend. as in other words, that is, for example, e.g., i.e., and
before etc.
6. There’s still a long way to go; in other words
we have to keep working for two more years.
7. “I’m sure he’ll be in touch as soon as he gets your message” she replied.
8. Jake is such an intelligent, creative, compassionate, and inspiring person that it is impossible for
people not to be attracted to him.
B. Choose a famous person and write a brief description about him / her. Make sure you use
punctuation correctly.
C. Exchange descriptions with a partner and check each other’s work. Pay close attention to
the use of commas.
UNIT 9 91
ELL_TG_L04_U09.indd 51 21/05/18 21:53

Vocabulary
A. Choose the correct word.
1. It was (considered / aspired) to be such a controversial topic that no one would write about it for
many years.
2. I enjoy his work because every time I read it I have a different (interpretation / aspiration) of it.
3. The storm was so strong that the traffic remained (outstanding / chaotic) for most of the afternoon.
4. Many critics claim it is his (aspiration / masterpiece), but it isn’t my favorite work he did.
5. Some legendary sports heroes have (obtained / inspired) young people for decades.
6. She was an (accomplished / legacy) musician and a talented artist.
B. Match the words with their meaning.

1. animation • • easily causing people to behave a certain way
2. explicit • • ability to do something for a long time
3. endurance • • strong hope for success
4. legacy • • make movies from drawings
5. lighthearted • • results of events in the past
6. aspiration • • communicated clearly and directly
7. motivate • • not serious
8. influential • • reason for someone to do something
C. Match the words to create phrases.

1. attract • • artist
2. influential • • together
3. paint a • • pace
4. merge • • attention
5. fast • • masterpiece
92 UNITS 7–9
ELL_TG_L04_U07-09_UWYK-NEW.indd 60 23/05/18 10:47

Vocabulary C. Match the words to create phrases.
• Read each word aloud in the left column and right
A. Choose the correct word. columns as students follow along.
• Read each sentence aloud as students follow along. • Tell students that these words go together to make
Without giving away the answers, ensure that pairs. Give an example on the board using a word
students understand the sentences. from a previous activity, such as: animation artist.
• Have students complete the activity independently • Have students complete the activity independently
and then check their answers with a partner. and then check their answers with a partner.
• Discuss the answers as a class. • Discuss the answers as a class.
Answers Answers
1. considered 1. attract attention
2. interpretation 2. influential artist
3. chaotic 3. paint a masterpiece
4. masterpiece 4. merge together
5. inspired 5. fast pace
6. accomplished
B. Match the words with their meaning. Tell students which words are verbs. Say: to attract . . .;
• Read the individual words aloud and then the to paint a . . .; to merge . . .
meanings aloud as students follow along.
students understand the meanings.
Answers
1. make movies from drawings
2. communicated clearly and directly
3. ability to do something for a long time
4. results of events in the past
CLIL 5.
6.
not serious
strong hope for success
7. reason for someone to do something
8. easily causing people to behave a certain way
CLIL
TEACHER GUIDE
UNITS 7–9 92
93

Grammar • Have students complete the activity independently
and compare answers with a partner.
A. Complete the sentences using these words: • Discuss the answers as a class.
so . . . that, such . . . that, in order to. Answers
Review these adverbial clauses with students. 1. will
• Explain that “so . . . that” and “such . . . that” can 2. would
express cause and effect and also express the 3. will
degree, level, or intensity of something. 4. would
• Say: If I want to tell you how I feel, I can say, 5. Would
“I am cold.” If I want to be more precise, I can 6. would
say, “I am very cold” or “I am a little cold.” Another
way to do this is to use “so . . . that” and “such . . . C. Complete the sentences.
that.” For example: “I am so cold that I am shivering”
or “It is such a cold day that I am shivering.” • Tell students they will now use what they know about
conditionals to create their own sentences with the
• Explain “so that” and “in order to / that” (without
help of sentence frames.
words in between) show cause and effect but do not
express intensity, level, or degree. • Read each sentence frame aloud and ensure that
students understand how they are supposed to
• Say: I can say, “I studied so that I could pass” or
complete them.
“I studied in order to pass. To express intensity, I can
say, “I studied so hard to pass the test that my eyes • Have students complete the activity independently
were getting blurry.” and then compare their answers with a partner.
• Add: An adjective or adverb comes between so and • Give students time to revise their sentences if
that. A noun (possibly preceded by an adjective) necessary.
comes between such and that. • Check the sentences and allow volunteers to share
• Write these examples on the board: I am so tired a sentence or two with the class.
that I’m going to fall asleep standing up. She is Answers
such a tired runner that I don’t think she’ll finish Responses will vary.
the race.
CLIL • Have students complete the activity independently

D. Use the reporting verbs to make sentences.
Conduct a quick review of reported speech.
Answers • Write on the board: Direct Speech: I will wake
1. so . . . that
CLIL
up early to do my homework. Reported Speech:
2. such . . . that He said (that) he would wake up early to do his
3. in order to homework.
4. In order to • Ensure that students understand how I changes to
5. such . . . that he, will to would, and my to his.
6. so that • Read the reporting verbs aloud and have students
repeat.
B. Choose the correct word. • Have students complete the activity independently.
Remind students that will and would can be used in • Have students exchange their sentences with
conditional sentences to convey different meanings. a partner to check each other’s work.
• Say: Will expresses a real possibility or condition. • Have students revise answers as necessary. Ask
For example: The children will go to the new school volunteers to share one or two sentences.
when it opens.
Answers
• Would expresses a hypothetical condition. For
example: I would drive to work if I had a car. Responses will vary.

Read each sentence with both choices.
93 TEACHER
92 UNITS 7–9GUIDE

Grammar
A. Complete the sentences using these words: so . . . that, such . . . that, in order to.
1. She worked hard she had to take some time off to recover.
2. They had a great time hiking in the mountains they want to come
back again next year.
3. You need to start working on it get it done on time.
4. write the novel, the author spent five years living in an African village.
5. It took a long time to finish the project we turned it in late.
6. I finished it we can move onto something else.
B. Choose the correct word.

1. We (will / would ) come over when we finish our work.
2. It (will / would ) be great if Martin could join us, but he has to work late tonight.
3. She (will / would ) be happy to help us, she just won’t be able to do so on Tuesdays.
4. If I had enough money, I (will / would ) spend a year traveling in Brazil.
5. (Will / Would ) you please ask her to lend me her books if she still has them?
6. My younger brother (will / would ) love to be a doctor, but I don’t think he could go to university for all
those years to get a medical degree.
C. Complete the sentences.

1. If I were you, I would .
2. If we had a car, we would .
3. People say I often complain that .
4. My parents really wanted me to .
5. I will save up my money so that I can .
6. I will in order to .
D. Use the reporting verbs to make sentences.

1. (claimed)
2. (complained)
3. (planned)
4. (explained)
5. (wanted)
6. (decided)
UNITS 7–9 93

PROFESSIONAL ZONE
STRATEGIES:
Finance
• Identify cause and effect.

Writing • Write a short description of an event.
• State pros and cons.
What is a finance office like?

The physical workplace in finance varies by Traders spend much of the day standing. Typically
industry pathway and by job. Most people work in the trading floor is crowded, chaotic, and loud. It is
comfortable, well-lit offices. They often spend much packed with traders buying and selling large blocks
of their time working on computers and talking on of securities.
the phones. Offices are often sectioned off into
workstations. These cubicles provide each worker Brokerage houses tend to be active. So are the
with a small amount of privacy. Employees have offices of sales agents, who work in noisy call
their own desks, filing cabinets, and computers. centers.
Managers and executives often have their own
offices.
cubicle A small separate part or one of the

compartments of a room.
filing cabinet A piece of furniture for use in the office
to keep things.
trader Someone who buys, sells, or exchanges
goods.
securities Proof of ownership of stocks, bonds, or
other investment properties in a company.
brokerage house A business or company that helps
other people buy or sell shares and stocks.

CLIL
CLIL Writing

definitions.
vocabulary words.
TEACHER GUIDE 94

PROFESSIONAL ZONE
about yourself?
and enrich it.
95 TEACHER GUIDE

cubicles filing cabinets brokerage houses
1. Mary and Sophie’s office is on the third floor of the bank building. Their
are across from the elevator.
2. He worked for two very famous until he retired.
3. In the move several with important documents were lost.
B. Research about how new technologies have introduced changes in the way brokers work.
Write an 80 word paragraph about a particular change. Mention its causes and effects.
C. Imagine that you work as

a trader. Based on the text, D. Complete the T-chart with the pros and cons of working in a
write a short description of a crowded finance office.
day at the office.
Pros Cons

PROFESSIONAL ZONE
STRATEGY:
Finance
• Identify details that are not clearly

Reading stated.
Insurance policy components

Bodily injury liability (BI) This coverage protects
you if you are involved in an accident that is your
fault and another person is hurt or killed.
Property damage liability (PD) This coverage
pays for damage you cause to another person’s
property, which could include cars, homes, garage
doors, mailboxes, and other physical property.
Collision This coverage pays for damage you
cause to your own car. Collision is optional.
Comprehensive This coverage protects you in
the case of auto theft or damage that results from
anything other than a collision (e.g., weather,
natural disasters, fire, falling objects, wildlife). Medical payments coverage (MPC) This coverage
Comprehensive coverage is optional. pays medical expenses for you and any passengers
Uninsured/Underinsured motorist (UM/UIM) This in your vehicle injured in a collision, regardless of
coverage pays your medical and other expenses fault.
in the case of a collision where an uninsured or
underinsured driver is at fault.
1. You are a new claims service representative 2. What does MPC pay for?
for an auto insurance company. Your supervisor
gives you this reference sheet to help you learn a. medical expenses
insurance policy components. What policy b. damage caused by an uninsured motorist
component is indicated by the acronym UIM? c. auto theft
d. property damage
a. comprehensive e. damage to your vehicle
b. medical payments coverage
c. property damage liability
d. uninsured motorist
e. underinsured motorist

dy Pair and Share
or paycheck.
passage.
on Pair and Share
on Pair and Share
ng
ng
CLIL
CLIL
TEACHER GUIDE 96

PROFESSIONAL ZONE
Step 1 Brainstorm • Remind students of the tips for effective
• Have students brainstorm ideas about the project that:
topic. • They should speak loudly and clearly.
• Remind students that when they brainstorm, they • They should practice or rehearse to avoid gaps in the
think of a topic and then write whatever comes to presentation.
• Finally, they should listen to other’s presentations
• If necessary, offer tips on completing their lists. respectfully, without interrupting.
teams.
CLIL
CLIL
97 TEACHER GUIDE

PROFESSIONAL ZONE
Finance
Project
How can you reduce physical

risks in finance jobs
Most workers in finance face a low risk of being
hurt or becoming ill at work. They are, however,
exposed to certain health risks. Musculoskeletal
disorders MSD are a particular concern.
Work in teams. In this project you will

design a Risk Management Plan to prevent
musculoskeletal disorders.

• Find out about the types and symptoms of • Create a Risk Management Plan including the
Musculoskeletal disorders. Think of a MSD that following steps:
can affect a finance worker. Write the repetitive 1. Evaluate risks.
motions that can lead to the disorder. 2. Identify causes and consequences of the risks.
. Assign probability for each risk.
4. Rank the risks.
5. Develop a contingency plan.
Complete the chart.
Step 2 - Brainstorm
• Find information about specific
recommendations to prevent the MSD. Step 4 - Presentation
Write the URL of the websites you used to find • Present your project to your class and answer
information: the question: How can you reduce physical
risks in finance jobs?

10 | Tradition
UNITS 10–12
Theme Opener
11 | History
Unit goals
Vocabulary
12 | Moving
Grammar
Forward
Listening
Pronunciation
Conversation What can we learn from history?

Reading
Writing Look at the picture. Read the unit

• What is in the picture?
Discussion
Explain that these three units • Why do people study the past?
cover traditions, history, and
moving forward into the future. • What can we learn from the past?
Ask students to look at the
pictures from Units 10 to 12.
• Ask: How do these pictures
relate to traditions, history,
and the future? (“The
picture for Unit 10 shows a
family enjoying a traditional
celebration.” “The picture
for Unit 11 shows an ancient, 98
historical building.” “The

picture for Unit 12 shows a
futuristic tree. This shows studying history helps me put the present into context. Understanding the
how one place is ‘moving past helps me realize that many of our current problems aren’t as bad as the
forward.’”) difficulties experienced by many people throughout history.
Ask students to describe the Finally, move to the last question: What can we learn from the past?
picture on p. 99. (Great Wall of • Say: We spoke in general terms about why we study history. Now let’s
China) discuss some specifics.
• Ask: What does this have to do • Give students a few minutes to think about specific things they have learned
with history? (It is a historical from studying history. Encourage them to share their experiences.
structure closely associated
with China’s history.)
Teaching Tip
Ask the next question: Why do
people study the past? • Offer something specific you have learned by studying history. For example:
The historical novel Lonesome Dove gave me a realistic view of the U.S.
• Ask: Who enjoys studying
“Wild West” of the late 1800s. In movies and TV shows, this time is glorified
history, and why?
as one in which upstanding cowboys roamed the plains in search of
• After volunteers have offered adventure. Reading Lonesome Dove made me realize that the reality was
their reasons, provide your very different. The Wild West was a largely lawless, violent, and cruel place.
own, such as: I like how Survival of the fittest was the law of the land.
98 TEACHER GUIDE
ELL_TG_L04_U10_TO.indd 98 22/05/18 12:22

CAN DO statements
statements.
The first CAN DO statement is
“Talk about tradition.”
• Explain: Talking about U.S.
traditions often involves
talking about the traditions of
other countries. The language
often includes words, phrases,
and even songs from foreign
languages.
• Polish Americans, for example,
may enjoy traditional Polish
sausage (kielbasa) rather than
American hot dogs. They may
fill baskets with food to be
blessed by a Catholic priest
at Easter. Instead of singing
“Happy Birthday to You,” they
might sing “Stolat,” which
means “100 years.”
• Each ethnic group has its own
traditions, which may fade
away as younger generations
become removed from the
“old country.”
CAN DO statements The second CAN DO statement is
“Talk about history.”
to . . . • Explain: Talking about history
• talk about tradition. involves talking about
• talk about history. the past, which requires
• talk about moving forward. knowledge of grammar.
The more we know about
99 grammar, the easier it is to talk
about history.
• We would use the simple
The third CAN DO statement is “Talk about moving forward.” past with a passive voice, for
• Explain: Talking about the future is also easier if you know grammar. example, when talking about
Learning how to use modals to express future possibilities is especially who built the Great Wall of
helpful. China: “It was constructed
• We can use different modals to convey different levels of certainty when over hundreds of years.”
discussing the future. If we have a strong certainty that something will • We might then switch to the
happen, we use will. For example: “In 100 years, humankind will have a past continuous with an active
colony on Mars.” voice: “While some laborers
• If we are less certain about our predictions, we can use modals such as were constructing the Great
could, may, and might: “In 100 years, humankind could / may / might have Wall, others were establishing
a colony on Mars.” trade routes between East
and West.”
Assessment Links
TEACHER GUIDE 99
ELL_TG_L04_U10_TO.indd 99 22/05/18 12:23

UNIT 10 Tradition In this unit, I will learn to . . .
• talk about traditions.
• use the past perfect and might, may,
could, must, can’t and can.
1I Get Ready Pair and Share • listen and read for detail.
y Pair and Share

What traditions do you know? Why are they important?
Vocabulary
and read the sentences. What are the people celebrating?
y
Discussion
3I Grammar
4 IPeople in Muslim Listening

Millions of people This beautiful festival is They are performing a
societies are brought belong to a culture that celebrated with lights. very old ceremony.
together to pray here. celebrates this.
5 ISpecial DaysPronunciation
in Our Lives Pair and Share
Pair and Share
Traditions are important because they mark special days in our lives. Most societies have some kind of
ceremony which marks a young person’s transition from childhood to adulthood. In many parts of Latin
6 IAmerica, girlsConversation
become Quinceañeras and celebratePair and
their 15th Share
birthday. They wear beautiful dresses
Pair
andand Share
hold big parties. In Japan, on the second Monday in January, everyone who has reached their
20th birthday that year celebrates reaching adulthood in a ceremony which is held in local city offices.
7 IA Sense of BelongingReading
Traditions are also important because they give us a sense of belonging to a community. They are
often connected to religion. Christmas, a Christian festival, is celebrated with gifts and a family dinner.
Eid al-Fitr marks the end of Ramadan for Muslims and
8 Writing
Iis followed by three days of eating. Jews celebrate Pair and Share
Hanukkah with lighted candles and special foods, and
Hindus exchange sweets and set off fireworks during With a partner, ask and answer questions
Diwali. Although different, the traditions all bring about the text.
families and communities together and make their
members feel they belong to that specific group.
Do all societies have traditions?
B. Read and answer the questions.

Yes, they do.
1. What are the two reasons why traditions are
important?
Ask and answer the questions about
2. What is the quinceañera an example of? yourself.
3. Where do people celebrate coming of age
ceremonies? What do you think are the most
important traditions in this country?
4. Who celebrates Hanukkah?
5. What is Diwali an example of? There are quite a lot of them. I think
birthdays are important, for example.
100 UNIT 10
ELL_TG_L04_U10.indd 100 21/05/18 22:13

dy 1 | Get Ready A. Look at the pictures and read the

2I Vocabulary sentences. What are the people celebrating?
• Ask students to describe the pictures.
3I Grammar • Play the audio once as students follow along. Then
Objectives Explanation allow students to read the passage silently.
• Play it once more, stopping periodically to check
talk about Learn common words, phrases, student comprehension.
r traditions. 4I Listening
and sentence structures that can • Discuss the question again as a class. Explain
help you discuss traditions. that the first picture shows Muslims praying, as
use the past Learn grammar rules that can help they would during Ramadan. The second is of
perfect and you talk about the “past past” and Christians celebrating Christmas. The third is of
g might, may, 5 I Pronunciation
about things that are possibly true. Pair
Jews and Share
celebrating Hanukkah. The fourth is of Hindus
could, must, celebrating Diwali.
can’t and can. Answers
6
listen and read I Conversation
Learn effective methods for Pair andwill
Responses Share
vary.
iation for detail. listening and reading for detail.
B. Read and answer the questions.
Warm up: introduce the topic • Read the directions and questions.
7 I Tradition, and the Discussion
Read the unit title, Reading Question. • Tell students the answers are in the reading.
ation • Have students complete the activity.
Discussion What traditions do you know? Why are • Then discuss the answers as a class.
8I
they important? Writing Answers
• Remind students that traditions are an important part 1. They mark special days in our lives; They give us a
of culture. Ask: What
1 I Get are some traditions associated
Ready sense of belonging to a community.
with birthdays in the U.S.? (“singing ‘Happy Birthday
to You’; making a wish and blowing out candles on 2. a coming-of-age ceremony
2 I Vocabulary
a birthday cake; giving presents and cards”) What 3. Japan
are some traditions associated with birthdays in your 4. Jews
country of origin?
3 I Grammar
• Then ask volunteers to tell the class about traditions 5. a religious festival
they know of: What are some other traditions you
know about,4and I Listening
where are they from? In addition
to traditions related to special days, what are some
traditions people do regularly? (“praying before a Additional Activity: Faster
5 I Pronunciation
meal; singing a certain song at a sporting event”) Ask additional questions, such as the following:
are 6 I Conversation • Where are Quinceañeras celebrated? (in many parts
of Latin America)
Language Builder: Irregular past participles • When do girls become Quinceañeras? (on their
7 I Reading
In this unit, students will use past-participle verbs to 15th birthday)
construct past-perfect sentences. Provide the following • On what day is the Japanese coming-of-age
examples: 8 I Writing ceremony held? (the second Monday in January)
• Past Perfect (active): She had eaten the pie. • What is Eid al-Fitr marked by? (three days of eating)
• Simple Past (passive): The pie was eaten (by her).
• Many verbs have the same simple-past and past-
Pair and
participle forms: walkShare
/ walked / walked; Pair and Share
bring / brought / brought • Model asking and answering the questions with
• Other verbs have different simple-past and past- a student.
participle forms: run / ran / run; ring / rang / rung. • Explain that students should go through the
Explain that few rules govern these differences; conversations twice, switching roles the second time.
the forms must simply be memorized.
TEACHER GUIDE 100
ELL_TG_L04_U10.indd 100 21/05/18 22:13

dy
dy Pair and Share
1I Get Ready
2I Vocabulary
• Play each word, one at a time, on the audio. Have
ary the meaning of the words in bold. students listen and repeat.

• Provide example sentences for the five terms that
3I Grammar are not in the reading (belong to, bring together,
Part 1: Working with the passage ceremony, festival, society ), such as: Cities and towns
mar 1. Have students listen to and follow along with
often have festivals throughout the year. These bring
together people from all parts of society.
g
the audio.
3I Grammar
2. Then have 4 I
students Listening
close their books. Conduct B. Complete the sentences using words or
ng a brief spelling quiz, asking students to spell the
boldfaced words from the reading as you read
phrases from the Word Box.
them aloud. • Go through the sentences and ensure, without giving
iation 3.
5I Pronunciation
Then write the words on the board, allowing students
Pair
away and 4I
Share
the answers, Listening
that students understand them.
• Tell them they might need to change the forms
on Pair and
to check andShare
correct their spellings. 1I Get Ready
of nouns or verbs, such as changing a noun from
4. Ensure that students understand the words by asking singular or plural, or adding an -s to a verb.
6I
for more information Conversation
about them. For example: Are • Have and
Pair Share
students 5I Pronunciation
complete the activity independently
ation superstitions based on tradition or on science? and then check their answers with a partner.
on Pair andWhat
(tradition) Share
happens at a wedding? (people get 2I Vocabulary
• Go over the answers as a class. Ensure that students
married) Which school activities do you take part in?
know the difference between the similar sounding
7 I aloud again whileReading
5. Read the passage students have phrasal verbs take part and take apart
their books closed. Pause at the boldfaced words 6I Conversation
ng and ask students to choose the correct word from
(to disassemble).
the words on the board. Allow students to check their Answers 3I Grammar
answers in 8
pairs Writing
I and small groups before going over 1. gift 3. take part 5. unlucky
ng
the answers as a class. 2. guests 74.I brings together Reading
6. traditional
Part 2: Using the vocabulary 4I Listening

single sentence using as many of the vocabulary 8I Writing
Give students the six vocabulary terms to choose from.
words as possible.
2. Students can choose whichever words they want C. 5 I next to theirPronunciation
Write the words meaning.
from the list.
• Read through the meanings and ensure, without
are 3. Explain that the sentences can be either personal giving away the answers, that students understand
or general. Provide an example by expanding on an them.
example sentence from the Word Box above: Cities 6I Conversation
and towns often have festivals and ceremonies and then check their answers with a partner.
that bring together people who belong to all parts
• Ensure that students understand that a ceremony
of society. Encourage students to play with the
is an act, while a festival is more of an event. Say:
language and be creative. 7I Reading
A festival can contain several ceremonies, but a
4. Explain that unlucky and bad luck are synonymous. ceremony would probably not contain a festival.
5. Explain that superstitions often involve something • Then discuss the answers as a class.
bad happening if a certain thing is or isn’t done.
Answers
6. Give students 5–10 minutes to create and write their 8I
1. superstition 3. festival
Writing
5. ceremony
2. society 4. wedding 6. belong to
7. Have pairs share their sentences with other pairs.
Encourage them to help each other expand their
sentences even more. Workbook link See p. 55
101 TEACHER GUIDE
ELL_TG_L04_U10.indd 101 21/05/18 22:13

y Pair
2 I and Share
Vocabulary
y 3 IOn our chat today, we
Grammar
want to know about superstitions. All societies have their own superstitions. Here
are just a few of them.
• In many cultures, the number 13 is unlucky—for example, you wouldn’t have 13 guests sitting around a
r dinner table.
4I Listening
• In some countries, you shouldn’t give a watch as a gift to a boyfriend or girlfriend because the
relationship may stop, just like a watch stops working.
• At Italian weddings, it is traditional for the bride and groom to break a glass. Each piece of glass
g
5 I represents Pronunciation
a year of happy marriage. Pair and Share
y Pair
Whyand Share
not take part in our competition and tell us about your favorite superstition?
n Pair
6 and Share Pair and Share
IWord Box Conversation
y
belong to society
bring together superstition
n Pair
7 and SharetakeReading
Iceremony part
r festival traditional
gift unlucky
guest wedding
g
8I Writing
g
B. Complete the sentences using words or phrases from the Word Box.
g 1. Flowers are the most popular Valentine’s Day in the U.S.
n Pair and
2. The Share
average number of at an American wedding is 130–140.
3. If you want to in Chinese New Year celebrations in Europe, you should go to London.
4. The Hajj pilgrimage to Mecca more than two million Muslims.
n Pair and Share
5. In Europe, a lot of people think it is if a black cat walks in front of you.
6. It is to drink mint tea in Morocco—everyone does it.

g
C. Write the words next to their meaning.
1. a belief that certain things will bring good or bad luck
g 2. people who live together with shared laws and traditions
3. a special day, often in memory of a religious event
4. when two people marry each other
5. a formal act that is part of a religious or social occasion
6. to be a member of
UNIT 10 101
ELL_TG_L04_U10.indd 101 21/05/18 22:13

2I Vocabulary
3I Grammar
Past Perfect
4 IThe past perfect is Listening
used to talk about something that happened before a specific time in the past.
It is used to make it clear that an event happened before another in the past. It is formed with the
auxiliary had / hadn’t and the past participle of the verb.
5 IExamples: Pronunciation Pair and Share

We had bought (We’d bought) all our Christmas presents by the time the shops closed.
I hadn’t heard of the Japanese ceremony before I read the article. Had you heard of it?
6I Conversation
Subject Pair Auxiliary
and Share had Past participle
Affirmative He had decided.
7 I Negative Reading
She hadn’t cleaned.
Question Had they arrived?
8 I Negative question Writing

Hadn’t you started?
A. Look at the pictures and read the descriptions.
By the time she was 15, she had They hadn’t seen henna tattoos
learned to dance perfectly. before they visited India.
B. Complete the sentences with the correct form of the past perfect.
1. We (put) all the decorations on the Christmas tree before our parents arrived.
2. By the time I was 16, I (already / win) several prizes for traditional dancing.
3. (your friends / prepare) a wedding meal for you when you arrived?
4. I (not / try) Indian food before my uncle married an Indian woman.
5. She (bring) all the family together to celebrate my 18th birthday!
102 UNIT 10
ELL_TG_L04_U10.indd 102 21/05/18 22:13

ary
r 3 | Grammar A. Look at the pictures and read the descriptions.

• Read the descriptions as students follow along.
Past Perfect
• Then ask: Which happened first? Did she turn 15? Or
• Read the explanation, examples, and chart aloud as did she learn how to dance perfectly? (She learned
students follow along.
g • Explain that the past perfect signifies a sense of
how dance perfectly.) That is why we use had with
learned.
“prior.” That is, it shows that something happened • Direct students to the next picture.
or will happen prior to another event. • Ask: Which happened first? She didn’t see henna
• Say: We can use the past perfect to refer to a time tattoos? Or she visited India? (She didn’t see henna
iation prior to a previous time period, such as yesterday, tattoos.) That is why we use hadn’t with seen.
last year, or the 1930s. For example: “By nine o’clock
yesterday morning, she had already finished all her Answers
work for the day.” Here, the previous time period is Responses will vary.
ation “nine o’clock yesterday morning.”
• Say: We can also use it to refer to a time prior to a B. Complete the sentences with the correct form
previous event in the simple past. For example: “By of the past perfect.
the time I arrived, she had already finished all her
• Read through the sentences and ensure, without
work for the day.” Here, the previous event in the
giving away the answers, that students understand
simple past is “the time I arrived.”
them.
• Use two charts, such as these examples, to provide
• Explain that only item 4 should be in the negative.
a visual representation of your explanation:
(It is the only item in which students are prompted
to use not.)
First this Then this simple past + past
happened: happened: participle Answers
1. had put
She finished all I arrived. Before I arrived, she
her work. had finished all her 2. had already won
work. (Or: She had 3. Had your friends prepared
finished all her work
before I arrived.) 4. hadn’t tried
5. had brought
are
Prior event Previous previous time
(happened time period + past Additional Activity: Faster
first) period participle When students are done, have them revise sentences 1,
3, and 4 by changing the positive sentences to negative
She finished all nine o’clock By nine o’clock
and vice versa. Answers:
her work. yesterday yesterday morning,
morning she had finished all 1. had not put
her work. (Or: She 3. Hadn’t your friends prepared
had finished all her
work by nine o’clock 4. had tried
yesterday morning.)
TEACHER GUIDE 102
ELL_TG_L04_U10.indd 102 21/05/18 22:13

ary
r 3 | Grammar C. Circle the correct answer.
Might / May / Could / Must / Can’t / Can Answers

Explain that these words express different levels of 1. must; can’t 2. may 3. may 4. can’t
certainty, probability, and possibility.
g Present and Past Progressive Passive
• Say: If I am certain of something, I can use must.
For example: The sun is setting over there, so that • Remind students that the passive voice is often used
direction must be west. when the thing or person performing an action is
• If I am less certain, I can use might, may, could, or can. understood or is not important.
iation For example: Moss is growing on this side of the tree, • Use the example sentence in the chart below to
so that direction might / may / could / can be north. explain the grammar point.
Explain that the negative forms of these words can be • First, change the example sentence into an active
used to show uncertainty, improbability, or impossibility. sentence. Write on the board: People are losing
ation • Say: If I’m uncertain of something, I can use might not
respect for local traditions.
or may not. For example: This river twists and turns, so • Explain: In this sentence, people is the subject, are
we may not / might not be traveling south right now. losing is the verb, and respect for local traditions is
the object.
• If I’m certain that something isn’t true, or that
something is impossible, I can use must not (mustn’t) • Use a chart such as this example to explain the use
or cannot (can’t). For example: This river runs straight, of these forms:
so we cannot / must not be traveling north right now.
Subject Verb Object
Use charts, such as these examples, to help students
understand the meanings and uses of these terms. Point present people are losing respect for
out that could and could not are not opposites of each active local traditions
other in this context. (Could not is the same as cannot
and must not.) present respect is being (by people)
1 I Get Ready passive for local lost
Meaning Present affirmative traditions
2 I Vocabulary past people were respect for
must is certainly This must be north.
active losing local traditions
can 3isI possibly This can be north.
are Grammar past respect was being (by people)
could is possibly This could be north. passive for local lost
4 I Listening traditions
may / might is possibly This may / might be north.
D. Complete the sentences with the correct form
5 I Pronunciation
Meaning Present negative of the present progressive passive or the past
progressive passive.
must not 6isI certainly This must not be north.
Conversation
not Answers
1. is being held
cannot 7isI certainly
Reading This cannot be north.
not 2. Was; being prepared
8isI certainly
Writing 3. are being exchanged
could not This could not be north.
not 4. wasn’t being pushed
may not / might not This may not / might not 5. were being celebrated
might not be be north.
Additional Activity: Faster a student.
Challenge students to create past tense sentences: • Explain that students should go through the
That must have been north. That may not have been conversation twice, switching roles the second time.
north, etc.

103 TEACHER GUIDE
ELL_TG_L04_U10.indd 103 21/05/18 22:13

Might / May / Could / Must / Can’t / Can
Might, may, and could are used to talk about things that are possibly true.
Example: The Quinceañera might / may / could be an old tradition, but I’m not sure.
Use Example
For things which are almost certainly true, use She’s wearing a beautiful dress. It must be her
must. Quinceañera dress.
For things which are almost certainly not true, use It can’t be a Quinceañera dress—she is only ten
can’t. or 12.
Can is used to talk about a general truth or strong Those parties can be great fun.
possibility.
May, might, and could are also used to talk about That tradition may / might / could end one day.
possibility in the future.
C. Circle the correct answer.

1. It (might / must) be a superstition that black cats are unlucky. It (can’t / can) be true!
2. That superstition (can / may) be based on fact, but I doubt it.
3. Weddings (may / can) be a bit boring sometimes.
4. Those people (could / can’t) be guests, I don’t recognize them.
Present and Past Progressive Passive

The present progressive passive is formed with the present progressive of to be and the -ing
form of the verb.
Example: Respect for local traditions is being lost.
The past progressive passive is formed with the past progressive of to be and the -ing form of the verb.
Example: Diwali was being celebrated when we were in India.
D. Complete the sentences with the correct

form of the present progressive passive or the
past progressive passive.
1. The ceremony (hold) now.
2. the food for the party Pair and Share

(prepare) when you arrived? Ask and answer questions about things
you had done by the time you were 15.
3. Hurry up! Gifts (exchange) by
the Christmas tree.
Had you learned to play the
4. The table (not / push) across guitar by the time you were 15?
the room by us.
No, I hadn’t. I was 16 when
5. Last year, while Christmas and New Year I learned how to play.
(celebrate) at home, I was

enjoying the sun in Thailand.
UNIT 10 103
ELL_TG_L04_U10.indd 103 21/05/18 22:13

3I Grammar

Listen for detail
Sometimes you need to listen to get the
general idea of a text and other times, you
need to listen for specific details—these may
be a number, a date, a place, or a name.
7I Reading
y Pair andListening
Before Share Writing
8
1 IIA. Look at the picture.
Get Ready
What do you think isPair and Share
happening?
B. Listen to the audio. Complete the chart with the missing details. Listen again to check
your answers.
2I Vocabulary
Speaker Name of festival Where it takes place When it takes place
Sam
3 I Ruby Grammar
Jamie

C. Which festival in your country is your favorite? Share with a partner.
Pair and Share
Pair and speaking:

Informal Share had in the past perfect tense
6 ITheand
Pair Share
auxiliary had in affirmative sentences in the Pair
Conversation and isShare
past perfect shortened in spoken language.
She’d seen the accident before the police arrived.
7 IA. Listen. Circle theReading

form of had that you hear in these sentences.
1. I (hadn’t / had not) heard of that tradition.
2. (I’d / I had) been to Spain several times before we went to La Tomatina.
8 I3. (She had / She’d) visited
Writing
Madagascar before we went there.
Pair andhad
4. (They Share
/ They’d) dropped the babies from the temple before they could cry.
5. Their ancestors (had / hadn’t) died many years before.

104 UNIT 10
Pair and Share

ELL_TG_L04_U10.indd 104 21/05/18 22:13
r
3 I Grammar
g 4 | Listening • After they have some notes, put students in pairs and
have them tell each other about their chosen festival.
n Listening Strategy 4 I Listening Answers
iation • Explain that sometimes we need to listen to get the
main ideas, but other times we need to get specific
details.
n 5 I Pronunciation
• Name these listening situations and ask students 5 | Pronunciation
which have important details: news, song, boarding
ation announcement at airport. Informal speaking: had in the past perfect tense
• Tell them in this unit they will listen for details. Explain the rule to the class: The auxiliary had in
6 I Conversation affirmative sentences in the past perfect is shortened in
Before Listening spoken language.
1 Ipicture. What doGet
A. Look at the Ready
you think is •Pair
Read and Share
the example and ensure student
happening? comprehension.
7 I Reading
• Ask students to describe the picture and guess what
A. Listen. Circle the form of had that you hear
is happening.2I Vocabulary in these sentences.
• In your discussion be sure to include these topics:
festival, fun, tomatoes • See audioscript on student page.
dy Pair and3Share
Answers 8 I Writing • Have students listen and repeat several times as they
I
Grammar complete the activity.
Answers
B. Listen to the audio. Complete the chart 1. hadn’t
ary with the missing details. Listen again to check
4I Listening 2. I’d
are your answers.
3. She’d
4. They’d
ar • Have students complete the activity independently
Pair and Share
5 I their answers
and then check Pronunciation
with a partner. Pair
5. hadand Share
Answers Teaching Tip
ng
Speaker 6Name
I of Conversation
Where it When •Pair and
To help Share
students notice the differences, pronounce
each sentence the opposite of how it is pronounced
1 festival
I takesGet
placeReady
it takes
Pair
on theand
audio.Share
Have students do the same.
place
on Pair
Samand7Share
I
Famadihana Reading
Madagascar Every
/ Turning of seven B. Listen to the audio and repeat.
2the
I Bones Vocabulary
years
on Pair
Rubyand Share
La Tomatina Spain In August • Play each item several times as students repeat
8I Writing
each year the words and identify the contractions.
Jamie 3Baby
I India Grammar
Every Answers
Tossing year
ng Responses will vary.
After Listening
4I Listening
C. Which festival in your country is your favorite?
ng Share with a partner.
Have pairs discuss their favorite festivals.
5 I first decide Pronunciation
• Have students on a festival in their Pair and Share
country that they know something about.
• Have them jot down a few notes, including when
it occurs, where it is done, how it got started, who
6what
participates, I happens,Conversation
and why people do it. Pair and Share
TEACHER GUIDE 104
7I Reading
ELL_TG_L04_U10.indd 104 21/05/18 22:13
iation
ation 6 | Conversation George: If you step on a spider, it will rain the next
day. My Finnish grandma told me that one!
Speaking Strategy
Explain that there are many ways to speculate in English. Answers
1. I guess 3. I imagine that
• Offer explanations and examples: If I don’t know an
answer to a multiple-choice question, I can say, “I 2. that could be true 4. You might be right.
guess (that) the answer is B.” Or: “I imagine that the
answer is B.” B. Your Turn
• Likewise, I could use could or might: “The answer
Roleplay the conversation with a partner. How n
could be B.” Or: “The answer might be B.”
would Hannah answer George?
• Play a game in which you ask a question and a
volunteer offers a speculative answer. For example: After students write their answers, have them roleplay
What is the capital of Wyoming? I guess / imagine the conversation. Students should take turns as the
(that) the capital is Cheyenne. Or: The capital different characters.
dy Pair
could and
/ mightShare
be Cheyenne. 1I Get Ready
Pair and Share
are Responses will vary.
ary the sentences using words or expressions. Listen C. Listen to the audio. Take notes to prepare
2 I your answers.Vocabulary
again and check for a roleplay. 2 I Vocabulary
• See audioscript on student page. • Explain that students will listen to audio to get
ar • Tell students they will listen to a conversation
speculating.
3 I George and Hannah
between friends Grammar
in which they
3I Grammar
discuss superstitions. • Before playing the audio, guide students through the
• Read through the conversation aloud as students Pair and Share sample conversation.
1 I Get Ready
ng 1 IEnsure student comprehension.
follow along. Get Ready • Have students take notes, paying special attention to
Pair and Share
4 I to guess expressions
• Ask volunteers Listening
to go in the how the students speculate.
dy Pair and Share
blanks. There2 Iare
Vocabulary
many acceptable possibilities. 4I Listening
• Play the audio while students fill in the words. Audioscript
on Pair and23Share
II Grammar Vocabulary A: Hey! Have you read this story? Apparently a boy
5
AudioscriptI Pronunciation Pair and Share
saw a ghost in the park near school.
ary George: Hey4 look at this. It says here that, in 5I Pronunciation
I Listening B: How strange. I guess it was just a tree or
on Pair and 3Share
I
Rwanda, women Grammar
don’t eat goat’s meat something. Was it dark at the time?
because they think it will make hair grow on
65 IIface!
their Pronunciation Conversation
Why do you think they believe
Pair
A: No,and
it wasShare
daylight. He says the ghost was a
ar woman who was wearing old-fashioned clothes.
that? 6I Conversation
She had a dog with her. Then suddenly they both
ng Hannah: (1) 6 4I
I Conversation
I guess Listening
there was a woman who once disappeared. Do you think it might be true?
7 aI lot of goat’s meat and,
ate Reading
by chance, had
B: I don’t think so. It is odd, but I imagine that
ng a lot
7 I of hair on her face. The local people
Reading
he invented it just to get some attention or
then connected the two things.
something. 7I Reading
ng 58 II (2)
George: Yeah, Pronunciation
that could be true. Superstitions Pair and Share
are I Writingthings. Who knows
8strange Writing
where they
on Answers
Pair and Share
come from! But all societies have them,
don’t they?
6 funny,
I Conversation 8I
Pair and Share Writing
Hannah: It’s isn’t it! (3) I imagine that it often
Pairback
goes and Share
to the days when science 1I
Pair and Share Get Ready
on Pair and Share
couldn’t explain things. Have students do the activity with a partner. Ensure
George: (4)7You
I might be right. But,Reading
even today, we that students switch roles and practice using several
all believe in superstitions. Hey look out, expressions for speculating.
you almost stepped on a spider! 2I Vocabulary
ng
Hannah: So what? It’s only a spider! Workbook link See p. 58
8I Writing
105 TEACHER GUIDE
ng 3I Grammar
ELL_TG_L04_U10.indd 105 21/05/18 22:13


Speaking Strategy:
Speculate
When you want to speculate about, or
guess, what is happening, you can say:
7I Reading
I guess (that) . . . or
I imagine (that) . . .
You can also use could or might:
8I Writing That could / might be true.
y Pair and Share
A. Listen to the conversation and complete the sentences using words or expressions. Listen
y again and check your answers.
George: Hey, look at this. It says here that, in Rwanda, women don’t eat goat’s meat because they think
it will make hair grow on their face! Why do you think they believe that?
r Hannah: (1) there was a woman who once ate a lot of goat’s meat and, by chance, had
a lot of hair on her face. The local people then connected the two things.
George: Yeah, (2) . Superstitions are strange things. Who knows where they come
g from! But all societies have them, don’t they?
Hannah: It’s funny, isn’t it! (3) it often goes back to the days when science couldn’t
explain things.
George: (4) . But, even today, we all believe in superstitions. Hey look out, you almost
n Pair and stepped
Shareon a spider!
Hannah: So what? It’s only a spider! Pair and Share
George: If you step on a spider, it will rain the
n Pair and next
Shareday. My Finnish grandma told me
Work with a partner. One of you has just
read something you can’t explain, such
that one! as a tradition, a mystery, or a crime.
Speculate about it.
g B. Your Turn
Hey ! Have you read this . . . ?
How would Hannah answer George?
g Your idea:
How strange! I guess it . . .
y Pair and Share

Do you think it might be true?
C. Listen to the audio. Take notes to prepare I don’t think so. I imagine
y for a roleplay. that . . .
UNIT 10 105
r
ELL_TG_L04_U10.indd 105 21/05/18 22:13


Read for specific information
• When you need to look for specific details, “skim”

Before Reading
8 I Writing over the text quickly to look for the section which
A. In pairs, look at the pictures and contains the needed information.
answer these questions. What is • If you are looking online to see what movies are on at
your local cinema, you wouldn’t read the section that
happening in these weddings? Where
tells you about restaurants in the complex. You would
do you think they are occurring? go to the movie times section and look for the correct
date and the time that you want to go.
Pair and Share
B. Listen to the audio. Skim the text and decide in which section you will find the answers to
these questions. Identify the kind of information you are looking for—a number or a specific
word, for example.
1. How many guests attend a wedding in Indonesia?
2. What color is considered to be lucky in Vietnam?
3. How long ago were the first weddings held?
Pair andnumber
4. Which Shareis considered to be lucky in Thailand?
5. What color are the birds that are often part of Philippine weddings?
Weddings in Southeast Asia

Weddings are one of the oldest traditions in the world. It’s thought that they have been celebrated for at
Pair
leastand
5,000Share
years. Today we are looking at weddings in Southeast Asia, an area rich in tradition and variety.
The Philippines
Because most people in the Philippines are Catholics, weddings are westernized. The bride wears a
Pair and
white dressShare
and a Mass is held, where rings are exchanged. During the ceremony two doves (a kind
of white bird) may be set free.
But some old traditions and superstitions remain. It is thought to be unlucky for two sisters to get
married in the same year, so this is generally avoided. It is also considered bad luck if one of the rings
falls to the floor during the ceremony.
Pair and Share

Vietnam
On the day of a traditional Vietnamese wedding, the groom’s family forms a procession to the bride’s
house, taking gifts to the bride in a beautifully decorated box, covered in a lucky red cloth. Fireworks are
lit, the gifts are presented and the families take part in a candle and tea ceremony, where speeches are
Pair
given and Share
for guests and the presents opened.
106 UNIT 10
ELL_TG_L04_U10.indd 106 21/05/18 22:13

ation
7 | Reading • Explain: We don’t always skim for the exact words

in a question. For example, we won’t be skimming
for how many to answer this question, but rather
Reading Strategy for a number that will answer the question about
• Read the strategy aloud as students follow along. how many guests attend Indonesian weddings.
Ensure student comprehension. Also, readers often need to skim for synonyms. For
example, we might want to skim for people as well
• Stress that skimming does not involve “reading
as guests to find the answer to this question.
quickly,” but rather looking over a text for specific
words or phrases. • Ensure that students know they are not to answer the
questions at this point. They are merely to determine
• Say: Skimming is similar to using the electronic
which words they should skim for.
search function. You’re looking for specific words or
phrases. But we don’t always have access to search • Have students complete the activity independently
functions. That’s why learning to skim is so important. and then check their answers with a partner.
Before Reading Ensure that students understand these words and
A. In pairs, look at the pictures and answer these phrases:
questions. What is happening in these weddings? • Paragraph 1: It’s thought is a phrase that indicates
Where do you think they are occurring? something generally believed to be true but that is
• Read the directions aloud as students follow along. not a fact. Explain this is a passive construction. The
Ensure that students understand that these pictures equivalent would be something like: Most people
are related to different kinds of weddings. think (or believe) that . . . Explain that Southeast Asia
also includes Laos, Malaysia, Singapore, Cambodia,
• Have students describe the pictures. Ask students if
and other countries.
any of them are familiar with the traditions in these
pictures. Have them guess what the traditions are • Paragraph 2: Something that is westernized means
and what they might mean. that it has been influenced by Western culture, which
is the broad culture that originates from Western
• Have students complete the activity in pairs. Then
Europe and Christianity.
discuss the questions as a class.
• Final paragraph: To receive guests means to greet
Answers guests individually as they enter an event
Answers
1. Go to Indonesia, look for “guests,” look for a
Cultural Note number.
• Display a picture and/or give a description of a wedding
2. Go to Vietnam, look for “lucky” or “luck,” look for
tradition or custom that you are familiar with.
a color.
• Explain what the custom means, how it originated,
and why it is important. 3. Check the introduction first, look for a number
or date.
• For example: Although this tradition is becoming less
common, guests at U.S. weddings traditionally threw 4. Go to Thailand, look for “lucky” or “luck,” look
dried rice at the bride and groom as the couple left for a number.
the wedding ceremony. This tradition represented 5. Go to the Philippines, look for “bird,” look for
dy showering the couple with prosperity, fertility, and
Pair and Share a color.
good fortune.

B. Listen to the audio. Skim the text
ary and decide in which section you will find the
answers to these questions. Identify the kind of
information you are looking for—a number or a
specific word, for example.
ar • See audioscript on student page.
Read the directions and the questions aloud as students
follow along.
ng • Walk students through the first question. Say: Based
on this question, what words or phrases should I be
skimming for? (“Indonesia, guests, and a number”)
TEACHER GUIDE 106
on Pair and Share
ELL_TG_L04_U10.indd 106 21/05/18 22:13

ation
7 | Reading • Encourage students to find pictures of the traditions

After Reading and customs they want to describe and to imagine
they are describing the pictures to someone who can’t
C. Answer the questions. see them.
• Read the directions aloud as students follow along. • Tell students they will be able to practice this strategy
• Read over the questions and ask students if they in the activities that follow.
recognize them. (Students should recognize that they
are the same as in Activity B.)
• Say: Now use your responses from Activity B to help A. Think of a tradition or custom in your country.
you skim for the answers to these questions. Write notes on the following:
• Have students complete the activity independently • Explain that students should focus on one particular
and then check their answers with a partner. tradition or custom, such as those described in the
dy
are • Discuss the answers as a class. reading. They should not attempt to describe an entire
ceremony or event.
Answers • Have students complete the activity independently
1. more than a thousand and then discuss their notes with a partner. Encourage
ary 2. red student pairs to ask questions to get better
descriptions of the traditions or customs.
3. at least 5,000 years ago
• Say: Use the discussions with your partner to help you
4. 9 to better describe your tradition or custom in more
detail.
r 5. white
Answers
D. Talk about a wedding you have been to in your
country. Share with a partner.
• Ask: Have you ever been to a wedding? Where was
g it? Who got married? Which culture or cultures were Additional Activity: Slower
represented in the wedding? Which traditions can Provide sentence frames, such as the following:
you recall that were related to specific cultures?
• When: This tradition/custom is done (on / in / when /
• Give students time to make notes about the wedding. at / etc.) .
iation If a student has never been to a wedding, have them
• How: It is done by .
write about another ceremony they have been to,
such as a bar mitzvah or baptism. • Who: do this tradition / custom.
• Encourage students to find the English translations • Why: They do this because .
• It makes people feel .
ation of words they do not know in English.
• Have students discuss the topic in pairs.
• Ask volunteers to share their experiences B. Use your notes to write about a tradition or
with the class. custom in your country. Write between 70 to
Answers 80 words.
Responses will vary. • Have students work independently.
• Circulate and provide assistance as needed.
• Ensure that students are using their notes and
8 | Writing addressing all the points discussed in Activity A.
• Have students exchange their writing with a partner.
Writing Strategy They should provide feedback to each other and
students should revise their writing as necessary.
• Read the strategy aloud as students follow along. • Ask volunteers to read their writings to the class.
Ensure that students understand the strategy. • Collect the writings and provide your own feedback.
• Explain: Many traditions don’t have equivalents in
other cultures, so you may not be able to find one-to- Answers
are one translations that describe a particular tradition or
custom. In such cases, you will need to describe the
custom using definitions and examples. Workbook link See p. 60
107 TEACHER GUIDE
ELL_TG_L04_U10.indd 107 21/05/18 22:13

Thailand
In Thailand, where most of the population are Buddhist, the date that a wedding is to take place is given
great importance and astrologers may be consulted.
On the morning of the chosen day, there is a Buddhist ceremony conducted by monks, which is usually
only attended by relatives and close friends. ine is considered to be a lucky number and so .0 is a
popular time for this to take place.
Later in the day, the groom and his family form a procession, known as the Khan Maak, to the bride’s
1 I house, sometimesGet Readyby musicians banging
accompanied Pair and Share
traditional drums. Inside the bride’s house, a
non-religious wedding ceremony is conducted by a senior elder who pours water over the hands of the
couple into a bowl of owers below.
2 IIndonesia Vocabulary
In Indonesia, weddings are divided into the ceremony and the reception. Most guests are invited only to
the reception. These celebrations are huge often with more than a thousand guests attending, so there
is plenty of food
3I Grammar
The entrance of the couple into the hall is very important. Professional dancers may go ahead of them,
and they are followed by their family members onto the stage. Speeches are given and then the couple
receives and greets each guest individually.
4I Listening
After Reading
C. Answer the questions.
5 I1. How manyPronunciation
guests attend a wedding Pair4.and
WhichShare
number is considered to be lucky in
in Indonesia Thailand
2. What color is considered to be lucky 5. What color are the birds that are often part
in ietnam of Philippine weddings
. How long ago were the first weddings held
D. Talk about a wedding you have been to in your country. Share with a partner.
7I Reading

Describe traditions and customs
A. Think of a tradition or custom in your To describe a tradition or custom, include

information to answer the questions when, how,
country. Write notes on the following: why, and who. You can finish the description by
• when it is done • who does it saying how people feel about this tradition.
• how it is done • how it makes people
• why it is done feel
B. Use your notes to write about a tradition or custom in your country. Write between 70 to
80 words.
UNIT 10 107
ELL_TG_L04_U10.indd 107 21/05/18 22:13

UNIT 11 History In this unit, I will learn to . . .
• talk about history.
• listen for cause and effect and predict
when reading.
• talk about hypothetical situations.
y Pair and Share
Why do we study history?
2I Vocabulary
A. Look at the pictures and read the text. What do you know about the people? Listen to
y the audio.
Discussion
3I Grammar
4I Listening
5 IIf America was

Pronunciation Pairthe
discovered, no one lived there before and Share
Europeans arrived, right?
Pair andthere
Actually, Share
were millions of indigenous people living on the continent before the Europeans arrived
in the 15th century. So from the European point of view, they discovered America, but not if you look at it
from the perspective of an indigenous American
“Perspective” is the key word here. When you study history, you study a series of events which have
Pair and
been Share by historians, according to their perspective.
reconstructed
7 IUntil the 1 60s, most Reading

historians were men, and so history was written from their perspective. This
means that students had always learned about historical men often kings or emperors and their role
in politics and wars. Then, half a century ago, the
voice of women historians began to be heard. And
Pair and Share
8 Ithe perspective changed Writing
. . . history was suddenly
not only about battle dates and political figures, but
also about the role of women. This focused more on about the text.
society.
How many people lived on the
B. Read the sentences and circle T for True or American continent before the
F for False. Europeans arrived
1. Europeans arrived in America in the T F
It doesn’t say exactly how many.
15th century.
2. Indigenous Americans didn’t think that T F Ask and answer questions about yourself.
America was “discovered” by the
Europeans. Do you find the study of daily life in
. The role of women was unimportant T F the past interesting
in the past. Yes, I would like to know how
people lived in the past.
108 UNIT 11
ELL_TG_L04_U11.indd 108 21/05/18 22:20

dy 1 | Get Ready A. Look at the pictures and read the text.

2I Vocabulary What do you know about the people? Listen to
In this unit, I will learn to . . . the audio.
Read through the objectives with students. Ask students to identify the people in the pictures. If
3I Grammar they do not know, elicit educated guesses about where
they are from, when they lived, and why they might be
famous. (left: Christopher Columbus; middle: A military
talk about Learn common words, phrases, and commander, possibly from the U.S. Civil War; right:
r history.
4I sentence structures that can help
Listening
Queen Victoria of Great Britain)
you discuss history. • See audioscript on student page.
listen for cause Learn about words and phrases • Play the audio once as students follow along. Then
and effect and that signify causes and effects. allow them to read the passage silently.
g predict when
reading.
5 I read about.
Pronunciation
Learn how to guess what you will •Pair
Play itand Share
once more as students follow along. Stop
periodically to check their comprehension.
talk about Learn words, phrases, and • Discuss the question again as a class.
hypothetical grammar rules that can help you
situations. 6I Conversation
talk about unreal situations. Answers
Pair and Share
iation Responses will vary.
Read the unit title, History, and the Discussion Question. B. Read the sentences and circle T for True or
7I Reading F for False.
ation
Discussion Why do we study history? • Read the directions and statements.
• Tell students the answers are in the reading.
• Remind students that they have learned about
cultures and8traditions
I Writing
in previous units. Ask: What is • Have students complete the activity independently
1 I Get
history? (events Ready
of the past) How is history different • Discuss the answers as a class.
from culture and traditions? (history merely chronicles
events) Why2isI history important? (Responses will Answers
Vocabulary
vary.) 1. T
• Present this quote and ask students what they think 2. T
3 I Grammar
it means: “Those who forget the past are doomed
3. F
to repeat it.” (Guide students to understand that if
people don’t4 study history and learn from it, they risk
I Listening
repeating the mistakes of the past.) Student Reflection
5 I Pronunciation
Ask students to think about their own experiences
learning about history.
Language Builder: Factual conditionals
• Say: In what ways have you learned about history?
6 I Conversation
Students have been learning about several kinds of Which ways of learning did you enjoy and not enjoy?
are conditional sentences, all of which have to do with Why? Which ways have been more effective and less
unreal, hypothetical, or possible situations. Explain that
7 I Reading effective? Why do you think that is so? How is studying
there is another kind of conditional that is actually quite history in the U.S. similar to and different from studying
common, especially in academic writing. history in other places you have lived?
8 I Writing
• Say: The factual conditional deals with facts. For • Ask volunteers to share their experiences with the
example: If the temperature drops below 32 degrees class.
Fahrenheit, water freezes.
• Explain that factual conditionals are relatively easy
Pair and
to form because bothShare
clauses take simple-present Pair and Share
verbs.
Add: In addition to expressing facts, factual conditionals student.
can express habitual things. For example: If I go to bed • Explain that students should go through the
early, I wake up early. conversations twice, switching roles the second time.
• Challenge students to create some factual
conditional sentences of their own.
TEACHERUNIT
GUIDE 108
11 109
ELL_TG_L04_U11.indd 108 21/05/18 22:20

dy
dy Pair and Share

ary 2 | Vocabulary B. Complete the1 sentences
I GetorReady
using words
A. Listen to the audio and read along. Guess • Go through the sentences and ensure, without giving
ary the meaning of the words in bold. away the answers, that students understand them.
• Tell students they might need to change the forms
Part 1: Working with the passage singular to plural or adding an -s to a verb.
mar 1. Have students listen to and follow along with the • Tell them some items may have more than one
audio.
g
possible answer.
13 II Grammar
Get Ready
2. Then have students close their books. Conduct a • Have students complete the activity independently.
ng brief spelling quiz. • Go over the answers as a class.
3. Then write the words on the board, allowing students
Answers
iation
to check and correct their spellings.
1. biographies
4I
2 Listening
Vocabulary
on Pair and
for more Share For example: How could you
information. 2. political
define biography? (a true story about someone, 3. historical
written by someone else) Which words are similar to
ation cruel? (mean, evil, brutal, hateful, heartless, merciless) 4. civilizations 3
5I Grammar
Pronunciation
on 5.Pair and
Read the Share
passage aloud again. Pause at the 5. battle
boldfaced words and ask students to choose the 6. role
correct word. Go over the answers as a class.
4 Listening
6 Inext to their Conversation
C. Write the words meaning.
ng
Part 2: Using the vocabulary • Read through the meanings and ensure that students
1. Tell students that they will work in pairs to create a understand them.
single sentence using the vocabulary. • Have students complete the activity independently.
ng 7
5I Reading
Pronunciation
2. Students can choose whichever words they want
from the list.
Answers
3. Explain that the sentences can be either personal or 1. cruel
general. Provide an example: Reading a biography
of Abraham Lincoln, I learned that the Battle of 2. point of view 8I
6 Writing
Conversation
Gettysburg changed the role of the government 3. period
in American civilization and also the ways of life
4. treat
and political roles of African Americans. Encourage
are students to play with the language and be creative. 5. way of life 7I Reading
4. Give students 5-10 minutes to create and write their 6. encourage
5. Have student pairs share their sentences with other Additional Activity: Slower
pairs. Encourage them to help each other expand 8I
Offer students the following hints: Writing
their sentences.
• Item 2: Another meaning is “perspective,” or the
6. As a class, ask volunteers to read their sentences position from which someone views, or thinks about,
dy Pair
aloud.and
EnsureShare
that students are using the target something.
• Item 3: Some schools use this word to refer to
individual classes. (first , second , etc.)
Word Box • Item 6: Also, to inspire or motivate someone to do
ary something
Play each word, one at a time, on the audio.
• Provide example sentences for the four terms that
are not in the reading (battle, historical, point of view,
mar political role), such as: Many soldiers died in the Workbook link See p. 61
Battle of Gettysburg. Whether the outcome was good
or bad depended on your point of view.
ng
109
108 TEACHER
UNIT 11 GUIDE
on Pair and Share

ELL_TG_L04_U11.indd 109 21/05/18 22:20
y Pair
2 I and Share
Vocabulary
y
3 II would encourage Grammar
you to read a biography of the Roman Emperor Nero. It’s a really good way of
understanding the period and getting into the way of life of the people who lived during that time. The
Roman Empire was a very advanced civilization and Nero was a lover of culture and art. But he was also
yr Pair
4
very cruel—he treated Christians terribly and even threw them to the lions.
I and Share Listening
Word Box
gy
5 Ibattle Pronunciation
period Pair and Share
biography point of view
civilization political role
nr Pair and Share
cruel treat
Pair and Share
6 Iencourage Conversation
way of life
historical
g
n Pair
g
n Pair and Share
8 IB. Complete Writing
the sentences using words or phrases from the Word Box.
1. The book, Lives of the Twelve Caesars, is one of the best ever written.
2. The system in the U.S. is a two-party system. The Democrats or the Republicans
g
n Pairhave
andwon
Share
every election since 1852!
3. One of the most popular figures in the world is Mahatma Gandhi.
g 4. It is thought that one of the earliest

among the first to develop a system of writing.
was in Mesopotamia. The people there were
5. The most important in ancient Greece took place in Marathon in 490 B.C.E. The
Greeks won against the Persian invaders.
g
6. Nelson Mandela’s in ending apartheid in South Africa was central to its success.
C. Write the words next to their meaning.

1. extremely unkind or causing people to suffer
2. opinion
3. length of time
4. behave towards someone in a particular way
5. how an individual or a society lives
6. persuade someone to do something
UNIT 11 109
ELL_TG_L04_U11.indd 109 21/05/18 22:20

2I Vocabulary
3I Grammar
Third Conditional
4 IThe third conditional
Listening
is used to talk about unreal situations in the past.
Example: If I had studied, I would have known the answers to the history exam.
In third conditional sentences, the past perfect (had studied) is used to talk about an impossible past
5 Icondition, and
would have / wouldn’t have + past participle (would have known) to describe the
impossible past result.
Example: The speaker didn’t study and, as a result, he didn’t know the answers.
If Condition Result
7I If Reading
past perfect would have + past participle
If I had seen Pam, I would have told her the good news.
If he had taken a taxi, he wouldn’t have been caught in the rain.
8I Writing For grammar reference, go to Grammar Appendix.
Result if Condition
would have + past participle if past perfect
You wouldn’t have been so tired if you had slept earlier last night.
Janice would have called if she hadn’t lost her phone.
A. Look at the pictures and join the clauses to make sentences.
if you had been an indigenous person in if they hadn’t concentrated only on battles and
America in the 16th century political figures
the Europeans to find you wouldn’t have more interesting would have been history
wanted you classes in the past
110 UNIT 11
ELL_TG_L04_U11.indd 110 21/05/18 22:20

ary
r 3 | Grammar Answers
1. If you had been an indigenous person in America
Third Conditional in the 16th century, you wouldn’t have wanted the
Read the explanation, examples, and charts as students Europeans to find you.
follow along. Refer to the Unit 11 Grammar Appendix as
g necessary.
2. History classes in the past would have been more
interesting if they hadn’t concentrated only on
• Explain: We say these conditions are impossible battles and political figures.
because they didn’t occur and we can’t go back
and make them occur. The past cannot be changed.
iation Changing the past is impossible.
Have students revise the statements by moving not to
• A humorous reference to a time machine or a movie the other clause or by placing it in both clauses. For
such as “Back to the Future” might help students example: If they had not concentrated only on battles
understand the concept better. and political figures, history classes in the past would
ation Explain: The “if” clause is also called the conditional not have been boring.
clause, which contains a past condition that did not
happen. The “if” clause does not contain would. It
contains a past-perfect verb (had + past participle).
• Write these examples on the board: If I had been
president; If I had been alive then; If I had studied.
Say: These are all impossible because they didn’t
happen. But if they had happened . . .
• To the “if” clauses, add: I would have lowered taxes;
I would have been a knight; I would have passed
the test. The main clause describes what would
have happened if “if” clause were true.
• Say: As with other conditional sentences, then is
optional at the beginning of the main clause when
this clause comes last. For example: If I had studied,
(then) I would have passed the test.
are
A. Look at the pictures and join the clauses to
make sentences.
Explain that the negative (not) can occur in either or both
clauses in third-conditional sentences, depending on the
intended meaning of the sentence. Write examples such
as these on the board:
• If I had been born in 1990, I would be ___ years old
now. (Say: But I wasn’t born in 1990, so I’m not ___
years old now.)
• If I had not been born in ___, I would not be ___
years old now. (Say: But I was born in ___, so I am
___ years old now.)
• If I had not become a teacher, I would have become
a writer. (Say: But I did become a teacher, so I did not
become a writer.)
Ask volunteers to offer similar sentences for themselves.
• Then have students complete the activity
independently and check their answers with a
partner.
TEACHERUNIT
GUIDE 110
11 111
ELL_TG_L04_U11.indd 110 21/05/18 22:20

ary
r 3 | Grammar C. Complete the sentences using the correct

form of the verbs in brackets.
B. Match the sentence halves. • Explain that the sentences in the activity refer to a
To help students understand the meanings of the previous time period.
sentences in this activity, talk about a fictitious character
g and everything that went wrong for her yesterday. Write
• Tell students they can use contractions if they would
like.
these sentences on the board: • Have students complete the activity independently
• Suzy woke up late, so she missed breakfast. Suzy and check their work with a partner.
forgot her bus pass, so she had to walk to school. • Discuss the answers as a class.
iation Suzy didn’t take her homework to school, so she
had to do it again during lunch. Answers
Show how these sentences can be made into third- 1. hadn’t been; wouldn’t have died
conditional sentences. Use examples, such as the 2. hadn’t discovered: wouldn’t have been able
ation following, to show that more than one type of revision is
3. would have been; had known
possible for each sentence. Then put students in small
groups and ask them to change the other sentences into 4. had gone; would have learned
third-conditional sentences. 5. hadn’t been invented; would have been able
• If Suzy had not woken up late, she would not have 6. wouldn’t have gotten; hadn’t protested
missed breakfast.
• If Suzy had woken up early, she would have eaten D. Complete the sentences to make them true
breakfast. for you.
• If Suzy had woken up early, she would not have
missed breakfast.
and share their answers with a partner.
1 I Get Ready
Read the sentence halves in the activity and ensure • Monitor students to ensure proper understanding
student understanding. and usage.
• Tell students2that
I Vocabulary
the answers to items 5 and 6 are • Ask volunteers to share their sentences with the
interchangeable. class.
• Have students3 I complete
Grammar the activity independently
and check their answers with a partner. Answers
4 I Listening
Answers E. Now, write sentences using the third

5 I Pronunciation
1. If I had studied more, I would have passed the conditional.
history exam.
2. If I hadn’t 6studied so much, I wouldn’t have passed
I Conversation and share their answers with a partner.
the history exam. • Monitor students to ensure proper understanding
3. The class7wouldn’t have failed the history exam if
I Reading and usage.
the teacher hadn’t made it so difficult. • Ask volunteers to share their sentences with the
4. The class8would have failed the history exam if class.
I Writing
those easy questions hadn’t come up.
Answers
5. If the citizens had learned from their mistakes, Responses will vary.
there wouldn’t have been so much pollution in
that city.
6. There wouldn’t have been so many wars if people
had learned from the past. • Model asking and answering the questions with a
student.
Additional Activity: Faster conversation twice, switching roles the second time.
Have students change the sentences into non-
conditional statements using so. For example: I didn’t
study enough, so I didn’t pass the history exam. Workbook link See pp. 62–63
111
110 TEACHER
UNIT 11 GUIDE
ELL_TG_L04_U11.indd 111 21/05/18 22:20

B. Match the sentence halves.
1. If I had studied more, • • I wouldn’t have passed the history exam.
•
2. If I hadn’t studied so much, • if people had learned from the past.
3. The class wouldn’t have failed the history • if the teacher hadn’t made it so difficult.
•
exam
4. The class would have failed the history • there wouldn’t have been so much
•
exam pollution in that city.
5. If the citizens had learned from their if those easy questions hadn’t come up.
• •
mistakes
6. There wouldn’t have been so many wars • • I would have passed the history exam.
C. Complete the sentences using the correct form

of the verbs in brackets.
1. If people (not / be) so poor in the past, fewer
people (die).
2. If people (not / discover) fire, they
(not / be able) to cook meat.
3. People (be) less superstitious in the past if
they (know) more about science.
4. If all children (go) to school, even the poor (learn) how to read.
5. If the printing press (not / be invented), no one (be able) to buy books.
6. Women (not / get) the right to vote if they (not / protest).
D. Complete the sentences to make them true for you.

1. If I (live) in the 19th century,
I (leave) school when I was 12 or 13. Pair and Share
2. If I (leave) school when I was 12 With a partner, ask and answer questions
or 13, I . about how things would have been
different if you and your family had been
E. Now, write sentences using the born 100 years ago.
third conditional.
Would you have traveled so much if
1. If I , you had been born 100 years ago?
. No I wouldn’t, because no one
2. If , traveled by plane in those days.
UNIT 11 111
ELL_TG_L04_U11.indd 111 21/05/18 22:20

3I Grammar

Listen for cause and effect
“Cause and effect” is the relationship between two events
or things, where one is the result of the other. Recognizing
5 IBefore Listening
expressions which are used to express this can help you
A. Look at the map. What do you understand spoken language.
think it is showing? What do you know I love history, because / since / as my dad is a history
about this? teacher and he brings it to life for me.
6I Conversation Pair and
I passed Share
my history exam thanks to / because of that
biography I read.
Europe I studied for weeks. Therefore / That’s why I did well in the
history exam.
7I Reading
Persia China
Arabia India
y Pair
8 I and Share Writing
B. Listen to the conversation between Jenna and her teacher. Answer Jenna’s questions.
y
1. “What was he trying to find?”
2I Vocabulary
2. “So, what’s the big deal with spices?”
3. “But how did Columbus know these islands existed?”
4. “Did he ever find the Spice Islands?”
3I Grammar
After Listening
C. Discuss a historical event or trend you know about. Talk about the causes and effects.
4 Listening
IShare with a partner.
Pair and Share

ny Pair
Pair and
and
Rising Share
Share for information
intonation
questions (What, Why, How, etc.), Pair
6 IIn informationConversation and Share
the intonation rises.
A. Listen and mark the rising intonation in the questions.

gy
7 I1. What does that mean?
Reading
2. What was he trying to find?
y Pair and Share
g 3. Why would you travel across the world to get them?
8 I4. How did Columbus know these islands existed?

Writing
y
112 UNIT 11
n Pair and Share

ELL_TG_L04_U11.indd 112 21/05/18 22:20
r
2 I Vocabulary
g 4 | Listening 3 I Grammar
• Then tell them to think about the cause of the event
and the effect.
• Have student pairs tell each other about their
Listening Strategy historical event, emphasizing the causes and effects.
iation
n Read the text aloud. Ensure that students understand Answers
the strategy. 4 I Listening Responses will vary.
Before Listening
nation 5 I Pronunciation
A. Look at the map. What do you think it is
5 | Pronunciation
showing? What do you know about this?
Ask students to describe the map and guess what it is Rising intonation for information
showing. Explain the rule to the class: In information questions
6 I Conversation
• Have students look at the map and ask them to (What, Why, How, etc.), the intonation rises.
1I
explain what it’s showing.
Get Ready •Pair
Read and Share an ensure student
the instructions
• If they need help, ask them what they think the comprehension.
blue and red lines represent. (blue—spice routes;
something 2
7 I Reading
red—Columbus’s voyage.) Explain that this map has
A. Listen and mark the rising intonation in
I with Columbus.
to do Vocabulary the questions.
• If students need more help, tell them that Columbus
tried to find a new way to India and the Spice Islands • See audioscript on student page.
(Indonesia) in the late 15th century. • Have students listen and repeat several times as they
3I 8 I Writing
Grammar complete the activity.
dy Answers
Pair and Share
Responses will vary. Answers
are 1. “mean” should be marked
ary 4toI the conversationListening

B. Listen between Jenna 2. “find” should be marked
and her teacher. Answer Jenna’s questions.
3. “them” should be marked
4. “existed” should be marked
mar and then check Pair and Share
5 I their answers
Pronunciation
with a partner. Pair and Share
• Discuss the answers as a class. Teaching Tip
To help students notice intonation, pronounce each
Answers sentence with incorrect or different intonation. Have
ng 1 II to find a way
6
1. He was trying toGet Ready
Conversation
the Spice Islands. Pair and
students do theShare
same.
2. There were no refrigerators or freezers in those
days so food went bad quickly. Spices covered up
2I
the bad taste.
7 Vocabulary
Reading
on Pair and
3. They Share
already bought spices from the islands, but • See audioscript in Audio Appendix.
they traveled a different way to get them. • Play each item several times as students repeat the
words with proper intonation.
4. No, he didn’t.
3I
8 Grammar
Writing
on Pair and Share
After Listening
Answers
C. Discuss a historical event or trend you know
about. Talk about the causes and effects. Share
ng 4I
with a partner. Listening
Have pairs discuss their chosen events or trends.
• Ask students to think of a historical event that they
ng know about. 5I Pronunciation Pair and Share
• Tell them to summarize the event in a few sentences.
• If they need help, ask them to answer: who, what,
when, where, why, and how.
TEACHERUNIT
GUIDE 112
11 113
7I Reading
ELL_TG_L04_U11.indd 112 21/05/18 22:20
iation

1. been different 5. have taken place
Speaking Strategy 2. hadn’t reached 6. would’ve happened
Explain there are many ways to talk about hypothetical 3. wouldn’t have become 7. continued to exist
situations, and a few ways are addressed here. 4. hadn’t been
• State a hypothetical sentence, such as If I had been
born in the 1800s, then I probably would have lived B. Your Turn
on a farm. Roleplay the conversation with a partner. How
• Ask students which words and phrases let them would Luke respond?
n
dy know that the sentence is hypothetical. (if, had been
Pair
born, and Share would have lived)
then, probably,
After students write their answers, have them roleplay
the conversation. 1I Get Ready
1I Get Ready
A. Listen to the conversation and complete the
Answers
Pair and Share
ary sentences. Listen again and check your answers.
• See audioscript on student page. 2I Vocabulary

are 2 they
• Tell students I will listen to aVocabulary
conversation about for the game.
ar hypothetical situations.
• Explain that students will listen to audio to get ideas
• Then play the audio while students write the missing
for a conversation about hypothesizing.
dy Pair
words.and Share
Replay as necessary. 3I Grammar
3I Grammar • Before playing the audio, guide students through the
Pair and Share sample conversation.
ng
1I
Audioscript
1 I Get Ready
Get Ready •Pair
Have and Share
students take notes as they listen, paying
ary attention to how to hypothesize.
42 II Vocabulary
Luke: We played this great game Listening
called “Alternative 4I Listening
History” in History class yesterday. The teacher
on Pair and Share
gave2us
Audioscript
we had
I ansay
3 ItoGrammar
Vocabulary
important event in the past and
how things would’ve (1) been A: OK, let’s do our own lives. I’ll start. Who would
ar different if that event hadn’t happened. have become your best friend, if it wasn’t me?
5I Pronunciation
B: That’s not a fair question! Maybe Rosa? My turn.
on Pair and Share
Maria: It sounds fun. Can we do some of them?
4 I Listening
3 the
Luke: OK, so Grammar
I first one was “What would’ve
Would you have been angry if I had better grades
ng happened if Columbus (2) hadn’t reached
5 I Pronunciation
than you in the last History exam?
6I
America?” Conversation Pair and
A: Well, Share
of course I would’ve been angry! History is
ng 6I Conversation
my best subject. I can ask you the same. Would
Maria: Ha, the
46 II world would be entirely different! For
Conversation Listening
example, English (3) wouldn’t have become
you have been angry if I had done better than you
on Pair and Share
a world
in the Biology exam?
7 7 I language.
Reading
EnglishI is
It’s thanks to the U.S. that
so important.
Reading B: Of course not. You’re my best friend and I
ng 7I
would’ve been happy for you! Reading
5aII good
Luke: That’s Pronunciation
answer. No one said that! So Pair and Share
here’s8another
Writingone. What would’ve happened
on Pair and Share
8 I Franz Ferdinand ofWriting
if Archduke Austria Answers
(4) hadn’t been assassinated in 1914? Responses will vary.
6 easy!
Maria: That’s I Conversation
World War I wouldn’t (5) have
8I
Pair and Share Writing
ng takenPair
place.
and Share Pair and Share
Luke: Yes, but what (6) would’ve happened if World
Have students do the activity with a partner, switching
War I hadn’t taken place? It was because of
7 Ithat the Russian and Reading
the war Austrian Empires
roles and practicing ways to hypothesize.
ng collapsed.
Maria: That’s true! And they were huge. So you could
8I Writing
say that the Russian and Austrian Empires 1 I See p. 64
Workbook link Get Ready
would’ve (7) continued to exist! Maybe now
we would all speak Russian or German!
113
112 TEACHER
UNIT 11 GUIDE
2I Vocabulary
ELL_TG_L04_U11.indd 113 3I Grammar 21/05/18 22:20


Speaking Strategy:
Talk about hypothetical situations
To talk about hypothetical situations,
use conditional sentences. To talk about
7I Reading hypothetical situations in the past, use
the third conditional.
8I Writing
y Pair and Share
A. Listen to the conversation and complete the sentences. Listen again and check your
y answers.
Luke: We played this great game called “Alternative History” in History class yesterday. The
teacher gave us an important event in the past and we had to say how things would’ve
r (1) if that event hadn’t happened.
Maria: It sounds fun. Can we do some of them?
Luke: OK, so the first one was “What would’ve happened if Columbus (2) America?”
g Maria: Ha, the world would be entirely different! For example, English (3) a world
language. It’s thanks to the U.S. that English is so important.
Luke: That’s a good answer. No one said that! So here’s another one. What would’ve happened if
n Pair andArchduke
ShareFranz Ferdinand of Austria (4) assassinated in 1914?
Maria: That’s easy! World War I wouldn’t (5) .
Luke: Yes, but what (6) if World War
n Pair andI hadn’t
Share taken place? It was because of the
war that the Russian and Austrian Empires Pair and Share
collapsed.
With a partner, play a hypothesizing game
g Maria: That’s true! And they were huge. So you
like the one that Maria and Luke play. You
could say that the Russian and Austrian
can talk about history, or famous people’s
Empires would’ve (7) ! Maybe lives, or your own life, for example.
now we would all speak Russian or German!
g What / Who would have . . .?
B. Your Turn I think . . .

How would Luke respond? Would you have . . .?
y Pair
Yourand
idea: Share
I’m not sure . . .

y for the game. UNIT 11 113
r ELL_TG_L04_U11.indd 113 21/05/18 22:20


Predict
• Before you read a text, try to predict what it is about.
8I Writing • Look at the title, any quotations, and the pictures to
help you, and think what you know about that subject.
Before Reading
• Look at the text type too—is it a magazine article or
A. Look at the title, quotations, and a website, for example? This will help you predict the
pictures. What do you think the article is style of the article.
about? What type of text is it?
y Pair and Share

B. Read the article and check your predictions in Activity A.
Bringing History to Life
y When American high school kids were asked what their favorite subjects were, history came in second
place, so all you history teachers out there are doing something right!
One of the reasons students think history is cool is because teachers are increasingly taking a multi-
perspective approach to its teaching. They are encouraging their classes to research the information in
their textbooks, to do projects, and to discuss historical events in class, based on the information they
have found.
So, how are young people today finding out more about the past than what is in their school textbooks?
We spoke to four people about their favorite way of getting into the past.
“Dickens is amazing at showing the way of life of the poor . . .” We were studying the French
Pair and Share
Revolution and I found it pretty difficult. That’s when my mom said it would be a good idea to read a
historical novel. I asked the teacher and she recommended A Tale of Two Cities by Charles Dickens. It’s
set partly in the years just before the Revolution and Dickens is amazing at showing the way of life of
the poor in France at that time and how the aristocracy treated them. It made me understand why the
Pair and were
peasants Shareso cruel to the aristocracy when the Revolution began. Sami, 16
“. . . it was good to read this biography and get a different perspective . . .” We had to research a
famous historical character and I chose a woman, Mary, Queen of Scots. I read a biography about her
and found out that most of the stuff you read is in favor of her enemies, so it was good to get a different
perspective on the story. Luisa, 15
“It’s a great film . . . and you really get an idea of the people, . . .” We were studying pre-Columbian
civilizations in Central America, so a group of us watched the Mel Gibson film, Apocalypto, at a friend’s
house. In my point of view, it’s a great film anyway and you really get an idea of the people, the way they
dressed and decorated their bodies—and you get to see some cool architecture, too. Paul, 17
114 UNIT 11
ELL_TG_L04_U11.indd 114 21/05/18 22:20

ation
7 | Reading B. Read the article and check your

2I Vocabulary predictions in Activity A.
Reading Strategy • See audioscript on student page.
• Read the strategy aloud as students follow along. • Read the directions and the questions aloud as
3 I comprehension. Grammar
Ensure student students follow along.
• Explain that predicting means making an educated • Read the title and the words and phrases in bold, and
guess about the future. Say: The weather person ask: Do you want to change your prediction about
on TV this morning predicted that it would rain this what type of text this is? Explain how reading the
4 I she right?
afternoon. Was Listening title and words in bold allows students to make more
accurate predictions about what they will read.
• Also, explain why predicting is helpful. Say: When we
make predictions about a text, this gives us a reason • Play the audio once as students follow along and
to read: We want to see if our predictions come true. then allow them to read the passage silently.
are 5I
The act of predicting Pronunciation
also causes us to scan the text •Pair
Play itand Share
before we read, as we try to get a gist of the reading. periodically to check student comprehension.
Doing this can help us comprehend the text better. • For paragraph 2, say: A multi-perspective approach
considers multiple points of view.
Before Reading 6I Conversation Pair and Share
• For paragraph 4, explain: “I found it pretty difficult”
A. Look at the title, quotations, and pictures. means “I discovered it was pretty difficult.”
What do you think the article is about? What type • For paragraph 5, students should recognize that one
of text is it? 7 I Reading perspective favors the enemies of Mary, Queen of
Scots, while the biography that Luisa read offers a
• Read the directions aloud as students follow along.
perspective that favors the queen.
Have students describe the pictures.
• For paragraph 6, explain that pre-Columbian means
• Guide them to understand that the pictures are all
8I
related to history. Writing “prior to the arrival of Columbus in the New World.”
Ensure that students understand Columbian is an
• Ask: And what type of text do you think this will be? A adjective for Christopher Columbus.
fictional text? A nonfiction article? A poem? A drama?
• For paragraph 7, ask: Guess what “take you back”
A comedy? Make your prediction.
means. How does the online material make Joanna
• Do not give students the answer. Tell them they can feel? (“Take you back” means something makes you
check their predictions when they read the text. feel like you’re going back in time.)
Answers Answers
Responses will vary. Responses will vary.
Additional Activity: Slower Workbook link See pp. 65–66

Provide sentence frames such as the following to help
students make their predictions:
• The first / second / third / fourth picture makes me
think the article might be about _____.
• The first / second / third / fourth boldfaced quote
makes me think the article might be about _____.
• The pictures make me think that this will be a
_____ type of text.
• The boldfaced quotes make me think this this will
be a _____ type of text.
TEACHERUNIT
GUIDE 114
11 115
ELL_TG_L04_U11.indd 114 21/05/18 22:20

ation 7 I Reading
Cultural Note Writing Strategy

• Explain to students that in the U.S., individual states • Read the strategy aloud as students follow along.
have a large say about what is taught in their schools. Ensure that students understand the strategy.
The teaching of history can be a controversial • Explain: Summaries are much smaller than the
subject. Some states have chosen to stick with a texts they summarize. Sometimes entire novels are
more traditional approach to teaching history. Other
Pair and Share
states have moved to a broader approach.
summarized in just a few paragraphs. Summaries
should include only the most important information. This
• Explain that the more traditional approach spends can include the summary writer’s opinion of the text.
more time discussing powerful figures, who were
usually men, while the broader approach attempts to A. Work with a partner. Find a historical book or movie
are include lesser known and less powerful individuals you both like. Make notes on where and when the
and groups. action takes place, the main characters, and the plot.
• With the class, brainstorm a list of historical books
After Reading and movies. Pair students according to their common
C. Read the text again and answer the questions. interests.
• Have students focus only on points in the directions
• Read the questions aloud and ensure student
when taking notes.
comprehension.
• Tell students they will use these notes in Activity C to
• Have students complete the activity independently write a summary.
• Discuss the answers as a class. Answers
Where: Atlantic Ocean, the Titanic
Answers When: 1912
1. Today, teachers take a multi-perspective approach. Main characters: Rose Dewitt Butaker, Jack Dawson
2. They recommend historical novels, biographies, Plot: Rose is engaged to another man, but doesn’t
movies, and the Internet for videos, documentaries, love him. She falls in love with Jack when she meets
and online tutorials. him on the ship. When the ship sinks, they stay
together in the water. Jack drowns but Rose survives.
3. He learned how the poor lived in France during
that period and how the aristocracy treated them. B. Read Xandra’s summary of Titanic. Complete
4. She got a different perspective on Mary, Queen of her notes.
Scots, which wasn’t only in favor of her enemies. • Read the summary aloud as students follow along.
Ensure student comprehension.
5. He got information on how the people dressed
and decorated their bodies and also on the • Have students circle, underline, or highlight the parts
architecture of the period. of the summary that discuss where and when the
movie takes place, the main characters, and the plot.
6. Because textbooks don’t go into enough detail. • Have student pairs check their notes with other pairs.
You get much more information online which helps
• Discuss the notes as a class.
you understand and remember it better.
7. Responses will vary. Answers
D. In pairs, discuss this question. What do you or C. Write a summary of your book or movie. Use your
your teacher do to bring history lessons to life? notes in Activity A. Write between 70 to 80 words.
• Ask: How do you contribute to discussions in your • Have student pairs work together to create the
history classes? What does your teacher do to make summary.
history more interesting and more meaningful to you? • Have pairs exchange summaries and give each other
• Have students discuss the topic in pairs. feedback.
• Ask volunteers to share their thoughts with the class. • Have pairs revise their summaries as necessary
before submitting them to you.
Answers Answers
Responses will vary. Responses will vary.

115
114 TEACHER
UNIT 11 GUIDE
ELL_TG_L04_U11.indd 115 21/05/18 22:20

2I Vocabulary
“It’s amazing how much stuff you can find.” The problem with textbooks is that they don’t go into
3 Grammar
Ienough detail and that makes it really hard to understand and learn. But if I go online, I can find some
really useful websites. Just recently we were studying ancient Egypt. I found videos, documentaries, and
online tutorials about the period. It really takes you back to the time of the Pharaohs! Joanna, 18
4 IAfter Reading Listening

C. Read the text again and answer the questions.
1. How are teachers making history more interesting?
5 I2. What are the four “tools” the students recommend for bringing history to life?
3. What did Sami learn from A Tale of Two Cities?
4. What did Luisa learn from the biography about Mary, Queen of Scots?
6 I5. What information did Paul get from Apocalypto?

6. Why does Joanna recommend looking for material online?
7. Which of the four “tools” do you think you can most trust?
7 ID. In pairs, discussReading

this question. What do you or your teacher do to bring history
lessons to life?

Write a summary
A. Work with a partner. Find a historical A summary of a movie or book gives details of . . .
book or movie you both like. Make notes on • where and when the action takes place.
where and when the action takes place, the • the main characters.
main characters, and the plot. • the plot.
Include a sentence with your opinion of the movie.
B. Read Xandra’s summary of Titanic.
Complete her notes. If it’s based on a historical event, briefly say what
this is.
The movie Titanic is based on a true story. It is
about a ship that sank in the Atlantic Ocean in 1912.
More than 1,500 people died in the disaster.
The main characters are fictional. They are a wealthy young woman, Rose Dewitt Butaker (Kate Winslet),
and a poor artist, Jack Dawson (Leonardo DiCaprio). Rose is engaged to another man, but doesn’t love
him. She falls in love with Jack when she meets him on the ship. The story is about their love affair.
When the ship sinks, they stay together in the water. Jack drowns, but Rose survives. The story is told
from her point of view, 84 years later, when she is 101.
The film is really entertaining and the music is fantastic. If you haven’t seen it, I recommend it.
Where
When
Main characters
Plot
C. Write a summary of your book or movie. Use your notes in Activity A. Write between 70 to
80 words.
UNIT 11 115
ELL_TG_L04_U11.indd 115 21/05/18 22:20

UNIT 12 Moving Forward In this unit, I will learn to . . .
• talk about moving forward.
• work out the meaning of words from
context when listening and reading.
1I Get Ready Pair and Share• make complaints.
How do you think life will be different in the future?

pictures and read the sentences. What big changes have happened in the
past 200 years?
Discussion
Today on “Talking to College Students,” we’re going to listen to a conversation between Jack and his
y 3 Ifriend
Pair and Share
Victoria aboutGrammar
progress. They discuss how the world has changed in the past 200 years and what
our attitude to progress in the future should be.
B. Look at the pictures and listen to the audio. What do you think someone from 500 years
y 4 Iago would think ofListening
the airplane? Do you think we will find a cure for cancer one day?
r 5I Pronunciation Pair and Share
g 6I Conversation Pair and Share

Our ancestors would be amazed Some of today’s inventions In the future we may find a cure
to see the progress we have would seem like magic to them! for cancer.
n Pair
7 and Share Reading
Imade.
C. Answer the questions. Pair and Share

n Pair
8 andwasShare
I1. What Writing
Jack thinking about the other day?
about the text.
2. What are three past inventions mentioned? What mustn’t you do when
g something doesn’t work at first?
3. What does “thinking outside the box” mean?

You mustn’t give up.
g
4. What does Jack say about Leonardo da Vinci?
Ask and answer questions about yourself.
5. What are the two possible future inventions or What do you think is the most
discoveries they mention? amazing invention ever?
Definitely the computer.
116 UNIT 12
ELL_TG_L04_U12.indd 116 21/05/18 22:25

dy 1 | Get Ready • So do the phrasal modals be to, be about to, and be
supposed to:
In this unit, I will learn to . . . All freshmen are to report to the gymnasium
Read through the objectives with students. promptly at noon.
ary Explain each in more detail as needed. Look! She’s about to wrestle that bear.
We’re supposed to meet him in two hours.
A. Look at the pictures and read the sentences.
talk about moving Learn common words, What big changes have happened in the past 200
r forward. phrases, and sentence years?
structures that can help you
discuss progressing into • Ask students to describe the pictures.
the future. • Then ask: What do these pictures have to do with the
future and moving forward?
g work out the Learn how to use • Read the captions as students follow along.
meaning of words surrounding sentences
from context 1when
I Get
to guess the Ready
meanings of Answers
Pair and Share
listening and reading. unknown words and phrases. Responses will vary.
iation make complaints. Learn words, phrases, and
grammar rules that can help B. Look at the pictures and listen to the
2I Vocabulary
you appropriately make audio. What do you think someone from
a complaint. 500 years ago would think of the airplane? Do
you think we will find a cure for cancer one day?
ation Warm up: introduce the topic • See audioscript in Audio Appendix.
3I Grammar
Read the unit title, Moving Forward, and the Discussion • Tell students they will listen to a conversation
uestion. between ack and ictoria. Say: Focus on answering
the questions in this activity as you listen to the audio.
Discussion How do41 Iyou
I Get think Listening
Ready life will be different in Answers
the future? Responses will vary.
• Ask students to think about things that are different
2 I Vocabulary
now compared to ten years ago in the fields of C. Answer the questions.
5 I
technology, medicine, Pronunciation
education, the economy, Pair and Share
• Read the questions aloud as student follow along.
international3affI Grammar
airs, politics, and others.
• Have students complete the activity.
• Guide them to realize how much things can change
in just ten years. Then ask: How do you think things • Discuss the answers as a class.
64 II Listening Conversation
will be different ten years from now? How about 20,
Pair and Share
Answers
40, or 100 years from now?
5 I Pronunciation
1. He was thinking about how strange it would be if
someone from the past could travel in time and
are Student Refl
7I
ection
Reading see how we live today.
6 I Conversation
2. Airplanes, electricity, and computers
Encourage students to discuss how things have changed
in their countries of origin over the past 200 years, and . “Thinking outside the box” means thinking that
7 I Reading
how they think8 anything is possible and not giving up.
I might be different inWriting
things the future.
4. He says that Leonardo da inci had an idea for
8 I Writing inventing an airplane in the 16th century.
Language Builder: Future modals and 5. They mention a cure for all diseases and a way to
phrasal modals be able to live on Mars.
Explain to students that in addition to using future-tense

verbs, there are many ways to indicate future time in
English. • Model asking and answering the questions with
a student.
• The modals may, could, and might express future
time: I may / could / might go to the beach tomorrow. • Explain that students should go through the
conversations twice, switching roles the second time.
TEACHER GUIDE 116
ELL_TG_L04_U12.indd 117 21/05/18 22:25

dy
dy Pair and Share

the common cold? We made a lot of progress on our
big class project yesterday. Is there any relationship
A. Listen to the audio and read along. Guess between studying and getting good grades?
r • See audioscript on student page.
B. Complete the2 sentences
I
Vocabulary
using words or
• Go through the sentences and ensure, without giving

ar Part 1: Working with the passage
away the answers, that students understand them.
1. Have students listen to and follow along with the
g audio. 3
1 II Grammar
• Tell students they might need to change the forms
Get Ready
2. Then have students close their books. Conduct a singular to plural or adding an -s to a verb.
ng brief spelling quiz. • Have students complete the activity.
. Then write the words on the board, allowing students • Go over the answers as a class.
iation to check and correct their spellings.
4
2 II Listening
Vocabulary
Answers
on 4. Pair
Ensureand Shareunderstand the words by
that students 1. Magic
asking for more information. For example: What do
you have in common with the person next to you? 2. cure
ation Responses will vary. What are some examples of . generations5
3 II Pronunciation
Grammar
on Pair and
things Share
that people commonly hunt? “deer, birds,”
4. relationship
etc. How many kinds of conditional sentences can
you produce? Responses will vary. 5. progress
5. Read the passage aloud again while students have 6. knowledge 6
4 II Conversation
Listening
ng their books closed. Pause at the boldfaced words
and ask students to choose the correct word. Allow Additional Activity: Slower
students to check their answers in pairs before going
• Give students the six words they should choose from.
ng
over the answers as a class.
7I Reading
5I Pronunciation
(cure, generations, knowledge, magic, progress,
relationship .
• Ensure that students know that they are working with
1. Tell students they will work in pairs to create a single the noun form, not the verb form, of progress.
sentence using the vocabulary. 8
6 II Writing
• Model the different pronunciations of the word
Conversation
2. Students can choose whichever words they want progress. noun: PRO-gress vs verb: pro-GRESS
from the list.
. Explain that the sentences can be either personal or
are general. Provide an example: Although we haven’t C. Complete the definitions with words or
7 the
expressions from I Word Box. Reading
found a cure for the common cold, scientists have
made progress and gained knowledge about the • Explain that is in these sentences means the same as
relationship between germs and disease. the word means.
4. Give students 5 10 minutes to create and write their • Say: All these sentences begin with the word to.
sentences. Provide help as needed. 8I Writing
What does that tell you about the word that follows
it? It will probably be a verb.
5. Have pairs share their sentences with other pairs.
Encourage them to help each other expand their • Have students complete the activity.
sentences. • Then discuss the answers as a class.
dy 6.Pair and Share
Ask volunteers to read their sentences. Ensure that Answers
students are using the vocabulary correctly. 1. hunt
2. protect
Word Box
ary . succeed
Play each word, one at a time, on the audio.
4. produce
• Provide example sentences for the four terms
5. have something in common
that are not in the reading amazed, cure, magic,
ar progress , such as: Has science discovered a cure for
117 TEACHER GUIDE

ng
ELL_TG_L04_U12.indd 118 21/05/18 22:25

y Pair
2 I and Share
Vocabulary
3 IWe have more in common
Grammar
with our ancestors than we think. Hundreds of generations have passed
since we hunted animals. Most of us don’t know how to produce our own food any more. But our basic
principles remain the same. Just like our ancestors, we value our relationships with friends and family,
want to protect those we love, and have a desire to succeed in what we do in life. That knowledge
y 4 Imakes
Pair and youShare Listening
feel much closer to them, I think!
Word Box
amazed
cure
Pair
6 Ihaveand
generationShare
(something)
in common
hunt
Pair
7 and Share Reading
knowledge
Imagic
produce
progress
protect
Pair
8 and Share Writing
Irelationship
succeed
Pair and Share

B. Complete the sentences using words or phrases from the Word Box.
1. doesn’t exist—there is a scientific explanation for everything.
2. A was discovered for tuberculosis in the 1940s.
3. If we say that the average age to have a child is 25, about 40 fit into
1,000 years.
4. The between the present and the past is closer than we think.
5. Some in getting humans on Mars has been made in recent years.
6. I was surprised by her of ancient civilizations.
C. Complete the definitions with words or expressions from the Word Box.
1. To is to chase and kill wild animals.
2. To is to keep safe from danger.
3. To is to achieve what you are trying to achieve.
4. To is to make or grow something.
5. To is to share interests, beliefs, etc. with someone.

UNIT 12 117
ELL_TG_L04_U12.indd 119 21/05/18 22:25

2I Vocabulary
3I Grammar
Question Tags
4 IQuestion tags are added
Listening
to the end of statements to make them into questions. They are normally used
in spoken language. They have two functions:
1. They are used to check if something is true.

5 IExample: Leonardo
Pronunciation Pairheand
da Vinci was an inventor, wasn’t ? Share
2. To invite someone to agree with you.
Example: It would be great to be able to travel in time, wouldn’t it?
Statement Question tag
Affirmative statement Negative question tag
7 I The future is exciting,Reading isn’t it?

Negative statement Affirmative question tag
We can’t predict the future, can we?
8 I Statement with an auxiliary
Writing Use the auxiliary in the tag
Computers have changed our lives, haven’t they?
Statement with another verb Use do in the correct form and tense
We often think about the future, don’t we?
To answer a question with a question tag, use the same auxiliary.

• Leonardo da Vinci was an inventor, wasn’t he?
• Yes, he was.
A. Look at the pictures and write some question tags about the buildings.
1. 2.
118 UNIT 12
ELL_TG_L04_U12.indd 120 21/05/18 22:25

ary
r 3 | Grammar A. Look at the pictures and write some question

tags about the buildings.
Question Tags Have students describe the pictures and express what
Read the explanation, examples, and charts as students they think about them.
follow along. Refer to the Unit 12 Grammar Appendix as
g necessary.
• Ask if anyone knows anything about the structures.
The picture on the left is of the City of Arts and
• Explain: A tag question is a question attached to a Sciences, a cultural and scientific complex in
statement. Tag questions usually aren’t used to ask alencia, Spain. The picture on the right is of
for information. A common reason for using question Gardens by the Bay, a nature park in Singapore.
iation tags is to check if something is true. • Have students write statements facts, opinions, or
• If I don’t know where a restaurant is, I can use a observations about the pictures. Then have them
standard question: “Where is the restaurant?” turn their statements into tag questions.
• But if I think I know where the restaurant is, I can use • Provide an example: I’m not sure, but I think the
ation a tag question: “The restaurant is on Main Street, picture on the right is of Gardens by the Bay. I can
isn’t it?” express that this way: “That is Gardens by the Bay,
Another common reason to use question tags is to invite isn’t it?”
someone to agree with you. This is a good way to start Have students complete the activity independently and
a conversation. check their answers with a partner. Ask volunteers to
• If I just want to make a statement, I could say, “The share their tag questions with the class.
weather is nice today.”
Answers
• But if I want to invite you to agree, I could change the
statement into a tag question: “The weather is nice
today, isn’t it?”
Explain that learning how to respond to question tags is Additional Activity: Faster
just as important as learning how to create them. Say: Have students ask their tag questions to a partner, and
When someone asks us a tag question, they may be have the partner respond appropriately. Encourage
expecting us to offer more information or to extend the listeners to add more information or extend the
conversation. conversation.
• Consider this tag question again: “The restaurant
is on Main Street, isn’t it?” Say: We could respond
are with a simple “Yes” or “Yes, it is.” But it is often more
appropriate to add more information: “Yes. It’s near
the corner of Main and Maple.”
Explain that listeners do not always have to agree with
the assumption in a question tag.
• Say: If the listener knows that the restaurant is not on
Main Street, for example, she might reply: “Actually,
it’s on Third Street.”
TEACHER GUIDE 118
ELL_TG_L04_U12.indd 121 21/05/18 22:25

ary
r 3 | Grammar Answers
1. Incorrect. There are hundreds of new inventions,
B. Match the statements with the correct aren’t there
question tags and the answers.
2. Correct.
Read through the statements in the first column and the
g tags in the second column. Then walk students through . Incorrect. There is nowhere that hasn’t changed,
the process of creating tag questions. is there
• Say: First, locate the verb in the statement. If it is 4. Correct.

affirmative, then we know the tag must be negative,
iation and vice versa. The word doesn’t in the statement Additional Activity: Slower
becomes does in the tag, etc.
• Some ELLs will overgeneralize and use it as the
• Next, look for negative words, such as nothing or pronoun in all tags. “He likes pizza, doesn’t it?”
never. If these are present, then we must treat the “They’re from China, isn’t it?”
ation statement as negative and make the tag affirmative.
• Provide students with several more incorrect
(“She never eats pizza, does she?” which is similar to
sentences, like those above, and ask them to make
“She doesn’t eat pizza, does she?”)
corrections using the correct pronouns. “He likes
• Finally, remember to place the verb before the pizza, doesn’t he?” “They’re from China, aren’t
subject in the tag. “She doesn’t . . . does she ” they?”
Also explain that auxiliary verbs and be verbs remain
the same except for changing negative to a rmative
1 I Get Ready
and vice versa . would becomes wouldn’t, did becomes Might / May / Could
didn’t, are becomes aren’t, etc.
2 I Vocabulary Read the explanation and examples aloud. Ensure
• Say: For all other verbs, a form of do must be student comprehension.
introduced in the tag. “(She likes pizza, doesn’t she?”
“They climbed3 I the
Grammar
mountain, didn’t they?”)
D. Rewrite the underlined part of the sentences.
Answers Use may or can.
4 I know,
1. She doesn’t Listening
does she o she doesn’t. • Read the items aloud. Ensure student comprehension.
2. They won’t tell anyone, will they o, they won’t. • Have students complete the activity independently
5 I Pronunciation and share their answers with a partner.
. You can do it, can’t you Yes, I can.
4. They stay together, don’t they Yes, they do.
6 I Conversation Answers
5. He’d go with you, wouldn’t he Yes, he would.
1. I can see a boy. He may be my little brother.
7 I Reading
More question tags 2. It can be really hot here in the summer.
Read the explanation and examples aloud. Ensure . I may study until late tonight.
8 I Writing
student comprehension. 4. You can get lost in my university.
5. We may win a prize.
C. Read the questions and correct the incorrect
tags.
• Tell studentsPair
thatand Share
some of the items are correct and Pair and Share
some are incorrect. • Model asking and answering the questions with a
• Read the sentences aloud as students follow along. student.
• Have students complete the activity independently • Explain that students should go through the
and check their work with a partner. conversation twice, switching roles the second time.
119 TEACHER GUIDE
ELL_TG_L04_U12.indd 122 21/05/18 22:25

B. Match the statements with the correct question tags and the answers.
1. She doesn’t know, • • will they? • • No, they won’t.
2. They won’t tell anyone, • • don’t they? • • Yes, he would.
3. You can do it, • • can’t you? • • Yes, I can.
4. They stay together, • • wouldn’t he? • • Yes, they do.
5. He’d go with you, • • does she? • • No, she doesn’t.
More question tags

• The tag for statements with I am is aren’t I?
• The tag for there is / there are is isn’t there / aren’t there?
• Nothing, nowhere, etc. are negative statements, so the tag is affirmative.
C. Read the questions and correct the incorrect tags.

1. There are hundreds of new inventions, are there?
2. I’m annoying you by talking about my new cell phone, aren’t I?
3. There is nowhere that hasn’t changed, isn’t there?
4. Let’s start our history project, shall we?
Might / May / Could

Might, may, and could are used to talk about possibility in the present or future.
Example: That might / may / could be a new discovery, but I’m not sure.
In 100 years’ time, there might / may / could be civilizations on the moon.
Can is used to make general statements about

what is possible. Pair and Share
Example: Thinking about the future can be fun. Ask and answer questions about the past
and the future. Use question tags.
D. Rewrite the underlined part of the
sentences. Use may or can. One day there will be a cure
for all diseases, won’t there?
1. I can see a boy. I think it’s my little brother.
2. It’s often really hot here in the summer. Yes, there will. I’m sure of it.
3. Maybe I’ll study until late tonight. No one had television

4. It isn’t difficult to get lost in my university. 100 years ago, did they?
5. There’s a possibility that we will win a prize. No, they didn’t.
UNIT 12 119
ELL_TG_L04_U12.indd 123 21/05/18 22:25

3I Grammar

Contextualize
When you don’t know the meaning of a word,
Before Listening you can try to figure it out by thinking about the
these people who belong to
Pair and Share
context and the other words in the sentence.
Maybe the speaker will explain the meaning
a self-improvement group. What do you when more details are given.
think they are talking about?
7I Reading
1Pair
I and ShareGet Ready Pair and Share
8I Writing
B. Look at these sentences from the text and figure out the meaning of the words in bold.
2 IUnderline the phrases
Vocabulary
where the speaker explains the meaning. Listen and check your answers.
1. Today we live a privileged way of life—most people in this country have enough money to buy food
and clothes, . . .
3 I2. . . . we are spoiledGrammar
, . . . we have more than we need.
3. We still want to improve ourselves: to get richer, fitter, or more skilled at something.

C. What do you know about self-improvement? Share with a small group.
5 Pronunciation
I and Share
Pair Pair and Share
Question tags
6 IWhen
Pair and Conversation
Share Pair and Sharegoes up at the end of the sentence.
Pair and Share
question tags are used to check if something is true, the intonation
When they are used to invite someone to agree with you, the intonation goes down.
7 IA. Listen and checkReading

(✓) C when the speaker is checking something that is true, and check (✓)
I when the speaker is inviting someone to agree.
1. She was talking about progress, wasn’t she? C I
8 I2. This is the self-help group,

Writingisn’t it? C I
3. They wouldn’t believe it, would they? C I
4. You have to think that anything is possible, don’t you? C I
Pair and Share
5. They’re getting a bit obsessed, aren’t they? C I
120 UNIT 12
Pair and Share
ELL_TG_L04_U12.indd 124 21/05/18 22:25

nr 4 I Listening
ng 4 | Listening 5 I Pronunciation 5 | Pronunciation

Question Tags
Listening Strategy
Explain the rule to the class: When question tags are
iation 6 I Conversation
Read the text aloud. Ensure that students understand used to check if something is true, the intonation goes
the strategy. up at the end of the sentence. When they are used to
invite someone to agree with you, the intonation goes
down.
Before Listening
ation 1I Get Ready •Pair
Read and Share and ensure student
A. Look at these people7who
I Reading the instructions
belong to a self- comprehension.
improvement group. What do you think they are
talking about?
A. Listen and check ( ) C when the speaker
• Explain that2people
I Vocabulary
join self-improvement groups to is checking something that is true, and check ( ) I
8 I Writing
help themselves improve in some area of their lives, when the speaker is inviting someone to agree.
such as public speaking.
• Ask students to look for clues in the picture that can
3 I the question. Explain
help them answer Grammarthat this is
• Have students listen and repeat several times as they
complete the activity.
contextualizing.
Answers
dy Answers
Pair and Share 1. C . C 5. I
Responses 4
willI vary. Listening
2. I 4. I
B.
Pair and Share
Look at these sentences from the text
ary and figure out the meaning of the words in
5 I the phrases
bold. Underline Pronunciation
where the speaker Teaching
Pair Tip
and Share
explains the meaning. Listen and check your To help students notice intonation, pronounce each
are answers. 1I Get Ready Pair and
sentence Share
both ways. Have students do the same.
ar • See audioscript in Audio Appendix.
6 I complete theConversation
• Have students activity independently
Pair and Share
and then check their answers with a partner. B. Listen to the audio and repeat.
ng • Discuss the2answers
I as a class.Vocabulary • See audioscript in Audio Appendix.
Answers 7I Reading • Play each item several times as students repeat the
1. Today we live a privileged way of life most words with proper intonation.
3this
people in Grammar
I country have enough money to buy Answers
on Pair and
food and Share
clothes.
8I Writing Responses will vary.
2. we are spoiled, . . . we have more than we need.
4 I to improve ourselves:
. We still want Listening
to get richer,
on Pair and
fitter, Share
or more skilled at something. skilled: From
the context we can work out that it is something
positive and desirable and goes with being rich
and fit.
ng 5I Pronunciation Pair and Share
After Listening
C. What do you know about self-improvement?
ng
Share with a6 I group. Conversation
small Pair and Share
Have groups discuss what they know and what they
have learned about self-improvement.
Answers 7I Reading
8I Writing
TEACHER GUIDE 120
ELL_TG_L04_U12.indd 125 21/05/18 22:25

iation

1. ’m afraid there’s a problem
Speaking Strategy 2. ’m sorry to hear that
• Explain that there are many ways to complain and . apologize for that
respond to complaints in English. 4. ’m sorry to bother you
• Say: The way you choose to complain depends on 5. ’m sure we can sort that out
many factors, including your relationship with the other
6. Excuse me
person, the severity of the issue, and the setting.
• Explain that “I’m afraid” does not literally mean that . unfortunately, there’s not a lot we can do about it
the speaker is afraid. This is just a formal figure of n
speech that is used to convey politeness. B. Your Turn
• Elicit examples from students, such as: “I’m sorry to Roleplay the conversations with a partner. What
dy Pair
botherand Share
you, but my soup is cold.” would Joe, Lara, and James say next?
1I Get Ready
After students write their answers, have them roleplay
A. Listen to the conversations and complete the conversations.
ary
are the sentences using words or expressions. Listen
1 I your answers. Get Ready
again and check
Answers
Pair and Share
2I
Responses will vary. Vocabulary
ar • To prepare students for the listening activity, read the C. Listen to the audio. Take notes to prepare
2 Ialoud.
conversations Vocabulary for the roleplay.
• Ask volunteers to guess expressions to go in the
3I Grammar
• Explain that students will listen to audio to get ideas
dy blanks. There are many acceptable possibilities.
Pair and Share for a conversation about complaining.
ng • Play the audio as students fill in the words.
13 II Get Ready
Grammar • Have students take notes as they listen, paying
Pair and Share
1 I Get Ready attention to how people complain and respond.
ary
Audioscript 4I Listening
on Pair and1.Share
Conversation 2 I Vocabulary Audioscript
2
4 I How can I helpVocabulary
Shop Assistant: Listening
you
Iris: Mrs. Wyman Have you got a minute
Joe: I 1 ’m afraid there’s a problem with this self-
3 I Grammar
ar improvement book I bought. Mrs. Wyman: Of course, Iris. What can I do for you
5I Pronunciation
on Pair
Shop and Share Iris: I’m sorry to bother you, but there’s a problem
3
54 II Listening
Assistant: Grammar
I 2 ’m sorry to hear that. What’s
Pronunciation Pairwith andtheShare
date you’ve given us for the Biology
the problem exactly
exam.
Joe: Well someone has already written in it . . .
ng 5 I Pronunciation
ng Shop Assistant: Oh, I apologize for that. Let me 6I
Mrs. Wyman: What’s the problem
Conversation
4
6 I just get another. Listening
Conversation Pair andwe’ve
Iris: Well, Share
got a French exam the same day.
6 I Conversation
Conversation 2. Mrs. Wyman: I’m sorry to hear that, Iris, but there’s
on Pair
Lara: and
I 4 ’mShare
sorry to bother you, but I just put two not a lot I can do about it. All the
ng 7 IinReading
dollars 7I Reading
exams have to be finished by the end
7
water
I thedropped
5 hasn’t
drinks machine, but the bottle of
Reading
Pronunciation
down. Pair and Share
of the week.
8 I Writing
School Secretary: Oh, I 5 ’m sure we can sort that
on Pair and Share out. ust give me a minute. Answers
8
3. I
Conversation 6 Writing
Conversation Pair 8vary.
andwill
Responses I
Share Writing
James: 6 Excuse me, I joined a mindfulness group
ng last month
Pair and but there are 20 people in the
Share Pair and Share
class. It’s far too big.
7I Reading
Receptionist: Well, I can give you a complaint form to
Have students do the activity with a partner. Ensure
students practice how to complain and respond to
fill in but, unfortunately, there’s not
ng a lot we can do about it. Twenty is the
complaints. 1I Get Ready
number of places we have been told
8 Ito offer. Writing
121 TEACHER GUIDE 2I Vocabulary
ELL_TG_L04_U12.indd 126 21/05/18 22:25

6I Conversation Pair and ShareStrategy:

Speaking
Complain
To complain about something, you can say:
7I Reading I’m sorry to bother you, but . . .
I’m afraid there’s a problem with . . .
To complain in a more formal way, you can say:
Excuse me, I’d like to make a complaint.
8I Writing To respond to a complaint, you can say:
I'm sorry to hear that.
I apologize for that.
I’m sure we can sort that out.
If you can’t solve the problem, you can say:
y Pair and Share Unfortunately, there’s not a lot we can do about it.
A. Listen to the conversations and complete the sentences using words or expressions.
Listen again and check your answers.
Conversation 1 Conversation 3
Shop assistant: How can I help you? James: (6) , I joined
Joe: I (1) with this a mindfulness group last month
self-improvement book but there are 20 people in the
I bought. class. It’s far too big.
Shop assistant: I (2) . What’s Receptionist: Well, I can give you a

the problem exactly? complaint form to fill in but,
(7) . Twenty is
Joe: Well someone has already the number of places we have
Pair and Share written in it . . . been told to offer.
Shop assistant: Oh, I (3) .
Let me just get another.
PairConversation
and Share 2
Lara: I (4) , but
I just put two dollars in the
drinks machine, but the bottle Pair and Share
of water hasn’t dropped down.
School secretary: Oh, I (5) . Work with a partner. Think of situations
Just give me a minute. in which you might have to make a
complaint in real life. Do short roleplays
with your partner.
B. Your Turn
Roleplay the conversations with a partner. What Have you got a minute?
would Joe, Lara, and James say next?
y Pair
Yourand
idea: Share What’s the problem?
C. Listen to the audio. Take notes to prepare for the roleplay.

UNIT 12 121
ELL_TG_L04_U12.indd 127 21/05/18 22:25


Contextualize
• When you don’t know the meaning of a

Before Reading
8 Writing
IA. In pairs, look at the pictures and discuss.
word, you can try to work it out by looking
at the words and sentences around it.
What do these three things have in common?
y Pair and Share

B. Read the article and underline the key details.
What Can We Learn From Our Ancestors?
Students commonly ask their teachers why they need to study history. One answer is that new
generations can learn from our ancestors. Let’s look at a few examples.
Protecting Our Planet

Some people argue that our ancestors began to destroy earth when they stopped being hunter-
gatherers 6,000 years ago! With the introduction of farming, our relationship with the planet changed
and we began to try to control it. Land was cleared for animals and crops and, as more food became
available, the population grew and more land had to be cleared. And so it has continued until the
present day.
When our ancestors no longer had to spend most of their time finding food, they had more time for other
activities, and began to destroy earth in more ways. Industrialization contaminated earth’s land, rivers,
Pair and
seas, Share
and air. Today we continue to contaminate, as our thirst for material goods leads to more and more
things being produced and waste needing to be disposed of.
Historians and archaeologists believe that some civilizations in South America and Southeast Asia might
Pair
haveand
died Share
out because the people there destroyed their environment.
Protecting Minorities
The dodo, the woolly mammoth, the Tasmanian tiger, Dhungaloo, Klallam, the Bo, the Beothuk. . . What
do all these things have in common? The answer is that they are all extinct (Dhungaloo and Klallam are
languages and the Bo and the Beothuk are minority groups). Our ancestors had little respect for nature.
Animals were hunted to extinction, tribes were wiped out by invaders, and languages either died with
the tribe or were banned.
It’s too late to bring back what has become extinct, but we are still on time to learn from our ancestors’
mistakes and protect the thousands of things which are in danger of extinction today, whether that be a
plant or animal, an ethnic minority, or a language.
122 UNIT 12
ELL_TG_L04_U12.indd 128 21/05/18 22:25

ation
7 | Reading Answers
Paragraph 1: “why they need to study history”;
Reading Strategy “new generations can learn from our ancestors”
Paragraph 2: “our ancestors began to destroy earth
• Read the strategy aloud as students follow along. . . . 6,000 years ago”; “introduction of farming”; “land
Ensure student comprehension. was cleared . . . more food became available . . . the
• Remind students that this is the same strategy they population grew . . . more land had to be cleared”
learned about in the Listening section and that they Paragraph : “our ancestors no longer had to spend
used this strategy to guess what was happening in a most of their time finding food . . . and began to
picture in that section. destroy earth in more ways”; “industrialization
• Explain that contextualizing is very similar to inferring, contaminated earth”
or making inferences, which is another Reading
Strategy. Both strategies rely on using the words Paragraph 4: “some civilizations . . . might have died
are and sentences around a word to make an educated out because [they] destroyed their environment”
guess at the meaning of that word. Paragraph 5: “animals were hunted to extinction,
tribes were wiped out by invaders, and languages
Before Reading either died with the tribe or were banned.”
A. In pairs, look at the pictures and discuss. What Paragraph 6: “we are still on time to learn from our
do these three things have in common? ancestors’ mistakes and protect the thousands of
things which are in danger of extinction today”
• Read the directions aloud as students follow along.
• Have students describe the pictures and answer Paragraph : “in all cultures there are stories of
the question. If students are struggling, provide courage and determination to learn from”; “if you
hints about what the pictures have in common, such have enough courage and determination, you
as: They all have something to do with protecting will . . . succeed”
something. The pictures have to do with the past,
present, and future. They all represent things we Student Reflection
must be careful about doing. All three pictures are
• Ask students to re ect on the article they just read:
related to something humans have done.
Which parts do they agree with? Which do they
• Then say: Those are good guesses. Now let’s read disagree with? Why?
the article to find out if any of those guesses are
• Ask: How would you have written this article
accurate.
differently? Go through the article and circle words
Sample Answer and phrases that you would change.
Humans are responsible for all of them. We may have • Ask: Do you feel any responsibility for the problems
hunted the woolly mammoth to extinction, we have mentioned in this article? Why?
dy Pair and
created pilesShare
of waste, and we have over-cultivated • Put students into small groups to discuss their
much of the land. answers to these questions.
• Monitor and provide input as necessary.
B. Read the article and underline the
ary key details.
• See audioscript on student page. Workbook link See pp. 1 2
• Before playing the audio, read the title and the
ar headings aloud as students follow along.
• Then read the boldfaced and underlined words.
• Ask students if this new information changes what
they said about the pictures.
ng • Play the audio once all the way through as students
follow along.
• Then allow students to read the passage silently and
underline the key details as they read.
on • Play itand
Pair Share
periodically to check student comprehension.
• Have students compare their underlined details with
those of a partner.
on Pair and Share TEACHER GUIDE 122
ng
ELL_TG_L04_U12.indd 129 21/05/18 22:25
ation
7 | Reading A. Work with a partner. Agree on one big change

which has affected modern life in the 21st century.
After Reading It could be an invention, an idea, or a social
C. Read the article again and figure out the practice. Make notes.
meaning of the words below from the context. • With the class, brainstorm a list of big changes. Pair
• Have students complete the activity independently students according to their common interests and
and then check their answers with a partner. knowledge of the changes.
• Discuss the answers as a class. • Tell students they will use these notes in Activity C.
Answers Answers
1. removed things from an area This can be worked Responses will vary.
out partly from knowing that animals feed in
places where there is a lot of grass, and crops B. Read Paul’s composition. Replace the bold
are need areas with no trees . words for others that mean the same.
2. made dirty by contact with something harmful • Read the passage aloud as students follow along.
dy This word appears twice, so there are two Ensure student comprehension.
opportunities for working out its meaning. The first • Tell students there is more than one correct way to
time it appears it is something industry does to the replace the bold words.
earth. The second time, it is something caused by • Discuss student responses as a class.
lots of things being produced and disposed of.
ary . the ability to continue doing something that is Answers
di cult From the context, we can see that it Since Because
is related to words such as courage, fight, and as since / because
struggle.
r 4. destroyed completely; killed This can be worked
That’s why Therefore
because of thanks to
out from the context of the whole paragraph being
about things disappearing or becoming extinct. It
is something that invaders did to them. C. Write a composition about the change you
g 5. the ability to do something di cult or dangerous
thought of in Activity A. Mention causes and
We can see that it is a quality that heroes have.
effects of that change. Write between 70 to 80
words.
6. women who fought for the right to vote for women
• Have students work independently to complete the
From the context it is clear that they are the people
iation who fought for the vote of women in the U.K.
activity.
• Have them exchange their compositions with a
partner and provide feedback.
D. In pairs, discuss this question. What is the
• Have them revise their compositions as necessary
most important thing we can learn from the past?
before submitting them to you.
ation Share your ideas with a partner.
• Have students discuss the topic. Answers
• Ask volunteers to share their thoughts with the class. Responses will vary.
Answers
Provide students with simple examples such as these:
• Cause: I studied. Effect: I passed the test.
• Because I studied, I passed the test.
8 | Writing
• I studied. Therefore, I passed the test.
• I passed the test thanks to my studying.
Writing Strategy
Ensure student comprehension. Workbook link See p. 2
are
123 TEACHER GUIDE
ELL_TG_L04_U12.indd 130 21/05/18 22:25

2I Vocabulary
An Example to Follow
3 IBut is there anythingGrammar
our ancestors did RIGHT that we can learn from? Happily the answer is “yes.” In all
cultures there are stories of courage and determination to learn from. The fight against slavery in the U.S.,
the suffragettes’ fight for the vote of women in the U.K., and the aboriginal struggle for justice in Australia
are just a few examples. Sometimes an individual’s courage stands out – Nelson Mandela, Mahatma
4 IGandhi, Rosa Parks,Listening
Mother Teresa of Calcutta. What we can learn from these stories from our past is
that if you have enough courage and determination, you will, in the end succeed, as these people and
movements did.
5 IAfter Reading
C. Read the article again and figure out the meaning of the words below from the context.
1. cleared (paragraph 2) 4. wiped out (paragraph 5)
6 I2. contaminated
Conversation
(paragraph 3) Pair5.and Share
courage (paragraph 7)
3. determination (paragraph 7) 6. suffragettes (paragraph 7)
7 ID. In pairs, discuss this question. What is the most important thing we can learn from
Reading
the past? Share your ideas with a partner.

Talk about cause and effect
A. Work with a partner. Agree on one big To talk about cause and effect, use words and
phrases like these:
change which has affected modern life in
the 21st century. It could be an invention, an because / since / as + subject + verb
idea, or a social practice. Make notes. thanks to / because of + noun
therefore / that’s why . . .
B. Read Paul’s composition. Replace the
bold words for others that mean the same.
Since I’m too young to know how life has changed in this generation, I asked my grandma. What she told
me made me feel a bit sad.
She said that, when she was young, families looked after their old people better. When the elderly could
no longer care for themselves, they went to live with a son or daughter. But times have changed and now
a lot of older people end up in care homes.
I don’t think it’s because we don’t love our grandparents any more. The thing is, as both men and women
work nowadays, it isn’t practical to have older people living with their families, when there is no one to be
with them during the day. That’s why most families don’t offer to take them in.
I don’t know what the solution is. Obviously we don’t want to go back to the days when women stayed
at home but, because of this change in the structure of society, the elderly aren’t receiving the love and
care that they used to.
C. Write a composition about the change you thought of in Activity A. Mention causes and
effects of that change. Write between 70 to 80 words.
UNIT 12 123
ELL_TG_L04_U12.indd 131 21/05/18 22:25

Vocabulary
A. Match words to make phrases.
1. belong • • part
2. take • • together
3. bring • • of life
4. have • • to
5. point • • of view
6. way • • (something) in common
B. Complete the chart. You can use a dictionary.

Noun Adjective
1. traditional
2. historical
3. political
4. festival
5. ceremony
6. knowledge
7. civilization
8. superstition
C. Read the clues and complete the words.

1. When people get married at a church. _ _ dd _ _ _
2. You give this to someone for their birthday. _ _ f _
3. Someone who is invited. g _ _ _ t
4. This occurs in a war. _ _ tt _ _
5. You and your brothers and sisters are one of these and your parents are another. g _ _ _ _ _ tion
124 UNITS 10–12

Vocabulary C. Read the clues and complete the words.
• Read each sentence aloud as students follow along.
A. Match words to make phrases. • Have students complete the activity in pairs and
• Read aloud the terms in the left column and then in compare their answers with another pair.
the right column as students follow along. • Provide clues as necessary, such as: 5. This is the
• Have students complete the activity independently group of people who are around the same age as
and then check their answers with a partner. you.
• Discuss the answers as a class. Ask volunteers for • Discuss the answers as a whole class.
example sentences using each phrase. Answers
Answers 1. wedding
1. belong to 2. gift
2. take part 3. guest
3. bring together 4. battle
4. have (something) in common 5. generation
5. point of view
6. way of life
B. Complete the chart. You can use a dictionary.

• Read the individual words aloud as students follow
along.
• Say: You will need to change the suffix for each
answer.
Answers
1. tradition
2. history
3. politics
4. festive
CLIL 5.
6.
ceremonial
knowledgeable
7. civilized
8. superstitious
CLIL
Have student pairs create sentences using both forms of
each word. One partner should use one form. The other
partner should adapt that sentence using the other form.
TEACHER GUIDE 125

UNITS 10–12 124

Grammar • Have students complete the activity independently
A. Complete the sentences with verbs in the past
perfect. Answers
Remind students that the past perfect is associated with 1. must be Jo.
a time prior to another event. 2. could / may / might be Jo or it could / may / might
• Explain that the past perfect is formed by adding the be my sister.
past participle to had. Write examples on the board: 3. may / might go to a party this evening.
had walked, had run, had eaten, had done, had 4. can’t be me.
become. 5. can be fun.
• Provide example sentences, such as:
“By nine o’clock yesterday morning, she had already
C. Complete the tags and answer the questions.
finished all her work for the day.” Remind students that question tags are often used either
“By the time I arrived, she had already finished all her to check if something is true or to invite someone to
work for the day.” agree with you.
Read the partial sentences and ensure student • Remind students of the steps for forming tag questions.
comprehension. • First, locate the verb. If it is affirmative, then the tag
• Provide one example answer, such as: “My phone must be negative, and vice versa.
didn’t work because I had dropped it in some water.” • Next, look for negative words, such as nothing or
• Have students complete the activity independently never. If these are present, then we must treat the
and compare their answers with a partner. statement as negative and make the tag affirmative.
(She never eats pizza, does she? Similar to: She
• Monitor and provide help as necessary.
doesn’t eat pizza, does she?)
• Ask volunteers to share their answers with the class.
• Remember to place the verb before the subject in the
Answers tag. (She doesn’t . . . does she?)
Responses will vary. Also explain that auxiliary verbs and be verbs remain
the same (except for changing negative to affirmative
B. Complete the sentences. Use may, might, and vice versa). (would becomes wouldn’t, did becomes
CLIL could, must, can, or can’t. didn’t, are becomes aren’t, etc.)
Review the following charts with students: • Say: For all other verbs, a form of do must be
introduced in the tag. (She likes pizza, doesn’t she?
CLIL must
Meaning
is certainly
Present affirmative
This must be north.

They climbed the mountain, didn’t they?)
Have students complete the activity independently and
compare their answers with a partner.
can is possibly This can be north.
could is possibly This could be north.
Answers
may / might is possibly This may / might be north.
1. didn’t they; they did
2. wasn’t it; it wasn’t
Meaning Present negative
3. didn’t we; we didn’t
must not is certainly not This must not be north. 4. doesn’t it; it does
cannot is certainly not This cannot be north.
could not is certainly not This could not be north. Student Reflection
may not / might not be This may not / might not • Ask students which of the activities on this page
might not be north. were easier and which were more difficult.
• Ask: Why do you think that is so? Was it easier for you
• Read the items aloud as students follow along. to recall some of the grammar points? What can you
• Provide one example answer. do to help you remember the more difficult points?
• Tell students that some items can have more than • Discuss these questions as a class.
one possible answer.
125
124 TEACHER GUIDE
UNITS 10–12

Grammar
A. Complete the sentences with verbs in the past perfect.
1. My phone didn’t work because .
2. By the time she went to bed, .
3. My friends were angry with me because .
4. She couldn’t sleep because .
5. They wanted to watch the movie, but .
6. before you arrived at the office this morning?
7. They wouldn’t let me in to see the match because .
8. by the time you arrived at the concert?
B. Complete the sentences. Use may, might, could, must, can, or can’t.
1. Your cell phone beeps. You are waiting for a message from your best friend, Jo. You are sure it’s her.
That .
2. Your cell phone beeps. You are waiting for a message from your best friend, Jo, but you are also
expecting your sister to get in contact.
That .
3. You are thinking of going to a party this evening, but you aren’t sure.
I .
4. Someone has won a prize in the English essay competition. The teacher is going to announce it now.
You didn’t enter the competition.
The winner .
5. You want your friend to go paintballing with you. She’s not sure. Try to tell her that it is often great fun.
Paintballing .
C. Complete the tags and answer the questions.

1. The first modern Olympic Games began in 1896 in Greece, ? Yes, .
2. New York was originally called New Paris, ? No, . It was called
New Amsterdam.
3. We stopped being hunter-gatherers about 4,000 years ago, ? No, .

We stopped 6,000 years ago.
4. The name “Singapore” comes from the Sanskrit word for “Lion City”, ? Yes, .
UNITS 10–12 125

PROFESSIONAL ZONE
STRATEGIES:
Information Technology
• Write an outline.
Writing • Compare and contrast.
• Write a summary.
Is your company’s information safe?

Two major security problems are posed by Companies rely on computer security specialists
hackers and computer viruses. A virus can install to protect their networks and computers against
itself on your computer without your knowledge. hackers and computer viruses. Rather than waiting
It causes your computer to do things that you until a system has been breached, people working in
do not want it to do, such as delete files. Then security analyze the system to find its weaknesses.
the computer sends the same virus to other Then they develop security measures. New software
computers through e-mail, using your name and will be needed to protect against new threats. In
e-mail address. the case of a major problem, companies will hire
businesses that specialize in recovering data.
hacker One who uses a computer to gain access to

information without permission or to cause harm.
virus A program that often causes damage to systems and
data and can be spread from one computer to another.
files Data that you keep in a computer which can be
identified by a name.
network Multiple computers and devices that are
connected together to share information.
breach Happens when someone gets into a place that is
protected to gather private information.

CLIL
CLIL Writing

definitions.
vocabulary words.
TEACHER GUIDE 126

PROFESSIONAL ZONE
about yourself?
and enrich it.
127 TEACHER GUIDE

fiies hackers hackers
Companies all over the world are affected by cyberattacks performed by .

Once a virus has a system, it spreads quickly causing severe damage that
may result in the loss of important and information.
B. Imagine you work as a computer security specialist and you D. Find information about a
need to safeguard the information of an online store. Write recent cyberattack. Write a
an outline of the type of information you think needs to be summary of what you read.
safeguarded.
C. Find information about two popular anti-virus software

programs. Complete the following table with three
similarities and three differences.
Similarities Differences

PROFESSIONAL ZONE
STRATEGY:
• Make inferences.
Reading
It help desk job aid

Communication “Do”s
Do – Restate the caller’s message in your own
words to show your understanding.
Do – Convey empathy.
Do – Act as if you are in the same room as the
caller.
Do – Mirror the caller—match his or her
vocabulary, rate of speech, and point of view.
Do – Maintain a positive attitude.
Communication “Don’t”s
Don’t – Deny the caller’s feelings.
Don’t – Use jargon or technical language that the Don’t – Argue.
caller may not understand. Don’t – Use negative language.
1. You work as an IT technical support service 2. According to the job aid, what are you doing
representative receiving calls from users. You when you restate?
have been trained to follow certain guidelines
to help communication flow smoothly with a. conveying
the caller. The guidelines are posted on your b. repeating
cubicle wall for easy reference. The job aid c. arguing
mentions jargon. What type of language are d. denying
you avoiding by not using jargon? e. maintaining
a. positive
b. your own
c. negative
d. empathetic
e. technical

dy Pair and Share
or paycheck.
passage.
on Pair and Share
on Pair and Share
ng
ng
CLIL
CLIL
TEACHER GUIDE 128

PROFESSIONAL ZONE
Project up with different ideas or variations about what they
will be presenting to the class. Let them use different
materials, digital tool, social media, etc.
Project question:
Read the project question, and make sure students
Step 4 Present
understand it. Explain to them that in doing this • Remind students of the tips for effective
project, they will be able to explore the topic and answer presentations included in their books. Let them know
the question. that:
• They should speak loudly and clearly.
Step 1 Brainstorm
• They should practice or rehearse to avoid gaps in the
• Have students brainstorm ideas about the project presentation.
topic. • Finally, they should listen to other’s presentations
• Remind students that when they brainstorm, they respectfully, without interrupting.
think of a topic and then write whatever comes to
• If necessary, offer tips on completing their lists.
teams.
Step 3 Plan/Create
CLIL
CLIL
129 TEACHER GUIDE

PROFESSIONAL ZONE
Project
How can it make your work more e cient

Computer systems analysts study how institutions
process information and try to design better ways
of accomplishing this task. They need to have a
solid command of a variety of skills: information
engineering, mathematical model building,
statistical sampling, and cost analysis.
Work in teams. A school district office needs to

distribute books and supplies to schools in an
effective way. In this project, you will present
a simple IT plan to automate the process and
make it simple and effective.

• Create a work ow that includes the three main
• Think of some advantages and disadvantages
phases of the process.
of using an automated system. Complete the
chart with your ideas.
Advantages Disadvantages

• Research what resources you will need to
automate the delivery of materials to schools. Step 4 - Presentation
Then complete the chart based on the
• Present your project to your class and answer
information you find.
the question: How can IT make your work more
Specialists Cost Time efficient?

Workbook Answer Key
Unit 1 Reading
A. Look at the picture. These children in Tanzania
Vocabulary have school supplies like paper and pencils, but
A. Complete the words. they do not have computers. Do you think all
Answer Key: 1. negative; 2. souvenir; students around the world should have access to
3. interconnected; 4. electricity; 5. destroy technology? Why or why not?
B. Read each sentence. Circle the correct answer. Answer Key: Responses will vary.
Answer Key: 1. souvenirs; 2. local; 3. education; B. Read the text. Underline facts and some opinions.
4. look up to; 5. neighboring Answer Key: Responses will vary.
C. Answer the questions in complete sentences using C. Write three facts and three opinions from the article.
words from the word box. Answer Key: (Sample answers) 1. The Internet has
Answer Key: Responses will vary. had a big effect on education around the world.
2. 57 percent of the world is not connected to the
Grammar Internet; 3. In the poorest countries, like those in
A. Rewrite the sentences using the present sub-Saharan Africa, 90 percent of citizens do not
progressive form of the underlined verb. have online access; 4. I think lack of Internet access
in poor countries is a serious problem that must
Answer Key: 1. The huge fire is destroying the forest.;
be dealt with.; 5. Children in poor, underdeveloped
2. The tourists are visiting many museums.;
countries should have access to this knowledge, too.;
3. The students are saving money by staying in low-
6. Providing Internet access for all is an urgent goal.
budget motels.; 4. I am feeling sad after watching the
movie about the dog that dies.; 5. John is collecting
Writing
autographs of famous celebrities.
A. Answer the questions about students using the
B. Complete the sentences using the present
Internet at school.
progressive or simple present form of the verb in
parentheses. Answer Key: Responses will vary.
Answer Key: 1. watches; 2. has; 3. like; 4. believe; B. Do you think students should be allowed to use the
5. are visiting; 6. is; 7. are getting; 8. see; 9. don’t Internet in school? Write a paragraph using pros
hear; 10. feel and cons from Activity A to support your opinion.
C. Choose the correct answer. Answer Key: Responses will vary.
Answer Key: 1. b; 2. d; 3. c; 4. a; 5. b; 6. c
D. Tick (✓) the sentences that use say and tell correctly.
Correct the wrong sentences.
Answer Key: 1. ✓; 2. I didn’t want to tell my mother that
I broke her favorite plate.; 3. ✓; 4. My uncle said he
lost electricity last night during the storm.; 5. ✓
Conversation
A. Complete the conversation using these expressions.
Answer Key: 1. unclear about that; 2. get it; 3. not sure
I understand you; 4. explain that to me
B. Write a short conversation about a student asking
a teacher for help with homework. Use expressions
from Activity A.
Answer Key: Responses will vary.
130 TEACHER GUIDE
ELL_TG_BM_AK_L04.indd 130 22/05/18 12:28

Workbook Answer Key
Unit 2 Reading
A. Look at the pictures in Activity B. What do these
Vocabulary hand gestures mean in your country? Do you think
A. Choose the correct words to their meaning. they mean the same thing around the world?
Answer Key: 1. b; 2. d; 3. c; 4. a Answer Key: Responses will vary.
B. Answer the questions in complete sentences using B. Read the text. Underline the main idea of Part A and
words from the word box. Part B.
Answer Key: Responses will vary. Answer Key: (Sample answers) Part A: In the United
C. Write a description of what the people are doing in States, holding up your index finger may have a few
this picture. Use at least three words from the different meanings.; Part B: In many different cultures,
word box. the peace symbol is made with the first two fingers.
Answer Key: Responses will vary. C. Write a heading for each part of the text.
Answer Key: Part A: The index finger’s different
Grammar meanings; Part B: What the peace sign means around
A. Look at the pictures. Choose the sentence that the world
describes the picture using the present perfect D. Think about the main idea of the entire text. Then
progressive. write a title.
Answer Key: 1. b; 2. a; 3. d Answer Key: Responses will vary.
B. Read each sentence. Circle the correct answer.
Writing
Answer Key: 1. have been; 2. hasn’t been; 3. have
been; 4. has been; 5. have been; 6. haven’t Follow the steps to write a paragraph about similarities
and differences between the body language of teens
C. Rewrite each sentence using the negative form of
and adults in your culture.
the underlined phrase.
Answer Key: 1. We haven’t been standing in line for
a long time to get show tickets.; 2. I didn’t know that
Peter hasn’t been working at the store since January!;
3. That TV show hasn’t been gaining new viewers.;
4. The workers haven’t been taking their breaks in
the lunchroom.; 5. Dan hasn’t been putting his money
in the bank.
D. Read each sentence. Circle the correct answer.
Answer Key: 1. has been living; 2. lived; 3. have been
donating; 4. have been donating; 5. raised; 6. has
been raising; 7. have been working; 8. worked
Conversation
Answer Key: 1. I’m really sorry about; 2. I accept your
apology.; 3. Please forgive me; 4. That’s OK
B. Imagine you are a police officer called to the scene
of this accident. Use expressions from Activity A to
write a short conversation.
TEACHER GUIDE 131
ELL_TG_BM_AK_L04.indd 131 22/05/18 12:28

Workbook Answer Key
Unit 3 Conversation
Vocabulary
Answer Key: 1. don’t understand; 2. please repeat it /
A. Match the words to their meaning. say it again more slowly; 3. please repeat it / say
Answer Key: 1. title students earn after completing it again more slowly; 4. heard what you said;
a program of study; 2. leave one home to live in 5. loudly
another home; 3. something a person intends to do;
B. Write a short conversation between two people.
4. place where students study after high school;
Have one person ask the other to repeat some
5. something done to prepare for an event in the
information. Use expressions from Activity A.
future, 6. person who has completed their studies at
a school Responses will vary.
B. Read each sentence. Circle the correct answer. Reading

Answer Key: 1. future; 2. challenge; 3. profession; A. Look at the pictures and answer the questions.
4. appointment
C. Answer the questions in complete sentences using
B. Read the text. Underline words that give
words from the word box.
information about the characters.
Grammar C. Read and answer the questions.
A. Complete the conversation with will or going to. Answer Key: 1. They both have a lot to think about
Answer Key: 1. going to; 2. will; 3. will; 4. going to; and want to discuss their future decisions with
5. will career counselors.; 2. Ling is more likely to choose a
career as a biologist because he thought the science
B. Complete the sentences using will or going to. presentation was interesting.; 3. Both are looking
Answer Key: 1. will; 2. going to; 3. going to; 4. will; forward to making decisions about their education
5. going to and careers.
C. Write down a list of your own predictions, plans, or
future events. Use will or be going to.
Writing
Answer Key: Responses will vary. Follow the steps to write an email to a family member
about your plans for a career.
D. Read each sentence. Circle the correct answer.
Answer Key: 1. will wash; 2. will be playing; 3. will buy;
4. will be taking; 5. will take
E. Complete the sentences using the words
in parentheses. Use simple future or future
progressive.
Answer Key: 1. Everyone will be eating when Adam
gets to the pool in the afternoon.; 2. Fred will be
reading a book when the bus arrives to pick him up.;
3. Jen will write a card to her grandma to thank her
for the birthday gift.; 4. Tomorrow around this time,
Marie and I will be doing our school project.; 5. Mom
will make a pizza for dinner on Friday.; 6. Dad will
clean the house this weekend before the guests
arrive.
F. Write a paragraph about a special event that you
are looking forward to. Use simple future and future
progressive.
132 TEACHER GUIDE
ELL_TG_BM_AK_L04.indd 132 22/05/18 12:28

Workbook Answer Key
Unit 4 Conversation
A. Complete the conversation using these phrases.
Vocabulary
Answer Key: 1. Would you like to / Do you want to;
A. Complete the words. 2. I’m not sure; 3. How about; 4. Let’s do it; 5. Would
Answer Key: 1. sustainable; 2. ecological; you like to / Do you want to; 6. Sounds great
3. pioneering; 4. transmit; 5. distinctive; 6. opportunity
B. Write a short conversation about making an offer to
B. Read each sentence. Circle the correct answer. a friend. Use phrases from Activity A.
Answer Key: 1. unique; 2. ecological; 3. Pioneering; Answer Key: Responses will vary.
4. transmit; 5. sustainable; 6. opportunities
C. Complete the sentences using words from the word
Reading
box. A. Think about a beautiful place you know. Create a
Answer Key: 1. printing press; 2. invent; 3. crops; mind map with words that help you visualize the
4. unique; 5. funds; 6. light bulb place.
Grammar B. Read the text. Underline words that help you
A. Match the sentence halves. visualize the farm in your mind.
Answer Key: 1. If you can’t come to the movie, I won’t Answer Key: Responses will vary.
go, either.; 2. The test will begin when the teacher
C. Write words that help you visualize the places and
rings the bell.; 3. We won’t go on a hike if it rains this
events of the passage.
afternoon.; 4. Sam will lose his job if he doesn’t stop
coming to work late; 5. When we don’t make dinner, Answer Key: (Sample answers) Paragraph 1: wiped
we go to a restaurant instead; 6. Riana won’t have the sweat off his forehead; green, leafy crops;
dinner with us if we don’t have her favorite meal. Paragraph 2: shiny grey bus; dusty dirt road;
Paragraph 3: beautiful, old oak tree; curious, smiling
B. Complete the sentences using the words in people; Paragraph 4: tasty fruit pies; golden, crusty
parentheses. bread
Answer Key: 1. will call; 2. arrives; 3. will come; 4. will
be; 5. see Writing
C. Circle the correct answer. Then write whether each Follow the steps to write an outline that describes a
event is possible or definite. place.
Answer Key: 1. will put, possible; 2. is, possible; Answer Key: Responses will vary.
3. arrive, definite; 4. will turn off, definite; 5. graduate,
definite; 6. don’t, possible; 7. let, possible
D. Rewrite the sentences using unless or if + negative
verb.
Answer Key: 1. If Cheri doesn’t fail the test, she will
pass the class.; 2. Unless Maurice hurries, he will be
late for the movie.; 3. If we don’t raise awareness
now, it will soon be too late to save our planet.;
4. Unless Tanika earns enough money, she won’t
raise funds.; 5. Unless he starts eating healthier food,
he won’t lose any weight.
E. Complete the sentences so they are true for you.
TEACHER GUIDE 133
ELL_TG_BM_AK_L04.indd 133 22/05/18 12:28

Workbook Answer Key
Unit 5 F. Write a reply to each of the sentences. Use the
words in parentheses.
Vocabulary Answer Key: 1. Responses will vary; 2. Neither can I.;
A. Match the words to their meaning. 3. So do I.; 4. Responses will vary; 5. Responses will
Answer Key: 1. ability of a machine to copy human vary.
behavior or thinking; 2. thinking that develops
Conversation
teamwork; 3. thinking that produces new ideas and
inventions; 4. thinking that helps analyze, understand, A. Complete the conversation using each of the
and solve problems; 5. choice based on the analysis different expressions.
of facts, 6. pictures or drawings used to make Answer Key: (Sample answers) 1. That’s incredible;
something easier to understand 2. I’d never have believed it; 3. No way; 4. I can’t
B. Read each sentence. Circle the correct answer. believe it
Answer Key: 1. keep up with; 2. obsolete; 3. embrace; B. Write a short conversation about a surprising event.
4. process; 5. relevant; 6. predicted Use expressions from Activity A.
C. Complete the conversation with words from the Answer Key: Responses will vary.
word box.
Reading
Answer Key: 1. keep up with; 2. obsolete; 3. process;
4. relevant; 5. embrace, 6. graphics A. Look at the picture and answer the questions.
Grammar
B. Read the text. Underline words you don’t know.
A. Write the correct reflexive pronouns in the second Answer Key: Responses will vary.
column.
C. Match the words to their meaning. Use clues from
Answer Key: 1. myself; 2. yourself; 3. himself;
the text.
4. herself; 5. itself; 6. ourselves; 7. yourselves;
8. themselves Answer Key: 1. come together; meet; 2. exhibits;
structures; 3.something that is different from others of
B. Complete the passage with reflective pronouns that its type because of a permanent change; 4. central;
agree with the subjects. 5. enthusiastically; 6. outside of traditional or
Answer Key: 1. ourselves; 2. himself; 3. themselves; ordinary; new and different; 7. no sign that something
4. herself; 5. myself has happened or existed
C. Write sentences with the words. Use a reflexive
pronoun in each sentence. Writing
Answer Key: 1. Jennifer made dinner herself.; Follow the steps to write about an event.
2. I built a house myself. 3. Mikio and Ellie embrace Answer Key: Responses will vary.
cooperative thinking themselves.; 4. You should try
creative thinking yourself.
D. Complete each group of sentences with because,
so, and neither.
Answer Key: 1. a. Neither, b. so, c. because;
2. a. So, b. because, c. Neither; 3. a. because,
b. Neither, c. so; 4. a. So, b. because, c. Neither
E. Complete each sentence with a reflexive pronoun
and because, so, or neither
Answer Key: 1. myself, because; 2. himself, so; 3. itself,
Neither; 4. themselves, so; 5. ourselves, because;
6. yourself, Neither
134 TEACHER GUIDE
ELL_TG_BM_AK_L04.indd 134 22/05/18 12:28

Workbook Answer Key
Unit 6 Conversation
Vocabulary Use each expression once.
A. Complete the words. Answer Key: (Sample answers) 1. What do you think?;
Answer Key: 1. extraterrestrial; 2. weightlessness; 2. Don’t you think so?; 3. Wouldn’t you agree?;
3. biosphere; 4. spacecraft; 5. porthole; 4. Right?; 5. What’s your view on this?; 6. You’re not
6. self-sustained listening, are you?; 7. Wouldn’t you feel the same
B. Read each sentence. Circle the correct answer. way?
Answer Key: 1. probe; 2. outposts; 3. shuttle; 4. orbit; B. Write a short conversation about outer space. Use
5. colony; 6. exploration expressions from Activity A.
C. Complete the sentences using words from the Answer Key: Responses will vary.
word box. Reading
Answer Key: 1. porthole; 2. self-sustained;
A. Look at the picture. If you wanted to build a colony on
3. weightlessness; 4. extraterrestrial; 5. orbit;
this planet, what would you need to know about it?
6. colony
Grammar B. Read the text. Underline the main idea of each
A. Match the sentence halves. paragraph.
Answer Key: 1. If Lara could travel to space, she would Answer Key: Responses will vary.
go to the moon.; 2. Jake would come for a visit, if he C. Write the main idea of each paragraph. Write details
didn’t have to work this weekend.; 3. Mrs. Daily would that support each main idea.
help us if we asked her to.; 4. If I were good at learning
Answer Key: (Sample answers) Paragraph 1: Main
languages, I would study Russian.; 5. If Lance had a
idea: Astronauts are trying to find out what the surface
spacecraft, he would search for extraterrestrial life.;
is like for a planet known as 1971WT-DW93.; Details:
6. If I didn’t feel so ill, I’d come to the party with you.
Thick clouds of quickly turning gases that surround the
B. Read each sentence. Circle the correct answer. planet make it difficult to know what the surface is like.;
Answer Key: 1. lived, would need; 2. would go, Paragraph 2: Main idea: The astronauts have to build
wanted; 3. rode, would go; 4. would earn, worked; a biosphere because humans can’t live there.; Details:
5. had, would buy The present atmosphere will not support human life
because there is no oxygen. In order to found a colony
C. Unscramble the words to make sentences.
on this planet, it is certain that a biosphere will need
Answer Key: 1. If I quit my job, I would have no to be built.; Paragraph 3: Main idea: Astronauts are
money.; 2. If Julie got a dog, she would name it Pluto.; sending scientists to examine the planet’s conditions
3. Jeff would write a book if he had more free time.; and search for valuable resources.; Details: Our
4. I would call you if my phone weren’t broken.; next step will be to send scientists to the surface to
5. If Jamal won the contest, he would be excited. carefully study conditions for themselves.; Paragraph
D. Write about things you would do if you were . . . 4: Main idea: Scientists are waiting for the next supply
Answer Key: Responses will vary. shuttle to bring them food supplies, equipment, and
technicians to repair the spacecraft’s mechanical and
E. Complete the sentences with the correct form of electrical problems, as well as new scientists.; Details:
the verb in parentheses. Then write whether each The shuttle will bring much-needed food supplies,
sentence is improbable or impossible. equipment, and a team of technicians who will repair
Answer Key: 1. were, would be, impossible; 2. would mechanical and electrical problems here on board.;
help, knew, impossible; 3. would read, weren’t, New personnel will also travel here with the shuttle.
improbable; 4. became, would know, improbable;
5. flew, wouldn’t have, impossible Writing
A. Cluster ideas about the question.
B. Use your cluster to write a paragraph.
TEACHER GUIDE 135
ELL_TG_BM_AK_L04.indd 135 22/05/18 12:28

Workbook Answer Key
Unit 7 F. Write sentences about school using so . . . that,
such . . . that, in order to, and in order that.
Vocabulary Answer Key: Responses will vary.
A. Unscramble the letters to form words from the
word box. Conversation
Answer Key: 1. feature; 2. species; 3. dynamic; A. Complete the conversations using these phrases.
4. interpret; 5. genre; 6. explicit Answer Key: 1. If I were you; 2. I’d suggest that you;
B. Match the words to their meaning. 3. Why don’t you; 4. I’d think about; 5. you might
consider; 6. How about
Answer Key: 1. way of making movies by using
drawings or computer graphics; 2. having the power B. Write a short conversation about a friend
to change something; 3. cause disagreement; recommending books to another friend. Use
4. group of people who read a book, magazine, or phrases from Activity A.
newspaper; 5. gradual change from one form to Answer Key: Responses will vary.
another; 6. join with, combine
C. Complete the sentences using words from the Reading
word box. A. Write two things about science fiction that you
Answer Key: 1. readership; 2. genre; 3. dynamic or already know.
explicit; 4. incorporate; 5. feature or incorporate; Answer Key: Responses will vary.
6. interpret B. Read the text. Underline information you already
know.
Grammar
A. Read the sentences and underline the adverbial
clauses. C. Read and answer the questions.
Answer Key: 1. that the people at the end didn’t get in Answer Key: (Sample answers) 1. It is a literary
to see the movie; 2. in order that all your organization genre that incorporates fictional elements with real
can succeed; 3. so that she could save money for or possible science.; 2. Twenty Thousand Leagues
college; 4. in order to improve his grade Under the Sea and From Earth to the Moon.; 3. Some
science fiction novels have been turned into movies,
B. Tick (✓) the sentences with the correct adverbial while others originated as TV shows or movies, and
clause. books followed.; 4. It combines an exciting plot,
Answer Key: 1. ✓; 2. incorrect; 3. ✓; 4. ✓; 5. incorrect; 6. ✓ exotic setting, and dynamic characters with real
C. Complete the sentences using so or such. science.
Answer Key: 1. such; 2. so; 3. so; 4. such; 5. so; 6. such Writing
D. Complete the sentences. Follow the steps to describe your favorite story.
Answer Key: Responses will vary. Answer Key: Responses will vary.
E. Rewrite the sentences using the words in
parentheses.
Answer Key: 1. It was such a fantastic movie that I
want to buy the DVD.; 2. These shoes are so cheap
that I’m going to buy another pair.; 3. The coach
wants us to stay for ten more minutes after the game
in order to discuss his strategies.; 4. Eat some protein
after extreme physical activities in order that your
muscles grow.; 5. The kids were so tired that they fell
asleep in just a minute.; 6. Marlon Brando was such
a great actor that I’ve seen all of his movies.; 7. Read
the cell phone’s instructions in order to make sure
you use it properly.; 8. The doctor had me take these
pills so that I treat my allergy.
136 TEACHER GUIDE
ELL_TG_BM_AK_L04.indd 136 22/05/18 12:28

Workbook Answer Key
Unit 8 Reading
A. Look at the picture and answer the questions.
Vocabulary
A. Complete the words.
B. Read the text. Underline opinions.
Answer Key: 1. legacy; 2. endurance; 3. radical
4. masterpiece; 5. chaotic; 6. surroundings Answer Key: Responses will vary.
B. Write the words from the word box with the C. Read the sentences and write F for Fact or O for
opposite meaning. Opinion.
Answer Key: 1. chaotic; 2. lighthearted; 3. radical; Answer Key: 1. F; 2. F; 3. F; 4. O; 5. O; 6. O
4. failing; 5. reconciliation, 6. endurance
Writing
C. Complete the sentences using words from the
Follow the steps to write a music or art review.
word box.
Answer Key: 1. failing; 2. pace; 3. merge; 4. in sync;
5. reconciliation; 6. lighthearted
Grammar
A. Complete the sentences using will or would.
Answer Key: 1. will; 2. would; 3. would; 4. will;
5. would; 6. will
B. Tick (✓) the correct sentences. Correct the wrong
sentences.
Answer Key: 1. Letty would get a dog, but she doesn’t
have room in her apartment.; 2. ✓; 3. ✓; 4. Lee will pay
the fine for his speeding ticket.; 5. The swimming
pool will be open as soon as the lifeguards get here.;
6. ✓; 7. ✓; 8. ✓; 9. I would lend you my computer, but
I’m using it.
C. Complete the sentences using will or would.
D. Complete the sentences with conditional clauses.
E. Answer the questions using conditional clauses.
Write complete answers and explain your reasons.
Conversation
A. Complete the conversation using these phrases.
Some can be used more than once.
Answer Key: (Sample answers) 1. I agree with you,
but; 2. I see what you mean, but; 3. Yes, but don’t
forget; 4. Sure, but on the other hand,; 5. Yes,
possibly, but
B. Write a short conversation between two people
sharing opinions about music. Use phrases from
Activity A.
TEACHER GUIDE 137
ELL_TG_BM_AK_L04.indd 137 22/05/18 12:28

Workbook Answer Key
Unit 9 Reading
A. Look at the picture and answer the questions.
Vocabulary
A. Combine the parts to form words from the
word box. B. Read the text. Underline phrases that summarize
each idea.
Answer Key: 1. accomplished; 2. determined;
3. outstanding; 4. attention; 5. talented; 6. motivate Answer Key: Responses will vary.
B. Complete the sentences using words from the C. Read and answer the questions.
word box. Answer Key: (Sample answers) 1. Celebrities influence
Answer Key: 1. ambitious; 2. aspiration; 3. inspires; people.; 2. We see them on television, and we read
4. charisma; 5. obtain; 6. attract about them in print newspapers and magazines.;
3. Christiane Amanpour has influenced the author.
C. Answer the sentences in complete sentences using Amanpour is a TV journalist and news correspondent
words from the word box. with more than 30 years of experience. She has
Answer Key: Responses will vary. received many journalism awards. The author
admires her because she is brave, has done excellent
Grammar work in journalism, reports the truth, and finds
A. Look at the pictures. Choose the sentence that the human side of a story. The author wants to be
contains reported speech. become a journalist just like Amanpour.
Answer Key: 1. b; 2. a; 3. d
Writing
B. Rewrite the reported speech into direct speech.
Follow the steps to write about a person who has
Answer Key: 1. Make my food spicy, please.; 2. How influenced you. Use commas correctly.
long will the car repairs take?; 3. Print two copies
of your paper.; 4. What did you do on your trip to
Thailand?
C. Choose the correct reported speech.
Answer Key: 1. b; 2. a; 3. b
D. Rewrite the sentences using reported speech.
Answer Key: 1. He said that he wanted to be friendly.;
2. She complained that her Internet wasn’t working.;
3. He said that he was going to trade in his old cell
phone for a new one.; 4. She said that she was not
going to work for two weeks after her surgery.; 5. He
decided that he would accept Ron’s invitation and go
to the festival with him.
Conversation
A. Complete the conversations using these
expressions. Some can be used more than once.
Answer Key: (Sample answers) 1. looks great!; 2. Do
you really think so?; 3. You really did a good job.;
4. You’re just being kind.; 5. Thanks, my sister bought
it for me!; 6. That’s a great looking
B. Write a short conversation between two workers
exchanging compliments about each other’s work.
Use expressions from Activity A.
138 TEACHER GUIDE
ELL_TG_BM_AK_L04.indd 138 22/05/18 12:28

Workbook Answer Key
Unit 10 Reading
A. Look at the pictures and answer the questions.
Vocabulary
A. Complete the words.
B. Read the text. Underline details that describe when
Answer Key: 1. ceremony; 2. unlucky; 3. traditional;
the games happened.
4. festival; 5. superstition; 6. society
Answer Key: date back to ancient times; in 776 B.C.E.;
B. Read each sentence. Circle the correct answer. spend a week competing; over time
Answer Key: 1. belongs to; 2. superstition; 3. festival;
C. Read and answer the questions.
4. take part; 5. traditional; 6. unlucky
Answer Key: (Sample answers) 1. Olympia, Greece;
C. Complete the paragraph using words from the 2. There’s an artistic program, competing athletes
word box. participate in the Parade of Nations, and an athlete
Answer Key: 1. ceremony; 2. wedding; 3. bring usually lights the Olympic flame; 3. Competing
together; 4. guests; 5. take part; 6. gift athletes participate in the Parade of Nations, and
they march as groups behind the flag of their
Grammar country.; 4. Athletes want to have an advantage over
A. Write sentences using the past perfect form of the competitors.
given words.
Writing
Answer Key: 1. I had gone; 2. You had spoken;
3. He had taken; 4. She had been; 5. It had eaten; Follow the steps to write about a tradition or custom.
6. We had written; 7. They had sent Answer Key: Responses will vary.
B. Complete the sentences using the past perfect form
of the verb.
Answer Key: 1. had visited; 2. hadn’t seen;
3. had gone; 4. had seen; 5. Had, been; 6. hadn’t
finished
C. Complete the sentences using the past perfect.
D. Write about customs in your culture or family.
Use might, may, could, must, can’t, or can in each
sentence.
E. Complete the sentences with the correct form of the
present progressive passive or the past progressive
passive of the verbs in parentheses.
Answer Key: 1. is being fed; 2. were being canceled;
3. are being watched; 4. was being delivered; 5. am
being followed; 6. is being seen; 7. was being raised;
8. were being repaired
Conversation
Some can be used more than once.
Answer Key: (Sample answers) 1. I imagine that;
2. That could be true; 3. I guess; 4. You might be
right; 5. That could be true
B. Write a short conversation about a mysterious
place. Use expressions from Activity A.
TEACHER GUIDE 139
ELL_TG_BM_AK_L04.indd 139 22/05/18 12:28

Workbook Answer Key
Unit 11 attention in class, you would have passed the final
exam.; 7. If you had lent me your book, I would have
Vocabulary studied harder.; 8. They would have helped you move
A. Match the words to their meaning. out if you had asked them to.
Answer Key: 1. fight between armies or soldiers; Conversation
2. story of a person’s life written by another person;
3. organized society of people; 4. related to events A. Complete the conversation using these expressions.
or people of the past; 5. related to government or Answer Key: 1. would have happened; 2. hadn’t been
politics; 6. the position or purpose that a person has discovered; 3. wouldn’t have; 4. would be; 5. wouldn’t
in a group or society it; 6. would spend; 7. would get; 8. hadn’t figured out;
9. would have invented; 10. wouldn’t want
Answer Key: 1. cruel; 2. encouraged; 3. way of life; B. Write a short conversation about a hypothetical
4. period; 5. treat; 6. point of view situation in the past. Use expressions from
Activity A.
C. Complete the sentences using words from the
word box.
Answer Key: 1. biography, political; 2. historical; Reading
3. role, periods; 4. encourage, treat; 5. civilization,
A. Look at the pictures. Can you predict what the text
battle; 6. point of view
will be about? Make two predictions.
Grammar Answer Key: Responses will vary.
A. Write the past participle of each verb. B. Read the text. Underline words and phrases that
Answer Key: 1. known; 2. stayed; 3. brought; support your prediction.
4. gotten; 5. seen; 6. believed; 7. watched; 8. heard; Answer Key: where life is unpleasant or even horrible
9. lived; 10. been; 11. forgotten; 12. called for most of the people; force a group of 50 young
students to compete in a battle to the death; create
fear of the government in the people; wealthy Capitol
Answer Key: 1. had gone, would have met; 2. would city controls 12 districts; a televised battle to the
have studied, had known; 3. wouldn’t have broken, death
hadn’t played; 4. would have won, hadn’t brought;
5. had watched, would have enjoyed; 6. had stopped, C. Read and answer the questions.
wouldn’t have been; 7. had seen, would have been Answer Key: (Sample responses) 3. The country’s
surprised; 8. had stayed, would have seen; 9. would military leaders organize a deadly competition
have written, hadn’t made; 10. wouldn’t have been, between students in order to make people fear the
had treated government.; 4. The people of Panem will refuse to
be controlled or ruled by politicians.
C. Complete the sentences using the third conditional
with the verbs in parentheses. Writing
Answer Key: 1. would have heard, had watched;
Follow the steps to write a summary about a book or
2. hadn’t forgotten, would have called; 3. would have
movie.
been, had lived; 4. had known, would have stayed;
5. had brought, wouldn’t have gotten; 6. wouldn’t Answer Key: Responses will vary.
have believed, hadn’t seen
D. Write sentences using the third conditional.
Answer Key: 1. If Holly had left earlier, she would
have been on time.; 2. If Ella hadn’t stopped the car,
the train would have hit her.; 3. I wouldn’t have come
if you hadn’t invited me.; 4. I would have seen you
if you had called me.; 5. If Dave had saved money,
he would have gone on the trip.; 6. If you had paid
140 TEACHER GUIDE
ELL_TG_BM_AK_L04.indd 140 22/05/18 12:28

Workbook Answer Key
Unit 12 Conversation
A. Complete the conversations using these
Vocabulary expressions.
A. Complete the words. Answer Key: 1. Excuse me. I’d like to make a
Answer Key: 1. knowledge; 2. progress; 3. succeed; complaint.; 2. Unfortunately, there’s not a lot we can
4. generation; 5. protect; 6. magic do about it.; 3. I’m afraid there’s a problem with.;
B. Match the sentence halves. 4. I’m sorry to hear that / I apologize for that.; 5. I’m
sure we can sort that out.; 6. I’m sorry to bother you,
Answer Key: 1. Scientists in the future may find a cure
but.; 7. I apologize for that.
for deadly diseases.; 2. Alisha and Elijah are best
friends because they have a lot in common.; 3. In B. Write a short conversation about a customer
prehistoric times, people had to hunt for their food.; complaining to a sales assistant. Use expressions
4. Melanie has a garden because she likes to from Activity A.
produce her own food.; 5. I’m often amazed at how Answer Key: Responses will vary.
much information is available on the Internet.; 6. Jen
always works to improve her relationships with her Reading
friends. A. Look at the pictures and answer the questions.
C. Complete the conversation using words from the Answer Key: Responses will vary.
word box.
B. Read the text. Circle words and phrases that help
Answer Key: 1. generation; 2. succeed; 3. protect; you understand the underlined words.
4. progress; 5. knowledge; 6. cure
Grammar C. Match the words to their meaning using examples
A. Complete the sentences with the correct question from the text.
tag. Answer Key: 1. come from something else; 2. belong
Answer Key: 1. can they; 2. haven’t you; 3. doesn’t to specific regions; can’t be found anywhere else;
she; 4. do we; 5. is it; 6. does he 3. around 135; about 50,000; 4. stop; put an end to;
5. destruction; 6. people who care for something
D. Write a sentence with each word.
Answer Key: 1. isn’t there; 2. did you; 3. has it;
4. doesn’t he; 5. is it; 6. did they Answer Key: Responses will vary.
C. Look at the picture. Write sentences that describe Writing

the picture using tag questions.
Follow the steps to write about a problem in our
Answer Key: 1. They are friends, aren’t they?; 2. She society that must be solved.
can use a computer, can’t she?; 3. They don’t have
class today, do they?
D. Rewrite the sentences using the words in
parentheses.
Answer Key: 1. It might not rain today. The sky is
clear.; 2. Don’t break the speed limit. You may a fine.;
3. The doorbell rang. That might be Mark. He said
he’d be here in 20 minutes.; 4. The car is making a
strange noise. It could be the battery.; 5. Lars looks
worried. He may be worried because he failed two
exams.
E. Write sentences about now and the future. Use
might, may, could, and can.
TEACHER GUIDE 141
ELL_TG_BM_AK_L04.indd 141 22/05/18 12:28

Audio Appendix
Unit 1 Unit 2
Listening Get Ready
B. Listen to the audio. Circle F for Fact or O for A. Look at the pictures and read. What kind of cultural
Opinion. Listen again to check your answers. differences is Kevin experiencing? Listen to the audio.
Do We Understand Each Other? Kevin, an Australian, is a tourist in Cambodia. He is
The way Gail communicates is different from her going to the city of Siem Reap. He is sharing a taxi
parents. Gail, like many young people, can text, talk, with a Cambodian passenger. As soon as they get
and sometimes walk at the same time. into the taxi, Kevin introduces himself and strongly
shakes his fellow passenger’s hand. The Cambodian
Young people are “digital natives,” because they were
passenger responds with a small smile. Kevin
born into a world that already had digital technology.
stretches out and puts his ankle on his knee, showing
Doing several different tasks at the same time is easy
the bottom of his feet. He starts talking loudly when
for them and doesn’t need much effort. Gail is an
the Cambodian stops the taxi and gets out.
example of how technology has changed the way
people communicate and access information. Today, In Siem Reap, Kevin walks along a crowded street,
if we need to confirm or find out about something trying to find his way to Angkor Wat. A Cambodian
during a discussion, we can simply use our tablet or visitor offers to help, eager to show off his English
smartphone to search the Web. In the past, people skills to his friends. But when Kevin asks the
had to use printed information like reference books, Cambodian man for directions to Angkor Wat, the
journals, or papers, or they asked experts. It took man smiles nervously, and answers, “Walk this way
longer and cost more. until you get to the river and then turn right. Then
cross the bridge and . . . and . . . walk along the fields.
These differences mean that we might be able
Sorry.” Kevin thanks him and starts walking.
to guess someone’s age by watching them
communicate or study. Now, young people often A few hours later, he is still walking, hoping to get to
keep in touch with friends through posting on social Angkor Wat before night. He has walked very far, then
media or texting. However, their parents may prefer sees a sign, “Siem Reap 30 kilometers.” He has been
to speak to their friends by phone or face-to-face. going the wrong way.
Some older people are annoyed with new technology Both men thought they understood each other’s
because they are not confident in using it. So they culture, but they didn‘t. Kevin believed exactly what
prefer to remain unconnected, talk on the phone, the man said. He didn’t know that in Cambodia, words
and avoid social media. In the future, younger and are less important than the context of the words and
older people will be using technology everywhere, to the gestures that accompany them. On the other
communicate, access information, work and have fun! hand, the Cambodian thought that Kevin would
realize that he did not know the way, but could not
Pronunciation admit it and lose the respect of his friends.
Listening
1. short e red red
B. Listen to the audio. How are directions given in
2. long e see see
different cultures? Complete the table. Listen again
3. -r controlled e player player to check your answers.
4. -l controlled e sell sell Which Way?
B. Check (✓) the sounds you hear. Then listen and repeat. People believe that information containing facts
1. see is communicated in a similar way everywhere. An
2. tell American tourist asking a local person for directions
in Thailand expects to get a clear and exact answer.
3. her
However, in Thailand people usually give directions
4. clerk for the part of a trip that is coming next and expect
5. please someone to ask again before he or she continues.
6. we They also depend on body language. A visitor there
needs to carefully watch to gestures and expressions
7. met
more than listen to words.
8. spell
142 TEACHER GUIDE
ELL_TG_BM_AS_L04.indd 142 22/05/18 12:29

Audio Appendix
On the other hand, Northern Europeans use many Section 2. The goat’s name was Sweetie Pie, but she
resources to provide directions, including maps, signs, was not sweet. I live in Tokyo, and there aren’t many
and video. Visitors to the United Kingdom find arrows, goats in the city, so my goat herding experience was
signs, and instructions to guide them when they arrive, limited. But the best experience I had at the Learning
as well as airport staff for further assistance. Adventure School began with Sweetie Pie. You see,
In contrast, in Turkey, Egypt, and Greece, people she always wanted to be the first to eat. The first
are expected to ask for directions before they travel time I entered the pen with food for the herd, she ran
and if lost or confused, to ask again. The belief is across the other side of the pen. When I saw a goat
that someone can get anywhere, maybe even to the charging at me, I ran. That just made Sweetie Pie run
moon, by asking! faster! The villagers laughed and laughed, seeing me
afraid of a goat. The goat and I eventually learned to
Some urban cultures are more willing to help than
love each other. My gap year taught me more than
others. In Rome or New York, stopping someone who
just raising goats. It taught me to embrace challenges.
is rushing to get somewhere to ask for directions
might annoy that person. But someone who lives in a Section 3. Gap Year in Peru!
small town is more likely to welcome the opportunity Would you like to travel to far places and improve the
to communicate with a visitor. lives of others?
Then a gap year experience through the Learning
Pronunciation
Adventure School is for you! You’ll learn about
A. Listen and circle the correct sound. another culture and experience their way of life.
1. van You’ll spend six months in Lima as an intern. You’ll
2. winner participate in marketing research for teenagers in
South America. You’ll contribute to innovative app
3. wallet
design.
4. wolf
This will be the best experience of your life. Call for
5. valley an application today!
Pronunciation
1. vest
2. vaccine A. Listen and circle the word you hear.
3. west 1. comb
4. will 2. thumb
5. visit 3. cram
6. village 4. lime
7. victory 5. debt
8. walk 6. doubt
9. wall B. Listen to the audio and repeat.
10. voice 1. We called the plumber to fix the leak under the
kitchen sink.
Unit 3 2. Leave the bread crumbs on the porch for the birds.
3. Watch out for crabs when you walk on the rocks.
Listening 4. I doubt that Deb will make it to the show on time.
B. Listen to the audio. Identify the author’s purpose 5. Studios often dub films to avoid using subtitles.
in each section as inform, persuade, or entertain.
6. We went numb with fear when the tornado struck.
Listen again to check your answers.
7. George left his tablet at the biology lab so he had
Adventures in Learning
to go back.
Section 1. The Learning Adventure School is based
8. The farmer was holding a cute white lamb in his
in Madison, Wisconsin. It is for travel and learning.
arms.
Students ages 18 to 25 learn by doing. Students travel
around the world to learn about different cultures.
They help people who live in poverty. They improve
the lives of others.
TEACHER GUIDE 143
ELL_TG_BM_AS_L04.indd 143 22/05/18 12:29

Audio Appendix
Unit 4 wells. Because this wasn’t always enough, they often
had to have more water transported by land or boat.
Get Ready One downside of desalination is that installing and
A. Look at the pictures and read each description. maintaining a desalination plant can be very expensive.
Which inventions do you use every day? How do The second process is renewable clean energy.
they affect your life? Listen to the audio. Carbon emissions from vehicles, industries, and
Thomas Edison and his team of researchers introduced heating increase pollution in the modern world.
the first working light bulb in 1879. Earlier light bulbs Greenhouse gases are destroying the ozone layer,
were not successful because they would only stay lit changing the climate globally and causing serious
for a short time. Electric lighting changed life. People health problems. Alternative sources of energy such
could work and spend time with family and friends for as solar or wind power are environmentally friendly
hours after sunset. Over the years, light bulbs have had but require costly installations, so scientists have
many improvements. Today, we use LED bulbs, which been researching ways of transforming CO2 to usable
make better light and use less energy. energy.
Johannes Gutenberg and his associates invented The third process we will discuss today, DNA
the first mechanical printing press in the 15th century engineering, has made it possible for people to
in Germany. Another system, called movable type, produce stronger and healthier plants and increase
which uses characters carved in wood, metal, or crops. It has also been used to add essential minerals
clay blocks, had been invented earlier in China and and vitamins to basic food products. However, many
Korea. However, Gutenberg introduced a mechanical people are against genetic modification because
process that transferred ink from the movable type they consider it harmful to health and are afraid that it
to paper. This invention made books affordable and might lead to scientists changing the DNA of human
knowledge accessible to everyone. babies next.
The global system of interconnected networks, Pronunciation
known as the Internet, was developed by many
scientists, programmers, and engineers. Robert
Kahn and Vinton Cerf developed rules for the 1. The problem needs to be resolved.
Internet, which set standards for how data could 2. We need financial support for the project.
be transmitted between networks. The Internet 3. Living conditions need to be improved.
has made knowledge accessible to the public and
4. The building is in good condition.
increased global communication.
5. Researchers experiment with new methods.
Chuck Hull invented the first 3D printer in
the early 80s. It was originally called a Rapid 6. Social entrepreneurs launch new projects.
Prototyping machine. The machine has had many
improvements over the years, and today, they are Unit 5
used in manufacturing, construction, art, and food
industries. If 3D printers take over all production and Listening
manufacturing, they will replace human workers and B. Listen. Guess the meaning of the words and
more people will become unemployed. phrases by contextualizing.
Listening Who Likes Technology?
1. I spend about three hours a day on social media,
B. Listen to the podcast. Briefly describe the three catching up with friends. I find out about shows,
processes. book tickets, and shop online. I love that all the
Hello and welcome to today’s edition of Modern information I need is at the tip of my fingers! My
World. Today we are going to talk about three grandson regularly updates me on new apps. He
important advancements in processes that are keeps me in the loop and helps me stay young!
helping our environment. 2. My daughter bought me a tablet last year. She
The first, desalination, is a process that transforms explained how it works, but I was stumped. I just
salty sea water to fresh water. It is used on islands couldn’t understand because she used words that
and coasts areas that don’t have enough fresh water. meant nothing to me. It’s difficult enough to use
In the past, inhabitants collected rain water or dug my cell phone. I guess I just don’t like technology!
144 TEACHER GUIDE
ELL_TG_BM_AS_L04.indd 144 22/05/18 12:29

Audio Appendix
3. I don’t know how I feel about technology. I’ve and total darkness at night. Please note that a lunar
never thought about it much. I like my smart phone night or day is equivalent to 14 earth days or nights.
because I don’t have to memorize numbers. Now
that I’m used to it, I don’t know how I would Pronunciation
remember anything. I hear about new apps from A. Circle F for Formal and I for Informal.
friends and colleagues. 1. If you tell him, he’ll listen. He won’t listen to anyone
4. I don’t know what people did before computers else.
and cell phones! I studied computer science in 2. If you rested for a couple of hours, you’d feel a lot
college and it was OK, but it got boring after two better.
years. I wanted to get on with life, so I dropped
out and joined some friends in Argentina. We’ve 3. You’d be very upset if you were there.
had a start-up and are working on some cool new 4. I’ll take care of dinner if you can’t.
apps for businesses and university students. Our
business is growing and doing well.
Unit 7
Pronunciation
Listening
B. Listen and try to predict what follows each pause.
1. cartoon Then listen and compare with your predictions.
2. possible What helped you make your predictions?
3. sisterhood The Little Prince
4. punish The author has crashed his plane in the desert. He is
5. operation desperate to repair it so he can get away, when the
Little Prince, from asteroid B-612, appears. The Little
6. hopefully
Prince does not share the pilot’s worries. Instead, he
7. biology asks for a sheep and chatters on about the volcanoes
8. technician and a special rose that he left behind. The pilot could
9. ancient only see the endless sand and fear for his life. “What
makes the desert beautiful,” said the Little Prince, “is
10. antique
that somewhere it hides a well . . .” A wise fox had told
11. medical him that “what is essential is invisible to the eye.”
12. university On his way to earth the Little Prince visits planets
where he meets some very strange adults. They are
Unit 6 busy counting imaginary possessions, exercising
imaginary power, or doing other meaningless
Listening activities that take over their lives. The Little Prince is
B. Listen and check (✓) the correct statements. disappointed with adults who cannot remember what it
was like to be a child and see what is really important!
Good morning, ladies and gentlemen. We would
like to thank you for taking the time to attend our Finally, the Little Prince lets a poisonous snake bite
first Moonscape Resort presentation. We hope that him so he can get rid of his “shell” and get back to
vacationers of all ages will find our vision of this his rose on his distant planet. As the fox taught him,
unique facility amazing. in order to know someone or something you need to
adopt them, love them, and look after them. This is
Moonscape has been designed to cater to the needs
how something becomes precious and unique, even
and expectations of adventurous travelers, as well
if it is just a rose!
as senior citizens and very worried and nervous
professionals in need of relaxation. Pronunciation
Our main facilities will be near the lunar poles. The A. Listen and repeat each sentence. Add stress where
location was chosen because polar temperature is necessary.
around °C with a steady, soft sunlight, very similar to
sunsets on earth. Areas away from the poles reach 1. I need to do some shopping.
extreme temperatures that are either too low or too 2. What kind of shopping?
high for humans with extremely bright light at noon 3. Grocery shopping for my mom.
TEACHER GUIDE 145
ELL_TG_BM_AS_L04.indd 145 22/05/18 12:29

Audio Appendix
4. No, I don’t. My parents do. They are a lot more confident than their western
5. No, they don’t! counterparts in setting original and radical trends.
6. Yes, they do! Part 2
Kito: Yes, K-pop is about personality. Artists have
B. Listen to the audio and repeat the conversation.
to create a new, unique identity and carry it with
Then practice with a partner.
confidence and style. This has a lot to do with
1. Look at all the work Judy did. traditional Asian aesthetics and it works! K-pop
2. She did a beautiful job with the artwork. melodies are catchy and appealing with sing-along
3. Yes, but what makes it are the words that Mark wrote. lyrics. Dance routines are choreographed and require
a lot of practice and skills. Artists go through intensive
4. I know. Mark has real talent.
training for at least a year before their debut. Many
5. They make a good team. artists are talented actors as well as dancers and
singers, so what you see on the stage or on video is
Unit 8 not simply a marketing ploy. It’s real and it is the result
of talent and hard work.
Get Ready Part 3
B. Listen and check (✓) the boxes that match the Jed: Let’s remember that K-pop promotes highly
reviewer’s opinion. talented groups with an original concept as well as
Ariel: My name is Ariel. I find Ed Fornieles’ work individual artists. Groups combine to form a band that
fascinating. In his work “Family Life,” he explores can perform in different languages and appeal to fans
the effects of technology on family life and the way in different countries.
people use and interact with their surroundings. What
Pronunciation
might seem chaotic to some makes good sense to
me, because it shows the fast pace and massive B. Listen to the audio and repeat.
amount of information available online. 1. Would you please accompany me to the office?
Carlos: Hello, I’m Carlos. Futuristic designs that break 2. Wouldja like to go to the movie?
away from rectangular or square constructions are 3. Wouldja believe that Jenna is marrying Mark?
awesome!
I like Zaha Hadid’s radical designs that flow and 4. Wouldja go with your mom to the store?
merge with the environment. She can use the form 5. Would you please take this call?
and structure of something small like a piece of
jewelry and blow it up to the size of a stadium. Unit 9
Tori: Hi, I’m Tori. Will is my favorite artist. He started his
career in 2006 as a ballad singer and songwriter. His Listening
lyrics, vocals, and music are in sync. His songs often B. Listen to the audio. Take notes on the name,
have a strong rhythm and pace changes that make nationality, occupation, field, achievements, and
you sit up, notice, feel, remember, and nod or tap your influence or impact of the important people from
fingers! On a bad day, all I need to hear is his voice to the audio.
lift my spirits! Who are the most influential people of the past?
Listening Historians still debate the issue of the most influential
B. Listen and check (✓) the reasons the speakers like people in history, going back to ancient times.
K-pop. PART 1
Part 1 Gandhi
Son: K-pop is not just about sound. It’s about putting Mahatma Gandhi (1869–1948) was born in India,
on a fantastic performance with great costumes then part of the British Empire. He studied law and
and colors and brilliant videos. K-pop artists are well fought for the civil rights of Indians at home and
trained. They work very hard and respect their fans. in South Africa. He became the leader of India’s
And then there’s the storytelling in the song or the independence movement using peaceful forms
video. Also K-pop stars are trendsetters as fashion of civil disobedience, such as hunger strikes and
icons with their original outfits and personal styles. marches. His commitment to non-violence inspired
146 TEACHER GUIDE
ELL_TG_BM_AS_L04.indd 146 22/05/18 12:29

Audio Appendix
human rights movements throughout the globe, Sam: OK, my tradition is Famadihana or the “Turning of
including those of civil rights leader Dr. Martin Luther the Bones.” It takes place in Madagascar. Every seven
King Jr. and Nelson Mandela. years, people take the dead bodies of their ancestors
PART 2 from their graves, wrap them in new clothes, and dance
around with them. It’s a very happy ceremony. There is
Who invented the Internet?
music and food, and everyone has a good time.
The Internet cannot be accredited to a single inventor.
Teacher: I’d never heard of that tradition, Sam! Well
It was initially used by the U.S. government and then
done. Now, what about you, Ruby?
by scientists and researchers for communication and
data sharing. It is now being used by most people Ruby: I found out about La Tomatina in Spain. It’s a
across the globe for communication, shopping, huge tomato fight that takes place in a small village
entertainment, information, and a source of inspiration. in August each year. People travel there from all over
the world to throw tomatoes at each other in the
PART 3 streets. They sell 20,000 tickets each year!
Thomas Edison Teacher: It sounds fun! Jamie, which tradition did you
Thomas Edison (1847–1931), a leading inventor, choose?
introduced electricity into modern life, turning night Jamie: Baby Tossing! They do it in a few villages in India
into day. He held a record number of 1,093 patents, every year. The babies are thrown off a 50 foot-high
singly or jointly. Edison was also a successful temple and a group of men catch them on a sheet
businessman and the creator of the first industrial below. It’s done to bring luck to the baby. I’ve seen a
research laboratory in the world. He was the video and the babies look frightened. I don’t think it’s
driving force behind key innovations such as the a very good tradition, actually, because the babies
incandescent light bulb, the photograph, the first might get hurt.
practical dictaphone, mimeograph, storage battery,
and “kinetoscope,” a camera for moving pictures. Teacher: Hmm, that one sounds dangerous! OK, your
turn, Laura.
Pronunciation
Pronunciation
B. Listen and write the words in your notebook
highlighting the stressed syllables. B. Listen to the audio and repeat.
1. relationship 1. I’d already been there.
2. technology 2. They’d never celebrated.
3. photography 3. Jack’d seen it before.
4. critical 4. We’d visited that town many times.
5. emergency 5. Eva’d bought a ticket.
6. compatible
7. ingredient
Unit 11
8. theoretical Listening
9. insensitive B. Listen to the conversation between Jenna and her
teacher. Answer Jenna’s questions.
Unit 10 Jenna: Ms. Kohler, you know how they say that
Columbus “accidentally” found America? Well, what
Listening does that mean? What was he trying to find?
B. Listen to the audio. Complete the chart with Ms. Kohler: He was trying to get to the Spice Islands!
the missing details. Listen again to check your Jenna: The Spice Islands?
answers. Ms. Kohler: Yes, It’s a group of islands in Indonesia.
Traditions Around the World Their real name is the Maluku Islands, but the
Listen to a class discuss traditions. Europeans called them the Spice Islands because
Teacher: So, everyone, what have you learned about of all the different spices that were grown there.
unusual traditions around the world? Sam, would you Jenna: So, what’s the big deal with spices? Why would
like to begin? you travel across the world to get them?
TEACHER GUIDE 147
ELL_TG_BM_AS_L04.indd 147 22/05/18 12:29

Audio Appendix
Ms. Kohler: Because they made bad food taste Victoria: OK. Let’s think outside the box. What will have
good! In those days, there were no refrigerators or been invented or discovered in another 200 years?
freezers. Therefore, food went bad very quickly. The Jack: A cure for all the diseases in the world?
spices covered up the bad taste.
Victoria: A way to live on Mars?
Jenna: Oh, yuk! But how did Columbus know these
islands existed? Listening
Ms. Kohler: Well, the Europeans were already trading B. Look at these sentences from the text and figure
with the islands, but the spices came on a route which out the meaning of the words in bold. Underline the
went through Indonesia, India, Arabia, and Persia phrases where the speaker explains the meaning.
before reaching Italy. Merchants had to be paid in all Listen and check your answers.
those places, so the spices were really expensive by
An Obsession with Self-Improvement?
the time they got to Italy!
Good afternoon. Thanks for coming to my talk.
Jenna: Ah, so Columbus’s idea was to find a route going
the other way round the world since that would be Today we live a privileged way of life, don’t we?
cheaper! And he found America instead! Did he ever Most people in this country have enough money to
find the Spice Islands? buy food and clothes, to keep warm, to pay for their
hobbies, to go on holiday. You might even say that we
Ms. Kohler: No, he didn’t, but he did change the course
are spoiled, that we have more than we need.
of history and, thanks to him, you’re living in America
today! We have more than we need, but we want more. We
still want to improve ourselves, to get richer, fitter, or
Pronunciation more skilled at something. And we think that the more
B. Listen to the audio and repeat. successful we are, the happier we will be.
1. When was Lincoln born? In this privileged world we live in, it has become
2. Who was Nero? fashionable to read self-improvement books or join
a self-improvement group. You can get advice on
3. What was the Battle of Marathon? any subject you could possibly think of, such as
4. Where’s Mesopotamia? how to make friends, how to organize your life, how
5. Who helped end apartheid? to be successful, how to be positive. The list goes
6. Where did Gandhi die? on and on. One of the most popular forms of self-
improvement in recent years is mindfulness, which is
about achieving happiness through focusing on the
Unit 12 present moment.
Get Ready I’m not going to argue today that these self-
Jack: I was thinking the other day about how strange it improvement ideas are a deception. I’m sure that
would be for someone from the past to travel in time the people who write the books and run the groups
and see how we live today! have good intentions. And I’m not going to say that
we can’t learn anything from them. Mindfulness, for
Victoria: Wow! They’d think a lot of things were magic,
example, has been very successful, hasn’t it? But,
wouldn’t they? Airplanes, for example!
what I do want to talk about is our obsession with
Jack: Or electricity! self-improvement. Has it reached the point that we
Victoria: And computers! Even someone who lived just will never be happy because we are always trying to
500 years ago would be amazed at everything you be even better than we already are?
can do now with a computer, wouldn’t they?
Jack: Yes, they would! So, anyway, it made me realize Pronunciation
that we should never think anything is impossible. It’s B. Listen to the audio and repeat.
all about thinking “outside the box.” 1. You’re very pleased, aren’t you?
Victoria: “Outside the box.” What does that mean? 2. He won, didn’t he?
Jack: It means to think differently. You have to think 3. They’ve gone home, haven’t they?
that anything is possible and not give up when it
4. They aren’t very nice, are they?
doesn’t work at first. Think of the plane, for example—
Leonardo da Vinci had that idea in the 16th century, 5. Let’s start then, shall we?
but people didn’t get it right until the 20th century! 6. She didn’t ask, did she?
148 TEACHER GUIDE
ELL_TG_BM_AS_L04.indd 148 22/05/18 12:29

Photo
PhotoCredits
Credits
Unit-1: 2 (t)Ruth Burke, (c)©Juice Images/Alamy Stock Photo, (b)Samuel Borges Photography/Shutterstock, (bkgd)Nopporn/Shutterstock.
com; 4 (l)U.S. Navy, (c)Ruth Burke, (r)Brianlatino/Alamy Stock Photo; 5 Seree Tansrisawat/Shutterstock.com; 7 ©Glow Asia RF/Alamy
Stock Photo; 8 SpeedKingz/Shutterstock.com; 9 SpeedKingz/Shutterstock.com; 10 Radius/SuperStock.
Unit-2: 13 (l)Somyot Pattana/Shutterstock.com, (c)Rajesh Narayanan/Shutterstock.com, (r)G-stockstudio/Shutterstock.com; 14 (l)©Tetra
Images/Alamy Stock Photo, (r)©Digital Archive Japan/Alamy Stock Photo; 16 ©Juice Images/Alamy Stock Photo; 18 (l)Halfpoint/
Shutterstock.com, (c)Rawpixel.com/Shutterstock.com, (r)Pavel Vakhrushev/Shutterstock.com.
Unit-3: 20 (l)Don Hammond/Design Pics, (c)Dean Drobot/Shutterstock.com, (r)©Gary He/McGraw-Hill Education; 21 (l)Bruce Weber/
Shutterstock, (r)LMR Group/Alamy Stock Photo; 22 (l)Dave and Les Jacobs/Blend Images LLC, (c)Blend Images/SuperStock, (r)PictureNet
Corporation/Alamy Stock Photo; 23 Ingram Publishing/SuperStock; 24 (l)©Ariel Skelley/Blend Images LLC, (c)©Danita Delimont/Alamy
Stock Photo, (r)Samuel Borges Photography/Shutterstock; 26 (l)William Perugini/Shutterstock, (r)DW labs Incorporated/Shutterstock.
com; 30 (l)Monkey Business Images/Shutterstock, (c)Royaltystockphoto.com/Shutterstock, (r)ERproductions Ltd/Blend Images LLC;
32 Nopporn/Shutterstock.com.
Unit-4: 34 (t)Watchara Rojjanasain/123RF, (c)©LWA/Dann Tardif LLC, (b)Science Photo Library/Alamy, (bkgd)NASA,ESA,and the Hubble
Heritage Team (STScI/AURA); 36 (l)McGraw-Hill Education.Mark Dierker,photographer, (cl)Dja65/Shutterstock.com, (cr)Watchara
Rojjanasain/123RF, (r)Monkey Business Images/Shutterstock; 37 ©Marc Romanelli/Blend Images LLC; 38 (l)Ingram Publishing,
(r)©ColorBlind Images/Blend Images LLC; 40 (l)Irabel8/Shutterstock.com, (c)©Barry Barker/McGraw-Hill Education, (r)MedicalRF.com;
41 ©Hero Images/Corbis/Glow Images; 42 (tl)Lissa Harrison, (tr)Lissa Harrison, (bl)Realistic Reflections, (br)©Image Source.
Unit-5: 44 (l)Monkey Business Images/Shutterstock.com, (c)©LWA/Dann Tardif LLC, (r)Blend Images LLC; 45 NASA/JPL-Caltech;
47 Kawing921/Shutterstock.com; 48 (l)Caia Image/Glow Images, (cl)Dragon Images/Shutterstock.com, (cr)©LWA/Sharie Kennedy/Blend
Images LLC, (r)Caiaimage/Glow Images; 49 ©Robert Daly/age fotostock; 50 (l)©Hero/Corbis/Glow Images, (r)Purestock/SuperStock.
Unit-6: 52 (l)Science Photo Library/Alamy, (cl)Colin Anderson/Blend Images, (cr)Fotosearch/SuperStock, (r)Human Space Flight/Johnson
Space Center/NASA; 53 NASA Marshall Space Flight Center(NASA-MSFC); 57 ©Image Source, all rights reserved.; 58 Algol/
Shutterstock.com; 62 NASA/JPL; 64 NASA,ESA,and the Hubble Heritage Team (STScI/AURA).
Unit-7: 66 (t)Beralinka/Shutterstock, (c)MIXA/Glow Images, (b)Library of Congress Prints and Photographs Division [LC-DIG-ppms-
ca-05649], (bkgd)ra2studio/Shutterstock.com; 69 Sushitsky Sergey/Shutterstock.com; 70 (l)©Moxie Productions/Blend Images LLC,
(c)Sergofoto/123RF, (r)Fancy Collection/SuperStock; 73 I love images/city break/Alamy.
Unit-8: 76 (l)studiostoks/Shutterstock.com, (c)muznabutt/Shutterstock.com, (r)Gordana Sermek/Shutterstock.com; 77 tichr/Shutterstock.
com; 78 (l)Fancy Collection/SuperStock, (c)©Pascal Broze/SuperStock, (r)©Ariel Skelley/Blend Images LLC; 81 leungchopan/Shutterstock.
com; 82 (l)©Cultura Creative(RF)/Alamy, (c)Olga Popova/Shutterstock.com, (r)Design Pics/Don Hammond.
Unit-9: 84 (l)Library of Congress Prints and Photographs Division [LC-DIG-ppmsca-05649], (c)Ingram Publishing, (r)Bill Stafford/NASA/
JSC; 85 ©John Fedele/Blend Images LLC; 86 (l)Realistic Reflections, (c)KidStock/Blend Images LLC, (r)Business plus/Shutterstock;
88 (l)RitchardD/Shutterstock.com, (cl)Ingram Publishing, (cr)Everett Historical/Shutterstock.com, (r)Panom/Shutterstock.com; 89 Syda
Productions/Shutterstock.com; 94 Caiaimage/Glow Images; 96 ra2studio/Shutterstock.com.
Unit-10: 98 (t)India Picture/Shutterstock.com, (c)Ingram Publishing/age Fotostock, (b)©Inti St Clair/Blend Images LLC, (bkgd)Yuri Yavnik/
Shutterstock.com; 100 (l)Nisargmedia.com/Shutterstock.com, (cl)©D.Hurst/Alamy, (cr)ChameleonsEye/Shutterstock.com, (r)India Picture/
Shutterstock.com; 101 (l)Lukasz Siekierski/Shutterstock.com, (r)JuljanM/Shutterstock.com; 102 (l)Buzz Pictures/Alamy, (r)Erica Simone
Leeds; 104 Iakov Filimonov/Shutterstock.com; 105 Ken Cook/Shutterstock.com; 106 (l)Duong Hoang Dinh/Shutterstock.com, (cl)TonyNg/
Shutterstock.com, (cr)VaMPiReWoLF/Shutterstock.com, (r)Nur Amalina Mohd Tuna/Shutterstock.com.
Unit-11: 108 (l)Library of Congress Prints and Photographs Division [LC-USZ62-103980], (c)NPS Photo, (r)Digital image courtesy of the
Getty’s Open Content Program; 109 Ingram Publishing/age Fotostock; 110 (l)Fernando Cortes/Shutterstock.com, (r)Library of Congress
Prints and Photographs Division [LC-USZC2-1973]; 111 LiliGraphie/Shutterstock.com; 113 Purestock/SuperStock.com; 114 (l)Hein
Nouwens/Shutterstock.com, (cl)Yale University Art Gallery, (cr)©ZImages/Alamy, (r)Photov.com/Pixtal/age Fotostock.
Unit-12: 116 (l)Songquan Deng/Shutterstock.com, (c)David R. Frazier Photolibrary,Inc./Alamy, (r)JGI/Tom Grill/Blend; 117 ©Radius Images/
Alamy; 118 (l)©Cultura Creative (RF)/Alamy Stock Photo, (r)©Inti St Clair/Blend Images LLC; 120 Monkey Business Images/Shutterstock.
com; 121 Wavebreakmedia/Shutterstock.com; 122 (l)©Science Photo Library/Alamy, (c)©Paul Jan Hilton/Alamy, (r)Glow Images;
126 Menna/Shutterstock.com; 128 Yuri Yavnik/Shutterstock.com.
147 149
TEACHER GUIDE
ELL_TG_BM_PC_L04.indd 149 22/05/18 12:31

Ellevate Level 4 Teacher Guide PDF

Uploaded by

Copyright:

Available Formats

Ellevate Level 4 Teacher Guide PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ellevate Level 4 Teacher Guide PDF

Uploaded by

Copyright:

Available Formats

4

TG 4 pags IV a XXXIII.indd 1 22/05/18 12:27

Copyright © 2016 by McGraw-Hill Education.

Published by McGraw-Hill Education.

TG 4 pags IV a XXXIII.indd 2 22/05/18 12:27

Module 1: Theme Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Module 2: Theme Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Module 3: Theme Opener. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Module 4: Theme Opener. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

Workbook Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

TG 4 pags IV a XXXIII.indd 3 22/05/18 12:27

7I Reading Reading Strategy: 7I Reading Reading Strategy: 7I Reading Reading Strategy:

Critical thinking and creativity

inspirational and integrated components of the course.

Essential questions develop critical

114 UNIT 11 106 UNIT 10 122 UNIT 12

How do you live a healthy life?

Look at the picture. Read the unit

Conversation management strategies

Language learners need to learn good communication skills to prevent

How are some people rude onto the

6I Conversation Speaking Strategy:

u prefer—to be famous or very wererich?

or F for False. Correct the false statements. B. Your Turn

She is the most intelligent person in our company.

Additional teaching resources

Flexible course builder

What does it mean to be responsible?

.” collaboratively and to apply what they

learned to the pursuit of their career goals.

Johann: No, no! We are going to London. (2) ?

of buying products made in your own C. Your Turn

. . . and then I caught a huge

Teaching with technology

Technology is changing both the way we Conversation management skills

What does it take to have a healthy lifestyle?

With a partner, ask and answer questions

Who owns very few things?

Barbara. She’s a minimalist.

Previewing These activities help motivate students and

grammar exercises. An excessive amount of Before Reading

text intimidates students, so ELLevate includes

a lot of visual elements in the presentation of

happening on the other side of the world,

world. In the reading sections of ELLevate,

issues. Through reading and discussing texts

about the world and focusing on issues

8I Writing Writing Strategy:

B. Work with a partner. Brainstorm two or three

This is why it’s important not to forget your “netiquette”!

C. Write two or three supporting sentences for a paragraph about cyberbullying.

UNIT 6 Quality of Life In this unit, I will learn to . . .

What would your ideal life be?

B. Choose the correct option. Talk to a partner about the different

What can you do to have a

1. basic • experience comfort from expensive and

2. debt • • go to different places

Vocabulary comprehension check questions.

4. travel • • simple and necessary