Odyssey 5 (TG) - 210810

Teacher′s Guide
5
Odyssey 5 Teacher′s Guide
Thomas Hong • Gareth Powell
© 2021 Compass Publishing

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o p e a n d S e q u e n c e Book 5
Sc
·Grammar Review & Word List p. 76
Unit / page Skill Lesson Production LANGUAGE Outcome

Words related to musical
UNIT 1 Reading Read about rock ’n’ roll music
performances
TIME TO Listening
Listen to people talk about cultural
Words related to traditional events
CELEBRATE! events they have attended
Present a
p. 04-27
Talk about traditional cultural events and

Speaking celebrations
Words related to cultural events cultural event
or festival
Write a review of a play, movie, or
Writing concert
Words related to giving reviews
Create a presentation about a cultural

Module 1
p. 04-15 Project festival

Words related to special events
Read about rules and taboos in different

UNIT 2 Reading cultures
Words related to taboos
UNDERSTANDING Listening Listen to talks about problems when

Words related to travel difficulties
CULTURES traveling Teach others
Talk about rules and taboos in your about your
Speaking culture
Words related to rules
culture
Give advice to a friend traveling in your Words related to travel; Phrasal
Writing country verbs with hang
p. 16-27 Project Build your own society Words related to rules and taboos

Listen to people talk about heroic
UNIT 3 Listening actions
Words related to heroism
MY HERO Speaking Describe the qualities of a hero Personal characteristics

p. 28-51
Create a comic
Reading Read about real-life heroes Words related to heroic events about a hero or
adventurer
Writing Write about a hero you admire Words related to admirable people
p. 28-39 Project Create a comic about a famous explorer Words related to explorers
Module 2
UNIT 4 Reading Read about job market concerns Words related to the job market
Listen to people talk about future career
THAT’S A Listening plans
Words related to careers
CAREER! Talk about how you're preparing for the Words related to skills and Create a career
Speaking future qualifications map
Words related to professional
Writing Write a cover letter
pursuits
p. 40-51 Project Make a career map Words related to future careers

Listen to people taking and making meal
UNIT 5 Listening orders
Words related to meal orders
WHAT WILL Speaking

Ask questions about a dish, state
Words related to food preferences
YOU BE preferences, and make special requests Create a meal
p. 52-75
HAVING? Read about preferences and manners in Words related to cultural plan for people
Reading different cultures preferences with special
Write an email requesting special Words related to special diets
Writing accommodations accommodation requests
Make a food guidebook for people with
Module 3
p. 52-63 Project special needs or diets

Words related to special diets
Read about events that could have been

UNIT 6 Reading avoided
Words related to disasters
WHAT COULD Listening

Listen to people talk about things they
Words related to opportunities
HAVE BEEN could have done differently Talk about
DIFFERENT? Talk about how you could have done Words related to wishes and hypothetical
Speaking things differently hypothetical situations situations
Write about something you wish you
Writing had done differently
Words related to the future
p. 64-75 Project Create an alternative timeline Words related to life lessons
3
MODULE 1
Unit
1 TIME TO CELEBRATE!
This unit will give students the ability to talk about cultural
events and festivals using the present perfect, past simple,
and present perfect continuous tenses. Students will also
MODULE 1
gain the ability to write a review and to present about an
event that they attended.
Unit
1
Scan the QR code to download the Unit 1 audio.
What you will do in this unit
Time To CelebraTe!
Unit 1 AIMS
Lesson A: Read about rock ‘n’ roll music
Lesson B: L isten to people talk about cultural events they
have attended
Lesson C: T alk about traditional cultural events and
celebrations
Lesson D: Write a review of a play, movie, or concert
Lesson E: Create a presentation about a cultural festival
Target Skills
Lesson A: Reading
Lesson B: Listening
Lesson C: Speaking Scan for Audio
What you Will do in this unit
Lesson D: Writing
Lesson E: Project A Reading Read about rock ’n’ roll music
B Listening Listen to people talk about cultural events they have attended
Target Vocabulary C Speaking Talk about traditional cultural events and celebrations
Lesson A Lesson B D Writing Write a review of a play, movie, or concert
admission ceremony E Project Create a presentation about a cultural festival

audience custom
hit dull
influence entertainment 4
inspiration firework
origin magnificent
Odyssey 5.indd 4 2021-06-07 �� 1:38:15
performer regular
style traditional
Lesson C Lesson D
annual analysis
community brief
eager conclusion
ordinary plot
participate provide
recognize review
register scene
spectacular worth
Lesson E
goal
guide
scoop
wrestling
4
present perfect continuous
The present perfect continuous is formed using has / have
been + verb + -ing. It is used to talk about continuing
events happening between the past and now.
We often use the signal words since, for, recently, and
lately with the present perfect continuous tense.
Usages Examples
to talk about actions which I’ve been coming to this
started in the past and festival every year since
continue up until now 2012.
to talk about temporary Have you been studying
habits or situations much recently?
to talk about actions which I’ve been helping Janice at
have recently stopped and the food stall all day, so I’m
have a result in the present exhausted.
Unit 1 Discussion
Look at the photo and answer the questions.
• Ask students to look at the Unit 1 cover page.
• Ask the class each question.
• Give corrections and ask follow-up questions.
• Ask students to talk with a partner. Have students take
turns asking the questions on the page to their partner.
ice Breakers
look at the photo and answer the questions.
Extra Practice More Discussion
1. What do you think is happening in the picture? Ask more questions about culture and festivals.
2. Have you ever been to a festival or celebration?
3. What are some of the traditional festivals in your country?
4. Do you know about festivals in other countries? Which ones?
What aspect of your culture would you like to tell a
5 person from another country about?
Odyssey 5.indd 5 2021-06-07 �� 1:38:15
How would you describe that aspect of your culture to
that person?
What foreign cultures are you interested in? Why?
Key Grammar
What would you like to learn about that foreign
present perfect vs. past simple culture? Why?
The present perfect is used to talk about actions that
happened at an unspecified time in the past. It can also be
used to talk about unfinished events between the past and
now. The past simple is used to talk about completed actions
in the past, often specifying when the action took place.
Forms Examples
present I have just cooked dinner.
perfect I have seen some amazing rock concerts.
past She wore a traditional costume last night.
simple They visited a folk village yesterday.
5
Lesson A WHaT a peRFoRMance!
A WHaT a peRFoRMance! Reading
aim: Read about rock ’n’ roll music
Aim: Read about rock ‘n’ roll music Vocabulary

1 read the words in the box. then listen and write the vocabulary word you hear. 1-01
Vocabulary origin
hit
style
performer
admission
influence
audience
inspiration
1 R ead the words in the box. Then listen and write

the vocabulary word you hear. 1-01 1. 2. 3. 4.
• Ask students to read the words in the box.

• Listen to the audio.
• Ask students to repeat aloud after the audio.
5. 6. 7. 8.
• Ask students to write the vocabulary word under the
correct picture.
Answer Key
1. performer 2 Fill in the blanks with the best vocabulary words. change the form of the words if
2. audience necessary.
1. Remember, kids, a good ________________ member knows when to clap and when to sit quietly.
3. style
2. Are you excited to see the ballet tonight? I heard Qiao Yang is an amazing ________________.
4. inspiration
3. I’d like to change my teacher’s mind about my grades. What argument might ________________ him?
5. hit
4. I want to go to the concert, but the ________________ fee is very high.
6. influence 5. Do you know the ________________ story of this band? I’d like to know where they came from!
7. admission 6. This song is number one on the charts! I didn’t think it’d be such a big ________________.
8. origin 7. Have you heard of Jay Chou? His musical ________________ combines rap and classical.
8. I have been to a lot of different countries. Different cultures give me ________________ for my music.
• Practice
again. Point at different pictures and ask
students to say the words. Pre-reading
3 look at the pictures. talk with a partner. What types of music do you see? What
2 F ill in the blanks with the best vocabulary words. types do you like? Where did you first hear these types of music?
Change the form of the words if necessary.

• Ask students to read the sentence prompts.
• Ask students to write the best vocabulary word in each
blank.
• Check students’ answers. 6
Answer Key Odyssey 5.indd 6 2021-06-07 �� 1:38:18
1. audience
2. performer Teacher’s Note
3. influence
Music Genres
4. admission
5. origin Before class, prepare examples of music from different
6. hit music genres. During class, ask students to get into
7. style groups of three or four and make a list of their top 10
8. inspiration favorite music genres. Compare the groups’ lists when
everyone is finished. Then discuss the genres students
listed. Ask them to give you examples of artists and
Pre-reading songs in each genre. Then discuss some of the genres
they didn’t mention. Give examples of songs and artists
3 L ook at the pictures. Talk with a partner. What in each genre you mention. Below is a brief list of music
types of music do you see? What types do you genres from around the world.
like? Where did you first hear these types of
music? jazz blues folk
• Ask students to look at the pictures.
country classical reggae
• Ask students to take turns asking and answering the
questions in the directions. hip hop soul / RnB rock
• Check students’ conversations to make sure they’re punk metal pop
speaking properly. a cappella grunge funk
• Ask some students to share their answers with the
class. alternative gospel disco
• Ask follow-up questions. orchestra big band ambient
• Give feedback.
drum and bass ska ballad
opera bluegrass new wave
house techno pop rock
salsa merengue tango
6
6 C omplete the summary. Circle the answers and
Note
4 read the article. 1-02
’n’ is an abbreviation (short form)
of the word and. It is often seen in fill in the blank.
brand names, band names, and other
forms of informal language.
• Ask students to read the summary.
Rock ’n’ roll has been a popular style of music since the late 1940s. • Ask students to circle the correct words and fill in the
There are many different people responsible for its beginnings.
However, it’s widely believed that its origin lies in a performer named blank.
Sister Rosetta Tharpe. As a child, Rosetta was frequently found,
alongside her mother, in the audience of gospel concerts across the • Check students’ answers.
American South. She was a part of her mother’s musical performances
from the age of 4. She was known as a musical prodigy because of
her singing and guitar-playing skills. Tharpe also used the Answer Key
admission fees from her concerts to help support her family.
Tharpe began recording in 1938, at the age of 23. Many songs from 1. began
her first album instantly became popular. Her first rock ’n’ roll hit was
recorded in 1944, and it featured Tharpe singing and playing the
2. style
electric guitar. It also had band members playing piano, bass, and drums. It was called “Strange Things Happening 3. hit
Every Day,” and it reached number two on the Billboard charts.
Sister Rosetta has been an inspiration for many musicians. Little Richard, Elvis Presley, Johnny Cash, and many
4. Strange Things Happening Every Day
other musicians have said that Tharpe’s musical influence helped to shape their careers. While there have been 5. influence
many great rock ’n’ roll musicians since Rosetta Tharpe, she remains known as the first.
Since the 1940s, rock music has gone through many changes. In the 50s, the music
6. inspiration
was a mixture of rock ’n’ roll, blues, country, and jazz. Today, rock music is usually
performed with one or two electric guitars, a bass guitar, and a drum kit. Rock ’n’
roll is popular all over the world. In addition, it’s more than just a musical style. It has
influenced certain types of lifestyles, fashions, attitudes, and it has even influenced 7 A nswer the questions, then talk with a partner.
language.
• Ask students to read the questions.
Note
Wrap Up A prodigy is a young child who has a lot of talent
or ability in a specific area at a young age.
• Tell students to write their answers in the book or on a
5 circle true or false. separate sheet of paper.
1. Rosetta Tharpe had a lot of talent at a young age. true false
2. Rosetta Tharpe had only one big hit. true false
• Tell students to find a partner.
3. Rock ’n’ roll is the same today as it was when it began. true false • Tell students to discuss the questions.
4. Sister Rosetta Tharpe had many inspirations for her music, such as Johnny Cash. true false
5. Music can influence language. true false • Ask students if they would like to share their discussions
6 complete the summary. circle the answers and fill in the blank. with the class.
Rock ’n’ roll 1. began / start / origin in the 1940s when performer Sister Rosetta Tharpe tried out a new • Ask follow-up questions.
2. influence / style / hit of music using an electric guitar. She wrote and sang the 3. pop / perform / hit song
4. “__________________________________________________.” Her 5. inspiration / influence / admission on music
has been a(n) 6. influence / origin / inspiration to many artists who’ve come after her.
Extra Practice Favorite Music Genres
7 answer the questions, then talk with a partner.
1. What’s your favorite band or singer? ______________________________________ Tell students to find a partner. Then have each pair
2. What’s your favorite song called? ______________________________________
3. Is it a hit song? ______________________________________
of students think of their favorite music genres. Ask
4. What kind of music is it? ______________________________________ them to write in outline form a short history of their
5. Can you guess the origin of this type of music? ______________________________________
favorite music genre. Tell them to describe pioneers
6. Do you know what music influenced the musician? ______________________________________
7. What other musicians or songs are similar to the song you chose? ______________________________________ and famous musicians of their favorite genres. Have
7 students write their histories on a separate sheet of
Odyssey 5.indd 7 2021-06-07 �� 1:38:20
paper. Tell students to research their genres online
if needed. When everyone is finished working, have
each pair of students present their music genres to the
4 Read the article. 1-02 class. Remember to ask follow-up questions and give
• Listen to the audio. feedback.
OR
• Read the article aloud.
OR
• Ask students to read parts of the article aloud.
• Replay the audio if needed.
Wrap Up
5 Circle true or false.
• Ask students to read the sentences and circle true or
false.
• Check students’ answers.
Answer Key
1. true
2. false
3. false
4. false
5. true
7
Lesson B LeT’S Go To THe LeT’S Go To THe
B
Listening
FeSTIVaL FeSTIVaL aim: Listen to people talk about cultural
events they have attended
Vocabulary
Aim: L isten to people talk about cultural events they have 1 listen and number. 1-03
attended
Vocabulary traditional ceremony magnificent dull
1 Listen and number. 1-03

• Ask students to repeat aloud after the audio. entertainment firework custom regular
• Ask students to write the correct number of the

2 Match the words with the definitions.
vocabulary word next to the word in the book. 1. magnificent • • a. describes ways of behaving that have continued in a group for a long time
2. entertainment • • b. a container that explodes, making bright colors or a loud noise
Answer Key 3. ceremony • • c. something that happens or is done often
4. dull • • d. a set of acts performed on an important, traditional occasion
From left to right, top to bottom 5. traditional • • e. a show, film, movie, or another type of performance
6. custom • • f. the opposite of exciting
6. traditional
7. regular • • g. a habit or way of behaving that follows how people used to do things
4. ceremony 8. firework • • h. something that is great or amazing
7. magnificent
3. dull
Grammar
8. entertainment
3 look at the table.
1. firework
Present Perfect vs. Past Simple
2. custom Present Perfect Past Simple
5. regular to talk about actions at an unspecified time between to talk about completed actions in the past (we often
the past and now specify when the action took place)
I have just finished my homework. She wore a regular sports jacket to prom last week.
• Practice
again. Point at different pictures and ask I have seen fireworks several times. They went to the traditional celebration yesterday.
students to say the words.

4 Match the sentence parts. then put a ( ) for present perfect tense or ( ) for past simple.
1. I have done • • a. firework in science class. 1.
2 M atch the words with the definitions.
2. We made a • • b. festival was dull. 2.
• Ask students to read the words and the definitions. 3. She has lost the • • c. the traditional dance several times. 3.
• Ask students to match each word with the correct 4. I told them the • • d. entertainment. 4.
definition. 5. I enjoyed the • • e. masks for the ceremony. 5.
1. h 2. e
3. d 4. f
Extra Practice Present Perfect and Past Simple
5. a 6. g
7. c 8. b
Race
Before class, prepare a list of 20 to 30 activities, such
as “do homework.” Next to each activity, list either
Grammar “present perfect” or “past simple.” Make sure to have
an even distribution of each. During class, split the class
3 Look at the table. up into two teams. Have each team line up at the front
• Read the contents of the table. of the class. Show the first student in each line one of
OR the activities with the verb tense. Tell the students that
• Ask students to read the table. they are to make a correct sentence using the activity
• Ask students if they know what kind of grammar point and verb tense they were shown. The first student to
is being highlighted. make a correct sentence wins a point for their team.
Afterward, have those two students move to the back
4 M atch the sentence parts. Then put a () for of their respective lines. Repeat this process until every
present perfect tense or () for past simple. student has had a turn or until you have exhausted all
• Ask students to read the sentence parts.
of the activities on your list. The team with the most
• Ask students to match the correct sentence parts
points at the end is the winner.
together.
• Ask students to mark whether each sentence is in the
present perfect or past simple tense.
Answer Key
1. c /  2. a /  3. e /  4. b /  5. d / 
8
Wrap Up
Focus
5 talk with a partner.
7 L isten and write the correct words in the blanks.
Then put a () for present perfect tense or () for
Hey, Jon ! Yes, I have.
past simple. 1-05
Hi, Lee ! Have you ever
seen capoeira ? • Listen to the audio.
I went to a Brazilian
festival last summer.
• Ask students to write the correct words in the blanks
Oh , nice ! Where did you see it ?
It was magnificent !
and mark whether the sentence is in the present perfect
or past simple tense.
Listen Up • Check students’ answers.
6 listen and circle the answers. 1-04
1. Lenny is going to be at ____________. 2. What has Lenny been doing?

Answer Key
a. the Sweetwater Film Festival a. watching movies
b. the firework display b. filming a movie 1. finished / 
c. Barratt Cinemas c. making fireworks 2. saw, last year / 
d. Powell Theater d. practicing an act
Jill 3. just finished / 
3. Lenny’s last performance was ____________. 4. Jill thinks that ____________. 4. was, last year / 
a. three years ago a. Lenny’s act will be magnificent
5. has already / 
b. at Barratt Cinemas b. Lenny’s firework display will be forgotten
c. in elementary school c. nobody knows where the festival is
d. at a fireworks festival d. the film festival will be dull Lenny
8 Listen again. Circle true or false. 1-05
Wrap Up • Listen to the audio.
7 listen and write the correct words in the blanks. then put a ( ) for present perfect tense • Ask students to read the sentences and circle true or
or ( ) for past simple. 1-05
1. I’m glad that Spring Festival has ________________!

false.
2. I ________________ better performers ________________.
3. Because I’ve ________________ building my drone.
4. It ________________ such a magnificent display ________________.
5. She ________________ prepared them. I can’t wait! Answer Key
8 listen again. circle true or false. 1-05

1. true
1. Gary has built a drone. true false 2. false
2. Flying drones is traditional during the Lantern Festival. true false 3. true
3. Lucy liked the lantern display last year. true false
4. false
4. Lucy is most looking forward to preparing cakes. true false
5. Lucy often goes to ceremonies. true false
5. false
9
Odyssey 5.indd 9 2021-06-07 �� 1:38:22 Teacher’s Note

Cultural Festivals
Focus Explain to students that there are all kinds of cultural
festivals, such as country-specific festivals, music
5 T alk with a partner
festivals, historic festivals, and food festivals. Then ask
• Read the short conversation aloud or ask two students students to work in groups of three to four to come
to read the short conversation aloud. up with five different festivals that they have attended.
• Ask students to practice the conversation with a Discuss each group’s festivals as a class after students
partner. have made their lists. Then ask students to make a list
• Tell students to practice the conversation again but to of the best cultural aspects from their country to show
talk about different cultural ideas. at a cultural festival that would give foreign travelers
the best idea of their country and culture. Make sure
Listen Up students give reasons for their choices. Finally, discuss
each group’s ideas as a class. Remember to ask
6 L isten and circle the answers. 1-04 follow-up questions and give feedback.
• Ask students to circle the correct answers.
Answer Key
1. c
2. d
3. c
4. a
9
Lesson C SpecTacuLaR SpecTacuLaR
C
Speaking
ceLebRaTIonS ceLebRaTIonS aim: Talk about traditional cultural
events and celebrations
Vocabulary
Aim: T alk about traditional cultural events and 1 listen and number. 1-06
celebrations
Vocabulary annual spectacular ordinary eager

participate community register recognize
vocabulary word next to the word in the book. 2 Match the words with the definitions.
1. community • • a. happening once a year
Answer Key 2. recognize • • b. usual; not special or different
3. annual • • c. to join in or to act in an event or activity
From left to right, top to bottom 4. spectacular • • d. to be very interested and excited to do something
5. eager • • e. to put your name and other information on a list
4. annual 6. ordinary • • f. a group of people who live near each other
8. spectacular 7. register • • g. something that is impressive or exciting
8. participate • • h. to know someone because you’ve seen them before
1. ordinary
7. eager
6. participate Focus
5. community 3 talk with a partner.
3. register How often does this

How often do you community event take place ?
2. recognize celebrate Chuseok ?
• Practice
again. Point at different pictures and ask I’ve been participating This event has been
in Chuseok every year taking place annually
students to say the words. since I was a girl . for the last ten years.

4 listen and circle the best response. 1-07
• Ask students to read the words and the definitions. 1. a. b. c. d.
• Ask students to match each word with the correct 2. a. b. c. d.

3. a. b. c. d.
definition. 4. a. b. c. d.
1. f 2. h
3. a 4. g Teacher’s Note
5. d 6. b Cultural Events and Holidays
7. e 8. c
Have students get into groups of three to four. Ask each
group to come up with a list of their top five favorite
holidays and cultural events. As a class, discuss each
Focus group’s list. Get students to tell you what each cultural
3 T alk with a partner. event and holiday comprises of. Next, describe your
• Read the short conversations aloud or ask two students
country’s top five holidays and cultural events. Make sure
to read the short conversations aloud. to tell students what they comprise of. Finally, go over
• Ask students to practice the conversations with a
some of the more unique cultural events and holidays
partner. from around the world. Below is a list of some of the
• Tell students to practice the conversations again but to
more interesting events from around the world.
talk about different cultural events and holidays. Brazil → Carnival
USA → Camden, Maine, Windjammer Festival
4 L isten and circle the best response. 1-07 China → Shanghai, Chinese New Year Celebrations
• Listen to the audio. Japan → Sapporo Snow Festival
• Ask students to circle the best responses. Ireland → Dublin, St. Patrick’s Day Celebration
• Replay the audio if needed. UK → Gloucester, Cooper’s Hill Cheese Rolling
• Check students’ answers. and Wake
Hong Kong → Dragon Boat Carnival
Answer Key India → Mumbai, Diwali: Festival of Lights
1. a Spain → Pamplona, Running of the Bulls
2. b Sweden → Tallberg, Midsummer’s Eve Pagan Festival
3. d
4. a
10
Speak Up
Grammar
5 look at the table. 7 T alk with a partner. Take turns asking and
Present Perfect Continuous
answering the questions. On a separate piece of
The present perfect continuous tense is used to talk about a time between the past and now. paper, write your partner’s answers.
form: has / have + been + present participle (verb + -ing)
Usages Signal Words Examples • Tell students to find a partner.
to talk about actions that started in the since, for She has been participating in the event since last
past and have continued up until now year. • Ask students to take turns asking and answering the
She has been participating in the event for two years.
to talk about temporary habits or recently, lately Have you been participating in community events questions.
situations recently?
I’ve been participating in a lot of events lately. • Tell students to write their partner’s answers on a
to talk about actions which have recently
finished and have a result in the present
I’ve been participating in events all day, so I’m
exhausted.
separate sheet of paper.
• Check students’ conversations to make sure they’re
6 unscramble.
1. been taking / every semester? / cultural studies classes / Have you / Mr. Charles’s speaking properly.
____________________________________________________________________________________ • Give feedback.
2. that’s why we / She has been / didn’t recognize her. / costume for / wearing her / the entire festival,
____________________________________________________________________________________
8 F ill in the blanks to make a short presentation
3. for the / We / all year! / waiting / have been eagerly / annual festival
____________________________________________________________________________________
on your partner’s answers. Then share it with the
4. cultural events. / I haven’t been participating / know about any / so I don’t / in the community, class.
• Ask students to read the paragraph.
____________________________________________________________________________________
Speak Up • Ask students to fill in the blanks with information about

7 talk with a partner. take turns asking and answering the questions. on a separate piece their partners from activity 7 .
of paper, write your partner’s answers.
• Check students’ writing to make sure they’re doing it
1. What have you been doing since this morning?
2. What events have you been participating in this year? correctly.
3. Have you been to any festivals or celebrations recently?
4. What annual festivals do you celebrate?
• Ask each student to share their paragraph with the
5. What cultural festivals have you been studying lately? class.
8 Fill in the blanks to make a short presentation on your partner’s answers. then share it • Give feedback.
with the class.
My partner _________________ has been 1. _____________________ since this morning. This year, my partner
Wrap Up
participated in 2. _____________________. He / She has gone to 3. _____________________ recently. In the past,
he / she has been to 4. _____________________. Lately, he / she has been learning about 5. _____________________.
Wrap Up 9 W rite your own questions. Talk with a partner.

9 Write your own questions. talk with a partner. then write a short presentation using your Then write a short presentation using your
partner’s answers.
partner’s answers.
1. Have you been ________________________________________?
2. How often ____________________________________________? • Tell students to work with the same partner as in
3. _____________________________________________________?
11 activity 7 .
• Ask students to make three new questions.
Odyssey 5.indd 11 2021-06-07 �� 1:38:23
• Tell students to write their questions in the book or on a

Grammar • Ask students to take turns asking and answering their
new questions.
5 Look at the table.
• Ask students to write a short presentation as in activity
• Read the contents of the table. 8 using their partners’ answers.
OR • Check students’ writing to make sure they’re doing it
• Ask students to read the table. correctly.
• Ask students if they know what kind of grammar point • Ask some students to give their presentations to the
is being highlighted. class.
• Give feedback.
6 U nscramble.
• Ask students to look at the sentence parts.
• Ask students to unscramble the sentence parts and Extra Practice Present Perfect Continuous Game
write the correct sentence on each line. Tell students to get into groups of three to four. Ask
• Check students’ answers. each student to list five verbs. Tell them to match
Answer Key each verb with a signal word: since, for, recently, and
lately. Next, ask one student to show one of their verb
1. Have you been taking Mr. Charles’s cultural studies classes every
semester?
/ signal word pairings to the student on their right.
2. She has been wearing her costume for the entire festival, that’s why Have that student then ask the student to their right
we didn’t recognize her. a question using the present perfect continuous and
3. We have been eagerly waiting for the annual festival all year! the verb / signal word pairing. Tell the student who
4. I haven’t been participating in the community, so I don’t know about gets asked the question to answer it using the present
any cultural events. perfect continuous. Tell students to repeat this process
until everyone’s verb / signal word pairings have been
exhausted.
11
Lesson D WHaT a SHoW!
D WHaT a SHoW! Writing
aim: Write a review of a play, movie,
or concert
Aim: Write a review of a play, movie, or concert Vocabulary

Vocabulary review
worth
brief
plot
scene
provide
analysis
conclusion
1 R ead the words in the box. Then listen and write 1. 2. 3. 4.

the vocabulary word you hear. 1-08

• Ask students to repeat aloud after the audio. 5. 6. 7. 8.
• Ask students to write each vocabulary word under the

correct picture.
Answer Key
1. plot 2. scene 2 Fill in the blanks with the best vocabulary words. change the form of the words if necessary.
3. analysis 4. conclusion 1. We are watching an old movie and then writing a(n) ___________________ of it for our film studies class.
5. provide 6. brief 2. Do you think the ___________________ of the movie is too confusing? I couldn’t keep up with the story.
7. review 8. worth 3. I don’t think those tickets were ___________________ the high price we paid. That play wasn’t very good.
4. I liked reading the summary of the play because it was ___________________. I could read it very quickly.
• Practice
again. Point at different pictures and ask 5. My favorite ___________________ in the movie was when the police chased the robbers on the highway.
6. Have you read this ___________________ of the movie E.T.? It says the movie is spectacular.
students to say the words. 7. This guide will ___________________ you with a list of all the different concerts in your area.
8. After the concert, I came to the ___________________ that I don’t like that band very much.
2 F ill in the blanks with the best vocabulary words.
Expressions
• Ask students to read the sentence prompts. Phrases to conclude
Note
Use concluding phrases to introduce
3 look at the table. a summary of your ideas.
blank. Phrase Usage Example

in the final analysis when emphasis is needed I think in the final analysis, people will find that I’m correct.
all things considered when things are generally positive All things considered, the play was worth our time.
all in all when thinking about all parts of All in all, I thought the plot made sense.
Answer Key something together
in brief when giving few details In brief, I thought the play was very dull.
1. analysis / review 2. plot
3. worth 4. brief 12
5. scene 6. review / analysis
7. provide 8. conclusion Odyssey 5.indd 12 2021-06-07 �� 1:38:28
Extra Practice Full Reviews

Expressions
After activity 7 , ask each student to choose one
Phrases to conclude of their three short reviews. Ask students to expand
3 Look at the table. that three-sentence review into a full review. Make
sure students write about things they liked as well as
• Read the contents of the table. disliked about the show. Tell students to use the review
OR in activity 5 as an example. Have students write their
• Ask students to read the table.
reviews on a separate sheet of paper. When everyone
• Ask students if they know what kinds of expressions are
is finished writing, ask some students to share their
being highlighted. reviews with the class. Ask other students what was
Teacher’s Note helpful, useful, positive, and negative about the reviews
they heard. Remember to ask follow-up questions and
More on Phrases to Conclude give feedback.
Explain other common phrases to conclude. Make
sure students understand when and how to use them.
Below is a brief list of other phrases to conclude.
In the end, Ultimately,

In conclusion, On a final note,
Finally, Lastly,
Last but not least, In summary,
To summarize, For the most part,
As previously mentioned, In any event,
On the whole, In a nutshell,
12
4 Read the sentences and write a summary sentence using phrases to conclude. Use each
expression only once.
1. There were three scenes important to the plot: the marriage scene, the death scene, and the birth scene.
5 R _____________________________________________________________________________________
ead the review. Then complete the activities.
2. I thought the review was not worth reading.
Read
1 the
4 Read the words
sentences in the
and box.
write Then listensentence
a summary and writeusing
the vocabulary
phrases toword you hear.
conclude. 1-08
Use each
expression only once. • Ask students to read the review.
_____________________________________________________________________________________
1. There were three scenes important to the plot: the marriage scene, the death scene, and the birth scene. • A3.sk students to answer the questions.
Although the actors were good, the plot was boring, so I have been giving that movie bad reviews.
_____________________________________________________________________________________
_____________________________________________________________________________________ • C4.heck students’ answers.
That concert was so great! I can’t believe we got to see so many bands in one place. It was totally worth it!
2. I thought the review was not worth reading.
_____________________________________________________________________________________
_____________________________________________________________________________________ Answer
5 Read theKey
review. Then complete the activities.
3. Although the actors were good, the plot was boring, so I have been giving that movie bad reviews.
_____________________________________________________________________________________
1. In 2020, I went to see K-Pop superstars the LaLa Girls perform at the Dance-Dance Festival in
Seoul Land. I have been watching their videos online for more than five years and was very
4. That concert was so great! I can’t believe we got to see so many bands in one place. It was totally worth it! excited to go to a live concert. I have loved their music since I first saw them on YouTube in
2015. Each of their videos is made up of different scenes that form a plot, making them not
_____________________________________________________________________________________ only musicians but also storytellers. The LaLa Girls’ lyrics provide the words to tell every story.
5 Read the review. Then complete the activities. Unfortunately, it is very difficult for them to create the same magic onstage. I am sad to say
that their show was terribly dull. One problem was that the main singer’s appearance was
In 2020, I went to see K-Pop superstars the LaLa Girls perform at the Dance-Dance Festival in brief. She was on stage for only a few minutes to wave “hello” to fans.
Seoul Land. I have been watching their videos online for more than five years and was very Additionally, the ticket cost 300,000 won, which wasn’t worth the LaLa Girls’ short, 20-minute
excited to go to a live concert. I have loved their music since I first saw them on YouTube in performance. However, the ticket did cover the entire festival, including other bands, as well as some activities
2015. Each of their videos is made up of different scenes that form a plot, making them not at the festival. But the other bands were less famous, and I did not enjoy them as much. In conclusion, I find
only2musicians but blanks
also storytellers. that this band is not worth seeing live. It’s a harsh analysis, but I think it’s fair. It’s smarter to just watch them
Fill in the with theThe LaLa
best Girls’ lyrics provide
vocabulary words.the words tothe
Change tellform
every of
story.
the words if necessary. on YouTube, where you can enjoy the complete storytelling experience.
Unfortunately, it is very difficult for them to create the same magic onstage. I am sad to say
that their show was terribly dull. One problem was that the main singer’s appearance was 1. Circle the vocabulary words you see in the text.
brief. She was on stage for only a few minutes to wave “hello” to fans.
2. P2.ossible
SummarizeAnswers
the reviewer’s article in one or two sentences.
Additionally, the ticket cost 300,000 won, which wasn’t worth the LaLa Girls’ short, 20-minute
performance. However, the ticket did cover the entire festival, including other bands, as well as some activities In brief, the concert was not very good. /
____________________________________________________________________________________
at the festival. But the other bands were less famous, and I did not enjoy them as much. In conclusion, I find
that this band is not worth seeing live. It’s a harsh analysis, but I think it’s fair. It’s smarter to just watch them All in all, the band was not worth seeing live.
3. Circle true or false.
a. The reviewer thought the concert was worth the ticket price. true false
on YouTube, where you can enjoy the complete storytelling experience.
3. a. false, b. writer
b. The review false, c. likely
would truego to the Dance-Dance Festival again. true false
1. Circle the vocabulary words you see in the text. c. The LaLa Girls’ performance was brief. true false
2. Summarize the reviewer’s article in one or two sentences.

Writing
____________________________________________________________________________________
3. Circle true or false. Writing

6 Choose three concerts, movies, or plays you’ve been to before. If you can’t think of
any, create your own. On a separate piece of paper, write short, three-sentence
a. The reviewer thought the concert was worth the ticket price. true false reviews of each.
b. The review writer would likely go to the Dance-Dance Festival again.
c. The LaLa Girls’ performance was brief.
true
true
false
false
6 C
hoose three Structure concerts, movies, or plays you’ve
Example
Sentence 1: Name of band, movie, or play I went to see the movie Titanic.
been to before. If you
Sentence 2: What you liked or disliked about it can’t think of any,
I liked it because it had an excellent plot. create
Writing your own. On a separate
Sentence 3: Summary
piece of paper, write
All in all, I would probably go see it again.
6 Choose three concerts, movies, or plays you’ve been to before. If you can’t think of
any, create your own. On a separate piece of paper, write short, three-sentence Wrap
short, Up three-sentence reviews of each.
reviews of each. 7 Find a partner. Read each other’s reviews. Give each concert, play, or movie they reviewed
Structure Example • Aask students
rating to think of threeNoconcerts,
out of 5.
te
movies, or plays
Sentence 1: Name of band, movie, or play
Sentence 2: What you liked or disliked about it
I went to see the movie Titanic.
I liked it because it had an excellent plot.
that they’ve been to. A rating is a quick way to tell how good or bad something is.
Things are usually rated out of five stars. Five stars is the best
rating, and one star is the worst rating.
Sentence 3: Summary All in all, I would probably go see it again. • Tell students to create their own if they can’t think of 13
Wrap Up any real ones.

Odyssey 5.indd 13 2021-06-07 �� 2:55:08
7 Find a partner. Read each other’s reviews. Give each concert, play, or movie they reviewed • Ask students to write a three-sentence review of each
a rating out of 5.
Note event they thought of.
A rating is a quick way to tell how good or bad something is.
Things are usually rated out of five stars. Five stars is the best
rating, and one star is the worst rating.
• Tell students to follow the structure in the table when
13
they write their reviews.
Odyssey 5.indd 13 2021-06-07 �� 2:55:08 • Tell students to write their reviews on a separate sheet
of paper.
• Check students’ reviews to make sure they’re writing
4 R ead the sentences and write a summary
correctly.
sentence using phrases to conclude. Use each
• Ask some students to share their reviews with the class.
expression only once.
• Give feedback.
• Ask students to read the sentences.
• Ask students to write a summary sentence using one of
the phrases to conclude on the line. Wrap Up
• Tell students to use each phrase from activity 3 only
7 F ind a partner. Read each other’s reviews. Give
once. each concert, play, or movie they reviewed a
rating out of 5.
Answer Key • Tell students to find a partner.
Possible Answers • Ask students to read one another’s reviews.
1. All in all, there were three important scenes. • Ask students to give each item their partner reviewed a
2. In brief, I thought the review was not worth reading. rating out of 5.
3. In the final analysis, I found that the movie was boring. • Tell students to write down reasons for their ratings.
4. All things considered, the concert was great. • Check students’ writing to make sure they’re writing
correctly.
• Ask some students to share their reviews and ratings
with the class.
• Ask follow-up questions.
• Give feedback.
13
Lesson E FeSTIVITIeS
E FeSTIVITIeS Project
aim: Create a presentation about a
cultural festival
Aim: Create a presentation about a cultural festival Video

1. guide • • a. an aim or purpose; something you’re trying to achieve
Video 2. wrestling •
3. goal •
• b. a book full of important information on a particular subject
• c. a tool with a handle and a curved, open end for holding something
1 M atch the words with the definitions. 4. scoop • • d. a sport in which two people try to throw each other to the ground
2 look at the pictures. What do you think the video will be about? talk with a partner.
• Ask students to read the words and the definitions. Video
3 Watch the video. number the pictures in order. 1
• Ask students to match each word with the correct
definition.
Answer Key
1. b
2. d
3. a
4. c
Video
4 Watch again. circle the answers. 1
1. What does Karble misunderstand about the poster?
2 L ook at the pictures. What do you think the a. the plot of the story b. the meaning of a word c. the date of the performance d. who the actors are
video will be about? Talk with a partner. 2. Which of these is NOT an activity that at least one of the aliens participated in?
a. dancing to music b. watching a play c. registering for a festival d. playing a game
• Ask students to look at the pictures. 3. Which activity does Burble like the least?
• Ask students to make predictions about the video a. the classical music performance b. the wrestling match
c. the play at the theater d. the Japanese firework festival
they’re about to watch. 4. Which is the correct summary sentence?
• Tell students to talk with a partner. a. Burble and Karble have been visiting Earth before and will likely continue to do so.
b. Burble feels strange about visiting Earth, but in the end, he has an anxious experience.
• Tell students to share their predictions with their c. They have gone to Earth before; this time, they wore funny disguises and played music.
partner. d. They went to Earth and did a number of different activities, such as viewing fireworks.
5 cross out the error in each sentence and write the correction underneath. there is one
error in each sentence.
Scan the QR code to link to the Unit 1 video. 1. I read the guide. But what do you planned have?
2. No, thanks! Earthling music is dulling and boring.
3. This is a play. Can’t you recognized the actors?
3 Watch the video. Number the pictures in order. 4. Japan? Wow! We’s never been to Japan before.
5. I don’t know… I’ve being thinking, though, that being strange can be a lot of fun.
Video
1 14
• Play the video for students. Odyssey 5.indd 14 2021-06-07 �� 1:38:37
• Ask students if their predictions were correct.

• Ask students to number the pictures in order.
• Play the video again if needed.
5 C ross out the error in each sentence and write
the correction underneath. There is one error in
each sentence.
Answer Key • Ask students to read the sentences.
From left to right • Ask students to cross out the error in each sentence.
3, 1, 2 • Ask students to write the corrections next to each
sentence.
Video • Check students’ answers.
4 W atch again. Circle the answers. 1
• Ask students to read the questions. Answer Key
• Play the video again. 1. I read the guide. But what do you have planned?
• Ask students to circle the correct answers. 2. No, thanks! Earthling music is dull and boring.
• Play the video again if needed. 3. This is a play. Can’t you recognize the actors?
• Check students’ answers. 4. Japan? Wow! We’ve never been to Japan before.
5. I don’t know … I’ve been thinking, though, that being strange can
Answer Key be a lot of fun
1. b
2. c
3. a
4. d
14
8 P resent your report to the class.
• Ask each student to give their presentation to the class.
Century Skills • Ask follow-up questions.
Let the Festivities Begin! communication critical thinking
• Give feedback.
6 research a cultural festival online or choose one of the festivals on page 94. Fill in
the chart below.
Question Answer
Extra Practice Festival Reviews
______________________________________________
What is the name of the festival?
______________________________________________ During activity 8 , ask each student to take notes on
What is the festival’s origin? ______________________________________________ each presenter’s festival. After activity 8 , have about
(Where did it begin and why?) ______________________________________________
each student choose one of the festivals they just
What kind of entertainment is there?
______________________________________________
______________________________________________
heard and took notes on. Ask students to pretend they
went to the festival and to write a review about it.
Would you participate in any of the events? If yes, ______________________________________________
which ones? If no, why not? ______________________________________________ Tell students to write about the things they liked and
Is this festival annual? If not, how often does it ______________________________________________ disliked about the festival. Ask students to write their
happen? ______________________________________________ reviews on a separate sheet of paper. Tell students to
What part of the festival sounds like the most fun?
______________________________________________ research their chosen festivals online if needed. When
______________________________________________
everyone is done writing, ask some students to share
What part sounds like the least fun?
______________________________________________
______________________________________________
their reviews with the class. Remember to ask follow-up
questions and give feedback.
How much is admission to the festival, or how much ______________________________________________
do you think it should be? ______________________________________________
______________________________________________
Do you think it’s worth the price of admission?
______________________________________________ Teacher’s Note
In summary, what do you think of the festival?
Give it a rating out of 5.
______________________________________________
Your Festival Review
______________________________________________
To help students with the Extra Practice, prepare
7 using the information from the chart above, write a presentation about the festival on a a festival review of your own before class. Make
separate piece of paper.
sure to choose an appropriate festival and one that
8 Present your report to the class. students will easily understand. Include all the relevant
information about the festival and things you liked
and disliked about it. Before sharing your review, ask
students to prepare questions about it as you present it.
Then at the end of your presentation, let students ask
15
their questions.
Odyssey 5.indd 15 2021-06-07 �� 1:38:39
21st Century Skills

6 R esearch a cultural festival online or choose
one of the festivals on page 94. Fill in the chart
below.
• Ask students to choose a cultural festival and research it
online or choose one of the festivals from page 94.
• Ask students to read the questions in the table.
• Ask students to write the answers in full sentences on
the lines with information about their festivals and their
opinions.
• Check students’ work to make sure they’re writing
correctly.
• Give feedback.
7 U sing the information from the chart above,

write a presentation about the festival on a
separate piece of paper.
• Ask students to write a presentation for the festival they
wrote about in activity 6 .
• Tell students to write their presentations on a separate
sheet of paper.
• Check students’ presentations to make sure they’re
writing correctly.
• Give feedback.
15
MODULE 1
Unit
2 UNDERSTANDING CULTURES
This unit will give students the ability to talk about
their culture and other cultures, as well as give cultural
advice and ask questions using modals of obligation and
MODULE 1
prohibition, and adverb clauses of time.
Scan the QR code to download the Unit 2 audio. Unit

Unit 2 AIMS
2
Lesson A: R
ead about rules and taboos in different
cultures UndersTanding
CUlTUres
Lesson B: Listen to talks about problems when traveling
Lesson C: Talk about rules and taboos in your culture
Lesson D: Give advice to a friend traveling in your country
Lesson E: Build your own society
Target Skills
Lesson A: Reading
Lesson B: Listening
Lesson C: Speaking
Lesson D: Writing
Lesson E: Project Scan for Audio
A Reading Read about rules and taboos in different cultures

Target Vocabulary
B Listening Listen to talks about problems when traveling
Lesson A Lesson B C Speaking Talk about rules and taboos in your culture
apologize backpacking
D Writing Give advice to a friend traveling in your country
outsider capital
personal communicate E Project Build your own society
polite crossing
precious joke
taboo negative 16
unique offensive
willing pronunciation Odyssey 5.indd 16 2021-06-07 �� 1:38:46
Lesson C Lesson D
argue attitude
board (transport) border
cultural depressed
cyclist homesick
journey immerse
lifestyle lonely
passenger nationality
translate overcome
16
adverb clauses for time
Adverb clauses for time are dependent clauses used to
show when something happens.
Usage Example
present - the dependent
When I visit my grandmother, I
and main clauses use
always bring flowers for her.
present forms
When she arrived at the station, I
past - the dependent
was feeling a little nervous.
When I got up to leave, the host
past forms
told me to sit back down.
future - the dependent After I finish university, I will do
clause uses present some volunteer work for a while.
forms and the main Before I move to Japan, I will
clause uses future study the language as much as I
forms. can.
Every time I offered to pay for a
whenever and every
meal, he would refuse it.
time are used for
Whenever I go into a library, I turn
repeated situations
off my cell phone.
Unit 2 Discussion
Look at the photos and answer the questions.
ice Breakers • Give corrections and ask follow-up questions.

look at the photos and answer the questions. • Ask students to talk with a partner. Have students take
1. What can you see in the pictures? turns asking the questions on the page to their partner.
2. Which countries do you think these photos are from?
3. What do you know about the cultures of these countries?
4. How are these cultures different from your culture?
17
Ask more questions about different cultures.
Odyssey 5.indd 17 2021-06-07 �� 1:38:47
What do you like most about your culture? Why?

Key Grammar
What do you like most about a foreign culture? Why?
modals of obligation and prohibition Describe a time you experienced a different culture.
Modals of obligation and prohibition are often used to Describe a time you had to explain something about
talk about rules and expectations about behavior. your culture to someone else.
Usage Example
use must and have to for You must take off your shoes
obligation in the present when you go inside.
use must not (mustn’t) for You must not wear short
prohibition in the present pants here.
use had to for obligation in We had to welcome all the
the past guests.
You shouldn’t speak to him
use should (not) and had
like that.
better (not) to give advice
You had better take of your
about rules
hat.
17
Lesson A doS and don’TS
A doS and don’TS Reading
aim: Read about rules and taboos
in different cultures
Aim: Read about rules and taboos in different cultures Vocabulary

1 listen and number. 2-01
Vocabulary
outsider
• Listen to the audio. precious
• Ask students to repeat aloud after the audio. unique
polite
vocabulary word next to the word in the book.
Answer Key
apologize
From left to right, top to bottom
personal taboo
5. unique
4. polite 2 Match the words with the definitions.
1. unique • • a. to tell someone that you are sorry
8. precious 2. polite • • b. behaving in a way that is not rude
3. outsider 3. precious • • c. something that you should not say or do
4. outsider • • d. being different from everyone and everything else
6. personal willing
5. personal • • e. rare, expensive, or important
1. taboo 6. taboo • • f. being happy to do something, if it’s necessary
2. apologize 7. apologize • • g. someone who does not belong to a particular group, organization, or place
8. willing • • h. relating to or belonging to a specific person
7. willing
• Practice
Pre-reading
3 list polite and rude behaviors. tell your partner why you think the actions are
students to say the words. polite or rude.
Polite Behavior Rude Behavior
2 M atch the words with the definitions. Ex. saying “please” and “thank you” Ex. shouting during class
• Ask students to read the words and the definitions.

definition.
• Check students’ answers. Ex. Shouting during class is rude because it interrupts the teacher.
Saying “please” and “thank you” makes other people feel respected.
Answer Key
18
1. d
2. b Odyssey 5.indd 18 2021-06-07 �� 1:38:49
3. e
4. g
5. h
Pre-reading
6. c 3 L ist polite and rude behaviors. Tell your partner
7. a why you think the actions are polite or rude.
8. f
• Ask students to list polite and rude behaviors.
Teacher’s Note • Tell students to write their lists in the book or on a
Different Cultures, Different Gestures separate sheet of paper.
• Ask students to take turns explaining to their partner
Explain to students how different gestures mean
why they think the behaviors are polite or rude.
different things in different cultures. For example, in
• Ask students to share their ideas with the class.
most parts of North America, the thumbs-up is a sign
of “good” or “good luck,” but in Australia it is an
• Give feedback.
insult. In the US, the devil horns sign means “rock and
roll,” but in Italy it is a serious insult. Research more
gestures and their meanings across cultures. Make a list
of them and explain them to students in class. Then,
tell students to find a partner. Have them come up with
a list of three or four gestures from their country. When
everyone is finished, ask each pair to present their
gestures. Tell them to explain its meaning.
18
6 A nswer the questions.
• Ask students to write the answer on each line.
Answer Key
Sample Answers
1. It can make people feel like outsiders.
Moving to a new country can be an incredible adventure. It can also be a real challenge. Every culture 2. You should apologize and ask a local for help.
has its own unique set of rules. Things that are polite in one country can seem rude to people in
another country. This can leave you feeling like an outsider. We call this feeling “culture shock.” To 3. You can ask locals that you encounter in various situations.
make the most out of your travels, you should try and learn about the country you’re moving to in
advance.
Rules about food are extremely important. In Indonesia, you had better not eat standing up. While 7 D iscuss some other rules and taboos you know
in Nepal, you mustn’t take food from another person’s plate. You have to be particularly careful with
chopsticks in Japan. Waving chopsticks around can get you into trouble, as can standing them up with a partner.
vertically in your rice bowl. Also, you’d better not be caught cleaning them in your soup!
You should also remember to respect people’s personal space while abroad. In Thailand, it is a taboo • Tell students to find a partner.
to touch someone’s head, especially if that person is older than you. The head is considered the
cleanest and most precious part of the body. If you touch someone’s head by accident, you should
• Tell students to discuss some other rules and taboos
apologize right away. that they know.
Feet are seen as the lowest and dirtiest part of the body in many cultures. In Arab countries, showing
the bottom of your feet or shoes can make people feel very uncomfortable. Also, it’s important not to
• Ask students if they would like to share their discussion
cross your legs or lie back when someone is sitting opposite you. with the class.
Trying to remember new rules may be difficult to begin with. But don’t worry about making mistakes.
If you are willing to learn, you’ll find people willing to teach you!
Note
Hopefully, these tips will help you on your travels. Vertically means to be standing or
pointing straight up from a surface.
Extra Practice Dos and Don’ts

Wrap Up
5 circle true or false.
Tell students to find a partner. Then have them come
1. You feel culture shock when someone is rude to you. true false up with a list of five dos and five don’ts. Tell them to
2.
3.
Waving your chopsticks around is acceptable in Japan.
In Thailand, it is rude to touch someone’s head.
true
true
false
false
also explain why the dos and don’ts are acceptable or
4. You must hide the bottom of your feet in Arab countries. true false unacceptable behavior. When everyone is finished, have
5. If you make mistakes, people usually won’t be willing to help you. true false
each pair describe their dos and don’ts to the class.
6 answer the questions.
1. How can “culture shock” make people feel?
List them on the board. Compare each list and see if
______________________________________________________________________________ there is a consensus on which dos and don’ts are more
2. What should you do if you are rude by accident?
______________________________________________________________________________
popular. Finally, describe some dos and don’ts from
3. How can you find people to teach you the rules in their country? your culture. See how many are similar or different
______________________________________________________________________________
from the students’ lists.
7 discuss some other rules and taboos you know with a partner.
19
Odyssey 5.indd 19 2021-06-07 �� 1:38:50
4 R ead the article. 2-02

OR
• Read the reading aloud.
OR
• Ask students to read parts of the reading aloud.
Wrap Up
5 C ircle true or false.
• Ask students to read each sentence and circle true or
false.
Answer Key
1. false
2. false
3. true
4. true
5. false
19
Lesson B SHouLd and SHouLd SHouLd and SHouLd
B
Listening
noT noT aim: Listen to talks about problems
when traveling
Vocabulary Focus
Aim: Listen to talks about problems when traveling 1 listen and number. 2-03 3 talk with a partner.
Hey, Billy. Have you studied

abroad before?
Vocabulary
Yeah, I’
ve done two study abroad
1 Listen and number. 2-03 backpacking capital programs, actually. I went to China
and Mexico.
• Ask students to repeat aloud after the audio. Oh, wow. Which trip did you
find more challenging?
vocabulary word next to the word in the book. crossing offensive
Well, I found Chinese culture to be
very different. I was worried about
breaking taboos and experienced
Answer Key some culture shock .
From left to right, top to bottom Note

We often use present perfect to ask about experiences,
1. backpacking communicate joke
and past simple to ask about details.
7. capital
8. crossing
2. offensive
Why did Aarav get in trouble in
4. communicate Japan?
pronunciation negative
3. joke a. He didn’t wait for the light to
change at the crossings.
5. pronunciation b. He didn’t give people enough
1. Aarav
6. negative 2 circle the word that matches the definition. personal space.
c. He asked people about their
1. traveling for a long period with few items
experiences.
a. capital b. communicate c. backpacking
• Practice
students to say the words. 2. something that someone says to make people laugh
a. joke b. negative c. communicate
Where did Peter have difficulty
communicating?
a. in Chile’s capital
3. a place where you can go across a road or river, etc. b. in Santiago
2 C ircle the word that matches the definition. a. capital b. crossing c. backpacking c. in the countryside
2. Peter
• Ask students to read the definitions. 4. the way that words are said
Why was Camila embarrassed?
• Ask students to circle the vocabulary word that matches a. joke b. capital c. pronunciation
a. She told an embarrassing joke.
each definition. 5. likely to make people upset or angry b. She said something that
sounded rude.
a. offensive b. crossing c. backpacking
• Check students’ answers. 3. Camila
c. She hasn’t studied Chinese.
20
Answer Key
1. c Odyssey 5.indd 20 2021-06-07 �� 1:38:52
2. a
3. b
4. c
Focus
5. a 3 T alk with a partner.
• Read the short conversation aloud or ask two students
Teacher’s Note to read the short conversation aloud.
• Ask students to practice the conversation with a
Manners and Taboos
partner.
Explain to students that bad manners and taboos • Tell students to practice the conversation again but to
are different. Tell students that taboos are things like talk about different ideas and places.
speaking disrespectfully about the king in Thailand,
whereas bad manners are things like holding dining
utensils incorrectly. Ask students what kinds of things 4 L isten and circle the answers. 2-04
are taboo in their culture. Then explain some things • Listen to the audio.
that are taboo in your country. Next, ask students to • Ask students to circle the correct answers.
describe things that are considered bad and good • Replay the audio if needed.
manners in their culture. Do the same for your culture • Check students’ answers.
when students are done. Search online for other taboos
Answer Key
and bad manners from around the world.
1. a
2. c
3. b
20
Listen Up
Grammar
5 look at the table. 7 L isten and read the statements. Match the
Modals of Obligation and Prohibition statements with the speakers. 2-05
Modals of obligation and prohibition are often used to talk about rules and expectations about behavior.
Usage Example
• Ask students to read the statements.
use must and have to to talk about obligation in You have to wait for the signal to turn green. • Listen to the audio.
the present You must handle food only with your right hand.
use must not (mustn’t) to talk about prohibition You must not wear your shoes inside the house. • Ask students to match each statement with the correct
in the present You mustn’t spit in public places.
use had to to talk about obligation in the past We had to bow to show our respect.
speaker.
We had to bring a gift to the dinner party.
use should (not) and had better (not) to give You should leave a little food on your plate.
advice about rules and taboos You shouldn’t tip in many Asian countries. • Check students’ answers.
You had better speak softly in public places.
6 choose the correct answer. Answer Key

1. It’s really rude to look strangers directly in the eye. You have to / mustn’t do it.
2. When we were young, we must / had to call our fathers “Sir.” Things are different these days.
1. c
3. You had better / had to accept if someone offers to give you food. 2. d
4. You should / shouldn’t always say, “thank you.” Note
We use the phrase good / bad manners to
talk about polite and impolite behavior.
3. a
5. You mustn’t / shouldn’t chew gum in public places. It’s the law.
4. b
Listen Up
7 listen and read the statements. Match the statements with the speakers. 2-05
a. I really think travelers shouldn’t go around with such a

Wrap Up
negative attitude.
b. You have to travel outside the big cities to really learn
8 Listen again. Circle the correct answers. 2-05
1. Mia 2. Noah
about a country.
c. She said I must learn more about their culture.
d. My advice for visitors is that they shouldn’t assume the • Ask students to circle the correct answers.
manners here are the same as in their country.
3. Ali 4. Seo-yeon
Wrap Up
8 listen again. circle the correct answers. 2-05
Answer Key
1. What was Mia’s overall experience of living abroad? 2. Which problem does Noah experience? 1. a
a. She had a good time. a. No one holds the door for him.
2. c
b. She had lots of lows. b. He doesn’t like the college he’s attending.
c. She was always embarrassed. c. Manners are very different from those in his home country. 3. d
d. Her host mother didn’t like her. d. Everyone ignores him. 4. b
3. Why does Ali want to travel solo on his next trip? 4. How did Seo-yeon feel about England?
a. He didn’t like the places his friend chose. a. Towns outside the capital were disappointing.
b. He has a negative attitude. b. Some places were charming.
c. His friend is too open-minded. c. It’s very different from her hometown.
d. His friend always complains. d. The capital is the best place to visit. Extra Practice How to Behave in Other Countries
21
Have students practice talking about what they should
Odyssey 5.indd 21 2021-06-07 �� 1:38:57
and shouldn’t do in different cultures using the patterns
below.
Grammar “What must I remember to do in (country)?” / “In
5 Look at the table. (country), you must / should / have to remember to
(action).”
• Read the contents of the table.
“What should / shouldn’t I do in (country)?” / “In
OR
(country), you should / shouldn’t (action).”
- Ask students to read the table.
- Ask students if they know what kind of grammar point
is being highlighted.
What must I remember to do in the US? / In the US,
you have to remember not to ask someone how much
6 C hoose the correct answer. money they make.
• Ask students to read the sentences. What shouldn’t I do in Thailand? / In Thailand, you
• Ask students to circle the correct word(s). shouldn’t touch the top of someone’s head.
Answer Key
1. mustn’t
2. had to
3. had better
4. should
5. mustn’t
21
Lesson C RuLeS and TabooS
C RuLeS and TabooS Speaking
aim: Talk about rules and taboos in
your culture
Aim: Talk about rules and taboos in your culture Vocabulary

Vocabulary
journey argue board (transport) cyclist
passenger cultural translate lifestyle
Answer Key
2 circle the correct vocabulary word.
From left to right, top to bottom 1. You can use your phone to translate / argue, but it’s polite to learn a few phrases in the local language.
2. If an elderly cyclist / passenger gets on the train, you should give up your seat.
7. journey 6. argue 1. board (transport) 8. cyclist
3. I learned so much while I was there. I have a much more balanced lifestyle / cultural now.
4. passenger 2. cultural 3. translate 5. lifestyle 4. You’d better not push people when you board / passenger the subway. It can seem very rude.
5. You need to prepare for your board / journey. Make sure you have everything you need.
• Practice again. Point at different pictures and ask students 6. As a passenger / cyclist, you must always signal so drivers know what you are doing.
to say the words. 7. Try not to argue / translate with your teacher. It’s disrespectful.
8. People usually like it when you ask them about their country’s lifestyle / cultural traditions.
2 C ircle the correct vocabulary word.

Focus
• Ask students to read the sentences. 3 talk with a partner.
• Ask students to circle the correct vocabulary word in What would people think if Is it OK if I greet people
I wore my shoes inside ? with a handshake ?
each sentence.
• Check students’ answers. Oh, they will be quite offended.
Yes, of course. But just make
sure to use your right hand.
Answer Key
4 talk with a partner. ask the questions below. then make your own questions with the
1. translate 2. passenger 3. lifestyle 4. board given parts and practice again.
5. journey 6. cyclist 7. argue 8. cultural Question Topic
What would people think if I… …rode my bicycle on the sidewalk?
Would people mind if I… …used a crossing during a red signal?
Is it OK if I… …leave a tip?
Focus Is it all right to… …argue loudly in public?
3 Talk with a partner. 22
• Read the short conversations aloud or ask two students Odyssey 5.indd 22 2021-06-07 �� 1:38:59
to read the short conversations aloud.

Teacher’s Note
partner. Additional Adverb Clauses of Time
• Tell students to practice the conversations again but to Explain other adverb clauses of time. Make sure
talk about different cultural mannerisms. students understand when and how to use them.
Below is a list of other adverb clauses of time.
4 T alk with a partner. Ask the questions below.
Then make your own questions with the given • as → I did my homework as she prepared dinner.
parts and practice again. • as soon as → As soon as my sister arrives, we will
watch the movie.
• as long as → As long as you are on the football team,
• Ask students to read the questions and topics in the
you will go to practice every day.
table.
• since → Since I moved to this neighborhood, I’ve met
• Ask students to take turns asking the questions, making
lots of interesting people.
sure to mix the topics around.
• until → Until I finish my report, I won’t go out.
• Ask students to take turns asking and answering similar
• no sooner … than → No sooner had we entered the
questions about their own culture.
room than they stopped talking.
speaking properly.
• Ask some students to share their conversations with the
class.
• Give feedback.
22
Speak Up
Grammar
5 look at the table. 7 L ook at the table. Make sentences giving advice
Adverb Clauses for Time about rules and taboos. Use adverb clauses in
Adverb clauses for time are dependent clauses used to show when something happens. your answers.
Usage Example
present - the dependent and main clauses use When I go to my grandparents’ house, I always wear a suit. • Ask students to look at the table.
present forms
past - the dependent and main clauses use past When I arrived at the airport, my friend was waiting to pick • Ask students to write sentences giving advice about the
forms me up.
While I was living in Japan, I experienced some culture shock. situations using adverb clauses of time.
future - the dependent clause uses present
forms, and the main clause uses future forms
After I graduate, I will spend six months backpacking.
Before I move abroad, I’ll spend some time learning about
• Tell students to write their sentences in the book or on
whenever and every time are used for repeated

the culture.
Every time I tried to speak, people couldn’t understand my
a separate sheet of paper.
situations pronunciation. • Check students’ sentences to make sure they’re writing
Whenever I meet an older person, I bow to greet them.
correctly.
6 unscramble.
1. When / be very / respectful. / you’ll / you meet / my parents, / need to
• Ask some students to share their sentences with the
_____________________________________________________________________________ class.
2. you / greet them. / Whenever you / your neighbors, / have to / bump into • Give feedback.
_____________________________________________________________________________
3. must never / a meal in / an Italian restaurant, / you / a cappuccino. / order / After
_____________________________________________________________________________
4. in Indonesia, / and taboos. / the local rules / I had to / While I was / learn
Wrap Up
_____________________________________________________________________________
5. I saw my / boss, / Every time / with a bow. / I greeted her
8 S peak with a partner about the rules you wrote
_____________________________________________________________________________ down in 7 . Ask questions for more information.
Speak Up • Tell students to find a partner.
7 look at the table. Make sentences giving advice about rules and taboos. use adverb • Ask students to take turns discussing the rules they
clauses in your answers.
Situation Advice
wrote in activity 7 .
going to someone’s house Ex. When you visit someone’s house, you should always take off your shoes.
• Tell students to ask questions about their partner’s rules
eating a meal with friends or family
to find out more information.
greeting someone
giving or receiving a gift

speaking properly.
• Ask some students to share their conversations with the
visiting an important cultural building
class.
Wrap Up • Ask follow-up questions.
After eating at someone’s Is it OK to
8 speak with a partner about the rules home, you must always leave some food
on my plate?
• Give feedback.
thank the cook.
you wrote down in 7 . ask questions
for more information. Yes, you should. It shows
that you are satisfied.
23
Extra Practice More Manners and Taboos
Odyssey 5.indd 23 2021-06-07 �� 1:38:59
As a continuation of activities 7 and 8 , have students
work with the same partner. Tell them to each come
Grammar up with five more situations. Then tell them to take
turns asking questions and giving advice about how
5 L ook at the table. to behave and what to do in each situation. When
• Read the contents of the table. everyone is done, call on students to share their work
OR with the class. List the overlapping and more interesting
• Ask students to read the table. ideas on the board. See how many students came up
• Ask students if they know what kind of grammar point with the same ideas. See how many students came up
is being highlighted. with more original and interesting ideas. While students
are sharing their work, take time to tell them how they
6 U nscramble. should behave in the same situations in your country.
• Ask students to unscramble the sentence parts and
write the correct sentence on each line.
Answer Key
1. When you meet my parents, you’ll need to be very respectful.
2. Whenever you bump into your neighbors, you have to greet them.
3. After a meal in an Italian restaurant, you must never order a
cappuccino.
4. While I was in Indonesia, I had to learn the local rules and taboos.
5. Every time I saw my boss, I greeted her with a bow.
23
Lesson D FRIendLY adVIce
D FRIendLY adVIce Writing
aim: Give advice to a friend
traveling in your country
Aim: Give advice to a friend traveling in your country Vocabulary

Vocabulary
homesick lonely attitude overcome
immerse depressed nationality border
Answer Key
1. nationality • • a. to deal with; to control a feeling or problem
2. homesick 2. attitude • • b. the line that separates two countries
3. lonely • • c. very unhappy for a long period of time
8. lonely 4. overcome • • d. unhappy because you are not with other people
4. attitude 5. border • • e. to become completely involved with something
6. homesick • • f. the country you are legally from
5. overcome
7. immerse • • g. how you think or feel about something
7. immerse 8. depressed • • h. sad because you’re away from home
3. depressed
6. nationality Expressions
1. border Phrasal verbs with hang
3 look at the table. then fill in the blanks with the correct phrasal verbs. change the tense
if needed. answers will vary.
• Practice
students to say the words. Phrasal Verbs with hang
Word Meaning
g a real
ve
time. I’ out with.
ly hard
I’m havin got no one to Hang in
sure you’l there! I’m
hang l fin
friends d some
hang on wait soon.
2 M atch the words with the definitions. hang in there not give in, persevere
hang together stay with
• Ask students to read the words and the definitions. hang out spend time with socially
hang up end a phone call
1. Sorry, I have to _____________________. I’ll call you back later.
definition. 2. Don’t just _____________________ with other Spanish speakers!
• Check students’ answers. 3. If you’re feeling lonely, you can come and _____________________ with me this weekend.
4. _____________________ please, sir. I’ll be with you in a second.
5. You’ll stop being homesick soon, I’m sure. Just _____________________.
Answer Key
24
1. f 2. g
3. d 4. a Odyssey 5.indd 24 2021-06-07 �� 1:39:05
5. b 6. h
7. e 8. c Teacher’s Note
More Phrasal Verbs with Hang
Explain other phrasal verbs with hang. Make sure
Expressions students understand when and how to use them.
Phrasal verbs with hang
Below is a list of other phrasal verbs with hang.
3 L ook at the table. Then fill in the blanks with
the correct phrasal verbs. Change the tense if hang back to remain, I hung back
needed. Answers will vary. to not move while Will
• Read the contents of the table. forward moved forward.
OR hang onto to keep Hang onto
something, to that watch.
• Ask students if they know what kind of expression is
preserve You won’t find
being highlighted. another like it.
• Ask students to fill in each blank with the correct hang up on to rudely end I can’t believe
phrasal verb. a call Doug hung up
• Check students’ answers. on me.
Answer Key hang with to spend time I used to hang

1. hang up with someone with the crowd
2. hang together / hang out from the video
3. hang out arcade.
4. Hang on
5. hang in there
24
6 Talk with a partner.
4 read the email.
• Tell students to discuss the questions.
Hey, Xiuying.
I hope you are doing OK. The last time we spoke on the phone, you sounded a little • Ask students if they would like to share their discussion
depressed and homesick. It’s easy to feel lonely when you first come to a new country,
but I know you can overcome it. Every time you feel low, just remember that I’m always
with the class.
here for you. • Ask follow-up questions.
My advice to you is you need to immerse yourself in university life. Don’t just hang
together with other students from your country. Try and meet people from different
nationalities as well. I remember you saying that learning the rules and taboos of a
different culture is really hard. However, I think you just need to have a positive attitude
toward it. Join some clubs and find some local friends to hang out with. After you make Writing
more friends, you’ll feel more at home, I’m sure.
Hang in there, Xiuying. You’ve got this! When I come to visit you next year, I know
you’ll be feeling more comfortable and confident.
7 G ive advice for the problems in the table. Add
Lots of love, two more difficulties a person might experience
Jenny
when they come to your country for the first
5 answer the questions. time.
1. How is Xiuying feeling about living abroad? ________________________________________
2. What is Xiuying finding difficult? ________________________________________
• Ask students to look at the table.
3. Whom should Xiuying spend time with? ________________________________________ • Ask students to write a solution or piece of advice to
4. How can Xiuying meet more people?
5. How might Xiuying’s feelings change next year?
________________________________________
________________________________________
each problem in the table.
• Ask students to write two more problems a foreign
6 talk with a partner. You
overc can
om
traveler might experience.
1. Have you ever lived or studied abroad? this. e
2. Did you feel homesick or have any other difficulties? • Ask students to write solutions or advice to their new
3. What advice would you give to a friend who’s having a hard time abroad? problems.
• Tell students to write in the table or on a separate sheet
Writing of paper.
7 Give advice for the problems in the table. add two more difficulties a person might
experience when they come to your country for the first time. • Check students’ work to make sure they’re writing
Difficulties Solutions correctly.
can’t speak the language well Ex. You should study the language. You can use your
phone to help translate.
• Give feedback.
don’t know the local rules and taboos
Wrap Up
8 O n a separate piece of paper, write an email to
a foreign friend who is studying in your country.
Wrap Up Give them advice about your culture. Include in
8 on a separate piece of paper, write an email to a foreign friend who is studying in your
country. Give them advice about your culture. include in your writing: how to make your writing: how to make friends and how to
friends and how to live comfortably.
25 live comfortably.
Odyssey 5.indd 25 2021-06-07 �� 1:39:05
• Ask students to write an email to a foreign friend who
is studying in their country.
• Ask students to give advice to the foreign friend about
4 Read the email.
life in their country and how to make friends and live
• Read the email aloud. comfortably.
OR • Tell students to include some of the problems and
• Ask students to read parts of the email aloud. solutions they listed in activity 7 .
OR • Tell students to write their emails on a separate sheet of
• Ask students to read the email to themselves. paper.
• Check students’ writing to make sure they’re writing
5 Answer the questions. correctly.
• Ask some students to present their emails to the class.
• Give feedback.
• Ask students to answer each question in complete
sentences on the lines.
Extra Practice Asking for Advice and Replying
Answer Key
Have students write an email telling the friend from
Possible Answers activity 8 that they are going to travel to his or her
1. She is feeling lonely and homesick. country. Tell students to ask for cultural advice. Then
2. Meeting people and learning the rules and taboos is difficult. have students write a reply in which the foreign friend
3. She should spend time with people of other nationalities and local gives advice on his or her culture. When everyone
people.
is done writing, ask some students to present their
4. She should join some clubs.
writing to the class. Remember to ask follow-up
5. She will become more confident and comfortable.
25
Lesson E In MY cuLTuRe...
E In MY cuLTuRe... Project
aim: Build your own society
Aim: Build your own society Video

Video
Video
1 L ook at the pictures. What do you think the

video will be about? Talk with a partner.
• Ask students to make predictions about the video
they’re about to watch.
• Tell students to talk with a partner.
• Tell students to share their predictions with their
partner.
Video
3 Watch again. Put a check mark ( ) next to the words you hear. 2
Scan the QR code to link to the Unit 2 video. journey crossing capital apologize polite
willing pronunciation cultural homesick outsider

2 Watch the video. Number the pictures in order. Video
Video 4 Watch again. circle the correct vocabulary word. 2
2 1. Just a short journey across / crossing the capital.
• Play the video for students. 2. When you meet my parents, you have to / had to be polite.
3. You’d better not agree / argue with him.
• Ask students if their predictions were correct. 4. Even Mom isn’t allowed to hang on / hang out here.
• Ask students to number the pictures in order. Video
5 Watch again. circle true or false. 2
• Play the video again if needed. 1. Eric’s workshop is far from the capital. true false
• Check students’ answers. 2. Jessie doesn’t have a cat tag or collar. true false
3. Eric’s dad cannot pronounce Jessie’s name correctly. true false
4. Jessie is offended by the way Eric drinks. true false
Answer Key 5. Jessie is happy with Eric’s workshop. true false
From left to right 6 look at the pictures from the comic. talk with your partner and discuss what Jessie did
wrong in each situation.
2, 3, 1
3 W atch again. Put a check mark () next to the

Video
words you hear. 2 26
• Play the video again. Odyssey 5.indd 26 2021-06-07 �� 1:39:11
• Ask students to put a check mark next to the words

they hear. Video
5 Watch again. Circle true or false. 2
• Check students’ answers. • Play the video again.
Answer Key false.
apologize, willing, homesick, pronunciation, capital, polite • Play the video again if needed.
4 Watch again. Circle the correct vocabulary word. Answer Key

Video 1. false 2. true 3. true 4. true 5. false
2
• Play the video again. 6 L ook at the pictures from the comic. Talk with your
• Ask students to circle the correct word(s). partner and discuss what Jessie did wrong in each
• Play the video again if needed. situation.
• Check students’ answers. • Tell students to find a partner.
Answer Key
• Ask students to discuss what Jessie did wrong in each
1. across
situation.
2. have to
3. argue
4. hang out
speaking properly.
• Ask some students to share their ideas with the class.
26
9 G et in groups and talk about your rules. Now
agree to six rules and taboos. Write your rules
Century Skills and taboos in full sentences. Discuss with your
You Make the Rules communication critical thinking class why you made these rules.
• Tell students to get into groups of three or four.
7 read the rules and taboos from different countries and guess if they are true or false.
1. You must never shake someone’s hand in the US. true false
• Ask students to take turns sharing their rules and
2. In the UK, you shouldn’t stare at people you don’t know. true false taboos for each category.
3. In Italy, you had better not order a cappuccino after a meal. true false
• Ask students to choose six of the rules and taboos from
4. You mustn’t eat your noodles loudly in Japan. true false
5. You have to leave a tip at restaurants in China. true false all the ones that were discussed.
• Ask students to write their rules and taboos in full
8 imagine you are the leader of a brand-new country. think of rules and taboos for each of the
sentences.
categories below. then think of two more categories and make rules and taboos for them. • Tell students to write their rules and taboos in the book
or on a separate sheet of paper.
• Check students’ work to make sure they’re doing it
properly.
1. Food 2. Greeting people
• Ask each group to present their rules and taboos to the
class.
• Tell students to discuss why they made those rules.
3. Going to someone’s home 4. Clothing • Ask follow-up questions.
• Give feedback.
5. 6.
Teacher’s Note
New Country Name, Flag, and Map
To make the project more fun, have students come up
9 Get in groups and talk about your rules. now agree to six rules and taboos. Write your
rules and taboos in full sentences. discuss with your class why you made these rules. with a name for their country. Then have them draw
Ex. When you cook food, you must share it with your neighbors. a flag and map of their country on a separate sheet of
Rule 1 paper. Tell students to show and describe their maps
Rule 2 and flags when they present their rules and taboos.
Rule 3 After every group has presented, vote on who had the
Rule 4
best country name and flag.
Rule 5
Rule 6
27 Extra Practice Consequences of Breaking Rules

Odyssey 5.indd 27 2021-06-07 �� 1:39:11 and Taboos
As a continuation of activity 9 , list all of the rules
and taboos that each group mentioned on the board.
21st Century Skills Then have the class rank each rule with the lowest
7 R ead the rules and taboos from different countries number being the least important rule to maintain and
and guess if they are true or false. the highest number being the most important rule to
• Ask students to read the statements. maintain. Take the top 10 rules and taboos. Then as a
• Ask students to guess if each statement is true or false. class, discuss what would happen if one were to break
• Check students’ answers. those rules or taboos. Make a list of the consequences.
Answer Key
1. false 2. true 3. true 4. false 5. false
8 Imagine you are the leader of a brand-new

country. Think of rules and taboos for each of
the categories below. Then think of two more
categories and make rules and taboos for them.
• Ask students to pretend to be the leader of a new
country and come up with cultural rules and taboos for
each category.
• Ask students to come up with two more categories
with rules and taboos for each.
• Tell students to write in the book or on a separate sheet
of paper.
properly.
• Give feedback.
27
MODULE 2
Unit
3 MY HERO
This unit will give students the ability to talk about
emergencies, things they’ve witnessed, heroes, and
explorers using the past perfect and past perfect
MODULE 2
continuous tenses.

Unit 3 AIMS
3
Lesson A: Listen to people talk about heroic actions
Lesson B: Describe the qualities of a hero
Lesson C: Read about real-life heroes
my Hero
Lesson D: Write about a hero you admire
Lesson E: Create a comic about a famous explorer
Target Skills
Lesson A: Listening
Lesson B: Speaking
Lesson C: Reading
Lesson D: Writing
Lesson E: Project
Scan for Audio
Target Vocabulary A Listening Listen to people talk about heroic actions
Lesson A Lesson B B Speaking Describe the qualities of a hero
bystander courageous C Reading Read about real-life heroes

exhausted lively
D Writing Write about a hero you admire
extraordinary mysterious
hero / heroine powerful E Project Create a comic about a famous explorer
hopeless selfish / unselfish
pedestrian sociable
rescue thoughtful 28
stare well-known
Odyssey 5.indd 28 2021-06-07 �� 1:39:16
Lesson C Lesson D
disturb ancient
grateful astronaut
immediately background
in the end carry on
keep on expedition
lack explorer
matter give up
on purpose prepared
28
past perfect continuous
Past perfect continuous tense describes an action that was
in progress before another activity or time in the past. We
often use the past perfect continuous with because to talk
about the cause of something in the past.
The form of the past perfect continuous is had been +
verb + –ing.
We often use the adverbs for, since, before, and when
before introducing the second action.
Usages Examples
He had been climbing for
two hours when he finally
to talk about an action in
reached the top.
progress before another
They had been warning
action in the past
hikers about the danger
since early 2018.
Joni’s hair was wet because
to describe the reason for she had been swimming.
something in the past Johan’s face was red because
he had been crying.
Unit 3 Discussion
ice Breakers
look at the photo and answer the questions. • Give corrections and ask follow-up questions.
1. What is happening in the picture? • Ask students to talk with a partner. Have students take
2. How could you help the people in the picture? turns asking the questions on the page to their partner.
3. Have you ever helped someone in an emergency situation? What happened?
4. Has someone ever helped you in an emergency situation? What happened?
29
Odyssey 5.indd 29 2021-06-07 �� 1:39:17
Ask more questions about emergency situations.
Key Grammar
What are some common emergency situations you
past perfect have faced?
The past perfect is formed using had + past participle. Describe an emergency situation that you have seen.
We use it to talk about an action that happened before What happened in the end?
another action in the past. When talking about past How do you think you would react in an emergency
actions using before and after, past simple and past situation? Why?
perfect often have the same meaning.
Usages Examples
They had been stuck on
Describing an action that
the mountain for six hours
was completed before
before the helicopter came.
another action or time in the
Reese had just arrived home
past.
when she heard the news.
Describing a past action
It stopped raining after I had
using before and after. The
bought an umbrella.
past simple and past perfect
It stopped raining after I
have the same meaning in
bought an umbrella.
these examples.
29
Lesson A SoMebodY HeLp!
A SoMebodY HeLp! Listening
aim: Listen to people talk about
heroic actions
Aim: Listen to people talk about heroic actions Vocabulary

Vocabulary
rescue hero / heroine bystander stare
exhausted extraordinary hopeless pedestrian
Answer Key 2 Fill in the blanks with the best vocabulary words. change the form of the words if necessary.
1. The situation is not _______________________. You just have to try harder.
From left to right, top to bottom 2. When you drive a car, you always have to watch out for _______________________.
3. Nasim is a(n) _______________________ woman because she works 70 hours a week and still takes care of her family.
5. rescue
4. Stop looking at that person. It’s impolite to _______________________ at people.
4. hero / heroine 5. The firefighters came to _______________________ the people from the burning building.
7. bystander 6. That man is a(n) _______________________. He just saved those people from that car accident.
1. stare 7. Everyone was _______________________ after the 15 kilometer hike.

8. That woman needs help, but none of the _______________________ are helping her.
3. exhausted
8. extraordinary Focus
6. hopeless 3 talk with a partner. 4 listen and circle the answers. 3-02
1. What happened after the water ran out?

2. pedestrian The police officer came to my house
a. Putting out the fire became hopeless.
after I had called 911.
b. The fire was brought under control.
• Practiceagain. Point at different pictures and ask After the hero had helped her, the
c. The fire was put out.
old lady thanked him.
students to say the words. 2. What had the man seen before he arrived
home yesterday?
The pedestrian had seen the car a. a car accident happening
accident before he crossed the street.
2 F ill in the blanks with the best vocabulary words. b. a car with an extraordinary man inside
c. a man rescuing people from a car accident
Change the form of the words if necessary. Before I could react, the man had
climbed up the tree to rescue the cat.
3. What had some bystanders done by the time
• Ask students to read the sentence prompts. I had just come home when I saw the
help arrived?
a. pulled some whales out of the water
• Ask students to write the best vocabulary word in each extraordinary news on TV.
b. put some whales into the water
c. put water on the whales
blank. When Miguel saw the boy, he had just
Note
been saved from the river. The past perfect and past simple can often both be used with before and after.
• Check students’ answers. For example, the following two sentences both have the same meaning.
The police officer came after I had called 911.
The police officer came after I called 911.
30
Answer Key
1. hopeless 2. pedestrians Odyssey 5.indd 30 2021-06-07 �� 1:39:18
3. extraordinary 4. stare
5. rescue 6. hero Teacher’s Note
7. exhausted 8. bystanders Emergency Situations
Tell students to get into groups of three to four. Ask
each group to make a list of 10 emergency situations.
Focus When they are done, ask each group to tell you their
3 T alk with a partner. emergency situations. Write the situations on the
board. Ask students if they know what they are. Explain
to read the short conversations aloud. the situations that they might not know. See how
much overlap there is between lists. Finally, describe
partner. other emergency situations to students. Make sure they
understand what these situations entail. Below is a list
talk about different emergencies and other situations. of some emergency situations.
• Car / Bicycle accidents

4 Listen and circle the answers. 3-02
• Serious illness / injury
• Listen to the audio. • Natural disasters
• Ask students to circle the correct answers. • Animals injured / stranded
• Replay the audio if needed. • Medical epidemics
• Check students’ answers. • Loss / Theft of valuable or important items
• Serious crime
Answer Key
1. a 2. c 3. c
30
Listen Up
Grammar
5 look at the table. 7 Listen and circle the answers. 3-03
Past Perfect Tense (had + Past Participle)
Infinitive Past Perfect Tense Negative
to go had gone had not gone • Ask students to circle the correct answers.
to see had seen had not seen
to rescue had rescued had not rescued • Replay the audio if needed.
Uses
Describe an action that was completed Veronica had waited for an hour before the plane arrived.
before another action or time in the past. Maria and Ben had just finished their homework when Dan called.
Ask a question about an action that was Had Antonio fed the animals before the pet shop closed? Answer Key
completed before another action in the past. Had the police gone to their house after they called 911?
6 Fill in the blanks with the past perfect tense of the given word.
1. b 2. a 3. a 4. b
1. The boys _____________________ (already call) the police when the other bystanders took out their phones.
2. By the time Ramona reached the gym, Jeremy _____________________ (finish) his workout.
Wrap Up
3. _____________________ Oscar _____________________ (be) busy when the woman asked him for help?
4. _____________________ the hero _____________________ (rescue) all of the people before the police arrived?
Listen Up 8 Listen and circle the answers. 3-04

7 listen and circle the answers.
3-03
1. What did Benny hear after he had gotten to school? 2. Who was rescued by the police?
a. a cat in a tree b. someone crying for help a. a driver b. people in the coffee shop
3. How did the man rescue the deer? 4. Who helped Slater?
Answer Key
1. b
2. c
a. He pulled it to safety. b. He called for help. a. Jessie b. other bystanders 3. c
4. a
Wrap Up 5. a. false
b. false
1. How does Alex usually go home?
a. by walking b. by subway c. by car c. true
2. Whose house was on fire?
a. Alex’s house b. Steve’s house c. Mr. Anderson’s house
d. true
3. Who is Steve?
a. Alex’s cat b. Alex’s neighbor c. Alex’s neighbor’s cat
4. Where did Alex find Steve?
a. on top of the refrigerator b. on the second-floor c. in front of the house
5. Circle true or false. Extra Practice Emergency Situation Dialogues
a. The pedestrians were running away from the fire. true false
b. The bystanders called 911.
c. Alex saved his neighbor’s cat.
true
true
false
false
Tell students to find a partner. Ask them to think of an
d. Mr. Anderson was likely at work during the fire. true false
31 emergency situation that happened in the past. Tell
them to think of what the situation was, how and why
it happened, when and where it happened, who was
Odyssey 5.indd 31 2021-06-07 �� 1:39:19
involved, and how it was resolved. Then ask students

Grammar to make a dialogue similar to the ones in activities
7 and 8 . Tell students to use the past perfect in
5 Look at the table. their dialogues. Ask students to write their dialogues
• Read the contents of the table. on a separate sheet of paper. When students are
OR done writing, have them practice their dialogues. Tell
• Ask students to read the table. them to act them out. When everyone is done, have
• Ask students if they know what kind of grammar point each pair of students present their dialogues to the
is being highlighted. class. Remember to ask follow-up questions and give
feedback.
6 F ill in the blanks with the past perfect tense of
the given word.
• Ask students to write the past perfect tense of the
given verb in each blank.
Answer Key
1. had already called
2. had finished
3. Had, been
4. Had, rescued
31
Lesson B MY HeRo
B MY HeRo Speaking
aim: Describe the qualities of a
hero
Aim: Describe the qualities of a hero Vocabulary

Vocabulary well-known
selfish / unselfish
thoughtful
powerful
mysterious
sociable
courageous
lively


• Ask students to repeat aloud after the audio. 5. 6. 7. 8.
• Ask students to write each vocabulary word under the

correct picture.
Answer Key
2 Fill in the blanks with the best vocabulary words. change the form of the words if necessary.
1. lively 1. That guy in the black suit and hat is very _____________________. Nobody knows anything about him.
2. thoughtful 2. Francesca was being a little _______________________ by not offering anyone some of her snacks.
3. powerful 3. Mark is very _________________________. He once saved a kid from drowning in the ocean.
4. This party is a bit too ____________________. I wish it was quieter and there were fewer people.
4. courageous 5. Don’t just give cash as a birthday gift. Think of a more ____________________ gift.
5. well-known 6. It’s important to be ____________________ at school. This will help you make friends and build good relationships.
6. sociable 7. The _____________________ professor travels to many different countries. Everyone wants to meet him.
8. Brenda is a(n) _______________________ hitter. She can hit golf balls farther than anyone else.
7. selfish / unselfish
8. mysterious Focus
3 talk with a partner. 4 listen and circle the answers. 3-06
• Practice
again. Point at different pictures and ask 1. What did the woman do after she saw the
I was going to Dan’s
students to say the words. Where were you
going when I called
house when you called
me last night.
man?
a. hung up and took photos
you last night ? b. ran into a burning building
As soon as school c. saved some people
2 F ill in the blanks with the best vocabulary words. was over, I went to
the mall to shop. 2. What did the man do while the woman
Change the form of the words if necessary. Why did you go to
the mall as soon as
school was over ?
shopped?
a. lost a pair of mittens
b. helped an old woman
• Ask students to read the sentence prompts. c. lost and found his cat
• Ask students to write the best vocabulary word in each 3. What had the man done up until July?
a. went on vacation with well-known people
blank. b. volunteered at a retirement home
c. chatted with some sociable people
1. mysterious 2. selfish
3. courageous 4. lively Teacher’s Note
5. thoughtful 6. sociable More Adverbs as Sentence Starters
7. well-known 8. powerful
Explain other adverbs that can be used as sentence
starters to students. Make sure they know when and
how to use them. Below is a list of more adverbs that
Focus can be used as sentence starters.
3 Talk with a partner.
angrily frantically
awkwardly gently
to read the short conversations aloud.
blindly gracefully
boldly inquisitively
partner.
cautiously loudly
cheerfully quickly
talk about different situations and ideas.
courageously rapidly
crazily sadly
4 Listen and circle the answers. 3-06 curiously safely
• Listen to the audio. defiantly weakly
• Ask students to circle the correct answers. deliberately wildly
• Replay the audio if needed. enthusiastically without a sound
• Check students’ answers. foolishly without a care for …
Answer Key
1. a
2. c
3. b
32
Speak Up
Expressions
Adverbs as sentence starters 7 R ead or listen to the article. Then answer the
5 Look at the table. questions. 3-07
Adverbs as Sentence Starters
Adverbs and adverb phrases can be placed at the beginning of a sentence to modify the tone of the sentence.
Adverb Example Adverb Phrase Example • Ask students to read or listen to the report.
bravely Bravely, Manuel jumped in the river. like a Like a cat, Mario jumped over the bush.
Unexpectedly, Costel left the as quick as a
• Ask students to discuss and answer the questions.
unexpectedly As quick as a flash, the rain stopped.
classroom. flash
Nervously, Jan backed away from the as fast as … As fast as she could, Eun-Ju ran the
nervously
animal. could race. speaking properly.
Unfortunately, I lost my wallet this without Without warning, the train came to a
unfortunately
morning. warning stop. • Ask some students to present their conversations to the
suddenly Suddenly, the taxi driver stopped the car.
in heroic
fashion
In heroic fashion, Ismael scored four
goals. class.
anxiously Anxiously, Geoff waited for the doctor.
in spectacular In spectacular fashion, our team won • Give feedback.
fashion the game 125 to 87.
6 Look at the pictures. Use adverbs and adverb phrases to write two sentences about each
picture on a separate piece of paper. Then talk with a partner. Wrap Up
8 T hink of a hero from your country. Then talk with
a partner to fill in the table.
• Ask each student to think of a hero from their country.
Speak Up • Ask students to fill in the table with information about
7 Read or listen to the article. Then answer the questions. 3-07
their heroes.
Up until a few days ago, Giselle Santos was an ordinary teenage girl. She was known as being both • Tell students to research online if needed.
thoughtful and sociable. Nowadays, though, she’s more of a well-known hero in her town. That’s
because Giselle saved her entire family from a house fire. Here’s how her story took place. Without • Ask students to take turns talking about their heroes.
warning, on the night of December 3, a powerful fire started in the Santos’ home after
everybody had gone to sleep. Fortunately, Giselle woke up after the smoke had entered her room. Without a second • Check students’ conversations to make sure they’re
thought, Giselle woke up her parents. Together, they courageously carried Giselle’s little brother and sister out of the
house. As soon as they were outside the house, Giselle shouted, “Boris!” Then, without care for her own safety, Giselle speaking properly.
ran back into the burning house. No one remembered Boris, the family’s lively pet cat, as they had escaped from the fire.
Giselle searched for Boris. Then, in spectacular fashion, Giselle ran out of the house with the cat in her arms. Thanks to • Ask some students to present their heroes to the class.
Giselle’s unselfish act, the entire family walked away from the fire without injury.
What are Giselle’s qualities? / What qualities should a hero possess?
• Give feedback.
Wrap Up
8 Think of a hero from your country. Then talk with a partner to fill in the table.
Hero’s name The hero’s / heroine’s name is _____________________________________
The hero / heroine ______________________________________________
Extra Practice More on Describing a Hero
What the hero / heroine did
______________________________________________________________
Why do people think he or she is a hero

People think he / she is a hero / heroine because ______________________ Tell students to work with the same partner as in
What the hero’s / heroine’s qualities are
______________________________________________________________
The hero / heroine is ____________________________________________
activity 8 . Ask students to create a fictional person
33
and an account of a heroic situation involving that
Odyssey 5.indd 33 2021-06-07 �� 2:55:08
person. Tell students to use activity 7 as an example.
Make sure students describe the who, what, where,
when, why, and how of the person and the situation.
Expressions
Then ask students to write a dialogue about their
Adverbs as sentence starters
fictional hero and situation. Tell students to write their
5 L ook at the table. dialogues on a separate sheet of paper. Ask students
• Read the contents of the table. to practice their dialogues once they are done writing.
OR Tell each pair of students to present their dialogue to
• Ask students to read the table. the class. Ask the other students questions about the
• Ask students if they know what kinds of expressions are dialogues they heard to make sure they are paying
being highlighted. attention. Remember to ask follow-up questions and
give feedback.
6 L ook at the pictures. Use adverbs and adverb
phrases to write two sentences about each
picture on a separate piece of paper. Then talk
with a partner.
• Ask students to write two sentences about each picture
using adverbs and adverb phrases as sentence starters.
• Ask students to take turns talking about the situations
and to include them in their sentences.
speaking properly.
• Ask some students to share their sentences with the
class.
• Give feedback.
33
Lesson C WHaT a HeRo!
C WHaT a HeRo! Reading
aim: Read about real-life heroes
Aim: Read about real-life heroes Vocabulary

Vocabulary
on purpose matter lack keep on
vocabulary word / phrase next to the word / phrase in
in the end immediately grateful disturb
the book.
Answer Key 1. on purpose • • a. to do something continuously or repeatedly
2. matter • • b. without delay
From left to right, top to bottom 3. lack • • c. to interrupt or bother
4. keep on • • d. in a way that is planned or intended
5. on purpose 5. in the end • • e. feeling or showing thanks
4. matter 6. immediately • • f. to not have (something)
6. lack 7. grateful • • g. finally, with all things considered

8. disturb • • h. to be important
8. keep on
7. in the end Pre-reading
3. immediately 3 look at the pictures and talk with a partner. Write down what the people are doing,
1. grateful who they are helping, and what you would do in the same situations.
2. disturb
• P ractice again. Point at different pictures and ask

What: ______________ What: ______________ What: ______________ What: ______________
___________________ ___________________ ___________________ ___________________
2 Match the words with the definitions. Who: ______________ Who: ______________ Who: ______________ Who: ______________
• Ask students to read the words and the definitions. ___________________ ___________________ ___________________ ___________________
What you would do: What you would do: What you would do: What you would do:
• Ask students to match each word / phrase with the ___________________ ___________________ ___________________ ___________________
correct definition. ___________________ ___________________ ___________________ ___________________
• Check students’ answers. ___________________ ___________________ ___________________ ___________________
34
Answer Key
1. d Odyssey 5.indd 34 2021-06-07 �� 1:39:22
2. h
3. f Teacher’s Note
4. a Situation Scenarios
5. g
6. b
If time permits, ask students to come up with a
7. e scenario and brief summary for each picture in activity
8. c 3 . Tell students to describe the what, when, where,
why, who, and how for each picture. Tell students to
write their ideas on a separate sheet of paper. When
everyone is done writing, ask students to take turns
Pre-reading asking questions and describing the scenario for each
3 L ook at the pictures and talk with a partner. picture with their partner from activity 3 . When
Write down what the people are doing, who everyone is done, ask some students to share their
they are helping, and what you would do in the conversations with the class. Remember to ask
same situations. follow-up questions and give feedback.
• Ask students to talk about and write down what is
happening in each picture and who is being helped.
• Ask students to write down and talk about what they
would do in each situation.
speaking properly.
• Give feedback.
34
6 C ircle the answers.
4 read the articles. 3-09
The Spider-Man of Paris • Check students’ answers.
Mamoudou Gassama was an ordinary 22-year-old Parisian man who never disturbed
anyone. Then, on May 26, 2018, he became a real-life hero. Mamoudou had been walking
on the street when he suddenly saw a 4-year-old boy hanging from a fourth-floor balcony. Answer Key
The poor boy lacked the strength to pull himself to safety. Immediately, Mamoudou
climbed up the side of the building. Within 30 seconds, he had reached the balcony 1. b
where the child was hanging. Courageously, Mamoudou lifted the boy to safety
while holding onto the building with his other hand. Bystanders began filming
2. c
the action on their smartphones right after it had started. Soon after, the video 3. a
was on the internet. People began calling Mamoudou the Spider-Man of Paris
after they had seen the video. He was even given an award by the French president
and offered a job with the fire service. That day, Mamoudou hadn’t planned on
becoming a hero, but in the end, he really was the Spider-Man of Paris.
7 T alk with a partner.
Trouble in the Sky
Tammie Jo Shults had been a fighter pilot in the US Navy before she became a pilot • Tell students to find a partner.
for Southwest Airlines. Up until 2018, nothing spectacular had ever happened to her
while working for the airline. Then, on April 17, the unthinkable happened. Tammie
had been piloting Flight 1380 from New York to Dallas when one of the engines • Ask students if they would like to share their discussions
suddenly failed. Without warning, a hole opened up on the side of the plane after
a piece of the engine had struck it. Passengers and flight attendants were screaming with the class.
and panicking. In the cockpit, though, all of the noise and commotion hadn’t
mattered to Tammie as she kept on flying the plane. Her military training helped her • Ask follow-up questions.
stay calm. Amazingly, Tammie landed the plane and saved the passengers. One passenger,
Marty Martinez, surprisingly live-streamed the situation on Facebook after it had started.
Millions of people saw the video, and Tammie became famous. Martinez even said, “I feel so
eternally grateful for the courage she (Tammie) had to allow us to walk away unharmed.”
Extra Practice Heroic News Articles
Wrap Up
5 circle true or false. Ask students to search online for a news article about
1. It took Mamoudou 30 seconds to reach the boy. true false a hero or emergency. If the internet is unavailable,
2. The French president uploaded Mamoudou’s video to the internet. true false
3. Mamoudou Gassama was offered a job after the rescue. true false prepare a selection of newspapers before class so that
4. Tammie had worked as an airline pilot before she was in the Navy.
5. Flight 1380 was flying from Dallas to New York.
true
true
false
false
students can look through them. It doesn’t matter if
the articles are in a different language. After students
6 circle the answers.
1. Why is Mamoudou Gassama known as the Spider-Man of Paris?
have picked their articles, tell them to summarize their
a. He could hang off the side of buildings. b. He quickly climbed up part of a building. c. He climbed an entire building. articles in English. Ask students to use the articles
2. What was Mamoudou given after he had rescued the boy?
a. an award b. a job offer c. an award and a job offer
in activity 4 as an example. Tell students to write
3. What helped Tammie to stay calm during the emergency? their summaries on a separate sheet of paper. When
a. her Navy training b. her Facebook followers c. the passengers and flight attendants
everyone is done writing, ask some students to share
1. Who is the most famous hero in your country? What did that person do?
their summaries with the class. Remember to ask
2. What do you think you’d do in an emergency situation? Would you help out, run away, or do nothing? Why? follow-up questions and give feedback.
3. Describe something heroic that you or someone you know has done.
35
Odyssey 5.indd 35 2021-06-07 �� 1:39:23
4 R ead the articles. 3-09

OR
• Read the articles aloud.
OR
• Ask students to read parts of the articles aloud.
Wrap Up
false.
Answer Key
1. true
2. false
3. true
4. false
5. false
35
Lesson D one oF a KInd
D one oF a KInd Writing
aim: Write about a hero you admire
Aim: Write about a hero you admire Vocabulary

Vocabulary
explorer astronaut expedition background
vocabulary word / phrase next to the word / phrase in give up ancient carry on prepared
the book.
Answer Key 1. Nobody stopped working. Everyone just ____________________ with what they were doing.
2. Before going on the ____________________, Hillary had to prepare a lot of food and warm clothes.
From left to right, top to bottom 3. A lot of airline pilots have a(n) ____________________ in the military.
7. explorer 4. When Francis went to Egypt, he saw a lot of ____________________ buildings and monuments.
5. If you want to go camping, you have to be ____________________. You need to bring a lot of equipment.
1. astronaut 6. You shouldn’t ____________________ soccer just now. Keep practicing, and you’ll get better soon.
6. expedition 7. Living in space is not easy for ____________________. There are a lot of dangers in space.
3. background 8. Zheng He was a famous Chinese ____________________. He sailed to many new and interesting places.
8. give up
Grammar Note
4. ancient Past perfect continuous often uses the adverbs for,
3 look at the table. since, before, and when to introduce a second action.
5. carry on
Past Perfect Continuous
2. prepared
Use 1: Describes an action that started in the past and continued up until another action in the past.
Another action in the past
Action begins
• Practice
students to say the words. Action ends
Past Present Future

Present Participle
Subject had been Signal Word
2 F ill in the blanks with the best vocabulary words. (verb + -ing)
She had been studying before her father arrived.
Change the form of the words if necessary. I had been waiting since 9 a.m. for the bus to leave.
He had been walking when his coffee spilled.
• Ask students to read the sentence prompts. We had been running for 20 minutes before it started raining.
• Ask students to write the best vocabulary word / phrase Use 2: Describes the cause of something in the past.
Effect because Cause
in each blank. Maria was tired because she had been running.
1. carried on
Teacher’s Note
2. expedition
3. background Past Perfect Continuous and the Type 3
4. ancient Conditional
5. prepared
Explain to students that the past perfect continuous
6. give up
7. astronauts
can also be used with the third conditional.
8. explorer
If you hadn’t been playing video games all night, you

wouldn’t be so tired today.
Grammar Had we not been standing in line, we wouldn’t have
3 Look at the table. been able to buy the concert tickets.
• Read the contents of the table. Make sure students understand when and how to use
OR the past perfect continuous with type 3 conditionals.
• Ask students if they know what kind of grammar point
36
5 R
ead the articles. Fill in the blanks with the
4 unscramble. correct past perfect or past perfect continuous
1. We had / for over / a movie / before Antonio / been watching / arrived. / an hour
→ _________________________________________________________________________________
form of the verbs in the box. Listen and check
2. he hadn’t been / to the time. / late because / paying attention / Alexander was
your answers. 3-11
→ _________________________________________________________________________________
• Ask students to read the articles.
3. in the library / since it / had been working / opened. / Sergei and Magda
→ _________________________________________________________________________________ • Ask students to fill in each blank with the correct form
4. when Ted / been practicing / called him. / his guitar / Bill had of the best verb from the box.
→ _________________________________________________________________________________ • Listen to the audio.
5. hiking for hours / home. / Min had been / gave up and / before she / went back
→ _________________________________________________________________________________
5 read the articles. Fill in the blanks with the correct past perfect or past perfect
continuous form of the verbs in the box. listen and check your answers. 3-11 Answer Key
spend work serve live experience travel select 1. had been living
2. had been selected
Sally Ride (1951-2012) Roald Amundsen (1872-1928)
Sally Ride was the first American woman in Roald Amundsen was the first person 3. had been working
space. In 1977, she 1. _______________ to successfully lead an expedition to 4. had spent
in California when she responded to an the South Pole. On January 14, 1911,
advertisement that said NASA was Amundsen and his men arrived at the 5. had been traveling
looking for astronauts. After she 2. _______________ Bay of Whales in Antarctica. By the time the men started
by NASA, Sally packed her bags and went to Houston, the trip to the South Pole, they 4. _______________ ten
6. had been serving
Texas for training. A few years later, NASA thought she months preparing for the journey. They used dog sleds 7. had experienced
was prepared to go into space. Before that, she to carry their supplies and move across the snow and ice.
3. _______________ on smaller NASA projects here and Amundsen and his men 5. _______________ for 99 days
there. On June 18, 1983, Sally finally went to space. Since by the time they reached the South Pole. On December 14,
then, she has become a role model for many women in 1911, Amundsen planted the Norwegian flag at the South
science. Pole, marking his success.
Wrap Up
Lewis (1774-1809) and Clark Zheng He (1371-1433)
(1770-1838) Zheng He was a famous Chinese 6 T
hink about a hero. Then, on a separate piece
Captain Meriwether Lewis and Lieutenant explorer and Navy commander. He
William Clark were the first American went on seven expeditions to set up of paper, write a short description of who the
explorers to travel across the United
States to the Pacific Ocean. Before beginning
trade with some of the most ancient
civilizations in the world. Zheng He was one of the Emperor’s
person is and what they did. Make sure to use
their expedition, both men 6. _______________ in the most trusted advisors. So, in 1405, the Emperor commanded the past perfect and past perfect continuous
military. On May 14, 1804, Lewis, Clark, and their men He to lead a fleet of over 200 ships and almost 28,000
met up in Missouri to start their expedition. The men had men to India to make new trade relations. He and his where possible. Research your hero online if
men 7. _______________ many adventures by the time
been traveling for about a year and a half when they
made it to the Pacific in 1805. Along the way, they met they returned to China. They had even captured a famous needed. Present your hero to the class.
many Native Americans. They also had to overcome many pirate leader. He went on six more expeditions after he had
dangerous situations. The men’s military background returned from the first. In the end, He had set up trade with • Ask students to think of a hero they know of.
helped them to carry on and complete their journey. over 25 different countries.
• Ask students to write a short description of their heroes.
Wrap Up • Tell students to research their heroes online if needed.
6 think about a hero. then, on a separate piece of paper, write a short description of who the
person is and what they did. Make sure to use the past perfect and past perfect continuous • Tell students to write on a separate sheet of paper.
where possible. research your hero online if needed. Present your hero to the class. • Tell students to use the past perfect and past perfect
37
continuous tenses where possible.
Odyssey 5.indd 37 2021-06-07 �� 1:39:25
correctly.
4 U nscramble. • Ask some students to share their writing with the class.
• Ask students to look at the sentence parts. • Give feedback.
write the correct sentence on each line. Extra Practice First-Person Perspective
After activity 6 , ask students to exchange writings with
Answer Key the person to their right. Then tell students to write
1. We had been watching a movie for over an hour before Antonio a description of their new hero using the first-person
arrived. perspective. Tell students to pretend to be the person
2. Alexander was late because he hadn’t been paying attention to the they are writing about. Remind students to use the
time. past perfect and past perfect continuous in their new
3. Sergei and Magda had been working in the library since it opened. writings. Tell students to write their new description
4. Bill had been practicing his guitar when Ted called him. on a separate sheet of paper. When everyone is done
5. Min had been hiking for hours before she gave up and went back
writing, ask some students to share their descriptions
home.
with the class. Remember to ask follow-up questions
and give feedback.
37
Lesson E FaMouS eXpLoReRS
E FaMouS eXpLoReRS Project
aim: Create a comic about a
famous explorer
Aim: Create a comic about a famous explorer Video

Video
Video

• Tell students to share their predictions with their Video
3 Watch again. circle the answers. 3
partner. 1. Which has the same meaning as “press the men on”?
a. make them listen b. make them keep going c. tell them to leave d. ask them to leave
Scan the QR code to link to the Unit 3 video. 2. What condition had prevented travel to the South Pole?
a. a long delay b. the year was 1911 c. powerful winds d. all
3. Which sentence correctly describes the beginning of Mikey and Joey’s adventure?
a. The king had asked them to serve in the army and lead an expedition.
2 Watch the video. Number the pictures in order. b. They were making a map of the West when the president called.
c. They’d found a map to the lands out west and started an expedition.
Video d. They had been serving in the army when they’d been asked to travel.
3 4. What does Joey mean when he says, “Look lively!”
a. They need to look around carefully. b. They need to be more energetic.
• Play the video for the students. c. They need to look around for anything alive. d. They need to be more noisy.
• Ask students if their predictions were correct. 4 Watch again. Fill in the blanks with the words you hear.
Video
3
• Ask students to number the pictures in order. 1. Come on, lads! We _____________________________! This trip is far from _____________________________!
• Play the video again if needed. 2. Men! Your _____________________________ efforts have paid off! You’re _____________________________.
3. My close friend Mikey Clark and I, Joey Lewis, _____________________________ for a grand
• Check students’ answers. _____________________________.
4. We _____________________________ for months before stopping for the winter.
Answer Key 5. We _____________________________ what it was all for.
From left to right 5 unscramble.

1. stuck / been / They / living at / for months. / had / the outpost
1, 2, 3 _____________________________________________________________________________________________
2. the Earth. / We had / reached / point of / southernmost / the
_____________________________________________________________________________________________
Video 3. made / it / had / to / The / hard / travel. / cold
3 W atch again. Circle the answers. 3 _____________________________________________________________________________________________
• Play the video again. 38
• Ask students to circle the correct answers. Odyssey 5.indd 38 2021-06-07 �� 1:39:34

5 Unscramble.
Answer Key • Ask students to look at the sentence parts.
1. b • Ask students to unscramble the sentence parts and
2. c write the correct sentence on each line.
3. d • Check students’ answers.
4. b
Answer Key
1. They had been stuck living at the outpost for months.
4 W atch again. Fill in the blanks with the words
Video
2. We had reached the southernmost point of the Earth.
you hear. 3 3. The cold had made it hard to travel.
• Play the video again.
• Ask students to write the words they hear in the blanks.
Answer Key
1. have to keep on, hopeless
2. extraordinary, all heroes
3. were preparing, expedition
4. had been traveling
5. had almost forgotten
38
8 D raw a comic of your chosen explorer’s life and
adventures. Share it with the class.
Century Skills • Ask students to draw a comic strip of their explorer’s
Let’s Explore! creativity critical thinking
life.
6 look at the table and choose a famous explorer. • Tell students to draw their comic strips on a separate
sheet of paper.
• Tell students to include the sentences they wrote in
activity 7 in their comic strips.
1. Neil Armstrong 2. Ibn Battuta 3. Nellie Bly 4. Daniel Boone 5. Captain James 6. Sir Francis
(American – first (Moroccan – (American – (American – Cook (English – Drake (English – • Check students’ comic strips to make sure they’re doing
man to walk on the traveler and journalist) pioneer and ship captain and explorer and first
moon) explorer) explorer) explorer) Englishman to
travel around the
them correctly.
world)
• Ask each student to present their comic strip to the
class.
7. Amelia Earhart
(American – pilot)
8. Sir Edmund
Hillary (New
9. Henry Hudson
(English –
10. Ferdinand
Magellan
11. Marco Polo
(Italian – traveler
12. Sacagawea
(Native American • Give feedback.
Zealander – explorer) (Portuguese – and explorer) – explorer,
mountain climber explorer and first translator, and
and explorer) person to sail
around the world)
guide)
Teacher’s Note
Alternate Explorers
7 research your explorer online. then fill in the blanks with the correct information. Write
the complete sentences on a separate piece of paper. As an alternative to the project, tell students to work
1. Who is the person?
The explorer is _________________.
in pairs. Then have them choose any real-life explorer
(name)
2. When was the person born?

or role model they want. Make sure they research their
_________________ was born on _________________ in _________________.
(name) (date) (place)
person and do the rest of the activities in the project
3. When did the person die? together and as described in the directions.
_________________ died on _________________ in _________________.
(name) (date) (place)
4. What was the person’s job?

_________________ was a(n) _________________.
(name) (job)
5. Why was the person famous? Extra Practice Fictional Explorers

_________________ is famous because ___________________________________.
(name) (reason)
After activity 8 , tell students to find a partner. Ask
6. Describe what the person did.
_________________ ___________________________________. them to create a fictional explorer. Tell them to write
(name) (description of what the person did)
7. What do people think about the person today? down information about who their explorer is, what
Today, people think that _________________ was _________________ because
(name) (character trait) they explored, when they did it, how they did it, and
___________________________________________________________________.
(reason)
why they did it. Afterward, ask students to make a new
8 draw a comic of your chosen explorer’s life and adventurers. share it with the class.
comic strip about their fictional explorer and his or her
exploits. Tell students to include the past perfect and
39
past perfect continuous tenses in their comic strips.
Odyssey 5.indd 39 2021-06-07 �� 1:39:39 When everyone is done, ask some students to present
their work to the class. Remember to ask follow-up
21st Century Skills
6 L ook at the table and choose a famous explorer.
• Ask student to look at the table.
• Ask students to choose one of the explorers from the
table.
7 R esearch your explorer online. Then fill in the

blanks with the correct information. Write the
complete sentences on a separate piece of paper.
• Ask students to research their explorers online.
• Ask students to fill in the blanks with information about
their explorers.
• Ask students to write the complete sentences on a
correctly.
• Give feedback.
39
MODULE 2
Unit
4 THAT’S A CAREER!
This unit will give students the ability to talk about the
jobs they want and their future plans using the future
perfect simple and modals of ability. Students will also be
MODULE 2
able to write a cover letter and make a career map.

Unit 4 AIMS
4
Lesson A: Read about job market concerns
Lesson B: Listen to people talk about future career plans
Lesson C: Talk about how you’re preparing for the future
THaT’s a Career!
Lesson D: Write a cover letter
Lesson E: Make a career map
Target Skills
Lesson A: Reading
Lesson B: Listening
Lesson C: Speaking
Lesson D: Writing
Lesson E: Project
Scan for Audio
Target Vocabulary A Reading Read about job market concerns
Lesson A Lesson B B Listening Listen to people talk about future career plans
accounting athlete C Speaking Talk about how you’re preparing for the future
career businessman / businesswoman
D Writing Write a cover letter
concern (cabin) crew
education dentist E Project Make a career map
field (of study) director
healthcare lawyer
law politician 40
manufacturing soldier
prediction Odyssey 5.indd 40 2021-06-07 �� 1:39:45
service
Lesson C Lesson D
certificate expect
occupation involve
presentation opportunity
qualifications particular
select performance
skills professional
technician pursue
variety résumé
40
modals of ability
The modal verbs can, could, and be able to are used to
express whether someone or something has the ability to
complete an action.
Usage Example
Can is used to express
(general & specific) ability in
I can play guitar and piano.
the present. Can’t is used to
I can’t speak Spanish.
express (general & specific)
inability in the present.
I could play the violin when I
Could is used to express
was young.
(general) ability in the past.
I couldn’t swim when I
Couldn’t is used to express
was young.
(general & specific) inability
I couldn’t finish the math
in the past.
exam yesterday.
I’m able to have a short
Be able to is used to express
conversation in French.
I will be able to play that
all tenses.
song on guitar.
Unit 4 Discussion
ice Breakers
1. Where are the women in this picture?
2. How do you think the woman on the left feels? Why?
3. How would you feel in this situation?
4. What kind of jobs are you interested in? Extra Practice More Discussion
41 Ask more questions about jobs and interviews.
Odyssey 5.indd 41 2021-06-07 �� 1:39:50
Are you preparing for your future job? If so, how?

Key Grammar Describe a time when you were interviewed or
future perfect simple questioned by someone.
The future perfect simple is a verb tense used for actions What kind of job are you not interested in? Why?
that will be completed before some point in the future. If you had an upcoming job interview, how would you
To form the future perfect tense use will have + past prepare for it?
participle.
Affirmative Negative
I won’t have finished my
I will have finished all my
homework by tomorrow
afternoon.
afternoon.
She won’t have saved any
She will have saved $1,000.
money.
Sentences in future perfect simple and sentences in simple
future tense often have the same meaning.
Ex. Jane will start the presentation before you get here. / Jane
will have started the presentation before you get here.
The future perfect tense is most often used to show sequence
with prepositions.
Ex. At 3 p.m., Jane will start the presentation. (This means
Jane will wait until 3 p.m. to start.)
Jane will have started the presentation by 3 p.m. (This
means Jane will start the presentation before 3 p.m.) 41
Lesson A WHaT’S To coMe?
A WHaT’S To coMe? Reading
aim: Read about job market
concerns
Aim: Read about job market concerns Vocabulary

Vocabulary
prediction concern career service education
vocabulary word next to the word in the book. healthcare manufacturing law field accounting
Answer Key 2 Match the words with the definitions.

1. prediction • • a. a job done for a long time with the chance of advancement
From left to right, top to bottom 2. concern • • b. something that causes worry
3. career • • c. a system that delivers something people need
10. prediction 4. service • • d. the act of saying what may happen in the future
5. concern 5. education • • e. a business or system related to giving medical care
6. healthcare • • f. a process or system related to teaching and learning
9. career
7. manufacturing • • g. a business or system related to giving legal care
4. service 8. law • • h. an area of interest
1. education 9. field • • i. the business of making goods in large numbers
10. accounting • • j. the skill or act of keeping track of money records
2. healthcare
6. manufacturing
Pre-reading
8. law 3 read and complete the activity. then talk as a class.
7. field Activity: Automation is the use of machinery or computers to complete work
without needing human action. Many jobs or tasks are performed by machines.
3. accounting
Look at the different kinds of work. On a piece of paper, list parts of the work
that can be done by a machine. Do research online if needed.
• Practice again. Point at different pictures and ask emergency services
publishing

• Ask students to read the words and the definitions. carmaker

food preparation
definition. warehouse worker
food delivery
42
1. d 2. b
3. a 4. c
5. f 6. e Pre-reading
7. i 8. g 3 R ead and complete the activity. Then talk as a
9. h 10. j
class.
• Ask students to read the activity.
Teacher’s Note • Ask students to look at the pictures.
The Industrial Revolution • Ask students to list the parts of each picture that can be
done by automation.
Explain to students how the Automation Revolution of
• Tell students to make their lists on a separate sheet of
the present day is similar to the Industrial Revolution,
paper.
which took place in Europe and America from
about 1760. Make sure students understand how
the methods of manufacturing were vastly changed
• Give feedback.
during this time from handmade products to machine-
made products. Before class, do some research on
the implications of the Industrial Revolution, such
as cheaper products and more disposable income
for workers. Try to relate this to the modern-day
Automation Revolution.
42
6 A nswer the questions.
• Ask students to write the correct answers on each line.
Job Market Concerns • Check students’ answers.
Automation Answer Key

1. They have made predictions that jobs will be automated.
According to some researchers, 40% of jobs will have been automated by 2050. Sounds bad? It gets worse. This
prediction is one of the more optimistic ones. Other researchers claim that 20% of all jobs that exist today will have 2. Manufacturing jobs will be negatively affected by automation.
been automated within the next five years. That’s a lot of jobs!
3. They are not convinced because many new technologies have
Jobs most at risk of being automated are those that require repetitive work. This means most manufacturing jobs.
Service workers are also at risk. Cashiers, deliverymen, and customer service representatives are all starting to be
threatened jobs in the past and proved to be harmless or even helpful.
replaced by AI.
Those with an advanced education are less at risk of being replaced. However, this doesn’t mean they’re not at
any risk. Of the jobs replaced by 2050, many will have been lost in “white-collar” industries. AI is already able to 7 T alk with a partner.
do many tasks in advanced career fields such as healthcare and law. Take, for example, radiology. Deep-learning
programs are becoming capable of reading patient images faster and more accurately than human radiologists. • Tell students to find a partner.
This means better and faster diagnoses of dangerous illnesses and diseases.
It’s not all bad news for human workers, though. Not all researchers believe that automation and AI will replace
human labor. That’s because many new technologies have threatened jobs in the past and proved to be harmless • Ask students if they would like to share their discussion
or even helpful to the job market. Take, for example, the ATM (automated teller machine). In the past, bank tellers
believed that ATMs would destroy banking jobs. However, this machine led to the creation of more jobs in sales with the class.
and accounting. Researchers who are not worried about automation are
convinced that new jobs will replace old ones—jobs that might not even exist Note • Ask follow-up questions.
To be optimistic is to think positively or to
right now. But what are your thoughts? Do you think automation will make life think that things will go well.
better or worse? White-collar is used to describe jobs that take
place in offices and require more mental
effort. Blue-collar is used to describe jobs that
require physical labor.
Wrap Up Extra Practice Automation Robots

1. Researchers believe 40% of jobs will be automated in the next five years. true false
Tell students to work alone, with a partner, or in
2. Jobs that require advanced education are more at risk of being automated. true false groups of four. Tell them to think of an industry or job
3. Deep-learning programs are able to do part of a radiologist’s job.
4. Most researchers believe automation will destroy the job market.
true
true
false
false
that would greatly benefit from automation. Then tell
5. Some researchers believe new jobs will replace jobs destroyed by automation. true false them to list how automation would be a benefit, such
6 answer the questions. as making it safer or more cost effective. Then tell
1. What predictions have researchers made about the job market?
______________________________________________________________________________
students to design an automation robot. Have students
2. What kinds of jobs will be negatively affected by automation? make a mind map that shows what their robots
______________________________________________________________________________
3. Why are some researchers not convinced by the dangers of automation?
would do and how they would be beneficial. Then
______________________________________________________________________________ ask students to draw a picture of their robot. After
7 talk with a partner. everyone has completed the task, ask each student /
1. What do you want as your future career?
2. What are the best careers right now, in your opinion?
group to present their robot to the class. Vote on who
3. What kinds of predictions can you make about the future job market? had the best robot and how other robots could be
43 improved.
Odyssey 5.indd 43 2021-06-07 �� 1:39:57
4 Read the article. 4-02
• Listento the audio.

OR
OR
• Ask students to read parts of the text aloud.
Wrap Up
false.
Answer Key
1. false
2. false
3. true
4. false
5. true
43
Lesson B caReeR pLanS
B caReeR pLanS Listening
aim: Listen to people talk about
future career plans
Aim: Listen to people talk about future career plans Vocabulary Note
For a living is an idiom used to talk about a
person’s job or career.
Vocabulary Focus
1 Listen and number. 4-03 What do you want to do for a living?
politician soldier
• Listen to the audio. I want to be a lawyer.
Wow. Do you have a ten-year plan ?
vocabulary word next to the word in the book. Yes, I do. I hope that in ten years, I
will have started my own law practice.
lawyer dentist
Answer Key What will you have to do to succeed ?

I will go to law school . Then I’
m going to
5. politician work hard and win many cases.
2. soldier
6. lawyer (cabin) crew director 4 listen and circle the answers. 4-05
8. dentist
1. (cabin) crew What will Penelope do in
three years?
3. director a. go to school
7. athlete b. work for a company
businessman c. join the army
1. Penelope
4. businessman / businesswoman athlete businesswoman
• Practice
again. Point at different pictures and ask What will Stan do by
students to say the words. 2 listen and circle the vocabulary word(s) you next year?
hear. More than one word may be circled. a. start directing movies
4-04 b. finish a documentary
2 L isten and circle the vocabulary word(s) you hear. 1. a. soldier b. lawyer c. cabin crew
c. be a hip-hop singer 2. Stan
More than one word may be circled. 4-04 2. a. dentist b. cabin crew c. businessman
• Listen to the audio. 3. a. athlete b. dentist c. businessman

What does Allison have to
• Ask students to circle the vocabulary word(s) they hear. 4. a. politician b. lawyer c. athlete be good at?
a. researching trends
• Replay the audio if needed. 5. a. politician b. athlete c. director
b. managing workers
• Check students’ answers. 3. Allison c. working for a long time
44
Answer Key
1. a, b Odyssey 5.indd 44 2021-06-07 �� 1:39:58
2. b
3. b, c
4. a, c
Focus
5. c 3 Talk with a partner.
• Read the short conversation aloud or ask two students
Teacher’s Note to read the short conversation aloud.
• Ask students to practice the conversation with a
More Jobs and Professions partner.
Point to the vocabulary pictures in activity 1 and ask • Tell students to practice the conversation again but to
students to name people they know with those jobs. talk about different jobs and plans.
Then ask students to get into groups of four. Have
each group make a list of their top 10 most preferred 4 Listen and circle the answers. 4-05
jobs. When everyone is done, ask each group to tell
you the jobs they listed. Write them on the board. See
how many groups had the same or differing jobs. Ask
students why they think those jobs are good. Then ask
them what people must prepare to seek out those jobs.
Finally, introduce some jobs that weren’t mentioned. Answer Key
Explain to students what those jobs entail. 1. c
2. b
3. a
44
Grammar
Grammar
Future Perfect Simple • Read the contents of the table.
The future perfect simple is a verb tense used for actions that will be completed before some point in
the future. To form the future perfect tense use will have + past participle of the main verb.
OR
Ex. The job fair will have ended by the time I get there. • Ask students to read the table.
I will have studied hard. I won’t have studied hard.
He will have made a million dollars. He won’t have made a million dollars.
Sentences in future perfect simple and sentences in simple future tense often have the same meaning.
Ex. Margaret will leave before you arrive. Margaret will have left before you arrive.
Future perfect tense is most often used to show sequence with prepositions.
Ex. At 6 p.m., Margaret will leave. (This means Margaret will wait until 6 p.m. to leave.)
Margaret will have left by 6 p.m. (This means Margaret will leave before 6 p.m.)
6 U se the prompts to fill in the blanks with the
6 use the prompts to fill in the blanks with the future perfect simple tense. future perfect simple tense.
1. Marcus _______________________ (finish) law school by the summer.
2. Karen _______________________ (stop) working by six o’clock.
3. William and Victoria _______________________ (join) the game by the time we get there. • Ask students to write the correct future perfect simple
4. By next year, Benjamin _______________________ (work) as a dentist for 10 years.
5. By March, Allison _______________________ (be) a cabin crew member for a full year.
form of the given verbs in each blank.
Listen Up
7 listen and read the statements. Match the statements with the speakers. 4-06 Answer Key
1. will have finished
2. will have stopped
1. Peter 2. Amy 3. Heather 4. Lucas
3. will have joined
a. She gets to learn new things and help her country.
b. A prosecutor’s job is to make cases against possible criminals. 4. will have worked
c. His job is to make sure the government helps fulfill the need for things such as roads and schools.
d. She wants to use her skills to open her own business. 5. will have been
Wrap Up
8 listen again. then fill in the blanks and circle the correct verbs.
Listen Up
4-06
1. Peter is a(n) ________________.

By _____________, he will have been / become a politician for ________________.
7 L isten and read the statements. Match the
2. Amy is a(n) ________________. By ________________, she will have left / will left the army to statements with the speakers. 4-06
go to ________________.
3. Heather works as a(n) ________________ for a big airline. • Listen to the audio.
By ________________, she will have quit / quitted working for the airline to concentrate on
her new company.
• Ask students to write the letter of each statement next
4. Lucas is a(n) ________________.
to the correct speaker.
By ________________, Lucas will have work / worked on over 100 criminal cases. • Replay the audio if needed.
45 • Check students’ answers.
Odyssey 5.indd 45 2021-06-07 �� 1:39:59
Answer Key
1. Peter – c
Extra Practice Future Jobs and Plans 2. Amy – a
3. Heather – d
Have students practice talking about jobs and future 4. Lucas – b
plans using the patterns below.
“What kind of job do you want in the future?” / “I
want to be (job) in the future.”
Wrap Up
“What are your future plans?” / “In the future, I want / 8 L isten again. Then fill in the blanks and circle the
plan to (plans).” correct verbs. 4-06
“What are your plans after graduation?” / “After • Listen to the audio.
graduation, I plan/intend to (plans).” • Ask students to write the missing words in the blanks
and circle the correct verb.
What kind of job do you want in the future? / I want to
be a video game developer in the future.
What are your future plans? / In the future, I want to Answer Key
study at ASU. 1. politician, next year, been, 10 years
What are your plans after graduation? / After 2. field medic, February, will have left, college
graduation, I intend to find a job in marketing. 3. cabin crew member, next year, quit
4. lawyer, January, worked
45
Lesson C FuTuRe JobS
C FuTuRe JobS Speaking
aim: Talk about how you’re
preparing for the future
Aim: T alk about how you’re preparing for the future Vocabulary
Vocabulary
certificate skills technician occupation
variety presentation select qualifications
Answer Key
2 circle the correct vocabulary word.
From left to right, top to bottom 1. I will have to get a skill / certificate to teach skydiving.
2. Winston’s occupation / qualification is teaching, but he spends most of his time coaching soccer.
7. certificate
3. I want to edit movies, but I don’t have the variety / skills yet. I need to study more.
8. skills 4. I don’t know which one to certificate / select, the red one or the white one.
3. technician 5. Polly has all the qualifications / technicians needed for the job, but she’s hard to get along with.
6. I think we should hire a technician / presentation to look at this. It’s too hard for us to fix.
1. occupation
7. You can get a job in a variety / qualification of fields with a math degree.
4. variety 8. Martha and Mathias are working on a(n) presentation / occupation for their design class.
5. presentation
6. select Focus
2. qualifications 3 talk with a partner.
Note
I’m going to do a terrible Remember that will and be going to are used
• Practiceagain. Point at different pictures and ask job on this presentation. I
I will design cars when I to talk about a person’s plans and intentions.
graduate from college. They can also be used to make predictions.
know it.
students to say the words. I will go to school now. (plan)
I am going to school now. (plan)
I am going to buy that TV. (intention)
Don’t say that. You’re Wow. That’s going to be It will be hot tomorrow. (prediction)
challenging, but I think you
2 Circle the correct vocabulary word. going to do a great
job. Trust me! have the skills.
It’s going to rain tomorrow. (prediction)

• Ask students to circle the correct vocabulary word in 4 listen and circle the best response. 4-08
1. a. b. c. d.
each sentence. 2. a. b. c. d.
• Check students’ answers. 3. a. b. c. d.
4. a. b. c. d.
Answer Key
46
1. certificate 2. occupation
3. skills 4. select Odyssey 5.indd 46 2021-06-07 �� 1:40:00
5. qualifications 6. technician
7. variety 8. presentation
Extra Practice Making Predictions About Other

People
Focus
Before class, prepare a list of 10 to 15 questions such
3 Talk with a partner. as, “Where will (name) go to college?” or “What will
• Read the short conversations aloud or ask two students (name) do in the future?” Try to use the expressions
to read the short conversations aloud. in activity 5 . Then, during class, ask students to get
• Ask students to practice the conversations with a into groups of four. Hand each group a copy of your
partner. list of questions. Tell students to take turns asking
• Tell students to practice the conversations again but to and answering questions about the people in their
talk about different activities. group. Tell them to not ask the questions directly to the
person the question is referring to. Remind them to use
the expressions from activity 5 in their answers. For
4 Listen and circle the best response. 4-08
example:
• Ask students to circle the best responses. “Hey Joey, where will Diego go to college?” / “Diego is
• Replay the audio if needed. sure to go to MIT.”
• Check students’ answers. If you don’t want students to work in groups, do the
activity together as a class. For example, choose one
Answer Key
student and ask that student something about another
1. a
student. Then have that student choose another
2. d
3. a
student to ask a question to after he or she answers
4. c your question.
46
Speak Up
Expressions
Making predictions 7 L isten. Then talk with a partner. Practice asking
5 listen and repeat. 4-09 and answering the questions. 4-10
Expression Example
X is sure to + infinitive Mark is sure to get into a good school.
X is bound to + infinitive Philomena is bound to get into a great law school. • Listen to the audio.
X will probably / is probably going to + infinitive Riley will probably go to a technical school to learn new skills.
It’s likely that X will + infinitive It’s likely that Lily will become a designer.
• Ask students to take turns asking and answering the
6 unscramble.
1. is sure / Richard / his certificate / to get / in Project Management.
questions.
________________________________________________________________________________ • Tell students to write their answers in the table or on a
2. Millie / a solar energy technician. / study / to be / will probably
________________________________________________________________________________
3. will go into / application / Francis / development. / It’s likely that • Check students’ conversations to make sure they’re
________________________________________________________________________________
4. channel / Oliver’s / huge success. / YouTube / be a / is bound to
speaking properly.
________________________________________________________________________________ • Ask some students to share their conversations with the
5. is probably / the school with / the best design program. / Irene / select / going to
________________________________________________________________________________
class.
• Give feedback.
Speak Up
7 listen. then talk with a partner. Practice asking and answering the questions. 4-10
Wrap Up
8 T alk with a partner. Talk about jobs that do not
social media creator application developer 3D-printing technician esports athlete exist yet but might soon. Use the photos as clues
Question My Notes
if you cannot think of your own.
What qualifications do you need to be a(n) (job)? Ex. You will have to study programming.
Which job do you think will be the most fun? Why? Ex. Esports athlete is sure to be the most fun.
Which job do you think will be the easiest / hardest to do? Why? • Ask students to talk about jobs that do not exist yet but
Which job do you think will earn you the most money?
might in the future.
Which job do you think will be the most satisfying? Why?
Which job do you think will require the most skills? Why? • Tell students to look at the pictures if they need help.
Wrap Up speaking properly.
8 talk with a partner. talk about jobs that do not exist yet but might soon. use the photos
as clues if you cannot think of your own. • Ask some students to share their conversations with the
class.
• Give feedback.
Ex. Cyborg designer ___________________ ___________________ ___________________
47
Teacher’s Note
Jobs That Went Extinct
Odyssey 5.indd 47 2021-06-07 �� 1:40:01
As a continuation of activity 8 , ask students to come

Expressions up with jobs that are no longer around. Get students
Making predictions to talk about what the jobs entailed, why they are no
longer around, and what replaced them. If students are
5 Listen and repeat. 4-09
having trouble coming up with ideas, introduce some
jobs that are no longer around today. Below is a list
OR of jobs that are no longer done. Research more jobs if
needed.
• Bowling alley pinsetter
• Ask students if they know what kind of expression is • Human alarm clock
being highlighted. • Ice cutter (for blocks of ice that were used to cool
food)
6 Unscramble. • Pre-radar human listener for enemy aircraft
• Ask students to look at the sentence parts. • Rat catcher
• Ask students to unscramble the sentence parts and • Lamplighter
write the correct sentence on each line. • Log driver
• Switchboard operator
Answer Key • Lector for entertaining factory workers
1. Richard is sure to get his certificate in Project Management.
• Video rental store clerk
2. Millie will probably study to be a solar energy technician.
3. It’s likely that Francis will go into application development.
4. Oliver’s YouTube channel is bound to be a huge success.
5. Irene is probably going to select the school with the best design
program.
47
Lesson D MY coVeR LeTTeR
D MY coVeR LeTTeR Writing
aim: Write a cover letter
Aim: Write a cover letter Vocabulary

Vocabulary
résumé performance opportunity expect
particular professional involve pursue
Answer Key 2 Match the words with the definitions.

From left to right, top to bottom 1. résumé • • a. to include someone or something
2. performance • • b. a situation where something is possible to do
4. résumé 3. opportunity • • c. used when talking specifically about one thing or person
4. expect • • d. to think that something will happen a certain way
5. performance
5. particular • • e. how successful someone is at something
7. opportunity 6. professional • • f. to try and achieve a plan, activity, or situation
1. expect 7. involve • • g. a document that describes one’s qualifications
8. pursue • • h. being skilled or qualified in a specific activity
6. particular
8. professional Grammar
3. involve 3 look at the table.
Modals of Ability
2. pursue
Can is used to express (general & specific) ability in the present. Can’t is used to express (general & specific)
can / can’t inability in the present.
• Practice again. Point at different pictures and ask Ex. I can pass the math test. / I can’t drive a car.
Could is used to express (general) ability in the past. Couldn’t is used to express (general & specific) inability in the past.
students to say the words. could / couldn’t Ex. I could play the piano when I was young. / I couldn’t ride a bike when I was young. / I couldn’t finish my dinner
last night.
be able to is used to express (general & specific) ability in all tenses.
be able to Ex. I’m able to cook spaghetti bolognese. / I was able to sing all the words to that song. / I will be able to dance to
2 Match the words with the definitions. that song.
4 answer the questions in complete sentences. use one of the given modal verbs of ability.
• Ask students to read the words and the definitions. 1. Can you play any instruments? (can / can’t)
• Ask students to match each word with the correct ___________________________________________________________________________________
2. What particular food or dish do you cook well? (can / be able to)
definition. ___________________________________________________________________________________
• Check students’ answers. 3. What is something you were good at when you were younger? (could / was able to)
___________________________________________________________________________________
4. What is something you were bad at when you were younger? (couldn’t / wasn’t able to)
Answer Key ___________________________________________________________________________________
48
1. g 2. e
3. b 4. d Odyssey 5.indd 48 2021-06-07 �� 1:40:02
5. c 6. h
7. a 8. f
4 A nswer the questions in complete sentences. Use
one of the given modal verbs of ability.
Grammar • Ask students to read the questions.
• Ask students to write each answer in a complete
3 Look at the table. sentence using one of the given modal verbs on each
• Read the contents of the table. line.
OR • Check students’ answers.
• Ask students if they know what kind of grammar point Answer Key
is being highlighted. Possible Answers
1. I can’t play any instruments.
Teacher’s Note 2. I can cook butter chicken curry well.
3. I was able to break-dance when I was younger.
Résumés and Cover Letters
4. I wasn’t able to speak Spanish when I was younger.
Explain to students that when writing résumés and
cover letters, it is OK to exaggerate one’s achievements,
work experience, and skills. Tell students to show a little
pride and arrogance in describing the things they have
done and the things they can do. Tell them to not just
list their achievements, work experience, and skills in a
dull manner. However, remind them that they shouldn’t
lie when writing résumés and cover letters. Finally,
before class, research a list of the most common words
used on résumés and cover letters. Print out enough
copies for each student and pass them out during class.
48
Writing
Expressions Cover Letter Guide
A Cover Letter
5 look at the table. then complete the activity. answers will vary. 6 R ead. Then answer the questions in complete
Introduction Closing Note sentences.
We use Mr. when addressing
Dear (name / position / Mr. / Mrs. / Miss / Ms.), Sincerely, a man. We use Mrs. when
• Ask students to read the cover letter.

addressing a married woman.
Hello, _______. / Hi, ______. Best / Kind regards, We use Miss when addressing
an unmarried woman. When
Dear Sir or Madam, Cordially,
To Whom It May Concern: Thank you for your consideration / time,
you don’t know if a woman is
married or not, use Ms.
• Ask students to answer each question in a complete
1. Write an introduction to your teacher. ______________________________________________ sentence on each line.
2. Write an introduction to your principal. ______________________________________________ • Check student’ answers.
3. Write an introduction to an unknown employer. ______________________________________________
4. Write a closing to your teacher. ______________________________________________
Note
Answer Key
Writing Which introductions and closings do you think are most
appropriate for different situations? Talk as a class.
Possible Answers
Cover Letter Guide
Note
6 read. then answer the questions in complete sentences. When you apply to a job, school, program, or
study abroad program, you are often asked to
1. Ivan is applying for a summer internship.
provide a résumé and a cover letter. A cover letter
2. Ivan gained his skills at school and on his own.
To Whom It May Concern: is a formal introduction to your résumé.
My name is Ivan Drago, and I’m interested in the summer internship program at Oogle. I don’t know if I have all 3. Ivan is involved in the Debate Club and the Robotics Club.
the qualifications you’re looking for. If you’re looking for someone with a lot of professional experience, I sadly don’t
have much. However, I do have a particular set of skills, skills I have acquired at school, and skills I have acquired
4. Ivan knows computer programming languages.
on my own. At school, I’m a member of the Presidential Honor Roll, and I’m at the top of my class. I’m involved 5. Ivan says he is a dedicated and hardworking team player.
in many school clubs, such as the Debate Club and the Robotics Club. My academic performance isn’t my only
strength. At home, I have practiced programming. By the summer, I will have learned three programming
languages: Python, Java, and PHP. This coming July, I will have also earned my MCSD certificate.
It is my lifelong dream to work at Oogle. If you give me the opportunity to pursue this dream, you
can expect a dedicated and hardworking team player. Attached is my résumé for your
consideration. I look forward to hearing from you.
Wrap Up
Kind regards,
Ivan Drago 7 C
hoose one of the following opportunities. Then
1. What is Ivan applying for? ______________________________________________
write a cover letter for the opportunity.
2. Where did Ivan gain his particular skills? ______________________________________________
3. What clubs is Ivan involved in? ______________________________________________ • Ask students to read the job opportunities.
4. What kinds of languages does Ivan know? ______________________________________________ • Ask students to choose one of the job opportunities.
5. How does Ivan describe himself? ______________________________________________
• Ask students to write a cover letter similar to the one
Wrap Up from activity 6 for the job opportunity they chose.
7 choose one of the following opportunities. then write a cover letter for the opportunity. • Tell students to write their cover letters on a separate
Summer Fuel The Princeton University sheet of paper.
THE MET Summer Journalism Program
Want to pursue a career in the
arts or in art history? We offer
• Check students’ cover letters to make sure they’re
Interested in Medical
Science,
paid internship opportunities
for students in the 10th and writing correctly.
11th grades. Learn from and
English Literature, or
Business? Then apply
for our assist staff in one of several
museum departments. Are you interested in writing, editing, or
• Ask some students to present their cover letters to the
at
study abroad program journalism? Come and learn from writers
Oxford University. Get
a taste
of England’s history, cultu
re, at The New York Times, The Washington
Post, The New Yorker, and other famous
class.
and traditions. publications.
49 • Give feedback.
Odyssey 5.indd 49 2021-06-07 �� 1:40:04
Extra Practice Résumés

Expressions Before class, prepare a copy of a general résumé from
A Cover Letter
the internet. Make sure to have enough copies for
5 L ook at the table. Then complete the activity. each student or be prepared to project it to the whole
Answers will vary. class. During class, show the résumé to students. Then
• Read the contents of the table. have them write their own résumés. Tell students to
OR think about the jobs they want to have when they are
• Ask students to read the table. writing their résumés. Explain and tell them to tailor
• Ask students if they know what kind of expression is their résumés to the jobs they want. Tell students to
being highlighted. write down the skills and interests they have that relate
• Ask students to answer the questions. to the jobs they want. After everyone has finished,
• Check students’ answers. ask some students to present their résumés to the
class. Remember to ask follow-up questions and give
Answer Key feedback.
Possible Answers
1. Hi, Mr. Anderson.
2. Dear Mrs. Smith,
3. To Whom It May Concern:
4. Sincerely,
Art Vandalay
49
Lesson E caReeR MappInG
E caReeR MappInG Project
aim: Make a career map
Aim: Make a career map Video

Video
Video 2 Watch the video. number the pictures in order. 4

• Tell students to share their predictions with their Video
partner.
politicians law concern occupation skills
Scan the QR code to link to the Unit 4 video. technician variety pursue performance involve
2 Watch the video. Number the pictures in order.

Video
4 Watch again. Fill in the blanks with the words you hear. 4
Video 1. You ________________ say my job is to make ________________.

4 2. For example, by the end of this year, 5.8% of nursing home staff will have been ________________
as a result of ________________.
• Play the video for students. 3. Some ________________ say that things will change very quickly. By 2050, 40% of all jobs
• Ask students if their predictions were correct. ________________ automated.
• Ask students to number the pictures in order. 4. It gets worse. One study predicted that 20% of all jobs ________________ automated by the year
________________.
• Play the video again if needed. Video
• Check students’ answers. 1. Ellen’s job is to study data and make predictions. true false
2. Ellen thinks many healthcare jobs are at risk. true false
Answer Key 3. Ellen believes automation will replace jobs in education. true false
4. Ellen believes truck drivers will learn to be computer programmers. true false
From left to right 5. Ellen thinks governments should create training programs in the future. true false
6 read the predictions and complete the response with your own ideas. discuss your reasons.
2, 1, 3
1. One study predicted that 20% of all jobs will have been automated by the year 2025.
I agree / disagree. I think that we can / can’t expect __________________________________________.
3 W atch again. Put a check mark () next to the 2. We can expect jobs that require repetitive work to be the first to go. But this could be a good thing.
I agree / disagree. I think automation will / will not be __________________________________________.
Video
words you hear. 4 50

Odyssey 5.indd 50 2021-06-07 �� 1:40:30
• Ask students to put a check mark next to the words

they hear.
Video
• Play the video again if needed. 5 Watch again. Circle true or false. 4
• Check students’ answers. • Play the video again.
• Ask students to read the sentence and circle true or
Answer Key
false.
politicians, law, occupation, skills, pursue
4 W atch again. Fill in the blanks with the words
Video
Answer Key
you hear. 4 1. true 2. true 3. false 4. false 5. true
• Ask students to write the words they hear in the blanks. 6 R ead the predictions and complete the response
• Play the video again if needed. with your own ideas. Discuss your reasons.
• Check students’ answers. • Ask students to read the predictions.
• Ask students to choose if they agree or disagree, and
Answer Key complete the rest of the answer based on what they
1. could, predictions think.
2. let go, automation • Tell students to find a partner.
3. estimates, will have been
• Ask students to discuss their answers and give reasons.
4. will have been, 2025
speaking properly.
• Ask some students to share their ideas with the class.
• Give feedback.
50
9 S hare your career map with a partner. Discuss
difficulties that could interrupt your plans.
Century Skills Then brainstorm secondary plans.
Career Map critical thinking communication
7 read the career map. • Ask students to take turns sharing career maps.
CAREER GOAL: BECOME A SURGEON IN ThE UNITED STATES • Ask students to talk about difficulties that could
Goal Study for and Goal Get a bachelor’s Goal Pass the Goal Enroll in
interrupt each career plan.
take the SAT. degree from Medical
College
medical school
and complete
• Ask students to come up with secondary career plans.
Get into a university.
good university. Major in a
science field
Admission Test
(MCAT). Apply
a Doctor of
Medicine
• Tell students to write their difficulties and secondary
Time Starts 2nd year
of high school
such as
biology.
for medical
school.
degree (MD).
Prepare for the
plans in the table or on a separate sheet of paper.
Time 4 years Time Starts 2nd year
USMLE test. • Check students’ work to make sure they’re doing it
of college
PLAN B
and ends
Time 4 years of school
Step 1 test (2nd
properly.
Goal Pass the eXamen nacional de ingreso (EXANII) senior year
and apply to medical school in Mexico. year of med • Give feedback.
school)
Goal Get Board Goal Choose a Goal Complete

Certification. specialty: medical school 10 R evise your career map. Then present your
Find a great orthopedic, and start a
hospital to neurological, surgical findings to the class. Share why you chose the
work at. cardiovascular, residency
Time After residency
etc. Study for program. Pass career, and talk about which steps you think will
and pass Step Step 2 of the
3 of the USMLE USMLE test. be the most difficult in your plan.
test.
Time 3-7 years
Time Choose specialty residency • Ask students to revise their career maps based on the
in 3rd year
Step 3 test
Step 2 test (4th
year of med
work they did in activity 9 .
(after 1st year
of residency)
school) • Tell students to make their revised career maps on a
8 Make a career map on a separate piece of paper. choose a career and set goals and • Ask each student to present their revised career map to
time limits for yourself.
the class.
9 share your career map with a partner. discuss difficulties that could interrupt your
plans. then brainstorm secondary plans. • Tell students to discuss why they chose their careers and
Possible Difficulty Plan B which steps they think will be the most difficult.
Ex. Cannot get into a US university. Ex. Apply for universities in my home country.
• Give feedback.
Teacher’s Note
10 revise your career map. then present your findings to the class. share why you chose Skills and Certifications
the career, and talk about which steps you think will be the most difficult in your plan.
51
Remind students that certain jobs require certain skills
and even certain kinds of certifications. For example,
Odyssey 5.indd 51 2021-06-07 �� 1:40:31
certain kinds of computer programmers require
certification in the programming languages that they
21st Century Skills specialize in. Similarly, veterinarians must have special
certifications and skills to take care of certain kinds of
7 R ead the career map. animals like horses or even zoo animals. Make sure
• Read the contents of the career map. students understand this and that they include notes
OR and plans about the special skills and certifications
• Ask students to read the career map. the careers they chose in activities 8 – 10 require.
• Ask students if they know what kind of information is Remember to help students who are having trouble
being highlighted. thinking of the skills and certification their careers
require.
8 M ake a career map on a separate piece of paper.
Choose a career and set goals and time limits for
yourself. Extra Practice Career Plan Feedback and
• Ask students to think of a career they want. Discussion
• Ask students to make a career map for the career they
As an extra step to activity 10 , and to encourage
chose similar to the one in activity 7 . students to listen to their classmates, before the
• Tell students to set goals and time limits in their career
presentations, put the students into groups of four.
map. Then before the first presentation, tell each group to
• Tell students to make their career maps on a separate
listen to the presenter and write down questions and
sheet of paper. feedback. Tell each group to have at least four different
• Check students’ career maps to make sure they’re
items. At the end of the presentation, hold a Q&A
making them properly. session where each group asks their questions or gives
• Give feedback.
feedback to the presenter. Carry out this process for
each presenter. Remember to ask follow-up questions
and give feedback.
51
MODULE 3
Unit
5 WHAT WILL YOU BE HAVING?

This unit will give students the ability to order food in
a restaurant, make special requests, talk about special
diets, food preferences, and good and bad manners using
MODULE 3
gerunds, infinitives, and different -ing forms.

Unit 5 AIMS
5
Lesson A: Listen to people taking and making meal orders
Lesson B: A
sk questions about a dish, state preferences, WHaT Will yoU be
Having?
and make special requests
Lesson C: R ead about preferences and manners in
different cultures
Lesson D: W rite an email requesting special
accommodations
Lesson E: M
ake a food guidebook for people with special
needs or diets
Target Skills
Lesson A: Listening
Lesson B: Speaking Scan for Audio
Lesson C: Reading
Lesson D: Writing A Listening Listen to people taking and making meal orders
Lesson E: Project B Speaking Ask questions about a dish, state preferences, and
make special requests
C Reading Read about preferences and manners in different cultures
Target Vocabulary D Writing Write an email requesting special accommodations
Lesson A Lesson B E Project Make a food guidebook for people with special needs or diets
accompany approximately
bistro arrange
bland base 52
fetch bitter Odyssey 5.indd 52 2021-06-07 �� 1:40:36
order contain
particularly flavor
raw frozen
savory instead (of)
Lesson C Lesson D
compared (in) advance
depend atmosphere
etiquette (in) case
interrupt insist
interval nearby
meanwhile occasion
proper otherwise
refuse owner
52
Some verbs can be followed by both gerunds and infinitives.
For some verbs, this changes the meaning, while for other
verbs, the meaning remains the same.
Usages Examples
Will you continue working at the
without a change in
bistro next year? / Will you continue
meaning
to work at the bistro next year?
He remembered going to the
swimming pool. (He went to the
swimming pool and later had a
with a change in
memory of it.)
meaning
He remembered to go to the
swimming pool. (He didn’t forget his
plan to go to the swimming pool.)
-ing forms
-ing forms can also appear as verbs and adjectives.
Usages Examples
Continuous tenses use the I’ve been working as a chef
-ing form of the verb. here for six months.
Adjectives usually appear
The recipe is not for
after the verb be, adverbs
beginners; even for me it
such as really, or before
was challenging.
nouns.
ice Breakers
Unit 5 Discussion
look at the photo and answer the questions. Look at the photo and answer the questions.
1. What is happening in the picture? • Ask students to look at the Unit 5 cover page.
2. What is your favorite kind of restaurant? Why?
3. What kinds of food do you enjoy? What kinds of food can you not eat?
4. How would you describe food from your country? • Give corrections and ask follow-up questions.
53 • Ask students to talk with a partner. Have students take
Odyssey 5.indd 53 2021-06-07 �� 1:40:37
Key Grammar Extra Practice More Discussion

gerunds and infinitives Ask more questions about food.
Gerunds and infinitives are verb forms that act as nouns.
A gerund is formed using verb + -ing. An infinitive is
What is your favorite foreign cuisine? Why?
formed using to + verb. Some verbs can only be
What is your least favorite foreign cuisine? Why?
followed by infinitives, while others can only be followed
Describe the most famous dish from your country.
by gerunds. Gerunds and infinitives can also be used at
What would you recommend a foreigner to eat from
the beginning of sentences.
your country’s cuisine? Why?
Usages Examples
Jess started eating healthy
food this year.
following a verb
Teresa offered to buy her
students dinner.
Peeling these kinds of fruits
at the beginning of a is quite difficult.
sentence as a subject To find a decent restaurant in
this town is not hard.
infinitives can also appear
Rhea has the determination
in the form verb + noun /
to get ahead in this industry.
pronoun + infinitive
53
Lesson A HoW WouLd You LIKe HoW WouLd You LIKe
A
Listening
THaT? THaT? aim: Listen to people taking and
making meal orders
Vocabulary
Aim: Listen to people taking and making meal orders 1 listen and number. 5-01
Vocabulary
1 Listen and number. 5-01 accompany bistro bland fetch

order savory particularly raw
Answer Key 1. Let’s _______________________ lots of food. I’m so hungry!
2. All of the food here is so _______________________. There’s nothing special on the menu.
From left to right, top to bottom 3. Theodore went to the shop to _______________________ a carton of milk.
2. accompany 4. Sheryl will _______________________ me to the restaurant this evening.

5. I don’t like eating any kind of _______________________ meat. I don’t even like sushi.
1. bistro
6. Hanna likes all kinds of cheese, but she _______________________ likes feta cheese.
8. bland 7. We usually eat lunch at the _______________________ down the street.
6. fetch 8. I never eat dessert. I only really like _______________________ foods.
7. order
Focus
4. savory
5. particularly How would you
How would you like
What kind of I prefer to go to small, your salad dressing ?
3. raw restaurant do quiet restaurants. / I prefer your steak ?
you prefer? prefer going to loud and
lively restaurants. I’d like to
have it on
• Practice
again. Point at different pictures and ask What types of I like to eat many types
I’
d prefer the side.
to have it
students to say the words. cuisine do you
like?
of cuisine. / I like eating
many types of cuisine.
medium-rare.
2 F ill in the blanks with the best vocabulary words. 4 listen and circle the answers. 5-02
1. Why does the man prefer sitting inside?

Change the form of the words if necessary. a. The weather is bad. b. It’s too noisy outside. c. It’s busy inside.

2. What does the woman order?
a. a rare steak, baked potato, and Brussels sprouts
• Ask students to write the best vocabulary word in each b. a medium-rare steak, baked potato, and squash
c. a well-done steak, baked squash, and Brussels sprouts
blank. 3. How does the man like onions?
a. uncooked b. sautéed c. on the side
1. order
2. bland Teacher’s Note
3. fetch Steak Doneness
4. accompany
Explain the different ways to prepare a steak to
5. raw
6. particularly
students. First, ask them how they like to eat their
7. bistro steak. Write their ideas on the board. Then go over
8. savory the ways to have steak prepared. Make sure students
understand the differences. Below is a chart on steak
doneness.
Focus
bleu steak cold, soft center with completely
3 T alk with a partner. red inside and a tiny bit of pink at
• Read the short conversations aloud or ask two students the edges
to read the short conversations aloud. rare steak cold, soft center with mostly red
• Ask students to practice the conversations with a on the inside and a little pink at
partner. the edges
medium rare steak warm, firm center with even
talk about different foods and preferences.
distribution of red on the inside
and pink at the edges
4 L isten and circle the answers. 5-02
medium steak firm center with pink on the inside
• Ask students to circle the correct answers. medium well steak firm and brown on the inside with
• Replay the audio if needed. brown at the edges and a pink
• Check students’ answers. line in the center
well done steak completely firm and gray / brown
Answer Key
on the entire inside
1. b 2. c 3. a
54
Note
Listen Up
Grammar Like and prefer can be followed by a gerund

or infinitive. However, would like and would
prefer can only be followed by an infinitive. 7 L isten and match the orders to the people.
Gerunds verb + -ing Infinitives to + verb Where do you think they are eating? 5-04
Some verbs can be followed by gerunds. Gerunds can Some verbs can be followed by infinitives. Infinitives
also appear at the beginning of a sentence as a subject. can appear at the beginning of a sentence as a • Listen to the audio.
subject. Infinitives can also appear in the form: verb +
noun / pronoun + infinitive. • Ask students to match the people to the correct orders.
Hector quit eating sweets a year ago.
Paul avoids eating spicy foods.
Sue promised to buy me lunch.
To eat at fancy restaurants requires a lot of money.
Cooking is a hobby of mine. Irina has the ability to succeed.
Some verbs can be followed by either a gerund or an infinitive without a change in meaning.
Will you continue working after you have your child? / Will you continue to work after you have your child? • Tell students to find a partner.
Some verbs can be followed by either a gerund or an infinitive with a change in meaning.
• Ask students to discuss where the people are eating.
He stopped drinking coffee. (He never drank coffee again.)
He stopped to drink coffee. (He stopped what he was doing and drank some coffee.)
6 read the sentences. then circle and write the correct words on the line. listen and
Answer Key
check your answers. 5-03
Rob and Bob – pizza (picture 3)
1. Diane can’t stand ________________ ( eating / to eat ) raw fish.
Maria – porterhouse steak (picture 1)
2. Ronaldo enjoys ________________ ( going / to go ) out to dinner.
3. Bernie and Ezekiel want ________________ ( inviting / to invite ) me to a new bistro.
Nikki and Charlize – kebabs (picture 2)
4. Jim just stopped ________________ ( buying / to buy ) coffee. Don’t worry, he’ll arrive soon.
5. They put the dressing on the salad? You always forget ________________ ( asking / to ask ) for it on the side.
Listen Up Wrap Up
7 listen and match the orders to the people. Where do you think they are eating? 5-04
8 L isten and answer the questions. 5-05

Rob and Bob Maria Nikki and Charlize
Note
Sautée means to quickly
cook food in a frying pan
with a little bit of oil.
Wrap Up Answer Key

8 listen and answer the questions. 5-05
1. a
1. Where does Mr. Erdem want to sit? 2. Why would Mr. Erdem like to sit in that place?
a. outside on the veranda a. The weather is warm. 2. b
b. inside near the veranda b. The weather is good.
c. near the indoor patio c. It’s noisy inside. 3. c
3. Who isn’t sure about what to eat? 4. How would Mr. Erdem’s father like his steak? 4. c
a. Mr. Erdem a. well-done
b. Charlize b. medium-rare 5. a. false
c. Mr. Erdem’s father c. medium
5. Circle true or false.
b. false
a. They order the filet mignon. true false c. true
b. Mr. Erdem orders rice pilaf instead of potatoes. true false
c. Charlize and Mr. Erdem’s father both enjoy eating New York strip steak. true false d. false
d. Charlize will tell Mr. Erdem and his father about the dessert items before they eat. true false
55
Odyssey 5.indd 55 2021-06-07 �� 1:40:40
Extra Practice Restaurant Role-plays

Grammar Tell students to get into groups of three. Ask students
to create a dialogue about food recommendations and
5 L ook at the table. ordering food in a restaurant. Tell students to have two
• Read the contents of the table. diners and one server in their dialogues. Tell students to
OR use the conversations in activity 8 as an example. Tell
• Ask students to read the table. students to write their dialogues on a separate sheet
• Ask students if they know what kind of grammar points of paper. After everyone is done writing, ask students
are being highlighted. to practice their dialogues. After that, have each group
present their dialogues to the class. After one group
6 R ead the sentences. Then circle and write the presents, ask the students who were listening some
correct words on the line. Listen and check your questions about the dialogue they just heard to make
answers. 5-03 sure they were paying attention. Remember to ask
• Ask students to read the sentence prompts. follow-up questions and give feedback.
• Ask students to circle and write the correct word /
phrase in each blank.
Answer Key
1. eating
2. going
3. to invite
4. to buy
5. to ask
55
Lesson B pLeaSe ReMeMbeR To pLeaSe ReMeMbeR To
B
Speaking
ReMoVe... ReMoVe... aim: Ask questions about a dish,
state preferences, and make
special requests
Vocabulary
Aim: A
sk questions about a dish, state preferences, and 1 listen and number. 5-06
make special requests
Vocabulary approximately instead (of) frozen arrange

• Ask students to write the correct number of the base flavor bitter contain
vocabulary word next to the word in the book. 2 Match the words with the definitions.
Note
Spoons, forks, and knives are often referred to as silverware or utensils.
1. bitter • • a. to move and organize things into a special order or position

Answer Key 2. base • • b. close to a particular number or time
From left to right, top to bottom 3. arrange • • c. extremely cold; turned into ice
4. flavor • • d. having a strong and unpleasant taste; the opposite of sweet
3. approximately 5. approximately • • e. used when saying something was chosen while others weren’t
5. instead (of) 6. contain • • f. to have something inside
7. frozen • • g. the quality of something that you can taste
1. frozen
8. instead (of) • • h. describing the main ingredient to which other things are added
6. arrange
4. base
Expressions
2. flavor Making requests
8. bitter 3 look at the table.
7. contain Making Requests
Phrases Examples
I hope it won’t be a bother, but could you… I hope it won’t be a bother, but could you have the
• Practice
again. Point at different pictures and ask chef put the sauce on the side?
students to say the words. Would it be possible to… Would it be possible to substitute the potatoes for
steamed vegetables?
Could you please tell the chef to hold the… Could you please tell the chef to hold the mayonnaise?
2 M atch the words with the definitions. Please remember to remove…

I have a(n)... allergy, so please remove...
Please remember to remove the jalapenos from the dish.
I have a peanut allergy, so please remove the peanuts.
• Ask students to read the words and the definitions. I’m allergic to..., so please tell the chef not to
include...
I’m allergic to milk, so please tell the chef not to
include dairy products in the dish.
• Ask students to match each word with the correct Did / Didn’t you remember to ask the chef to remove... Did you remember to ask the chef to remove the
cilantro?
definition.
1. d
2. h
Teacher’s Note
3. a Allergies and Allergic Reactions
4. g
Explain allergic reactions to students. Ask them about
5. b
6. f
allergic reactions that they know of. Then introduce
7. c new ideas and vocabulary, such as allergic reaction,
8. e allergy symptoms, break out, hives, rashes, get an
itch, itchy, scratch, sneeze, cough, swell up, swollen,
anaphylactic shock, allergy test, and so on.
Expressions
Making requests
OR
• Ask students if they know what kinds of expressions are
being highlighted.
56
5 L isten. Then match the food allergy to the correct
4 unscramble. person. 5-07
1. egg allergy, / in the dish. / I have / please tell / an / not to / the chef / so / include eggs
_________________________________________________________________________________ • Listen to the audio.
2. please tell / the onions? / the chef / Could you / to hold • Ask students to match each allergy to the correct
_________________________________________________________________________________
person.
3. Did you / chef to remove / to ask / the tomatoes? / remember / the
_________________________________________________________________________________ • Replay the audio if needed.
4. on my pizza? / I hope it / but could you / won’t be / not put basil / a bother, • Check students’ answers.
_________________________________________________________________________________
5. to nuts, / don’t put / I’m allergic / peanut butter / so / on my / please / bread. Answer Key
_________________________________________________________________________________
1. Mr. Alvarez – dairy (picture 4)
5 listen. then match the food allergy to the correct person. 5-07
2. Natasha – grapefruit (picture 3)
3. Pat – shellfish (picture 1)
4. Bev – nuts (picture 2)
Speak Up
1. Mr. Alvarez 2. Natasha 3. Pat 4. Bev
6 L ook at the dishes and allergies. Talk with a
partner. Ask each other about the foods and
Speak Up practice ordering foods to avoid the food
6 look at the dishes and allergies. talk with a partner. ask each other about the foods allergies. Take turns playing the waiter and the
and practice ordering foods to avoid food allergies. take turns playing the waiter and
the diner. diner.
• Ask students to look at the dishes and allergies.
pineapple fried rice pecan pie with vanilla cheese and tomato penne with cream • Ask students to take turns playing the waiter and the
with shrimp and ice cream pizza with a whole sauce and walnuts
peanuts wheat crust diner.
• Ask students to practice how to order the dishes to
avoid the allergies.
wheat (gluten allergy) shellfish allergy dairy allergy nut allergy
• Tell students to use the expressions in activity 3 and to
use the dialogues in activity 5 as an example.
Wrap Up
7 think of foods from your country. What foods would you recommend to people who have speaking properly.
the food allergies above? Make a list and talk as a group. • Ask some students to share their conversations with the
57 class.
Odyssey 5.indd 57 2021-06-07 �� 1:40:43
• Give feedback.
4 Unscramble. Wrap Up
7 T hink of foods from your country. What foods
would you recommend to people who have the
food allergies above? Make a list and talk as a
group.
Answer Key • Tell students to get into groups of three or four.
• Ask students to think about the allergies in activity 6 .
1. I have an egg allergy, so please tell the chef not to include eggs in the
• Ask students to make a list of dish recommendations
dish.
2. Could you please tell the chef to hold the onions? from their country that would be acceptable to people
3. Did you remember to ask the chef to remove the tomatoes? with those food allergies.
4. I hope it wouldn’t be a bother, but could you not put basil on my • Tell students to list at least two dishes for each food
pizza? allergy.
5. I’m allergic to nuts, so please don’t put peanut butter on my bread. • Tell students to write their lists on a separate sheet of
paper.
• Check students’ lists to make sure they’re doing them
correctly.
• Ask each group to present their list to the class.
• Give feedback.
57
Lesson C MInd YouR ManneRS
C MInd YouR ManneRS Reading
aim: Read about preferences and
manners in different cultures
Aim: R
ead about preferences and manners in different Vocabulary
cultures 1 listen and number. 5-08
Vocabulary
1 Listen and number. 5-08 etiquette compared depend interrupt

interval meanwhile proper refuse
Answer Key 1. It was pretty busy at the restaurant today, but there were short _______________________ of low activity.
2. Johan learned about Korean _______________________ so that he wouldn’t make any cultural mistakes.
From left to right, top to bottom 3. I’m so full. I’m afraid I’d have to _______________________ any more food that you offer me.
8. etiquette 4. I don’t mean to _______________________ you, but I think I have a better idea.
5. We can eat out or eat inside. It all _______________________ on what everyone else wants to do.
1. compared 6. Janie, get ready for school. _______________________, I’ll make you some breakfast.
5. depend 7. I finally learned the _______________________ way to make tiramisu.
3. interrupt 8. _______________________ to your last attempt, this beef stew is much better.
4. interval Pre-reading
2. meanwhile 3 talk with a partner. come up with a list of what is considered good and bad
7. proper manners in your country for each situation.
6. refuse
• Practice again. Point at different pictures and ask students

to say the words. Dining at home with family Dining at a restaurant Dining at a friend’s house
Good Manners: Good Manners: Good Manners:

• Ask students to read the sentence prompts. Bad Manners: Bad Manners: Bad Manners:

blank.
1. intervals
2. etiquette Teacher’s Note
3. refuse More on Bad Manners
4. interrupt
5. depends
Explain other expressions and vocabulary associated
6. Meanwhile with bad dining manners. Make sure students
7. proper understand what the items entail. Below is a list
8. Compared of expressions and vocabulary associated with bad
manners.
• talk with one’s mouth full of food
Pre-reading • chew with one’s mouth open
3 T
alk with a partner. Come up with a list of what • slurp one’s food
is considered good and bad manners in your • burp or make other bodily noises at the table
country for each situation. • talk on one’s phone while at the table
• play with one’s food
• Tell students to find a partner. • throw food
• Ask students to look at the dining pictures. • show up at someone’s house without a gift
• Ask students to discuss and make a list of good and • talk loudly
bad manners for each dining situation in their country.
• Tell students to write their lists on a separate sheet of
paper.
• Check students’ lists to make sure they’re doing them
correctly.
• Ask some students to share their lists with the class.
• Give feedback.
58
6 C ircle the answers.
Etiquette From • Ask students to circle the correct answers.
Around the World • Check students’ answers.
Could You Pass the Baguette? People in France, like in most Western countries, enjoy
eating with two hands. They use a fork in one hand Answer Key
and a knife in the other. Sometimes, though, the knife can be substituted for a piece of bread.
This depends on the kind of food being served, of course. The idea is that the bread helps one
to push things like stews or other sauce-based foods onto the fork. Therefore, when in France,
1. b
don’t start spreading butter on bread or bite directly into it. If one does so, then he or she might
get interrupted and told the proper way to use the bread, which is to tear off a small piece to use
2. a
as a utensil. Meanwhile, when one is not using the bread, place it next to your plate on a napkin or the 3. b
tablecloth rather than the plate.
Who Made this Mess? The Western idea of dining etiquette is far different from that
practiced in China. Main dishes, for example, are served in
intervals during a big Chinese meal. They don’t all come at once. People are always eating
something. On top of this, dishes are served on large platters compared to individual 7 T alk with a partner.
plates like in Western dining. People in China have to use chopsticks to move smaller
pieces of food to their smaller individual bowls and plates. Thus, the table can become
quite messy from people dropping pieces of food. In fact, leaving a little food around the
table is considered proper etiquette. It shows one’s hosts that the meal was enjoyed.
Furthermore, leaving leftovers shows the hosts that they provided plenty of food.
• Ask students if they would like to share their discussions
Thanks, but No Thanks! All over the world, people say “thank you” for simple acts of
kindness. In India, however, “thank you” should only be used
in formal settings. Saying “thank you” in a casual setting for little favors suggests that a person
with the class.
has gone to too much trouble to do something. For example, things like passing the salt at the
table or getting a meal from a friend are not things Indians would say “thank you” for. These
kinds of gestures are just part of close, casual relationships. Saying “thank you” would show that
the relationship is no longer close and casual. Moreover, don’t take offense if Indians traveling
abroad refuse to say “thank you.” They aren’t doing it to be rude, but rather to be polite.
Extra Practice Proper Etiquette and Manners in a

Wrap Up
Foreign Country
1. Eating with a knife in one hand and a piece of bread in the other is OK in France. true false Tell students to find a partner. Ask students to think
2. Biting directly from the bread isn’t considered proper etiquette in France. true false
3. To eat in China requires one to use bread and knives. true false of a foreign country with a totally different culture, or
4. Leaving a mess at the table is considered OK by Chinese people.
5. Indian people say “thank you” for everything that gets done for them.
true
true
false
false
assign each pair of students a different country. Make
6 circle the answers.
sure there is no overlap. Ask students to research good
1. In France, where on the table should one put his or her piece of bread? and bad manners in these foreign countries online. Tell
a. on the large platter b. on a napkin or tablecloth next to the plate c. on the plate directly
2. In China, what does leaving leftovers show?
students to describe why certain things are considered
a. that enough was provided b. that not enough was provided c. that more food is needed good or bad manners. Tell students to make a list of
3. In India, what does saying “thank you” to the doer of a favor show?
a. that the person who did the favor was slightly inconvenienced
the good manners, bad manners, and their reasons.
b. that the person who said “thank you” wants to keep a casual relationship When everyone is done working, ask each pair of
c. that the person who did the favor was a close friend
students to present the foreign country’s good and bad
1. What etiquette from another country do you find surprising? Why do you find it surprising? manners to the class. Ask students how the manners of
2. What etiquette from your country might foreigners find surprising? Why would it be surprising?
3. What would you tell a foreigner visiting your country to worry most about?
the different countries are similar or different from their
59 own country’s. Remember to ask follow-up questions
Odyssey 5.indd 59 2021-06-07 �� 1:40:55
and give feedback.
4 R ead the article. 5-09

OR
• Read the articles aloud.
OR
• Ask students to read parts of the articles aloud.
Wrap Up
false.
Answer Key
1. false
2. true
3. false
4. true
5. false
59
Lesson D SpecIaL needS
D SPECIAL NEEDS Writing
Aim: Write an email requesting
special accommodations
Aim: Write an email requesting special accommodations Vocabulary

Vocabulary
(in) advance (in) case insist owner
atmosphere nearby occasion otherwise
Answer Key
2 Fill in the blanks with the best vocabulary words. Change the form of the words if necessary.
1. Charlie wouldn’t let me leave without taking a cookie. He ____________________ that I take one.
1. (in) advance 2. The ____________________ in this place is a little dark and gloomy.
3. My favorite café is ____________________ our school. It’s not far away at all.
5. (in) case 4. You need to make a reservation. ____________________, you can’t get a table there.
4. insist 5. Let’s get some burgers just in ____________________ Paul doesn’t like sushi.
6. Henrietta is the ____________________ of Henrietta’s Jamaican Kitchen.
6. owner
7. We always go to a fine-dining restaurant for special ____________________.
3. atmosphere 8. I couldn’t get a table last night because I forgot to reserve one in ____________________.
7. nearby
2. occasion
Focus
3 Talk with a partner. It was the most / least amazing
8. otherwise meal I had in a long time!
How was the meal ?
• Practice
again. Point at different pictures and ask It was great / terrible. It had the
most / least interesting atmosphere
What did you think of that restaurant ?
I’ve experienced in a while.
Did you enjoy the party ? Yeah / No. It was the most / least
exciting party I’ve gone to in a while.
Change the form of the words if necessary. 4 Listen and circle the answers. 5-11
1. Why does Carlo want to go to Pho-Tacular? 2. Where will Emil likely go?
• Ask students to read the sentence prompts. a. The food is better than at Old Saigon. a. to Don Francisco’s
b. He wants to fill out his stamp card. b. to the Prancing Pony
• Ask students to write the best vocabulary word in each c. Paula is going to buy his meal. c. to Le Canard
blank. 3. Why might Malik have to squeeze tables together?

a. Allie has a large family.
• Check students’ answers. b. Allie will be coming during the busy time.
c. Allie didn’t reserve a table in advance.
60
Answer Key
1. insisted 2. atmosphere Odyssey 5.indd 60 2021-07-16 �� 8:23:20
3. nearby 4. Otherwise
5. case 6. owner
7. occasion 8. advance
Extra Practice An -ing Group Race
Before class, prepare a list of 30 words that take
an -ing form. Write either “gerund,” “verb,” or
Focus “adjective” next to each word. Make sure to have an
even distribution of each category. Print out enough
3 T alk with a partner. word lists for each student. During class, tell students
• Read the short conversations aloud or ask two students to get into groups of four. Split each group up into
to read the short conversations aloud. two teams. Give each student a copy of the word list.
• Ask students to practice the conversations with a Ask students to flip a coin to decide which team goes
partner. first. The students who go first then say a word of
• Tell students to practice the conversations again but to their choosing from the list to the other two students.
talk about different scenarios and ideas. The other two students then have to say and write a
sentence using the given word and category: gerund,
4 L isten and circle the answers. 5-11
verb, or adjective. Make sure to tell students to write
down the word and category as well and to cross the
word off the list. After they make a sentence, it is their
turn to say a word to the other two students. Have
students repeat this process until all the words on the
list have been used. At the end of the game, check
Answer Key each group’s sentences to make sure they are correct.
1. b 2. c 3. a The team with the most correct sentences in each
group wins.
60
7 R ead and listen to the messages. Then talk with a
Grammar partner and answer the questions. 5-12
Note
Look back to the grammar table on p. 55 to review the gerund form.
–ing forms
can appear as gerunds, verbs, and adjectives • Listen to the audio.
Continuous tenses use the –ing form of the verb. • Ask students to read and discuss the questions.
He was eating a sandwich when a bird flew down and stole it.
I’ve been coming to this restaurant for 15 years. • Tell students to write their answers on a separate sheet
Adjectives usually appear after the verb be, adverbs such as really, or before nouns.
This menu is really confusing. I can’t see how much this dish costs.
of paper.
This is an amazing restaurant. I’ll definitely be coming back here. • Check students’ answers.
6 read the sentences. then circle if the –ing form is used as a gerund, verb or adjective.
1. Eating ice cream is my favorite thing to do in summer. ( gerund / verb / adjective ) Answer Key
2. The atmosphere was so unexciting, so I went home early. ( gerund / verb / adjective )
3. This class looks a little boring to me. ( gerund / verb / adjective )
Possible Answers
4. My friends and I are interested in playing soccer after school. ( gerund / verb / adjective ) 1. He wants to make a reservation because he wants to celebrate his
5. I’ll be eating at a fancy new restaurant next week. Want to join me? ( gerund / verb / adjective )
father’s 70th birthday at the restaurant.
7 read and listen to the messages. then talk with a partner and answer the questions. 5-12
2. He requires two large tables in a quiet corner of the restaurant, and
he wants to talk to the cake designers.
Lake View Seafood Market
Special Request 3. Maria insists on that because celebrating a 70th birthday is more of a
Diego Valdez
To Whom It May Concern:
Re: Special Request
special occasion.
Hello, my name is Diego Valdez, and I have a
question regarding a special request. My father’s Hello, Mr. Valdez.
70th birthday is approaching quickly, and we My name is Maria Visconti, the owner of Lake View
would love to celebrate the occasion at your Seafood Market. Thank you for describing our
restaurant. We visited a week ago, and it was
Wrap Up
restaurant with such kind words. To answer your
the most amazing meal any of us have had in first question, we can certainly reserve a table or a
a while. Your restaurant is actually nearby our private room for a large family like yours.
family home. Anyway, we are quite a large Celebrating a 70th birthday is more of a special
family and would require two large tables in a
quiet corner of your restaurant. Otherwise, we
occasion, though. Therefore, I insist that you
reserve a private room at least a week in advance.
8 F ind a partner. Think of a special occasion
wouldn’t mind dining in a private room. Is this
something your restaurant could do? Also, I read
The privacy of the room and the atmosphere will
offer your family a better dining experience. For
to go to a restaurant. Write an email on a
an interesting article that said your restaurant
designs birthday cakes. Would it be possible if I
your second question, we would love having you
design a cake with our cake designers. Many
separate piece of paper asking for a reservation
tried talking to your cake designers to design the
perfect cake for my father? I’m looking forward
previous customers have said they had the most
interesting time doing it. Designing the cake is also
and include at least two special requests or
to hearing from you soon.
Best Regards,
included in the price of the private room and meal.
Just in case you have any other questions, call my
accommodations.
cellphone. The number is below. Call me soon, and
Diego Valdez
we’ll take your reservation. • Tell students to find a partner.
Best,
Maria Visconti
• Ask students to think of a special occasion to go to a
1. Why does Diego want to make a reservation at
Lake View Seafood Market? restaurant.
2. What are Diego’s requests?
3. Why does Maria insist on Diego reserving a private room?
• Ask students to think of a restaurant to go to.
• Ask students to write an email asking for a reservation
Wrap Up to the restaurant.
8 Find a partner. think of a special occasion to go to a restaurant. Write an email on a
separate piece of paper asking for a reservation and include at least two special • Ask students to include at least two special requests or
requests or accommodations.
61 accommodations in their emails.
Odyssey 5.indd 61 2021-06-07 �� 1:41:01
• Tell students to write on a separate sheet of paper.
correctly.
Grammar • Ask some students to present their work to the class.
• Give feedback.
OR Teacher’s Note
• Ask students if they know what kind of grammar point Writing Replies
is being highlighted. As an extension of activity 8 , ask students to exchange
their emails with another pair of students. Make sure
6 R ead the sentences. Then circle if the -ing form is each pair of students has an email that is not their own.
used as a gerund, verb, or adjective. Then have students read their new emails and write
a reply. Tell students to pretend to be the manager or
owner of the restaurant. Tell students to use the reply
• Ask students to decide whether the -ing form is used as
in activity 7 as an example. Ask students to write their
a gerund, verb, or adjective and circle the correct type.
replies on a separate sheet of paper. When everyone is
done writing, ask some students to share their replies
Answer Key with the class. Remember to ask follow-up questions
1. gerund and give feedback.
2. adjective
3. adjective
4. gerund
5. verb
61
Lesson E a pIcKY eaTeR
E a pIcKY eaTeR Project
aim: Make a food guidebook for
people with special needs or diets
Aim: M
ake a food guidebook for people with special Video
needs or diets 1 look at the pictures. What do you think the video will be about? Write a short summary
about what you think will happen on a separate piece of paper. then talk with a partner.
Video
Video
video will be about? Write a short summary
about what you think will happen on a separate
piece of paper. Then talk with a partner.
• Ask students to write a short summary about what they
think will happen in the video. Video
• Tell students to write their summaries on a separate 3 Watch the video again. circle the words you hear. 5
sheet of paper. based arrange insist interval

advance proper otherwise meanwhile
• Tell students to share their summaries with their partner. 4 Watch again. circle the answers.
Video
5
1. What’s the occasion?
Scan the QR code to link to the Unit 5 video. a. Karble’s birthday

c. their first time visiting Eat-aly
b. Burble’s birthday
d. their first time eating food on Earth
2. Finish the sentence correctly: They wait for Fabio _____________________________________.
a. to arriving to give them recommendations b. arriving to give them recommendations
2 Watch the video. Number the pictures in order. c. to arrive to give them recommendations d. to arrive giving them recommendations
3. Why does Burble ask for the crumbolts to be removed?
Video
5 a. He won’t eat anything brown. b. He doesn’t like the taste.
c. He only wants cheese and tomato sauce. d. They make him ill.
• Play the video for students. 4. Why does Karble decide to get crust on her pizza?
a. because it is brown b. because the waiter says she should
• Ask students if their predictions were correct. c. because Burble says she should d. because she didn’t want to refuse
• Ask students to number the pictures in order. 5 Watch again. Fill in the blanks with the words you hear.
Video
5
• Play the video again if needed. 1. I even ____________________ some proper formal Earth clothes.
• Check students’ answers. 2. I prefer _________________ to vegetables, but please remember ___________________ the toes.
3. I _____________________________ get the crust! _______________________ won’t be a pizza.
Answer Key 4. I hope you enjoyed ____________________ with us this evening. Here is your bill. How would you
________________________________________________________?
From left to right
62
2, 3, 1
Odyssey 5.indd 62 2021-06-07 �� 1:41:07
3 Watch the video again. Circle the words you hear.

Video 5 W atch again. Fill in the blanks with the words
5 Video

you hear. 5
• Ask students to circle the words they hear. • Play the video again.
• Play the video again if needed. • Ask students to write the words they hear in the blanks.
• Check students’ answers. • Play the video again if needed.
Answer Key
From left to right, top to bottom Answer Key
insist, advance, proper, otherwise 1. remembered to bring

2. eating potatoes; to remove
3. insist that you; Otherwise, it
Video
4 W atch again. Circle the answers. 5 4. dining; like to pay for it
Answer Key
1. a
2. c
3. d
4. b
62
21st Century Skills
Century Skills 6 L ook at the table. Read the information.
Picky Eaters creativity communication
collaboration critical thinking • Ask students to look at the table.
• Ask students to read the information in the table.
6 look at the table. read the information.
7 W ork with a partner. Together, list the different

foods and dishes from your country that would
Atkins Vegetarian Vegan Raw Food Paleo be suitable for each diet. Then, come up with a
Diet Diet Diet Diet Diet daily meal plan for each diet.
High protein and No animal-based No animal-based Only eat and Lean meat, fish,
fat diet foods, except foods, including drink raw foods fruits, vegetables, • Tell students to find a partner.
eggs, dairy, and eggs, dairy, and that are not nuts and seeds;
• Ask students to list and discuss the foods and dishes
honey honey refined or no grains, beans,
processed dairy products, from their country that would be suitable for each diet.
• Ask students to come up with a daily meal plan for
refined or
processed foods
each diet.
• Tell students to include meal plans for breakfast, lunch,
7 Work with a partner. together, list the different foods and dishes from your country that
would be suitable for each diet. then, come up with a daily meal plan for each diet. and dinner.
Breakfast Lunch Dinner • Tell students to write their notes and meal plans on a
Atkins Foods:
Diet Dishes:
Breakfast Lunch Dinner
Vegetarian Foods: correctly.
Diet Dishes: • Give feedback.
Vegan Foods:
8 P resent your meal plans to the class. Which group
Diet Dishes: had the best meal plans? Discuss what can be
Breakfast Lunch Dinner added to improve each group’s meal plans.
Raw Food Foods:
• Ask each group to present their meal plans to the class.

Diet Dishes:
• Discuss what can be added to each group’s meal plans
Paleo Foods:
to improve them.
Diet Dishes: • Ask follow-up questions.
• Give feedback.
8 Present your meal plans to the class. Which group had the best meal plans? discuss what
can be added to improve each group’s meal plans.
63
Extra Practice Create a Dish
Before class, prepare a list of five to 10 ingredients,
Odyssey 5.indd 63 2021-06-07 �� 1:41:08
Teacher’s Note such as flour, milk, tomatoes, eggs, beef, fish, bananas,
nuts, and so on. Any ingredients are OK so long as they
Special Diets can actually be made into something. During class,
Before starting the project, explain to students why write all the ingredients on the board. Alternatively,
some people choose to follow a special diet. Tell them during class you can tell students to pair up with
some people do it because they are allergic to certain another student. Then ask each pair of students for
foods while others do it for their health. Then ask one ingredient and list them all on the board. This
students to tell you any special diets they know of. Ask then becomes the ingredients list. Tell students to
if anyone in the class follows or knows someone who find a partner (or stay with the same partner). Have
follows a special diet. Then explain some other special each pair of students come up with a brand-new dish
diets to students, such as the Mediterranean diet, the using the given ingredients. Tell students to use all of
Mayo Clinic diet, volumetrics diets, the Ornish diet, and the ingredients. Tell students they can add one or two
so on. Research these diets before class to explain them more ingredients if they wish. Ask students to write
to students. the steps for preparing their dishes as well. When
everyone is done, ask each pair of students to present
their dish to the class. Vote on who had the most
delicious / interesting / strangest dish. Discuss what
could have been added or removed from everyone’s
dishes to make them better. Remember to ask follow-
up questions and give feedback.
63
MODULE 3
Unit
6 WHAT COULD HAVE BEEN DIFFERENT?

This unit will give students the ability to talk about their
regrets, the decisions they wish they had made in the
past, and their goals using type 3 conditionals and wish
MODULE 3
statements.

Unit 6 AIMS
6
Lesson A: R ead about events that could have been
avoided WHaT CoUld
Have been
Lesson B: L isten to people talk about things they could
have done differently
Lesson C: T alk about how you could have done things
Lesson D: W
differently
rite about something you wish you had done
differently
differenT ?
Lesson E: Create an alternative timeline
Target Skills
Lesson A: Reading
Lesson B: Listening Scan for Audio
Lesson C: Speaking
Lesson D: Writing A Reading Read about events that could have been avoided
Lesson E: Project B Listening Listen to people talk about things they could have done differently
C Speaking Talk about how you could have done things differently
Target Vocabulary D Writing Write about something you wish you had done differently
Lesson A Lesson B E Project Create an alternative timeline
attempt accept
disaster behave
escape hard 64
explode impossible Odyssey 5.indd 64 2021-06-07 �� 1:41:13
notice lie
obvious opportunity
plenty quit
warn truth
Lesson C Lesson D
essay cancel
extremely edit
goal frequently
opinion overweight
promise pretend
regret retire
supposed to reward
wish score
Lesson E
calculation
fool
strand
troublemaker
trust
64
wish statements
Wish statements are used to express when we want a
situation to be different.
Usage Form Example

to express we
want a situation
I wish I was tall.
in the present or wish + past simple
(I’m short.)
future to be
different
to express a regret, I wish I had
or that we want prepared for the
a situation in the wish + past perfect exam. (I didn’t
past to be prepare for the
different exam.)
Unit 6 Discussion

Ask more questions about past situations.
ice Breakers
1. Have you ever failed at something?
Describe a situation in which you wish you had
2. How do you deal with failure?
3. Can you think of something you regret? behaved differently. How did you originally behave?
4. What would you have done differently? Why were you unhappy with this behavior? How would
65 you have behaved differently? Why?
Describe a situation in which you would have behaved
the same.
Odyssey 5.indd 65 2021-06-07 �� 1:41:13
Why do you think people think about how they would

Key Grammar have behaved differently in past situations?
type 3 conditional
The Type 3 conditional is used to talk about a situation in
the past that isn’t real, and its possible outcome is also
not going to happen.
If + past perfect would have +past participle

I would have gotten an A
If I had studied harder,
grade.
If she hadn’t cheated on the she wouldn’t have
test, failed the class.
65
Lesson A IF onLY...
A IF onLY... Reading
aim: Read about events that could
have been avoided
Aim: Read about events that could have been avoided Vocabulary
Vocabulary explode
obvious
attempt
notice
warn
escape
disaster
plenty


5. 6. 7. 8.
correct picture.
Answer Key
1. notice
2 Fill in the blanks with the best vocabulary words.
2. attempt
1. If we leave now, we might be able to ___________________ the storm.
3. warn 2. That alarm is to ___________________ us of a fire. If there’s smoke, it will make a loud noise.
4. plenty 3. The issue was ___________________; we should have seen it right away.
5. obvious 4. There were ___________________ of experts at the meeting. The whole room was full!
5. They didn’t ___________________ the leak in the pipe until it was too late. That’s why the basement flooded.
6. escape
6. We lost all of our belongings in the ___________________.
7. explode 7. Their first ___________________ to rescue the workers failed. They had to try again.
8. disaster 8. If we don’t check on the equipment, it might catch fire. Then it could ___________________!
• Practice
Pre-reading
students to say the words. 3 look at the situations below. talk with a partner. What do you think is happening?
What could have been done differently?
2 Fill in the blanks with the best vocabulary words.

blank.
66
Answer Key
1. escape 2. warn Odyssey 5.indd 66 2021-06-07 �� 1:41:18
3. obvious 4. plenty
5. notice 6. disaster
7. attempt 8. explode
Pre-reading
3 L ook at the situations below. Talk with a partner.
Teacher’s Note What do you think is happening? What could
have been done differently?
What Could You Have Done Differently?
Explain to students that they can talk about the people • Ask students to look at the pictures.
and situations in activity 3 using the patterns below. • Ask students to take turns explaining what is happening
“What could she / he have done differently?” / “She / in the pictures and what the people could have done
He could have (different behavior).” differently.
What could she have done differently? / She could have • Give feedback.
used a headset to talk on the phone.
What could he have done differently? / He could have
been more careful going down the steps.
66
6 R ead the statements. Then fill in the boxes with
4 read the article. 6-02 the best place to insert the sentences [A–C].
If Only… • Ask students to read the sentences.
Challenger • Ask students to write in each box the letter
On January 28, 1986, the space shuttle Challenger exploded. Seven astronauts were killed in the explosion. But
if anyone had listened to Bob Ebeling, this horrible event wouldn’t have happened. Bob warned everyone that corresponding to where the sentence should fit in the
sending the shuttle into space was a mistake. The shuttle wasn’t built to work properly with the weather on that
day. [A] Ultimately, the launch ended in disaster. Supervisors didn’t listen to Bob’s warnings, and the shuttle blew text.
up. Sadly, the astronauts had no chance to escape.
Deepwater Horizon
The Deepwater Horizon oil spill was the second-largest oil spill in history and the largest in US history. Over 200
million gallons of oil spilled into the Gulf of Mexico. In addition, eleven workers were killed when the oil rig Answer Key
exploded. Sadly, the events that caused the rig to explode could have been prevented. Workers received some
unusual test results. If only they’d asked an experienced engineer about them, the disaster might have been
prevented. [B] 1. B
Mount Vesuvius 2. C
One of the most well-known natural disasters happened over 2,000 years ago. At least 1,500 people died when 3. A
Mount Vesuvius erupted. [C] There were obvious signs to warn people that the volcano was going to erupt. For
example, they didn’t notice that before the eruption occurred, the nearby sea had begun to boil. And for days
before the eruption, the Earth shook. Also, most animals left the city. If they had paid attention to the warning
signs, they would have had plenty of time to attempt to escape.
Disaster in Pompeii: A Timeline 7 T alk with a partner.

Days before the eruption – the Earth shakes
August 24, 79 CE
12 p.m. – an unusual cloud is seen northwest of the city of Pompeii • Tell students to find a partner.
1 p.m. – the volcano begins to spit ash into the air
2 p.m. – ash and white pumice stones fall on the city
5 p.m. – rocks the size of fists fall at a speed of 50 meters per second.
The city is dark because the sun is blocked by the ash cloud.
11:15 p.m. – the first pyroclastic surge (a mixture of gas and rock) hits
• Ask students if they would like to share their discussion
three nearby cities: Herculaneum, Boscoreale, and Oplontis
Midnight – over the next seven hours, six pyroclastic surges hit. with the class.
Temperatures rise to 570 degrees Fahrenheit, killing over 1,500 people
Note
When a volcano erupts, it ejects lava, ash, and gases. Lava is
Wrap Up molten (melted) rock that can be as hot as 1,200 degrees Celsius.

1. The Challenger disaster could have been avoided. true false Extra Practice Extreme Situations and Alternate
2. Deepwater Horizon was the largest oil spill in history. true false
3. There was an attempt to fix the oil rig. true false Courses of Action
4. Most animals left the city of Pompeii before the eruption.
5. It was obvious the volcano was going to erupt.
true
true
false
false
Tell students to find a partner. Then have them think
of a real-world extreme situation like a natural disaster
6 read the statements. then fill in the boxes with the best place to insert the sentences [a-c].
It took 85 days to stop the leak, which dumped over 210 million gallons of oil in the Gulf of Mexico.
or large-scale accident. Ask students to discuss the
Sadly, these deaths could have been prevented.
situation and list its details. Tell them to write their
Unfortunately, supervisors decided to ignore the warning signs and approved the shuttle for launch.
notes on a separate sheet of paper. Tell students
to research their situations online if needed. When
1. Which of these disasters do you think did the most damage? everyone is done listing the details of their situations,
2. What disasters have you learned about on the news recently?
3. Do you think they could have been prevented had someone done something differently?
ask students to come up with a different course of
4. Do you think you take warnings seriously? action that could have lessened the impact of their
67
situations. Ask students to describe what people could
Odyssey 5.indd 67 2021-06-07 �� 1:41:28
have done differently and why that would have helped.
When everyone is done working, ask some students to
4 Read the articles. 6-02 present their situations and alternate courses of action
to the class. Remember to ask follow-up questions and
give feedback.
OR
OR
• Ask students to read parts of the reading aloud.
Wrap Up
false.
Answer Key
1. true
2. false
3. false
4. true
5. true
67
Lesson B MY MISTaKeS
B MY MISTaKeS Listening
aim: Listen to people talk about things
they could have done differently
Aim: L isten to people talk about things they could have Vocabulary
done differently 1 listen and number. 6-03
Vocabulary
1 Listen and number. 6-03 hard behave truth lie

quit opportunity impossible accept
Answer Key 1. lie • • a. difficult to do or understand
2. truth • • b. an unreal fact about someone, something, or a situation
From left to right, top to bottom 3. opportunity • • c. to agree to take something
4. quit • • d. to act a certain way
3. hard 5. impossible • • e. to leave a job or place, or to stop doing something
6. behave 6. accept • • f. real facts about a situation
7. behave • • g. unable to do or be
8. truth
8. hard • • h. a chance to do something you want to do or something positive
4. lie
1. quit Grammar
5. opportunity 3 look at the table.
Type 3 Conditionals
2. impossible
Type 3 conditionals are used to talk about a situation in the past that isn’t real, and its possible outcome is also
7. accept not going to happen.
If + had + Past Perfect would / could / might have + Past Perfect
If I had behaved in class, I would have gotten better grades.
• Practice
again. Point at different pictures and ask If you hadn’t lied, you might not have gotten in trouble.
students to say the words. If his dad had accepted that job, they could have moved to Canada.
4 unscramble.
2 Match the words with the definitions. 1. you could have / quit your job, / made a lot / If you hadn’t / of money.
_________________________________________________________________________________
• Ask students to read the words and the definitions. 2. studied more / able to make more friends. / If you had / have been / English, you might
_________________________________________________________________________________
• Ask students to match each word with the correct 3. you would have / the prize, / had accepted / had ten blue ribbons. / If you
definition. _________________________________________________________________________________
4. If you had / more opportunities. / you might have / worked harder, / had
• Check students’ answers. _________________________________________________________________________________
68
Answer Key
1. b 2. f
Odyssey 5.indd 68 2021-06-07 �� 1:41:29
3. h 4. e
5. g 6. c
Extra Practice Type 3 Conditionals Race
7. d 8. a
Before class, prepare a list of 20 or so hypothetical
situations with bad outcomes, such as “got an ‘F’ on
Grammar the math test.” During class, split the class into two
teams and have each team line up at the front of the
class. Show or tell the first student in each line one
• Read the contents of the table. of the hypothetical situations. Tell them to say a type
OR 3 conditional sentence about the situation. The first
• Ask students to read the table. student to say a correct sentence wins a point for their
• Ask students if they know what kind of grammar point team. Have the first two students then move to the
is being highlighted. back of their respective lines. Next, repeat the process
for the next two students. Complete this process until
4 Unscramble. the situations are exhausted or each student has had a
• Ask students to look at the sentence parts. turn. The team with the most points at the end is the
• Ask students to unscramble the sentence parts and winner.
Answer Key
1. If you hadn’t quit your job, you could have made a lot of money.
2. If you had studied more English, you might have been able to make
more friends.
3. If you had accepted the prize, you would have had 10 blue ribbons.
4. If you had worked harder, you might have had more opportunities.
68
6 L isten again. Then fill in the blanks. 6-04
Listen Up • Listen to the audio.

5 listen and read the statements. Match the statements with the speakers. 6-04
• Ask students to write the missing words in the blanks.
a. If he’d studied harder, he might have graduated to
grade ten. • Check students’ answers.
1. David & Lisa 2. Melody & Darrel b. If he had the opportunity to study overseas, he would
have chosen a school in India. Answer Key
c. If he’d gone to tryouts, he might have made the team.
d. If she had stayed on the team, she would have gone on 1. David: opportunity, would have
the big trip. Lisa: chance, wouldn’t
3. George & Macy 4. Stephanie & Tom
2. Melody: I write, Japan
Darrel: had applied, have been
6 listen again. then fill in the blanks. 6-04
3. George: had told, gotten
1. David: If I had had a(n) _________________ to play, I _________________ made the team. Macy: you’d studied, passed
Lisa: If I’d had a(n) _________________ to try out, I _________________ have gotten on 4. Stephanie: would have gone
the team.
Tom: hadn't quit, be sad
2. Melody: If _________________ them a letter by tomorrow, I would be flying to
_________________ next week.
Melody: I’m sure if you _________________, you would _________________ accepted! 7 Listen again. Circle true or false. 6-04

3. George: If I _________________ the truth about it, I might have _________________
another chance.
Macy: If _________________ harder instead of cheating, you might have false.
_________________ your exams.
4. Stephanie: If I had stayed on the team, I _________________ with them.
Tom: If you _________________ the team, you wouldn’t _________________ right now!
Answer Key
1. false
7 listen again. circle true or false. 6-04
2. false
1. David is always on time. true false
2. Melody wishes she hadn’t applied to the university. true false
3. true
3. George thinks that he wouldn’t be in so much trouble if he had told the truth. true false 4. false
4. Stephanie is glad she quit the track team. true false
5. false
5. Tom wishes he had joined the team. true false
Wrap Up
8 talk with a partner about situations you could have avoided. What choices could Wrap Up
you have made to change the outcome?
69 8 T alk with a partner about situations you could
Odyssey 5.indd 69 2021-06-07 �� 1:41:33
have avoided. What choices could you have made
to change the outcome?
Listen Up • Ask students to discuss personal situations they could
5 L isten and read the statements. Match the have avoided.
• Ask students to discuss the choices they could have
statements with the speakers. 6-04
made to avoid the outcome of their situations using
type 3 conditionals.
• Ask students to match each statement to the correct
speaking properly.
speaker. • Ask some students to share their conversations with the
class.
Answer Key • Give feedback.
1. c
2. b
Teacher’s Note
3. a Class Discussion
4. d
Depending on the class, turn activity 8 into a class
activity by listing everyone’s situations on the board.
Then discuss with the whole class what else could have
been done differently to avoid the original outcome.
Alternatively, just list each pair of students’ situations
on the board. Then have each pair of students come
up with their own ideas of what could have been done
differently. Finally, discuss each situation and alternate
course of action as a class. Remember to ask follow-up
69
Lesson C beTTeR cHoIceS
C beTTeR cHoIceS Speaking
aim: Talk about how you could have
done things differently
Aim: T alk about how you could have done things Vocabulary
differently 1 listen and number. 6-05
Vocabulary
1 Listen and number. 6-05 wish supposed to goal extremely

essay promise opinion regret
vocabulary word / phrase next to the word / phrase in
the book.
1. promise • • a. to want a situation to be different than it is
2. supposed to • • b. to want something in the past to be different
Answer Key 3. essay • • c. a paper you write, often for school
4. goal • • d. to be expected or intended to do something
7. wish 5. extremely • • e. to say you will do something
1. supposed to 6. opinion • • f. something you are aiming to do
8. goal 7. regret • • g. very; more than usual

8. wish • • h. something you believe is true
6. extremely
2. essay Grammar
5. promise 3 look at the table. listen and repeat. 6-06
3. opinion Wish Statements

Wish statements are used to express when we want a situation to be different.
4. regret Usage Form Examples
to express when we want a situation in wish + past simple I wish I was at home in bed. (I’m at school.)
• Practice
again. Point at different pictures and ask the present or future to be different
to express when we want to be doing a wish + past continuous I wish I was sleeping in my bed right now.
students to say the words. different action in the present or future (I’m sitting at my desk.)
to express a regret, or that we want a wish + past perfect I wish I had slept longer last night. (I didn’t
situation in the past to be different sleep long enough.)
2 M atch the words with the definitions. 4 Fill in the blanks with the words in the box and the correct form of the given verbs.
• Ask students to read the words and the definitions. supposed promise opinion essay
• Ask students to match each word / phrase with the Ex. I wish I had reached my exercise goal before the summer started.
1. I wish I had ________________________ to take out the trash yesterday. (keep)
correct definition. 2. I wish I was ________________________ right now. (write)
• Check students’ answers. 3. I wish I wasn’t _________________________ at school right now. (be)
4. I wish I had ________________________ in math class last week. (offer)
70
Answer Key
1. e Odyssey 5.indd 70 2021-06-07 �� 1:41:34
2. d
3. c
4 F ill in the blanks with the words in the box and
4. f
the correct form of the given verbs.
5. g
6. h • Ask students to read the sentences.
7. b • Ask students to complete each sentence with the best
8. a word from the box and the correct form of the given
verb.
Grammar
Answer Key
3 Look at the table. Listen and repeat. 6-06 1. kept my promise
• Read the contents of the table. 2. writing my essay
OR 3. supposed to be
• Ask students to read the table. 4. offered my opinion
70
Expressions
5 listen and repeat. Put a check mark ( ) in the correct column. 6-07
Expressing goals and aims
Wish Statement Past Simple Past Continuous Past Perfect
1. I wish I’d gone to school today; I was
supposed to help my teacher.
2. I wish I was writing my essay right now; I’m
worried I won’t have enough time.
3. I wish I was still playing baseball; I regret
quitting the team.
OR
4. I wish I had my markers; I really want my • Ask students to read the table.
poster to be extremely colorful.
• Ask students if they know what kind of expression is
Expressions being highlighted.

Expressing goals and aims
Expression Usage Meaning 7 A nswer the questions using the given
to keep up My goal is to keep up with my
classmates.
to progress at the same speed as
someone or something expressions.
to go above and beyond I like to go above and beyond because I to make an extra effort to do something
want to do extremely well. more than what is required • Ask students to read the questions.
to come out on top I’ll have to work harder, otherwise I
won’t come out on top.
to be the most successful
• Ask students to write the answer on each line using the
to stand out I want this essay to stand out. to be different and better given expression.
7 answer the questions using the given expressions. • Check students’ answers.
1. What was your goal in English class this year? (to stand out)
______________________________________________________________________________ Answer Key
2. What did Katie promise to do in math class? (to keep up) Possible Answers
______________________________________________________________________________
3. What does Kenny regret? (to go above and beyond) 1. My goal in English class was to stand out.
______________________________________________________________________________ 2. Katie promised to keep up (in math class).
4. What does Lenny hope will happen at the soccer game? (to come out on top)
3. Kenny regrets not going above and beyond.
______________________________________________________________________________
4. Lenny wishes he will come out on top.
Wrap Up
8 talk with a partner. Write three regrets on a separate piece of paper. then make three
wish statements about what you wish you had done differently.
Wrap Up
Activity
Regret #1 ___________________________
8 T alk with a partner. Write three regrets on a
Regret #2 ___________________________ separate piece of paper. Then make three wish
Regret #3 ___________________________
statements about what you wish you had done
Ex. I wish I wasn’t late
all the time because
Ex. I wish I had studied
harder because I am
Wish statements differently.
that’s not a good having a hard time I wish ______________________________.
way to stand out. keeping up with my
because ____________________________.
classmates.
71 • Ask students to each think of and write down three
regrets.
Odyssey 5.indd 71 2021-06-07 �� 1:41:40
• Ask students to write three statements about what they

wish they had done differently.
5 L isten and repeat. Put a check mark () in the • Tell students to write their regrets and wishes on a
correct column. 6-07 separate sheet of paper.
• Read the contents of the table. • Ask students to take turns discussing their regrets and
OR wishes.
• Ask students to read the table. • Check students’ conversations to make sure they’re
• Listen to the audio. speaking properly.
• Ask students to repeat aloud after the audio. • Ask some students to share their conversations with the
• Ask students to put a check mark in the correct column class.
for each sentence. • Ask follow-up questions.
• Check students’ answers. • Give feedback.
Answer Key
1. past perfect Extra Practice More Regrets and Wishes
2. past continuous Tell students to work with the same partners from
3. past continuous activity 8 . Ask students to make a list of five situations
4. past simple
that happened to celebrities. For example, “Ronaldo
moved from playing soccer in Spain to Italy.” Then
have students discuss making wish statements from
the point of view of the celebrities they chose to write
about. Ask some students to share their conversations
with the class. Tell students to not name their
celebrities. Have the other students guess who they
are. Remember to ask follow-up questions and give
feedback.
71
Lesson D I WISH I Had...
D I WISH I Had... Writing
aim: Write about something you
wish you had done differently
Aim: W
rite about something you wish you had done Vocabulary
differently 1 read the words in the box. then listen and write the vocabulary word you hear. 6-08
retire score cancel edit

frequently reward pretend overweight
Vocabulary
1. 2. 3. 4.
1 R ead the words in the box. Then listen and write

5. 6. 7. 8.
correct pictures.
Answer Key 2 Fill in the blanks with the best vocabulary words.
1. reward 2. cancel 1. Can you ___________________ my research paper for me? I’ve looked at it too many times.
2. Our team isn’t keeping up! If we don’t play harder and ___________________ some more points, we’ll lose!
3. frequently 4. overweight
3. If I had paid more attention in math class, I wouldn’t have to use my calculator so ___________________.
5. retire 6. score 4. If I work hard enough, I can ___________________ while I’m still young.
7. edit 8. pretend 5. There’s a huge ___________________ for anyone who has seen the boy in the photo.
6. The alarm went off, but I’m still tired. Can we ___________________ it’s still night time?
• Practice
again. Point at different pictures and ask 7. This scale says that I am heavier than usual. Do you think that I’m ___________________?
8. I wish I could ___________________ my membership to the gym. I never go there anymore.
Focus
2 F ill in the blanks with the best vocabulary words. 3 talk with a partner. 4 listen and circle the best
response.
6-09
Hey, Dad. What did you do when you were a football star ?
1. a. b. c. d.
When I was a football star, I would exercise frequently. 2. a. b. c. d.
blank. When I was a football star, I used to exercise frequently.
3. a. b. c. d.
• Check students’ answers. 4. a. b. c. d.
What is a bad habit you used to have?
Note
Answer Key Well , I used to edit my emails for a really long time.
Use used to / would + action to talk about repeated
past actions that don’t happen anymore. I used to
paint (every day). (Now, I don’t.)
Well , I would edit my emails for a really long time.
1. edit 2. score Don’t use used to / would if something has happened
only once. I used to paint that one picture.
3. frequently 4. retire 72
5. reward 6. pretend
Odyssey 5.indd 72 2021-06-07 �� 1:41:42
7. overweight 8. cancel
Extra Practice What Did You Use to Do?

Focus Have students practice talking about things they used to
3 Talk with a partner. do using the patterns below.
• Read the short conversations aloud or ask two students “What did you use to do when you were younger?” /
to read the short conversations aloud. “When I was younger, I used to / often / would (action).”
• Ask students to practice the conversations with a “What did you use to do (time frame)?” / “I used to /
partner. often / would (action) (time frame).”
talk about different habits and experiences.
What did you use to do when you were younger? / I
often read comic books when I was younger.
4 Listen and circle the best response. 6-09
What did you use to do in elementary school? / In
• Listen to the audio. elementary school, I would ride my bike around the
• Ask students to circle the best responses. neighborhood every day.
Answer Key
1. b
2. b
3. c
4. c
72
6 R ead the passage. Then circle the answers to the
5 Write a statement about each person’s habit using used to or would. then write a type 3 questions.
conditional statement.
habit Problem Result Statements • Ask students to read the passage.
1. Ex. Lenny worked. He quit his job. He can’t go shopping. Ex. Lenny used to work. If he hadn’t • Ask students to read the questions.
quit his job, he would be able to go
shopping. • Ask students to circle the correct answers.
2. Jane talked on the She frequently forgets Her phone was
phone often. to pay her phone bill. canceled. • Check students’ answers.
3. Petra ate fast food She never did any She was overweight.
every day. exercise.
4. John wrote books. He didn’t send his He didn’t sell any Answer Key
books to an editor. copies.
5. The team missed They didn’t score They lost.
1. No
practices. enough points in the
game.
2. No
3. Yes
6 read the passage. then circle the answers to the questions.
4. Yes
I am 72 years old. When I was in elementary school, I frequently pretended I was an
editor. But when I was seventeen, I had to decide between two choices. I could go to
college and study to be an editor, or I could go to clown school. Since I had trouble
keeping up with the other students, I decided to go to clown school. Thinking about
it, if I hadn’t missed the bus so often, I would probably have gotten better grades. 7 Read the passage again. Write the timeline.
Nevertheless, I didn’t score very high marks. Because I didn’t get good marks, I couldn’t
keep up with the other kids. I didn’t go to college. So now, I work at the circus. If I had • Ask students to read the passage in activity 6 again.
become an editor, I could have retired at a younger age. I wish I hadn’t missed the bus
to school so much. Then I would have been able to retire early! • Ask students to read the prompts in the box.
1. Does he work as an editor? Yes / No • Askstudents to write the correct detail from the box on
2. Did he do well in school? Yes / No
3. Could he have gotten better grades? Yes / No each line.
4. If he had stayed in school, could he have retired now? Yes / No • Check students’ answers.
7 read the passage again. Write the timeline.
Answer Key
If I hadn’t missed the bus
I would pretend I
I couldn’t keep up. so often, I would probably
I used to go to
I wish I could retire! 1. I used to go to elementary school.
was an editor. elementary school.
have gotten better grades.
2. I would pretend I was an editor.
1. Past: ______________________________________________________________________________ 3. I couldn’t keep up.
2. When he was young: ________________________________________________________________
3. High school: ________________________________________________________________________ 4. If I hadn’t missed the bus so often, I would probably have gotten
4. Regret: ____________________________________________________________________________ better grades.
5. Now: ______________________________________________________________________________
5. I wish I could retire!
Wrap Up
8 Write about your own life. choose a few things that could have been true in your life,
had you made different decisions. or choose to write about one of the descriptions of
events below. Wrap Up
Old habit: riding a bike to school every day Old habit: going to a museum every week 8 W rite about your own life. Choose a few things
New habit: joined a band New habit: watching TV
Did not: move to India / become a teacher Did not: study hard / get into college that could have been true in your life, had you
73 made different decisions. Or choose to write
Odyssey 5.indd 73 2021-06-07 �� 1:41:42
about one of the descriptions of events below.
• Ask students to write about something that could
have been different in their own lives had they made
5 W rite a statement about each person’s habit
different decisions, or write about one of the given
using used to or would. Then write a type 3
scenarios.
conditional statement.
• Tell students to use the passage in activity 6 as an
• Ask students to look at the table. example.
• Ask students to write one sentence about each person’s • Tell students to write on a separate sheet of paper.
habit using used to or would and one sentence about • Check students’ work to make sure they’re writing
what could have happened differently using a type 3 correctly.
conditional. • Ask some students to share their writing with the class.
• Tell students to write their sentences in the book or on • Give feedback.
a separate piece of paper.
Extra Practice Write About Different Scenarios
Answer Key Ask each student to write a scenario similar to the
Possible Answers given scenarios in activity 8 . Tell students to write their
1. Lenny used to work. If he hadn’t quit his job, he would be able to go scenarios on a small piece of paper. When everyone is
shopping. done, collect all of the scenarios. Put them in a hat and
2. Jane used to / would talk on the phone often. If she had paid her have students randomly pick a scenario. Make sure no
phone bill, they wouldn’t have canceled her phone. one gets the scenario they wrote. When everyone has
3. Petra used to / would eat fast food every day. If she had exercised, she
a scenario, have each student write a story about it. Tell
wouldn’t be overweight.
students to keep their writing similar to the passage in
4. John used to / would write books. If he had sent them to an editor, he
might have sold some copies.
activity 6 . When everyone is done, ask some students
5. The team used to / would miss practices. If they had scored enough to share their stories with the class. Remember to ask
points at the game, they wouldn’t have lost. follow-up questions and give feedback.
73
Lesson E IF I couLd do IT aLL IF I couLd do IT aLL
E
Project
aGaIn... aGaIn... aim: Create an alternative timeline
Video
Aim: Create an alternative timeline 1 Match the words with the definitions.
1. calculation • • a. to leave someone in a place with no way out
2. trust • • b. a person who acts unwisely or unintelligently
Video 3. fool
4. strand
•
•
• c. to believe that someone is good and honest
• d. the use of math to solve a problem
5. troublemaker • • e. someone who causes problems
1 Match the words with the definitions. 2 look at the pictures. What do you think the video will be about? talk with a partner.
• Ask students to read the words and the definitions. Video
definition.
Answer Key
1. d
2. c
3. b
4. a
5. e
Video
2 L ook at the pictures. What do you think the video notice truth quit supposed to pretend
will be about? Talk with a partner. explode attempt essay promise overweight
• Ask students to look at the pictures. Video

5 Watch again. Fill in the blanks with the words you hear. 6
• Ask students to make predictions about the video they’re 1. If I _________________________ to help you little twerps, I’d _________________________ adventures right now.
about to watch. 2. If you _________________________ the truth, I _________________________ to steal the World Hopper engine.
3. I wish we _________________________ it sooner.
• Tell students to talk with a partner. 4. If you _________________________ to check on me, you _________________________ away.
• Tell students to share their predictions with their partner. 5. You’re going to wish _________________________ me, Leinad.
Video
Scan the QR code to link to the Unit 6 video. 1. Eric’s calculations were wrong. true false
2. Leinad has just been on an adventure across the multiverse. true false
3. Tom doesn’t hand over the engine quietly. true false
4. The World Hopper engine explodes. true false
3 Watch the video. Number the pictures in order. 5. Lisa comes back to check on Leinad. true false
Video 74
6
• Play the video for students. Odyssey 5.indd 74 2021-06-07 �� 1:41:48
• Ask students if their predictions were correct.

• Ask students to number the pictures in order. 5 W atch again. Fill in the blanks with the words
• Play the video again if needed. Video
you hear. 6
Answer Key • Play the video again.
From left to right • Ask students to write the words they hear in the blanks.
2, 3, 1
4 W atch again. Put a check mark () next to the Answer Key
Video
words you hear. 6 1. hadn’t agreed, be out on
2. had just told us, wouldn’t have had
3. had stolen
• Ask students to put a check mark next to the words 4. hadn’t stopped, could’ve gotten
they hear. 5. that you’d never met
• Check students’ answers. Video
6 W atch again. Circle true or false. 6
Answer Key
From left to right, top to bottom • Ask students to read the sentences and circle true or
truth, explode, attempt, promise, overweight false.
Answer Key
1. false 2. true 3. true 4. true 5. true
74
8 Interview a classmate, teacher, family member,
etc. about their past. Then use a separate piece of
Century Skills paper to create a timeline for them.
How It Would Have Been creativity critical thinking
• Ask students to interview a classmate, teacher, family
7 read the passage. on a separate piece of paper, write a list of highlights about the life member, or someone else.
of louis armstrong. use the given sentence structures shown below. • Tell students to ask the person questions about their life
Louis Armstrong was born in 1901. When he was born, his mother was
only sixteen, and his father left shortly after. Louis grew up in New Orleans,
and past experiences.
where jazz music was very popular. When he was a child, Louis played the • Ask students to create a timeline for the events in that
trumpet. It was obvious he had a great talent for music from an early age.
Louis lived in poor neighborhoods. Louis would do odd jobs to help his person’s life.
family earn the money they needed to survive. When he was 11, he quit • Tell students to write their timelines on a separate sheet
STRUCTURES school. He frequently got into trouble. For example, when he was 13, he
1. Louis used to…

took his father’s gun and shot it into the air. He was arrested and spent of paper.
one night in jail.
2. When he was young, he
would… He eventually escaped from the difficulties of poverty. By working harder
3. He probably regretted…
4. If he had / hadn’t… then
and earning more opportunities to play jazz, he was noticed by many
musicians. They invited him to play in their bands. Louis went on to
properly.
he would have / wouldn’t become one of the most famous jazz musicians in the world. • Ask some students to present their timelines to the class.
have…
It’s almost impossible to achieve what Louis did in a lifetime, especially
5. He likely wishes he had /
coming from the extremely difficult situation he did. Who knows what
had not…
would have happened if he hadn’t been such a talented musician. • Give feedback.
8 interview a classmate, teacher, family member, etc. about their past. then use a
separate piece of paper to create a timeline for them.
Teacher’s Note
Interviewer Answer Interview Questions
1. Tell me about something
you used to do. When did
__________________________________________
__________________________________________
Tell students to ask other interview questions besides
you used to do it?
__________________________________________ the ones in activity 8 . Let them know that they
__________________________________________
__________________________________________ can ask more detailed and personal questions. Also
__________________________________________
tell students to ask follow-up questions to the main
2. Name a difficult choice you’ve __________________________________________ interview questions in activity 8 . For example, have
had to make. __________________________________________
3. Name something that would __________________________________________ students not only ask what and when, but also ask
have been different if you had
made a different choice.
__________________________________________
__________________________________________
questions about who, where, why, and how. This way,
4. Name one thing you wish you’d
done differently. __________________________________________ they will get as much detail as possible from the people
5. Name something you regret __________________________________________ they interview.
doing. __________________________________________
6. Name something you regret __________________________________________
NOT doing.
__________________________________________
7. When you were younger, what
__________________________________________
did you want to grow up to be?
8. What do you want to do now?
__________________________________________ Extra Practice Your Alternate Timeline
Ask students to make a list of their greatest regrets
75
and the decisions they could have made to avoid them.
Odyssey 5.indd 75 2021-06-07 �� 1:41:49
Next, have students create alternate timelines for
their lives by making the decisions they wish they had
made in order to get rid of their regrets. Tell students
21st Century Skills
to write their alternate timelines on a separate sheet
7 R ead the passage. On a separate piece of paper, of paper. After they have created their timelines to
write a list of highlights about the life of Louis the point where they are in their current lives, have
Armstrong. Use the given sentence structures students create their future timelines. Have them write
shown below. about things they wish to do in the future. Tell students
• Ask students to read the passage. to write in a way that it makes a complete story of
• Ask students to write a list of highlights about Louis their lives. When everyone is done writing, ask some
Armstrong’s life. students to present their alternate timelines to the
• Ask students to use the given sentence structures to class. Remember to ask follow-up questions and give
write their highlights. feedback.
• Tell students to write their sentences on a separate
sheet of paper.
• Check students’ sentences to make sure they’re writing
them correctly.
• Give feedback.
75
G r a m m a r r e v ie w
Unit 1 adverb clauses for time
present perfect vs. past simple Adverb clauses for time are dependent clauses used to
show when something happens.
Present perfect is used to talk about actions that happened
at an unspecified time in the past. It can also be used to talk Usage Example
about unfinished events between the past and now. Past present - the dependent
simple is used to talk about completed actions in the past, When I visit my grandmother, I
often specifying when the action took place. always bring flowers for her.
present forms
Forms Examples When she arrived at the station, I
past - the dependent
was feeling a little nervous.
present I have just cooked dinner. and main clauses use
When I got up to leave, the host
perfect I have seen some amazing rock concerts. past forms
told me to sit back down.
past She wore a traditional costume last night.
future - the dependent After I finish university, I will do
simple They visited a folk village yesterday.
clause uses present some volunteer work for a while.
present perfect continuous forms and the main Before I move to Japan, I will
clause uses future study the language as much as I
The present perfect continuous is formed using has / have forms. can.
been + verb + -ing. It is used to talk about continuing
Every time I offered to pay for a
events happening between the past and now. whenever and every
meal, he would refuse it.
time are used for
We often use the signal words since, for, recently, and Whenever I go into a library, I turn
repeated situations
lately with the present perfect continuous tense. off my cell phone.
Usages Examples
to talk about actions which I’ve been coming to this Unit 3
started in the past and festival every year since
continue up until now 2012. past perfect
to talk about temporary Have you been studying The past perfect is formed using had + past participle.
habits or situations much recently? We use it to talk about an action that happened before
to talk about actions which I’ve been helping Janice at another action in the past. When talking about past
have recently stopped and the food stall all day, so I’m actions using before and after, past simple and past
have a result in the present exhausted. perfect often have the same meaning.
Usages Examples
Unit 2 Describing an action that

They had been stuck on
the mountain for six hours
was completed before
modals of obligation and prohibition before the helicopter came.
another action or time in the
Reese had just arrived home
Modals of obligation and prohibition are often used to past.
when she heard the news.
talk about rules and expectations about behavior.
Describing a past action
It stopped raining after I had
Usage Example using before and after. The
bought an umbrella.
past simple and past perfect
use must and have to for You must take off your shoes It stopped raining after I
have the same meaning in
obligation in the present when you go inside. bought an umbrella.
these examples.
use must not (mustn’t) for You must not wear short
prohibition in the present pants here.
use had to for obligation in We had to welcome all the
the past guests.
You shouldn’t speak to him
use should (not) and had
like that.
better (not) to give advice
You had better take of your
about rules
hat.
76
past perfect continuous modals of ability
Past perfect continuous tense describes an action that was The modal verbs can, could, and be able to are used to
in progress before another activity or time in the past. We express whether someone or something has the ability to
often use the past perfect continuous with because to talk complete an action.
about the cause of something in the past.
Usage Example
The form of the past perfect continuous is had been +
Can is used to express
verb + –ing.
I can play guitar and piano.
We often use the adverbs for, since, before, and when the present. Can’t is used to
I can’t speak Spanish.
before introducing the second action. express (general & specific)
inability in the present.
Usages Examples
I could play the violin when I
He had been climbing for Could is used to express
was young.
2 hours when he finally (general) ability in the past.
to talk about an action in I couldn’t swim when I
reached the top. Couldn’t is used to express
progress before another was young.
They had been warning (general & specific) inability
action in the past I couldn’t finish the math
hikers about the danger in the past.
exam yesterday.
since early 2018.
I’m able to have a short
Joni’s hair was wet because Be able to is used to express
conversation in French.
to describe the reason for she had been swimming. (general & specific) ability in
I will be able to play that
something in the past Johan’s face was red because all tenses.
song on guitar.
he had been crying.
Unit 4
future perfect simple
The future perfect simple is a verb tense used for actions
that will be completed before some point in the future.
To form the future perfect tense use will have + past
participle.
I won’t have finished my
I will have finished all my
afternoon.
afternoon.
She won’t have saved any
She will have saved $1,000.
money.
Sentences in future perfect simple and sentences in simple
future tense often have the same meaning.
Ex. Jane will start the presentation before you get here. / Jane
will have started the presentation before you get here.
Future perfect tense is most often used to show sequence with
prepositions.
Ex. At 3 p.m., Jane will start the presentation. (This means
Jane will wait until 3 p.m. to start.)
Jane will have started the presentation by 3 p.m. (This
means Jane will start the presentation before 3 p.m.)
77
G r a m m a r r e v ie w
Unit 5 Unit 6
gerunds and infinitives type 3 conditional
Gerunds and infinitives are verb forms that act as nouns. The type 3 conditional is used to talk about a situation in
A gerund is formed using verb + -ing. An infinitive is the past that isn’t real, and its possible outcome is also
formed using to + verb. Some verbs can only be not going to happen.
followed by infinitives, while others can only be followed
by gerunds. Gerunds and infinitives can also be used at If + past perfect would have +past participle
the beginning of sentences. I would have gotten an A
If I had studied harder,
grade.
Usages Examples
If she hadn’t cheated on the she wouldn’t have
Jess started eating healthy test, failed the class.
food this year.
following a verb
Teresa offered to buy her wish statements
students dinner. Wish statements are used to express when we want a
Peeling these kinds of fruits situation to be different.
at the beginning of a is quite difficult.
sentence as a subject To find a decent restaurant in Usage Form Example
this town is not hard. to express we
infinitives can also appear want a situation
Rhea has the determination I wish I was tall.
in the form verb + noun / in the present or wish + past simple
to get ahead in this industry. (I’m short.)
pronoun + infinitive future to be
different
Some verbs can be followed by both gerunds and infinitives.
For some verbs, this changes the meaning, while for other to express a regret, I wish I had
verbs, the meaning remains the same or that we want prepared for the
a situation in the wish + past perfect exam. (I didn’t
Usages Examples past to be prepare for the
different exam.)
Will you continue working at the
without a change in
bistro next year? / Will you continue
meaning
to work at the bistro next year?
He remembered going to the
swimming pool. (He went to the
swimming pool and later had a
with a change in
memory of it.)
meaning
He remembered to go to the
swimming pool. (He didn’t forget his
plan to go to the swimming pool.)
-ing forms
-ing forms can also appear as verbs and adjectives.
Usages Examples
Continuous tenses use the I’ve been working as a chef
-ing form of the verb. here for six months.
Adjectives usually appear
The recipe is not for
after the verb be, adverbs
beginners; even for me it
such as really, or before
was challenging.
nouns.
78
Word list
w
Module 1 Lesson E Lesson D Lesson D Lesson D
goal attitude ancient expect
Unit 1 guide border astronaut involve
Lesson A scoop depressed background opportunity
admission wrestling homesick carry on particular
audience immerse expedition performance
hit Unit 2 lonely explorer professional
influence Lesson A nationality give up pursue
inspiration apologize overcome prepared résumé
origin outsider
performer personal Unit 4
style polite Module 2 Lesson A Module 3
precious accounting
Lesson B Unit 3 Unit 5
taboo career
ceremony Lesson A Lesson A
unique concern
custom bystander accompany
willing education
dull exhausted bistro
field (of study)
entertainment extraordinary bland
Lesson B healthcare
firework hero / heroine fetch
backpacking law
magnificent hopeless order
capital manufacturing
regular pedestrian particularly
communicate prediction
traditional rescue raw
crossing service
stare savory
joke
Lesson C negative Lesson B
annual Lesson B Lesson B
offensive athlete
community courageous approximately
pronunciation businessman /
eager lively arrange
businesswoman
ordinary mysterious base
Lesson C (cabin) crew
participate powerful bitter
argue dentist
recognize selfish / unselfish contain
board (transport) director
register sociable flavor
cultural lawyer
spectacular thoughtful frozen
cyclist politician
well-known instead (of)
journey soldier
Lesson D lifestyle
analysis Lesson C Lesson C
passenger Lesson C
brief disturb compared
translate certificate
conclusion grateful depend
occupation
plot immediately etiquette
presentation
provide in the end interrupt
qualifications
review keep on interval
select
scene lack meanwhile
skills
worth matter proper
technician
on purpose refuse
variety
79
Word list
w
Lesson D Lesson D
(in) advance cancel
atmosphere edit
(in) case frequently
insist overweight
nearby pretend
occasion retire
otherwise reward
owner score
Unit 6 Lesson E
Lesson A calculation
attempt fool
disaster strand
escape troublemaker
explode trust
notice
obvious
plenty
warn
Lesson B
accept
behave
hard
impossible
lie
opportunity
quit
truth
Lesson C
essay
extremely
goal
opinion
promise
regret
supposed to
wish
80
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Teacher′s Guide

© 2021 Compass Publishing

Series Editors: Thomas Hong, Soo-Jin Kweon

This is made with nontoxic materials.

Unit / page Skill Lesson Production LANGUAGE Outcome

Talk about traditional cultural events and

Create a presentation about a cultural

p. 04-15 Project festival

Read about rules and taboos in different

UNDERSTANDING Listening Listen to talks about problems when

Unit / page Skill Lesson Production LANGUAGE Outcome

MY HERO Speaking Describe the qualities of a hero Personal characteristics

Unit / page Skill Lesson Production LANGUAGE Outcome

WHAT WILL Speaking

p. 52-63 Project special needs or diets

Read about events that could have been

WHAT COULD Listening

What you will do in this unit

Lesson A Lesson B D Writing Write a review of a play, movie, or concert

admission ceremony E Project Create a presentation about a cultural festival

Aim: Read about rock ‘n’ roll music Vocabulary

1 R  ead the words in the box. Then listen and write

• Ask students to read the words in the box.

Change the form of the words if necessary.

Answer Key Odyssey 5.indd 6 2021-06-07 �� 1:38:18

Vocabulary traditional ceremony magnificent dull

1 Listen and number. 1-03

• Listen to the audio.

• Ask students to write the correct number of the

students to say the words.

definition. 5. I enjoyed the • • e. masks for the ceremony. 5.

• Check students’ answers. 8

Answer Key Odyssey 5.indd 8 2021-06-07 �� 1:38:21

1. Lenny is going to be at ____________. 2. What has Lenny been doing?

1. I’m glad that Spring Festival has ________________!

4. It ________________ such a magnificent display ________________.

5. She ________________ prepared them. I can’t wait! Answer Key

8 listen again. circle true or false. 1-05

Odyssey 5.indd 9 2021-06-07 �� 1:38:22 Teacher’s Note

Vocabulary annual spectacular ordinary eager

1 Listen and number. 1-06

• Listen to the audio.

3. register How often does this

2 Match the words with the definitions.

• Ask students to read the words and the definitions. 1. a. b. c. d.

• Ask students to match each word with the correct 2. a. b. c. d.

• Check students’ answers. 10

Answer Key Odyssey 5.indd 10 2021-06-07 �� 1:38:23

Speak Up • Ask students to fill in the blanks with information about

Wrap Up 9 W  rite your own questions. Talk with a partner.

• Tell students to write their questions in the book or on a

Aim: Write a review of a play, movie, or concert Vocabulary

1 R  ead the words in the box. Then listen and write 1. 2. 3. 4.

• Ask students to read the words in the box.

• Ask students to write each vocabulary word under the

blank. Phrase Usage Example

• Check students’ answers.

Extra Practice Full Reviews

In the end, Ultimately,

1 R ead the words in the box. Then listen and write

• Listen to the audio.

• Ask students to write the correct number of the

• Check students’ answers. 8

4. It such a magnificent display .

• Listen to the audio.

2 Match the words with the definitions.

• Ask students to read the words and the definitions. 1. a. b. c. d.

• Ask students to match each word with the correct 2. a. b. c. d.

• Check students’ answers. 10

Speak Up • Ask students to fill in the blanks with information about

Wrap Up 9 W rite your own questions. Talk with a partner.

• Tell students to write their questions in the book or on a

1 R ead the words in the box. Then listen and write 1. 2. 3. 4.

• Ask students to read the words in the box.

• Ask students to write each vocabulary word under the

• Check students’ answers.

• Play the video for students. Odyssey 5.indd 14 2021-06-07 �� 1:38:37

• Ask students if their predictions were correct.

7 U sing the information from the chart above,

ice Breakers • Give corrections and ask follow-up questions.

• Ask students to read the words and the definitions.

4 R ead the article. 2-02

• Listen to the audio.

2 C ircle the correct vocabulary word.

3 Talk with a partner. 22

1 L ook at the pictures. What do you think the

3 W atch again. Put a check mark () next to the

• Play the video again. Odyssey 5.indd 26 2021-06-07 �� 1:39:11

• Ask students to put a check mark next to the words

4 Watch again. Circle the correct vocabulary word. Answer Key

27 Extra Practice Consequences of Breaking Rules

8 Imagine you are the leader of a brand-new

• Car / Bicycle accidents

Listen Up 8 Listen and circle the answers. 3-04

1 R ead the words in the box. Then listen and write 1. 2. 3. 4.

• Ask students to read the words in the box.

• Ask students to write each vocabulary word under the

• P ractice again. Point at different pictures and ask

• Check students’ answers. _________ _ _ _________

4 R ead the articles. 3-09

• Listen to the audio.

1 L ook at the pictures. What do you think the

• Play the video again. 38