Odyssey 4 TG (EN)

Teacher′s Guide
4
Odyssey 4 Teacher′s Guide
Thomas Hong • Gareth Powell
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o p e a n d S e q u e n c e Book 4
Sc
·Grammar Review & Word List p. 76
Unit / page Skill Lesson Production LANGUAGE Outcome

Listen to discussions about changing
UNIT 1 Listening tastes in fashion
Clothing & clothing descriptions
FASHION Speaking Talk about things you used to like Accessories Make
p. 04-27
FORWARD Reading Learn about fashion trends in the past Fashion trends
predictions
about future
Writing Write a description of someone’s outfit Fashion descriptions fashion
Words related to the fashion
p. 04-15
Module 1
Project Make predictions about future trends

industry
UNIT 2 Reading Learn about important inventions Words related to technology
Understand job descriptions of people in
IN THE Listening the tech industry
Words related to computers
Create an
FUTURE Speaking Make predictions about the future Words related to development application
Write about new and changing storyboard
Writing technology
Words related to engineering
p. 16-27 Project Design an application Words related to research

Listen to people talk about problems
UNIT 3 Listening around the house
Words related to home repair
PROBLEMS Speaking Talk about problems around the house Problems around the home
p. 28-51
Plan and
AROUND THE Reading Read about smart homes Words related to energy budget a
HOUSE renovation
Writing Write a post explaining a problem Words related to issues
p. 28-39 Project Plan a renovation of your school Words related to repair work
Module 2
UNIT 4 Reading Read about difficult situations Words related to difficulties

Listen to everyday problems and their
HELP! I HAVE Listening solutions
Feelings & habits
A PROBLEM! Words related to problem solving;
Create a
Speaking Describe solutions to problems
Phrasal verbs with turn
survival plan for
emergencies
Write about a problem and how it was
Writing solved
Accidents & incidents
p. 40-51 Project Write a plan to solve a problem Words related to challenges

UNIT 5 Listening Listen to talks about the environment Words related to the environment
Speaking Report facts about the environment Words related to conservation
Our Planet, Create a report
p. 52-75
Read an interview with an environmental

Our Home Reading expert
Words related to climate change that suggests
solutions to
Write a summary of what a speaker has Words related to social environmental
Writing said responsibilities issues
Interview people about environmental
Module 3
p. 52-63 Project problems

Words related to natural disasters
Listen to talks about different social

UNIT 6 Listening issues
Words related to social issues
A HELPING Speaking Talk about important social issues Words related to health
HAND Read about a social issue and a potential Words related to crime and Debate an
Reading solution punishment important issue
Writing Summarize two different opinions Words related to poverty

p. 64-75 Project Prepare a model election debate Words related to debates
3
MODULE 1
Unit
1 FASHION FORWARD
This unit will give students the ability to talk about things
they used to like and do using the simple past and present
perfect tenses. Students will also gain the ability to talk
MODULE 1
about clothing, fashion in general, and past, present, and
future fashion trends.
Unit
1
Scan the QR code to download Unit 1 audio.
What you will do in this unit
Fashion Forward
Unit 1 AIMS
Lesson A: L isten to discussions about changing tastes in
fashion
Lesson B: Talk about things you used to like
Lesson C: Learn about fashion trends in the past
Lesson D: Write a description of someone’s outfit
Lesson E: Make predictions about future trends
Target Skills
Lesson A: Listening
Lesson B: Speaking
Lesson C: Reading
Lesson D: Writing Scan for Audio
What you Will do in this unit
Lesson E: Project
A Listening Listen to discussions about changing tastes in fashion
Target Vocabulary B Speaking Talk about things you used to like
C Reading Learn about fashion trends in the past

Lesson A Lesson B
D Writing Write a description of someone’s outfit
loose brand
magazine celebrity E Project Make predictions about future trends
pockets chain
size design
sleeves fashion 4
tight jewelry
try on skirt Odyssey 4.indd 4 2021-06-08 �� 9:24:00
uniform sneakers
Lesson C Lesson D
casual blouse
cheap collar
expensive lipstick
formal old-fashioned
popular outfit
secret pattern
trend perfume
whisper unusual
Lesson E
scarf
4
simple past
Use simple past tense to talk about events in the past,
including finished past events, habitual actions in the past,
and events which were true in the past.
Usage Example
to show events which were He wore a suit to attend the
done in the past business meeting.
to talk about repeated events They went on a picnic every
or actions in the past Sunday.
to talk about things that were She used the same mobile
true for some time in the past phone all through university.
present perfect
Use present perfect tense in the following situations.
Usage Example
to talk about events repeated
I have called him three times.
from the past until now
to talk about the duration of
He has been a teacher since
things happening from the
2002.
past until now
to talk about changes from He has grown a lot since I last
the past until now saw him.
to talk about an event at an
I have been to Japan once.
unspecified time in the past
ice Breakers
to talk about uncompleted
look at the photo and answer the questions. She hasn’t finished her
actions that are expected to
1. What do you see in the picture? homework yet.
2. What kinds of clothing are they wearing? happen
3. Do you think the people are fashionable? Why or why not?
4. How do you and your friends dress?
Unit 1 Discussion
5
Look at the photo and answer the questions.
• Ask students to look at the Unit 1 cover page.
Odyssey 4.indd 5 2021-06-08 �� 9:24:01
• Then ask the class each question.

Key Grammar • Give corrections and ask follow-up questions.
used to and would • Ask students to talk with a partner. Have students take
Use used to and would to describe past events that you turns asking the questions on the page to their partner.
did regularly.
Example Extra Practice More Discussion

He used to/would buy fashion magazines every month. Ask more questions about clothing.
I used to/would wear loose clothes. I don’t anymore.
She used to/would always listen to pop music. What kind of clothing do you like best?
What are your favorite clothing/shoe brands?
Where do you go shopping for clothes?
Do you prefer wearing regular brands or expensive
brands? Why?
5
Lesson A WHaT I WeaR
A WHaT I WeaR Listening
aim: Listen to discussions about
changing tastes in fashion
Aim: L isten to discussions about changing tastes in Vocabulary tight

fashion 1 listen and repeat. 1-01
Vocabulary sleeves
1 Listen and repeat. 1-01 loose
• Listen to the audio. magazine
• Ask students to repeat aloud after the audio.

size
• Practice again. Point at words in the book and ask
pockets
students to say the words aloud. try on
2 Fill in the blanks with the best vocabulary words. uniform
2 F ill in the blanks with the best vocabulary words. 1. Excuse me. Do you have this in a small ____________________?
2. I don’t like these pants. The ____________________ are too small. I can’t fit my phone in them.
• Ask students to read the sentence prompts. 3. My school makes us wear a(n) ____________________. I like it, but others don’t.
4. That jacket is way too ____________________. I can’t even close the front.
• Ask students to write the best vocabulary word in the 5. This hoodie is too ____________________. It’s twice my size.
blank. 6. Roll up your ____________________ while you’re cooking. You don’t want them to get dirty.
7. I’d like to ____________________ this dress. Is there a dressing room I can use?
• Ask students to complete the activity. 8. I saw an interesting ____________________ at the bookstore.
• Check students’ answers.
Focus
Answer Key 3 talk with a partner.
1. size What do you think of this shirt ?
2. pockets
I like it. I used to have one just like it.
3. uniform
Note
4. tight What do you wear to school ?
We use used to to talk about the past. We
use it to talk about things that we did
regularly in the past or a situation that was
5. loose true in the past, but not now.
I used to wear a uniform. I don’t anymore. I used to wear tight clothes all the time.
6. sleeves
7. try on
4 use the given verbs and used to to make sentences about you.
8. magazine Ex. I used to wear leather jackets.
1. I ______________________________________________________________. (wear)
2. I ______________________________________________________________. (eat)
3. I ______________________________________________________________. (play)
Focus 6
3 Talk with a partner. Odyssey 4.indd 6 2021-06-08 �� 9:24:02
• Read the short conversations aloud or ask two students

to read the short conversations aloud. Teacher’s Note
• Ask students to practice the conversations with a
Used To and Use To
partner.
Use to, not used to, is used when making sentences
• Tell students to practice the conversations again but to
and asking questions with did and didn’t. Make sure
talk about different clothing and ideas.
students understand this. See the examples below.
4 U se the given verbs and used to to make

sentences about you. Did you use to wear a uniform at school?
• Ask students to read the example. Didn’t you use to live in that house?
• Ask students to read the given verb. I didn’t use to live there.
• Ask students to make a sentence with the given verb They didn’t use to go swimming during summer
and used to to make a sentence that is true about vacation.
them.
• Ask students to complete the activity.
Answer Key
Sample Answers
1. I used to wear a baseball cap to school.
2. I used to eat cookies for breakfast.
3. I used to play at the park on weekends.
6
Wrap Up
Listen Up
5 listen and circle the answers. 1-02
7 L isten and circle the answers. 1-03
1. What did Anne use to wear? 2. What would Mirida like to try on? • Listen to the audio.
a. b. a. b.
• Ask students to circle the correct answer.
• Replay the audio if needed.
3. What did Frank use to like? 4. Which pants will Suhir buy?
a. b. a. b.
Answer Key
1. a
2. d
3. a. true
6 listen again. circle the words you hear. 1-02
b. true
loose tight uniform pocket
magazine try on size hoodie c. true
d. true
Wrap Up 8 L isten again. Circle Amanda’s clothes. Draw a

square around Mandy’s clothes. 1-03
1. What kinds of jackets did Amanda use to like?
a. leather b. sports c. tight d. loose • Listen to the audio.
2. Why does Amanda keep the jeans? • Ask students to circle Amanda’s clothes and draw a
a. She has lost weight. b. She likes jeans.
c. She likes tight clothes. d. She thinks baggy clothes are fashionable. square around Mandy’s clothes.
3. Circle true or false. • Replay the audio if needed.
a. Amanda likes her orange clothes. true false
b. Amanda doesn’t like clothes without sleeves. true false
c. Amanda will give Mandy some shoes if they fit. true false • Check students’ answers.
d. Amanda gives Mandy a leather jacket. true false
8 listen again. circle amanda’s clothes. draw a square around Mandy’s clothes. 1-03
Answer Key
Amanda’s clothes: large black leather jacket, scarves, orange jacket,
baggy jeans
Mandy’s clothes: all the shoes, faded tight jeans, pink dress, short black
leather jacket
7 Extra Practice What did you use to do…?

Odyssey 4.indd 7 2021-06-08 �� 9:24:03 Have students practice asking and answering questions
with used to. Tell two students to stand up. Have them
play Rock, Scissors, Paper. Tell the winner of the game
Listen Up to ask the other student a question using used to. The
5 L isten and circle the answers. 1-02 other student should then answer the question. After
• Listen to the audio. answering correctly, that student then gets to choose
• Ask students to circle the correct answer. another student to ask a question to. Repeat this
• Replay the audio if needed. process until every student has asked and answered
• Ask students to complete the activity. a question. Tell students to ask questions about what
• Check students’ answers. they used to do in elementary school, middle school,
during summer or winter vacation, etc.
Answer Key
1. b
2. b What did you use to play in elementary school? →
3. a I used to play Super Mario Bros in elementary school.
4. b
6 Listen again. Circle the words you hear. 1-02
• Listen to the audio.

• Ask students to circle the words they hear.
Answer Key
From left to right, top to bottom
loose, tight, uniform, try on, hoodie
7
Lesson B THaT uSed To Be MY THaT uSed To Be
B
Speaking
FaVoRITe MY FaVoRITe aim: Talk about things you
used to like
Vocabulary Focus
Aim: Talk about things you used to like 1 listen and number. 1-04 3 talk with a partner.
I used to love celebrities.
Vocabulary
Really? Me too! I would
1 7
1 Listen and number. 1-04 design celebrity follow all my favorite
celebrities online.
• Listen to the audio. Note

Would can be used to talk about repeated past actions.
• Ask students to repeat aloud after the audio. I would call my dad every night before I went to bed.
• Ask students to write the correct number of the

6 brand 2 fashion
vocabulary word next to the word in the book. 4 listen and circle the answer. 1-05
Answer Key What did Inara use to love?

5 sneakers 3 skirt a. celebrities
From left to right, top to bottom b. sneakers
1. design 1. Inara
7. celebrity
6. brand What is Darwish embarrassed
4 8
2. fashion chain jewelry about?
Note a. wearing jewelry
5. sneakers Sneakers are called trainers in British English. b. following a celebrity
3. skirt 2. Darwish
2 Fill in the blanks with the best vocabulary words.
4. chain 1. A __________________ is a famous person.
8. jewelry 2. A __________________ is a kind of clothing worn What did Nadine hate to
wear?
mostly by women.
a. sneakers
• Practice again. Point at words in the book and ask 3. __________________ are very comfortable on your feet.
b. skirts
4. A __________________ is a group of products made by a
3. Nadine
students to say the words aloud. specific company.
5. __________________ is the most popular clothes,
appearance, or behavior at a certain time.
What does Charlie not wear
2 F ill in the blanks with the best vocabulary words. 6. __________________ is worn by both men and
women, and is often expensive.
anymore?
a. jewelry
• Ask students to read the sentence prompts. 7. A __________________ is a certain type or way that b. earrings
something is made. 4. Charlie
• Ask students to write the best vocabulary word in the 8. A __________________ is made of a line of metal rings
blank. that are connected.
• Ask students to complete the activity. 8
• Check students’ answers. Odyssey 4.indd 8 2021-06-08 �� 9:24:04
Answer Key
1. celebrity
2. skirt
Focus
3. sneakers 3 Talk with a partner.
4. brand
• Read the short conversation aloud or ask two students
5. fashion
6. jewelry
to read the short conversation aloud.
• Ask students to practice the conversation with a
7. design
8. chain partner.
• Tell students to practice the conversation again but to
talk about different activities and ideas.
Teacher’s Note
Jewelry 4 L isten and circle the answer. 1-05
Explain some other kinds of jewelry to students. • Listen to the audio.
Introduce jewelry such as anklets, bracelets, necklaces, • Ask students to circle the correct answer.
pendants, rings, and watches. Introduce materials • Replay the audio if needed.
and gem stones such as diamonds, emeralds, gold, • Ask students to complete the activity.
platinum, rubies, sapphires, silver, and so on. Ask • Check students’ answers.
students what kind of jewelry they like. Also, ask and
talk about the different kinds of jewelry students are Answer Key
wearing at the moment. 1. b
2. b
3. b
4. b
8
Speak Up
Expressions
Linkers and connectors 7 W rite a sentence about yourself and the given
5 look at the table. category using used to. Then talk with a partner.
Linker &
Connector Word
Purpose Example • Ask students to read the categories.
also to add I also like sneakers and boots. • Ask students to write a sentence about themselves
so to show cause and effect I don’t like skirts, so I always wear jeans.
like to give examples I love expensive brands like Yves Saint Laurent. using used to and the category on the line.
but to contrast I like the design, but I don’t like the cost.
• Tell students to find a partner.
6 read and write a response using the linkers and connectors in 5 .
• Ask students to talk about the things they used to like.
1. I love hip-hop and rock music. How about you? ( Ex. I also love hip-hop and rock music.) • Check students’ conversations to make sure they’re
_____________________________________________________________________________ speaking properly.
2. I used to play video games a lot, so I’m still pretty good at them. How about you? • Ask some students to present their conversations to the
_____________________________________________________________________________
3. I like salty food like pizza. How about you?

class.
_____________________________________________________________________________ • Give feedback.
4. I like exciting movies, but I don’t like scary movies. How about you?
_____________________________________________________________________________
Wrap Up
Speak Up 8 L ook at what you wrote in 7 . How have you
7 Write a sentence about yourself and the given category using used to.
then talk with a partner. changed? Write about your current favorite
1. (game) Ex. I used to love Minecraft. things in each category. Talk with a partner. What
2. (movie) do you have in common?
3. (food)
• Ask students to look at what they wrote in activity 7 .
4. (clothing)
• Ask students to write a sentence about what they like
5. (music)
now on the line.
• Tell students to work with the same partner from
Wrap Up
8 look at what you wrote in 7 . how have you changed? Write about your current favorite
activity 7 .
things in each category. talk with a partner. What do you have in common? • Ask students to talk about the things they like to do
1. (game) Ex. Now I like to play FIFA. Note
The term in common is now.
used to talk about
2. (movie) something that is true
of two people or things.
• Tell students to mark down the things they have in
3. (food)
common.
4. (clothing)
• Tell students to use the words and patterns from
5. (music)
activities 5 , 6 , and 7 .
• Check students’ conversations to make sure they’re
9
speaking properly.
Odyssey 4.indd 9 2021-06-08 �� 9:24:04
• Ask some students to present their conversations to the
class.
Expressions
Linkers and Connectors Extra Practice I used to... , but now I... .
5 L ook at the table. Have students practice talking about what they used
• Read the contents of the table.
to do or like and what they do or like now, with the
pattern:
OR
• Ask students to read the table. “I used to _____, but now I _____.”
• Ask students if they know what kind of words are being
highlighted.
I used to like playing soccer, but now I like playing
basketball.
6 R ead and write a response using the linkers and
I used to take piano lessons, but now I take guitar
connectors in 5 .
lessons.
• Ask students to read the sentences and questions. I used to love skiing in winter, but now I love
• Ask students to write a response using linkers and snowboarding.
connectors on the line.
Answer Key
Sample Answers
1. I like hip-hop, but I love heavy metal.
2. I am also pretty good at video games.
3. I don’t like salty food, so I never eat pizza.
4. I love scary movies.
9
Lesson C paST FaSHIon TRendS
C paST FaSHIon TRendS Reading
aim: Learn about fashion
trends in the past
Aim: Learn about fashion trends in the past Vocabulary

1 listen and repeat. 1-06
Vocabulary
1 Listen and repeat. 1-06
popular
• Ask students to repeat aloud after the audio. trend
expensive
• Practice again. Point at words in the book and ask
whisper
students to say the words aloud.
2 Fill in the blanks with the best vocabulary words. casual
• Ask students to read the sentence prompts. secret cheap
• Ask students to write the best vocabulary word in the formal

blank. 1. When you ___________________, you speak very quietly.
• Ask students to complete the activity. 2. A(n) ___________________ describes something that many people enjoy or do at around the same time.
• Check students’ answers. 3. When you tell someone something you don’t want them to tell others, it’s a(n) ___________________.
4. People often wear ___________________ clothing when they go to special events like weddings.
5. Many schools don’t require uniforms and allow students to wear ___________________ clothing.
Answer Key
6. Something that costs more than you think it should cost is ___________________.
1. whisper 7. Something that costs less than you think it should cost is ___________________.
2. trend 8. Something or someone who is liked by many people is ___________________.
3. secret
4. formal Pre-Reading
5. casual 3 look at the pictures. talk with a partner. Guess the country the fashion trend
comes from.
6. expensive
7. cheap
8. popular
Pre-Reading
3 L ook at the pictures. Talk with a partner. Guess 10
the country the fashion trend comes from. Odyssey 4.indd 10 2021-06-08 �� 9:24:06

• Ask students to look at the pictures. Teacher’s Note
• Ask students to guess and write down the country Traditional Clothing
where the fashion trend comes from.
Explain the traditional clothing of some countries
to students. Then have the students describe the
traditional clothing of their country. Make sure to point
Answer Key out similarities and differences between the traditional
1. Vietnam clothing of their country and other countries. Below
2. Scotland is a short list of some countries’ traditional clothing.
3. Mongolia Prepare pictures to show students
• entral America and Mexico: huipil

C
• Germany: lederhosen
• India: sari
• Japan: kimono
• Korea: hanbok
• Malaysia: kebaya
• Scotland: kilt
• South East Asia: sarong
• Spain: flamenco dress
• West Africa: agbada
10
6 C ircle the best title for each paragraph. Then
4 read the article. 1-07 write it in the space above.
Fashion Trends • Ask students to answer the questions.

• Ask students to write the correct title in the blank.
through the Ages • Ask students to complete the activity.
1
In the 16th century, most people had healthy teeth. This is because sugar was Answer Key
not in most food since it was very expensive. One person who loved sweets and
had enough money to buy them was Queen Elizabeth I of England. She loved
sweets so much that some people say her teeth were black. But instead of seeing
1. a
black teeth as dirty, people saw them as trendy. People started to blacken their 2. b
teeth so that they could look rich and noble like Queen Elizabeth.
3. b
2 High heels are very popular with women. Women wear them with both
formal and casual clothing. Some are cheap and affordable, while others
are extremely expensive. But here’s a little secret: high heels were first popular
among men! High heels were originally made for Persian horse riders. But they Wrap Up
became popular in the 15th century with Europeans. In fact, people say that
King Louis XIV, a seventeenth-century French king, wore heels that were almost
10 cm tall!
7 T alk with a partner.
3 • Tell students to find a partner.

• Tell students to discuss the questions.
The samurai were once the highest class of people in Japan. People looked
to them to see what was fashionable. One thing that almost all samurai had
in common was their hairstyle—called a chonmage or topknot. This look was
• Ask students if they would like to share their discussion
made by shaving the top of one’s head and growing out the back and sides.
Then the long hair was wrapped into a bun and placed on top of the head.
with the class.
Samurai did this to help keep their helmets on top of their head, but it soon • Ask follow-up questions.
became a very fashionable hairstyle.
Note
A class is a group of people in a country that
Comprehension share certain economic or social qualities.
5 circle true or false. Extra Practice Create Traditional Clothing

1. Sugar used to be very expensive. true false
2. People used to think that black teeth were dirty. true false Have students get into groups of three to four. Then
3. The French were the first to wear high heels. true false
4. The samurai were the highest class of people in Japan. true false have them create their own set of traditional clothing
5. A chonmage was used to help keep a samurai’s helmet on his head. true false
for their country. Tell students to describe the purpose
6 circle the best title for each paragraph. then write it in the space above.
1. Paragraph 1: a. Sweet Tooth b. Black Candy c. Kings and Queens
of each item of clothing. Tell students to list as many
2. Paragraph 2: a. Cheap Deals b. A Man in Heels c. Persian Horses kinds of clothing as possible. Then have them draw a
3. Paragraph 3: a. 47 Loyal Samurai b. Knot on a Samurai c. The Origin of Sushi
picture of their traditional clothing. When all groups
Wrap Up are done, have each group present their traditional
7 talk with a partner.
clothing to the class. Remember to give feedback and
1. Describe a fashion trend from the past. Why do you think the trend went away?
2. Name someone you think is very fashionable and explain why you think so. ask follow-up questions.
3. What are some current fashion trends? Describe them.
11
Odyssey 4.indd 11 2021-06-08 �� 9:24:06
4 R ead the article. 1-07

OR
• Read the article aloud.
OR
• Ask students to read parts of the reading aloud.
Comprehension
5 Circle true or false.
Answer Key
1. true
2. false
3. false
4. true
5. true
11
Lesson D WHaT aRe You
D WHaT aRe You WeaRInG? Writing
WeaRInG? aim: Write a description of
someone’s outfit
Vocabulary
Aim: W
rite a description of someone’s outfit 1 listen and number. 1-08
Vocabulary
1 Listen and number. 1-08 6 perfume 5 outfit 4 old-fashioned 1 pattern

• Ask students to write the correct number of the 3 2 8 7
blouse collar lipstick unusual
vocabulary word next to the word in the book.
• Check students’ answers. 2 Fill in the blanks with the best vocabulary words.
1. The shirt has a blue and red ________________________ on it.
Answer Key 2. I don’t wear ________________________ because I don’t like having a strong smell.
3. Wow! I love your ________________________! Your shirt, shoes, and skirt are all so cute.
From left to right, top to bottom 4. I don’t like shirts with a(n) ________________________ on them. They’re too formal.
5. What a(n) ________________________ jacket. It has 10 pockets!
6. perfume
6. I don’t like to wear ________________________ because it always gets on my teeth.
5. outfit 7. I don’t like to wear this ________________________ because it’s too loose on me.
4. old-fashioned 8. That hat is so ________________________! It looks like something my grandpa would wear.
1. pattern,
3. blouse Note That hat looks so old-fashioned.
Remember that you can use
intensifiers like so, really, and
2. collar very to make your statements
stronger.
Whatever… I look really amazing.
8. lipstick
7. unusual
Grammar
3 look at the table. then talk with a partner.
• Practice again. Point at different pictures and ask students
to say the words. Simple Past Present Perfect
To describe actions, events, or situations that To describe things that happened before now, in a period of
happened in a finished period of time time that is not finished yet
Ex. She bought that blouse last year. Ex. She has bought lots of new clothes recently.
2 F ill in the blanks with the best vocabulary words. To describe things that happened repeatedly
for some time in the past, but not now
Use ever, never, several times, etc. to describe things that
happened or did not happen in an unfinished time period
• Ask students to read the sentence prompts.
Ex. She wore the same kinds of clothes Ex. He has never worn a suit in his life.
throughout high school.
To describe things that happened before now and have a result
• Ask students to write the best vocabulary word in the or effect in the present
Ex. Her style has changed a lot.
blank.
Answer Key
Teacher’s Note
1. pattern
2. perfume More on Intensifiers
3. outfit Explain some other intensifiers to students, such
4. collar as amazingly, exceptionally, incredibly, particularly,
5. unusual remarkably, and unusually. Also, explain to students
6. lipstick that instead of using very + adjective, they can
7. blouse
use strong adjectives such as awful, brilliant,
8. old-fashioned
certain, delicious, disgusting, dreadful, enormous,
excellent, huge, ideal, perfect, splendid, terrible,
tiny, and wonderful. Instead of using very + strong
Grammar adjective, intensifiers such as absolutely, completely,
3 Look at the table. Then talk with a partner. exceptionally, particularly, really, quite, totally, and
utterly are used with strong adjectives.
OR
• Ask students to read the table.
• Ask students if they know what kind of grammar points
are being highlighted.
• Ask students to discuss the information from the table.
12
Answer Key
4 Write sentences using the given words. use the simple past or present perfect. Sample Answers
1. (I) (buy) (new outfit) (last weekend)
→ ________________________________________________________________________
1. The writer likes outfit B the best because it looks great.
2. (Pamela) (never) (wear perfume)
2. The writer thinks that outfit A looks a little unusual.
→ ________________________________________________________________________ 3. The writer thinks that the girl in outfit B looks like a dancer.
3. (Lee) (wear) (shirts with wide collars) (in high school)
→ ________________________________________________________________________
4. (Margot) (put on) (lipstick) Wrap Up

→ ________________________________________________________________________
5. (Blouses with unusual patterns) (become) (popular) 6 W

rite about your own outfit and a classmate’s,
→ ________________________________________________________________________
or choose two of the outfits below. Write your
descriptions on a separate piece of paper. Include
Writing
5 read the descriptions. then complete the sentences. answers will vary.
your opinion of each outfit.
• Ask students to think about their outfit and a
A. This model is wearing a very nice outfit. He’s wearing a black
jacket and jeans. His jacket has a large collar. He’s also classmate’s outfit, or think about two of the outfits
wearing an unusual hat. This isn’t really an outfit I’d wear
myself. The clothes look like they are too big for me. I don’t from activity 6 .
like this style. But it looks comfortable.
• Ask students to write a description for each outfit.
• Tell students to use the patterns in activities 2 , 3 ,
B.This girl is wearing a tan blouse and dark jeans. I think her
outfit looks great. I really like the pattern on her blouse. The 4 , and 5 .
shoes look really comfortable, too. She looks like she’s really
happy. I think I’ll try wearing something like this sometime. • Tell students to write their descriptions on a separate
sheet of paper.
• Check students’ descriptions to make sure they’re
1. The writer likes outfit ________________ the best because ________________________________. writing correctly.
2. The writer thinks that outfit A looks ___________________________________________________.
• Ask some students to present their descriptions to the
3. The writer thinks that outfit B looks __________________________________________________.
class.
Wrap Up • Give feedback.
6 Write about your own outfit and a classmate’s, or choose two of the outfits below. Write
your descriptions on a separate piece of paper. include your opinion of each outfit.
Extra Practice Guess Who?

Before class, write each student’s name on a separate
slip of paper. During class, hand a slip of paper to each
student. Make sure each student has a slip of paper
with a different name on it. Then, ask each student
13 to write a description for the student who is on their
Odyssey 4.indd 13 2021-06-08 �� 9:24:08
slip of paper. Tell students to use the patterns from
activity 6 in their descriptions. When all the students
4 W rite sentences using the given words. Use the are done writing, choose a student and have him or
simple past or present perfect. her read their description to the class. Tell the student
• Ask students to read the sentence parts.
not to name who he or she is describing. Have the
• Ask students to use the simple past or present perfect
other students guess who is being described. The
to write the correct sentence on the line. student who guesses correctly can then read his or her
description to the class. Repeat this process several
times or until each student has had a turn.
Answer Key
1. I bought a new outfit last weekend.
2. Pamela has never worn perfume.
3. Lee wore shirts with wide collars in high school.
4. Margot has put on lipstick.
5. Blouses with unusual patterns have become popular.
Writing
5 R ead the descriptions. Then complete the
sentences. Answers will vary.
• Ask students to read the outfit descriptions.
• Ask students write the correct words in the blank(s) to
complete the sentence.
13
Lesson E WHaT’S TRendY?
E WHaT’S TRendY? Project
aim: Make predictions
about future trends
Aim: M
ake predictions about future trends Video
1 look at the pictures. What do you think the video will be about? talk with a partner.
Video
Video
2 Watch the video. number the pictures in order. 1
1 Look at the pictures. What do you think the

video will be about? Talk with a partner.
• Ask students to look at the pictures.
• Ask students to make predictions about the video
3 1 2
they’re about to watch.
• Tell students to talk with a partner.
• Tell students to share their predictions with their
Video
3 Watch again. circle the words you hear.
partner. 1
whisper perfume collar scarf uniform pattern size magazine
Scan the QR code to link to Unit 1 video. 4 Watch again. circle true or false.
Video
1
1. Gloria is a fashion designer. true false
2. Marc Mendez changed his name. true false
2 Watch the video. Number the pictures in order. 3. Mendez has worked for other companies. true false
4. Mendez used to sell blouses. true false
Video
1 5. Mendez made a scarf with his hair. true false
5 answer the questions.

• Play the video for students.
1. Why does Gloria say she is sorry?
• Ask students if their predictions were correct. ________________________________________________________________________________
• Ask students to number the pictures in order. 2. What did Mendez use to do?
________________________________________________________________________________
• Play the video again if needed. 3. What is Mendez’s newest design?
• Ask students to complete the activity. ________________________________________________________________________________

Video
6 Watch again. circle the words you hear. 1
1. Welcome to Celebrity / Designer Circus—the show that gives you a(n) inside / sneak look into the
Answer Key world of celebrities / designers.
2. I understand that you used to / once work for many different clothing companies / brands before
From left to right becoming a famous fashion designer.
3, 1, 2 3. We have a new outfit / pattern in our men’s casual / formal wear.

4. This scarf is made with / from my actual hair. People are saying / have said that it’s the best scarf
they’ve / they’re ever seen.
Video
3 W atch again. Circle the words you hear. 1 14
• Ask students to read the words. Odyssey 4.indd 14 2021-06-08 �� 9:24:13
• Play the video again.

• Ask students to circle the words they hear. Answer Key
• Play the video again if needed.
Sample Answers
1. She called the designer Marc instead of Mendez.
2. He used to work for different companies.
Answer Key 3. His newest design is a police uniform.
From left to right

Video
whisper, perfume, scarf, uniform, pattern 6 W atch again. Circle the words you hear. 1
Video • Play the video again.
4 W atch again. Circle true or false. 1
• Ask students to read the sentences.
• Ask students to complete the activity. Answer Key
• Check students’ answers. 1. Celebrity, inside, celebrities
2. used to, brands
Answer Key
3. pattern, formal
1. false 2. false 3. true 4. false 5. true 4. with, have said, they’ve
5 A nswer the questions. Teacher’s Note

• Ask students to read the questions. Trends and Fads
• Ask students to write the correct answer on the line.
Explain to students that fads and trends are similar, but
fads typically last for one month to one season. Trends,
on the other hand, are longer lasting and can continue
to be fashionable for years or decades.
14
21st Century Skills
Grammar
7 listen and number the days with the correct events. 1-09 8 W
ork with a group. Answer the questions. Fill in the
table or write your answers on a separate piece of
Today paper. Then discuss how your tastes have changed.
• Tell students to get into groups.
Monday Tuesday Wednesday Thursday Friday Saturday • Ask students to look at the table.
• Ask students to answer the questions from the table.
• Tell students to write their answers in the table or on a
Century Skills separate sheet of paper.
Predicting Future Trends critical thinking communication • Ask students to discuss their answers as a group.
• Tell students to use the patterns from the previous
8 Work with a group. answer the questions. Fill in the table or write your answers
on a separate piece of paper. then discuss how your tastes have changed. lessons in Unit 2.
My answers My group’s answers • Check students’ conversations to make sure they’re
Question
What is / was your favorite clothing brand?

3 years ago Now 3 years ago Now
speaking properly.
Who is / was your favorite singer? • Give feedback.
What is / was your favorite food?
What are / were your favorite TV shows and movies?
Who is / was your favorite celebrity?
9 L ook at the pictures. What do you think of their
fashion? Talk with a group.
9 look at the pictures. What do you think of their fashion? talk with a group.
• Tell students to work with the same group.
• Ask students to talk about the fashion from each era.
speaking properly.
• Give feedback.
10 D o research. Use your classmates, the internet,

and magazines to collect photos of fashionable
10 do research. use your classmates, the internet, and magazines to collect photos of
celebrities. What trends do you see? Make a list
fashionable celebrities. What trends do you see? Make a list of this year’s trends on a of this year’s trends on a separate piece of paper.
separate piece of paper.
11 can you make a guess about future fashion trends? Make a prediction and recommend • Ask students to do research on celebrities and current
fashionable outfits for the future.
15
fashion trends.
• Tell students to talk to their classmates and use the
Odyssey 4.indd 15 2021-06-08 �� 9:24:13
internet and magazines.
• Ask students to make a list of this year’s fashion trends.
• Check students’ lists to make sure they’re working
Grammar properly.
7 Listen and number the days with the correct • Give feedback.
events. 1-09
11 C an you make a guess about future fashion
trends? Make a prediction and recommend
• Ask students to write the correct number in the box.
fashionable outfits for the future.
• Ask students to make a prediction for future fashion
trends.
Answer Key • Tell students to talk about and write their trends on a
From left to right separate sheet of paper.
1. Monday • Check students’ work to make sure they’re working
2. Tuesday properly.
3. Friday • Ask some students to present their fashion trends to the
5. Wednesday class.
6. Saturday • Give feedback.
Extra Practice Trends in the Year 3000

Have students predict fashion and technology trends
for the year 3000. Tell students to work in the same
groups as activity 8 . Tell students to write their
predictions in a similar manner as activity 11 . When
students are done, ask some groups to present their
work to the class. Remember to give feedback and ask
follow-up questions.
15
MODULE 1
Unit
2 IN THE FUTURE
This unit will give students the ability to talk about
inventions and technology in the past and in the future.
Students will also gain the ability to use the future tenses
MODULE 1
to talk about the future and make predictions.
Scan the QR code to download Unit 2 audio. Unit

Unit 2 AIMS
2
Lesson A: Learn about important inventions
Lesson B: U
nderstand job descriptions of people in the
tech industry
in the Future
Lesson C: Make predictions about the future
Lesson D: Write about new and changing technology
Lesson E: Design an application
Target Skills
Lesson A: Reading
Lesson B: Listening
Lesson C: Speaking
Lesson D: Writing
Lesson E: Project Scan for Audio
A Reading Learn about important inventions

Target Vocabulary
B Listening Understand job descriptions of people in the tech industry
Lesson A Lesson B C Speaking Make predictions about the future
create application D Writing Write about new and changing technology
data automatic
device decision E Project Design an application
invention digital
machine download
rare process 16
research screen
technology upload Odyssey 4.indd 16 2021-06-08 �� 9:24:19
Lesson C Lesson D
browse able
errands access
improve area
know available
latest change
plans control
project develop
sure engineer
Lesson E
automatically
16
Future Continuous Tense for Prediction
We can also use future continuous tense to make a
prediction about the future.
Example
It will be raining this afternoon.
She will be buying some coffee for her classmates.
He will be finishing his work over the weekend.
Unit 2 Discussion
• Then 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.
Extra Practice More Discussion

Ask more questions about technology.
What kind of technology do you use at home?

What kind of technology do you use most often?
When do you use the technology?
What kind of technology do you wish you had? Why?
ice Breakers Why do you think people like using new technology?
look at the photo and answer the questions.
1. What do you see in the picture?
2. What do you think the boy is doing?
3. What kind of technology does your school use?
4. What kind of technology are you most interested in?
17
Odyssey 4.indd 17 2021-06-08 �� 9:24:20
Key Grammar
future simple vs future continuous
Use simple future tense to show expected events which
will happen and be completed in the future. Use future
continuous tense to show events which will be ongoing
during a period of time in the future. Be careful not to use
future continuous tense with stative verbs.
Example
Future Simple Future Continuous
This afternoon, I will be
I will finish my homework
searching for the
this evening.
information for my homework.
He will be flying during the
He will arrive at 3 p.m.
morning.
She will buy a necklace for her She will be choosing the
friend this evening. necklace this afternoon.
17
Lesson A aMaZInG InVenTIonS
A aMaZInG InVenTIonS Reading
aim: Learn about important
inventions
Aim: Learn about important inventions Vocabulary

1 listen and number. 2-01
1 data
Vocabulary
1 Listen and number. 2-01

4 technology
• Ask students to write the correct number of the 2 research 3 invention
7 device
Answer Key
2. research 5 machine
8 rare
4. technology
2 listen and write the vocabulary word(s) you hear. 2-02
3. invention
1. ___________________, ___________________, ___________________
1. data
2. ___________________, ___________________, ___________________
5. machine 3. ___________________
6 create
8. rare 4. ___________________
7. device
6. create Pre-Reading
3 label the inventions below. then talk with a partner. how did these inventions change
the world? Which do you think was the most important?
• Practice
again. Point at different pictures and ask
students to say the words.
2 Listen and write the vocabulary word(s) you hear.

2-02
• Listen to the audio. 1. ______________________ 2. ______________________ 3. ______________________
• Ask students to write the words they hear.

• Replay the audio if needed. 18

Odyssey 4.indd 18 2021-06-08 �� 9:24:22
Answer Key
1. devices, technology, machine Pre-reading
2. research, data, create 3 L abel the inventions below. Then talk with
3. inventions
a partner. How did these inventions change
4. rare
the world? Which do you think was the most
important?
Teacher’s Note • Ask students to look at the pictures.
Important Inventions • Ask students to write the name of the invention below
the picture.
Explain some of the most important inventions
throughout history. Make sure to tell students who
• Ask students to talk about how the inventions changed
created the inventions, when they were invented, and
the world and which one was the most important.
and how they helped society. Below is a list of some
important inventions.
speaking properly.
1. the wheel, 3500 BC, Mesopotamia • Ask some students to present their conversations to the
2. the screw, 400 BC, Greece class.
3. pozzolana (ancient concrete), 27 BC, Rome • Give feedback.
4. the mechanical clock, 725, Yi Xing
5. the telephone, 1876, Alexander Graham Bell Answer Key
6. the light bulb, 1879, Thomas Edison 1. matches
7. flight, 1903, the Wright Brothers 2. refrigerator
8. penicillin, 1928, Alexander Fleming 3. smartphone
9. the internet, 1972, Vinton G. Cerf
18
6 M atch the statements to the paragraph about
4 read the article. 2-03 the same idea.
• Ask students to read each statement.
• Ask students to match each statement to the correct
Past, Present, and Future paragraph.
Books used to be hard to find and very expensive. They were expensive • Replay the audio if needed.
because every book was written by hand. This also made it hard
for people to share information. Around 1439, Johannes Gutenberg • Ask students to complete the activity.
invented the printing press. It used raised letters that could be moved
around in a machine to make words. Then he put ink on the letters and • Check students’ answers.
pressed paper on it to copy the words. This allowed Gutenberg to create
hundreds of pages of text in minutes. His invention made books easier to
make and cheaper.
Answer Key
1. C
The smartphone is one of the most useful inventions of the 21st
century. In 2018, 77 percent of all adults in the US owned a
2. B
smartphone. Research also found that 36 percent of the world’s 3. A
population owned a smartphone. This might be because smartphones
have so many uses. People use them to play games, work, take pictures,
record videos, share ideas and experiences, etc. Yet, there are some people
who think smartphones are harmful. These people believe that always being
connected makes people less happy.
Wrap Up
One technology that will change the world is artificial intelligence
(AI). The most common form of AI right now is machine learning.
Machine learning is a system that computers use to learn and predict • Tell students to find a partner.
results. You can find this kind of AI in chatbots, self-driving cars, and on
your smartphone. But scientists want to go further. Using data, scientists
are trying to create real artificial intelligence or true AI. They want to create • Ask students if they would like to share their discussion
a machine that can think like a person.
with the class.
Comprehension • Ask follow-up questions.
5 circle true or false.
1. Gutenberg’s books were expensive. true false
2. More people could read after Gutenberg invented the printing press.
3. About 77 percent of the world’s population had a smartphone in 2018.
true
true
false
false
Extra Practice Invent Something
4. People use their smartphones for more than just communication. true false
5. Most AI right now uses machine-learning systems. true false
Have students get into groups of two to three. Tell
6 Match the statements to the paragraph about the same idea. them to invent something new that will help people
1. AlphaGo is a computer program that beat top players of Go in 2017.
do something. Make sure to tell students to include a
2. Other devices like the tablet and smartwatch are becoming more popular.
3. The first book made with the press was a Latin language Bible. name for their invention, what it does, and how it helps
Wrap Up people. Then have students draw a picture of their
7 talk with a partner. invention. Tell students to put their work on a separate
1. Which invention do you think is the most important? Why?
2. What do you use your smartphone for most?
sheet of paper. When students are done working, ask
3. What do you think AI will be able to do in the future?
19
each group to present their inventions to the class.
Afterwards, have students vote on which invention was
Odyssey 4.indd 19 2021-06-08 �� 9:24:23
the best. Remember to give feedback and ask follow-
up questions.
4 Read the article. 2-03

OR
• Read the article aloud.
OR
Comprehension
5 C ircle true or false.
• Ask students to answer the questions.
Answer Key
1. false
2. true
3. false
4. true
5. true
19
Lesson B TecH caReeRS
B TecH caReeRS Listening
aim: Understand job descriptions of
people in the tech industry
Aim: U
nderstand job descriptions of people in the tech Vocabulary Note
Words like maybe, perhaps, and probably show
industry 1 listen and number. 2-04
how sure the speaker is about something.
Focus
Vocabulary 3 talk with a partner.
What do you think smartphones

7 1
digital screen will be like in the future?
• Listen to the audio. I think smartphones will

probably get thinner and faster.
• Ask students to write the correct number of the What do you think will change
6 application 8 automatic
vocabulary word next to the word in the book. about computers in the future ?

Perhaps computers will become
more powerful and smaller.
Answer Key
From left to right, top to bottom 4 upload 2 decision
7. digital 4 listen and circle the answers. 2-06
1. screen
6. application Holly thinks there will be
______ screens.
8. automatic
5 download 3 process
a. more
4. upload b. better
1. Holly c. fewer
2. decision
5. download 2 listen and answer the questions with the best
vocabulary word. 2-05
3. process Benjamin thinks school
1. What word is being described? will be ______.
_______________________________________________
• Practice again. Point at different pictures and ask students a. shorter
b. longer
2. What word is being described?
to say the words. _______________________________________________
c. better 2. Benjamin

2 L isten and answer the questions with the best _______________________________________________
vocabulary word. 2-05 4. What word is being described?

Melody thinks it will be ______
to make decisions.
_______________________________________________
• Listen to the audio. a. faster
b. easier
• Ask students to write the correct word on the line. _______________________________________________ 3. Melody c. harder

20
Answer Key Answer Key

1. application 1. c, 2. a, 3. b
2. screen
3. automatic
4. upload
5. download Extra Practice What Would Life Be Like
Without...?
Practice asking students what they think life would be
Focus like without certain inventions using the phrases:
3 Talk with a partner. “What do you think life would be like without _____?”
• Read the short conversations aloud or ask two students → “I think _____ because _____.”
to read the short conversations aloud.
What do you think life would be like without the
partner.
internet? → I think life would be hard because we
would have to physically do things like send letters and
talk about different technologies and ideas.
go to the library.
What do you think life would be like without airplanes?
4 L isten and circle the answers. 2-06 → I think travel would take a long time because we
• Listen to the audio. would have to use boats, trains, cars, and horses.
20
Wrap Up
Listen Up
5 Who is the speaker? listen and number. 2-07
7 L isten again and answer the questions. 2-07

3 back-end
developer 1 UX designer 4 AR/VR
developer 2 futurist • Ask students to complete the activity.
6 listen again. Fill in the blanks and circle. 2-07
Answer Key
I’m a(n) _______________ for
smartphone _______________. 1. d
Maybe / Perhaps / Probably you’re using I’m a(n) _______________
2. b
one of my applications right now and developer. You maybe / perhaps /
1. Megan 3. James
don’t even know it. probably don’t know what that is. 3. c
It’s my job to make sure that 4. c
everyone’s _______________ and
uploads are fast.
I’m a(n) _______________. I do lots of

_______________ and study trends.
Using my research to predict trends in 2. Jacob • Tell students to find a partner.
people’s behavior is maybe / perhaps /
probably the biggest part of my job. • Tell students to discuss the questions.
I’m a(n) _______________ developer.
4. Amy
You’ve maybe / perhaps / probably heard
of virtual reality. With virtual reality, we
with the class.
Wrap Up try to make a(n) _______________ world.
• Ask follow-up questions.
7 listen again and answer the questions. 2-07
1. Which person makes predictions?

a. back-end developer b. UX designer c. AR/VR developer d. futurist Teacher’s Note
2. Which person makes applications easier to use?
a. back-end developer b. UX designer c. AR/VR developer d. futurist Technology Jobs
3. What is true about augmented reality?
a. It is similar to back-end development. b. It requires a virtual-reality headset.
Introduce other jobs in the technology field, such as
c. It includes the use of actual reality. d. It was made by futurists. aeronautical engineer, big data analyst, computer
4. What is NOT true about back-end developers?
a. They make sure websites work well.
programmer, information security analyst, mechanical
b. They make sure the speed of updates is fast. engineer, robotics engineer, rocket scientist, software
c. They make sure that websites are easy to use.
d. They make sure everyone can download and upload files quickly. developer, and web developer. Then ask students which
of these jobs seem the most interesting and why.
1. Which job do you think is the most exciting?
2. What kinds of VR or AR games would you like to play in the future?
3. What kind of predictions would you make if you were a futurist?
21
Odyssey 4.indd 21 2021-06-08 �� 9:24:25
Listen Up
5 Who is the speaker? Listen and number. 2-07

• Ask students to write the number of the audio next to
the correct picture.
Answer Key
From left to right
3, 1, 4, 2
6 L isten again. Fill in the blanks and circle. 2-07

• Ask students to fill in the blank and circle the correct
answer.
Answer Key
1. UX designer, applications, Maybe
2. futurist, research, perhaps
3. back-end, probably, downloads
4. AR/VR, probably, digital
21
Lesson C pRedIcTIonS
C pRedIcTIonS Speaking
aim: Make predictions
about the future
Aim: Make predictions about the future Vocabulary

Vocabulary
3 plans 1 sure 6 browse 2 know
7 errands 4 improve 8 latest 5 project
• Checkstudents’ answers.
Answer Key 1. My ____________________ include going to art school in America in the future.
From left to right, top to bottom 2. I went to the game store to ____________________ through the newest games.
3. My mom gave me a list of ____________________ to do this weekend, such as buying new school supplies.
3. plans 4. I need to take guitar lessons if I want to ____________________.
1. sure 5. I am working with Ben on a science ____________________. We are making a bridge with toothpicks.
6. browse 6. My friend bought the ____________________ iPhone last spring. It’s so cool.
2. know 7. You will ____________________ who Gabby is by her blue hair.
7. errands 8. I’m ____________________ that we turned off the oven, but Mom wants to go back and check.
4. improve
8. latest Focus
3 talk with a partner. 4 listen and circle the answers. 2-09
5. project
What will you do next weekend ? 1. What will Nadine do next weekend?
• Practice again. Point at different pictures and ask students a. She’ll be doing errands.
b. She’ll be working on a project.
I might go camping with my friends.
to say the words.
What will you write about for 2. What will Max do for his science project?
your research paper ?
a. something with plants
2 F ill in the blanks with the best vocabulary words. I’m not sure. I could write about
b. something with smartphones
the Aztec Empire, or I could write
• Ask students to read the sentence prompts. about the Mayan Empire.
3. What would Jason like to improve?
• Ask students to write the best vocabulary word in the Note
We use modals like may, might, can, and could to
a. his website
blank. show something is possible but not certain.
b. his programming ability

Odyssey 4.indd 22 2021-06-08 �� 9:24:26
Answer Key
1. plans
2. browse Focus
3. errands
3 Talk with a partner.
4. improve
5. project • Read the short conversations aloud or ask two students
6. latest to read the short conversations aloud.
7. know • Ask students to practice the conversations with a
8. sure partner.
talk about different activities.
Teacher’s Note
Errands vs Chores 4 L isten and circle the answers. 2-09
Explain to students that errands and chores are not • Listen to the audio.
the same thing. Chores are done at home and include • Ask students to circle the correct answer.
things like taking out the trash, washing the dishes, • Replay the audio if needed.
cleaning one’s room, vacuuming the carpets, and so • Ask students to complete the activity.
on. Errands are done outside the home and include • Check students’ answers.
things like going grocery shopping, mailing a letter
at the post office, picking up/dropping off the dry Answer Key
cleaning, returning a book to the library, and so on. 1. a
Make sure students understand the difference between 2. b
chores and errands. Then ask them what kinds of 3. b
chores and errands they usually do.
22
6 C omplete the sentences with the given verbs in
Grammar future continuous.
5 look at the table. then listen and repeat. 2-10
Future Simple
Future simple tense shows that an action is expected to
• Ask students to write the future continuous form of the
happen in the future and be completed.
Ex. I will arrive at noon.
given word in the blank.
Future Continuous • Ask students to complete the activity.
Note
Future continuous tense shows that at a certain time in Future continuous tense can only be used with action verbs,
like run, think, and see. You should not use this tense with
the future, an action will be happening and will continue,
stative verbs.
usually only for a short time. After class, I will be knowing how to cook strawberry cake. (X)
Ex. At noon, I will be talking to my teacher about the After class, I will know how to cook strawberry cake. (O) Answer Key
homework.
6 complete the sentences with the given verbs in future continuous. 1. will be running
1. I ________________________ (run) in a marathon next month. 2. will be studying
2. Sarah ________________________ (study) for her computer science test this Friday. 3. will be doing
3. Phil and Andrea ________________________ (do) research this afternoon in the library.
4. will be competing
4. The debate team ________________________ (compete) against Bolívar Middle School next week.
5. will be wearing
5. Sandra ________________________ (wear) a light blue dress to dinner.
Speak Up
7 What are the following technologies like now? What will they be like by 2050? Fill in the
table with a group. Speak Up
Technology Now In 2050
1. transportation (cars, boats,
7 W hat are the following technologies like now?
trains, airplanes, etc.) What will they be like by 2050? Fill in the table
2. communication (phones,
computers, tablets, etc.) with a group.
3. education (courses, devices,
etc.)
4. home (appliances, • Ask students to look at the table.
• Ask students to talk about how the technologies are
electronics, security, etc.)
Wrap Up now and how they will be by 2050.

8 read 3 again. talk with a group. ask and answer the questions. • Tell students to write their ideas in the table or on a
Question My Notes Group Notes separate sheet of paper.
What will you do next year? • Tell students to use the patterns in activities 3 and
What will change in the next
ten years?
5 .
What will technology be like • Check students’ conversations to make sure they’re
when you’re in your 30s?
What kinds of technology do
speaking properly.
you look forward to most? • Ask some students to present their conversations to the
What can students do to be
ready for the future?
class.
23 • Give feedback.
Odyssey 4.indd 23 2021-06-08 �� 9:24:26
Wrap Up
Grammar 8 R ead 3 again. Talk with a group. Ask and
answer the questions.
5 Look at the table. Then listen and repeat. 2-10
• Tell students to work in the same groups.
• Read the contents of the table. • Ask students to review the information from activity
OR 3 .
• Ask students to read the table. • Ask students to ask and answer the questions in the
OR table.
• Listen to the audio. • Tell students to write their answers in the table or on a
• Ask students to repeat aloud after the audio. separate sheet of paper.
• Ask students if they know what kind of grammar points • Check students’ conversations to make sure they’re
are being highlighted. speaking properly.
Extra Practice What Will the Future Be Like? class.
• Give feedback.
Have students practice asking one another what certain
aspects of the future will be like with the phrases:
“What will _____ be like in the future?” → “_____ will
be _____ in the future because _____.”
What will school be like in the future? → School

will be easy in the future because robots will do our
homework.
What will travel be like in the future? → Travel will
be instantaneous in the future because we will use
teleportation machines.
23
Lesson D cHanGInG
D cHanGInG TecHnoLoGIeS Writing
TecHnoLoGIeS aim: Write about new and
changing technology
Vocabulary
Aim: Write about new and changing technology 1 listen and number. 2-11
Vocabulary
1 L isten and number. 2-11 6 engineer 7 able 2 develop 3 change

8 1 5 4
vocabulary word next to the word in the book. area available control access
• Check students’ answers. 2 Match the words with their definitions.

1. engineer • • a. having the ability to do something
Answer Key 2. able • • b. someone whose job is to design, build, or fix machines
3. develop • • c. free or not busy; able to be used
From left to right, top to bottom 4. change • • d. the ability to make someone or something do what you want
5. area
6. engineer • • e. to grow, build, or make something, such as a new product
6. available • • f. the ability to see or use; permission to enter
7. able 7. control • • g. to become different from before
2. develop 8. access • • h. a specific part of a country, city, town, etc.
3. change
8. area Expressions
Sequence signal words
1. available 3 look at the table.
5. control Sequence Words Example Sentences
4. access first, second, third First, I had an iPhone. Second, I bought a Samsung. Third, I got an LG.
then I bought a computer. Then I started playing computer games.
• Practice
again. Point at different pictures and ask before You need access to the folder before you can download the files.
after You can download the files after you get access to the folder.
students to say the words. last The last thing you should do is press that red button.
4 listen. then put the facts in the correct order (1-5). 2-12
2 M atch the words with their definitions. • Engineers collected sand from the ocean. _______
• Engineers checked the area to make sure it was safe to build on. _______
• Ask students to read the words and the definitions. • Engineers used satellites to help control the construction. _______
• Ask students to match the word with the correct • Engineers made holes in the dam to let in water. _______
Note
• Engineers built a large dam around the area. _______
definition.
A dam is a wall built to stop water.
Answer Key
Answer Key
1. b 2. a
3. e 4. g From top to bottom
5. h 6. c 2, 1, 4, 5, 3
7. d 8. f
Teacher’s Note
Expressions More Sequence Words
Sequence signal words
Introduce other sequence words to students. Make sure
3 Look at the table. they understand how and when to use them. Below is
• Read the contents of the table. a list of various sequence words.
OR
• Ask students to read the table. Interruption
• Ask students if they know what kind of words are being Middle/
Beginning (Unexpected Ending
highlighted. Continuing
Event)
- Once - The next - Suddenly, - Finally,
4 L isten. Then put the facts in the correct order
upon a day, - All of a - Lastly,
(1-5). 2-12
time, - After that, sudden, - In the end,
• Listen to the audio. - One day, - Later, - But then,
• Ask students to read the sentences. - Today, - Later that - Just that
• Ask students to number the sentences in the correct - In the day moment,
order. past, - Later that - At that
• Replay the audio if needed. - Nowadays, night moment,
• Ask students to complete the activity. - Yesterday,
24
Wrap Up
Writing
5 read. then answer the questions.
6 L ook at the following technologies. Write about
SnapshotShare is a picture-sharing application. It’s very easy to use. First, make an account. Then, create a user how they have changed on a separate piece of
name and profile. Now you can use the application!
paper. Look online for information if necessary.
Do you want to upload your own pictures? That’s easy. Tap on the
camera icon and then tap the “New Post” button. Then choose the • Ask students to look at the technologies.
photo you want to upload. Before you upload it, you can edit the
picture. Don’t forget to add a description. Last, press the “Done” • Ask students to look at the example.
• Ask students to write how the technologies have
button. That’s it!
Want to find friends on the application? First, go to your settings.

Second, tap the “Find Friends” button. Third, write some of your changed on a separate sheet of paper.
interests. You can pick up to ten. Then, look at people’s profiles and
• Tell students to use the internet if they need to find
send them friend requests. Easy!
1. What kind of application is this?

additional information.
___________________________________________________________________________________________ • Tell students to use the patterns in activities 3 and
2. What is the first thing a user must do? 4 .
___________________________________________________________________________________________
• Check students’ work to make sure they’re writing
3. How can you find friends with this application?
___________________________________________________________________________________________ correctly.
4. What are some applications you know that are similar to this one? • Ask some students to present their writing to the class.
___________________________________________________________________________________________
• Give feedback.
5. How did people share pictures before applications?
___________________________________________________________________________________________
Extra Practice What Will Technology Be Like in

Wrap Up the Future?
6 look at the following technologies. Write about how they have changed on a separate
piece of paper. look online for information if necessary.
Tell students to work in groups of two or three. Then tell
them to write about what the technologies in activity
6 will be like in the future. Tell students to be creative
with their answers. Tell students to use the patterns
they used in activity 6 , but to also use the future
mouse games
floppy disk (memory) camera

tenses. When students are done writing, ask each group
to present their work to the class. Remember to give
Ex. Television screens have changed a lot in the past sixty years. feedback and ask follow-up questions.
First, television screens used tubes, or CRTs.
Then, they used LCD screens.
Next, they made plasma screens.
Lately, television screens are made from LEDs.
In the future, screens will probably use quantum dot (QD) technology.
25
Odyssey 4.indd 25 2021-06-08 �� 9:24:29
Writing
5 Read. Then answer the questions.
• Ask students to read the passage.
Answer Key
Sample Answers
1. It is a picture-sharing application.
2. First, a user must make an account.
3. First, go to settings. Then tap “Find Friends.” Third, write some
interests. Last, look at people’s profiles and send friend requests.
4. Snapchat and Instagram are similar.
5. Before applications, people mailed photos to each other.
25
Lesson E appLIcaTIon deSIGneR
E appLIcaTIon deSIGneR Project
aim: Design an application
Aim: Design an application Video

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

2 3 1
partner. Video
3 Watch again. circle the words you hear. 2
Scan the QR code to link to Unit 2 video. access automatically research available
decision errands plans engineers
2 Watch the video. Number the pictures in order. 4 Watch again. circle true or false.
Video
2
Video 1. Oogle is a tech company. true false
2 2. Gloria loses the card. true false
• Play the video for students. 3. Oogle has a game space.

4. Perry made his first award-winning application at age seven.
true
true
false
false
• Ask students if their predictions were correct. 5. Perry’s greatest invention is artificial intelligence. true false
• Ask students to number the pictures in order. 5 Watch again. circle the words you hear.
Video
2
• Play the video again if needed. 1. Who knows? Maybe / Perhaps they’re to stop people from taking too many treats…
• Ask students to complete the activity. 2. It was possibly / probably someone else’s house… Come along.
3. To the grand finale… What I’m about to show you will change / will be changing the
• Check students’ answers. world. It will be making / will make all our problems go away. It’s my greatest invention. It’s
perhaps / maybe the greatest invention of all time.
Answer Key Video

6 Watch again. Put the actions in the correct order (1-6). 2
From left to right • Gloria and Perry see the break room. _______
• Perry talks about when he was younger. _______
2, 3, 1 • Gloria and Perry see the control center. _______
• Perry shows his greatest invention. _______
• Gloria gets an access key. _______
• Gloria and Perry see the game room. _______
Video
3 W atch again. Circle the words you hear. 2 26
• Play the video again. Odyssey 4.indd 26 2021-06-08 �� 9:24:34

Video
• Ask students to complete the activity. 5 Watch again. Circle the words you hear. 2
• Check students’ answers. • Ask students to read the sentences.
Answer Key
• Ask students to circle the word(s) they hear.
access, automatically, research, decision, engineers
Video
4 W atch again. Circle true or false. 2 Answer Key
• Ask students to read the sentences. 1. maybe, 2. probably, 3. will change, will make, perhaps
• Play the video again if needed. 6 W atch again. Put the actions in the correct order
Video
• Ask students to complete the activity. (1-6). 2
• Check students’ answers. • Ask students to read the sentences.
Answer Key
• Ask students to number the sentences in the correct
1. true
order.
2. false
3. true
4. true • Ask students to complete the activity.
5. true • Check students’ answers.
Answer Key
From top to bottom
3, 4, 5, 6, 1, 2
26
21st Century Skills
Grammar
7 look at the table. then talk with a partner. 9 W ork alone or get in groups. Read the task and
Future Continuous for Predictions
complete the project.
Future continuous tense shows that at a certain time in the future, an action will be happening and • Tell students to work alone or to get into groups.
will continue, usually only for a short time. It can also be used to make predictions.
Ex. I will be traveling in Argentina this spring.
• Ask students to design a phone application.
They will be making a lot of changes to the school curriculum. • Ask students to write directions on how to use the
He will be upgrading the computers next month.
application.
Wrap Up • Ask students to draw a storyboard for the application.
8 Write the sentences as predictions using the future continuous tense. • Tell students to write their directions and draw their
1. It will rain in Seattle tomorrow. storyboards on a separate sheet of paper.
__________________________________________________________________________________
• Check students’ work to make sure they’re doing it
2. Iliana is moving to Spain next year.
properly.
__________________________________________________________________________________
• Ask each group to present their applications to the
3. Cars in the future will drive themselves.
__________________________________________________________________________________
class.
• Give feedback.
Century Skills
App Designer creativity critical thinking
Teacher’s Note
9 Work alone or get in groups. read the task and complete the project. Predictions: Will and Be Going To
Task Design your own phone application. Then, write directions Remind students that they can also make predictions
about how to use the application. Draw a storyboard and write
directions on a separate piece of paper. Share your application
about the future using will and be going to. For
with the class. example, the sentences below all have the same
meaning.
Ex. User Name & Profile
Ben will arrive on time tomorrow.
Ben is going to arrive on time tomorrow.
Tap to “Comment.” Ben will be arriving on time tomorrow.
Tap to “Like.”
Extra Practice Future Continuous Prediction Race

Tap to “Find Friends.”
Before class, make a list of different technologies and

Tap to “Upload Photo.”
situations like cars, computers, robots, going to school,
27 doing homework, etc. During class, split the class into
Odyssey 4.indd 27 2021-06-08 �� 9:24:35
two teams and have each team line up at the front of
the classroom. Tell the first two students that you will
say one of the technology items or situations to them.
Grammar Then, they have to quickly use the future continuous
tense to make a prediction about what the technology
7 Look at the table. Then talk with a partner. or situation will be like in the future. The first student
• Read the contents of the table. to answer correctly gets a point for his or her team. Tell
OR the first two students to go to the back of their lines
• Ask students to read the table. and then repeat the process for the next two students.
• Ask students if they know what kind of grammar point Continue the game until every student has had a turn.
is being highlighted.
• Ask students to discuss the information from the table.
Wrap Up
8 W rite the sentences as predictions using the
future continuous tense.
• Ask students to use the future continuous to rewrite the
sentence as a prediction on the line.
Answer Key
1. It will be raining in Seattle tomorrow.
2. Iliana will be moving to Spain next year.
3. Cars in the future will be driving themselves.
27
MODULE 2
Unit
3 PROBLEMS AROUND THE HOUSE

problems and repairs around the house using the active
and passive voices.
MODULE 2
Scan the QR code to download the Unit 3 audio.
Unit
3
Unit 3 AIMS
Problems around
Lesson A: L isten to people talk about problems around the
house
Lesson B: Talk about problems around the house
the house
Lesson C: Read about smart homes
Lesson D: Write a post explaining a problem
Lesson E: Plan a renovation of your school
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 problems around the house
Lesson A Lesson B B Speaking Talk about problems around the house
hardware store carpet C Reading Read about smart homes

purchase frame
D Writing Write a post explaining a problem
rebuild gap
simple hire E Project Plan a renovation of your school
suddenly hole
support leak
tools pipe 28
weak plumber
Odyssey 4.indd 28 2021-06-08 �� 9:24:40
Lesson C Lesson D
conditions complete
cool (temperature) equipment
efficient examine
electricity expert
heat issue
install pay
planet qualified
waste urgent
28
The passive voice is constructed differently according to
which tense you use.
Passive Voice
Present Simple Past Simple
The computer is repaired by The computer was repaired
Jim. by Jim.
Present Continuous Past Continuous
The computer is being The computer was being
repaired by Jim. repaired by Jim.
Present Perfect Simple Past Perfect Simple
The computer has been The computer had been
Future Future Perfect
The computer will be The computer will have been
Unit 3 Discussion
Look at the photos and answer the questions.
• Ask the class each question.
ice Breakers
look at the photos and answer the questions.
Extra Practice More Discussion
1. What do you see in the pictures? Ask more questions about problems around the house.
2. Have you ever experienced any of these things?
3. Which one would be the biggest problem for you?
4. What would you do in each of these situations?
What problems have you had around your house?
29
How do you deal with problems around your house?
Odyssey 4.indd 29 2021-06-08 �� 9:24:41
Describe something you have repaired around your
house. Was it easy or difficult?
Key Grammar Would you rather repair something yourself or hire a
repairman? Why?
passive voice
We can often talk about an action using the active or
passive voice. The voice we use changes the focus of the
sentence.
In the active voice, the subject does the action. In the
passive voice, the subject receives the action.
Active Voice Passive Voice

He fixes the window. The window is fixed by him.
The repairman was called by
She called the repairman.
her.
The kitchen was cleaned by
We cleaned the kitchen.
us.
29
Lesson A can You HeLp Me?
A can You HeLp Me? Listening
aim: Listen to people talk about
problems around the house
Aim: L isten to people talk about problems around the Vocabulary

house 1 listen and number. 3-01
Vocabulary
1 Listen and number. 3-01 tools rebuild hardware store weak

suddenly support simple purchase
vocabulary word / phrase next to the word / phrase in
the book. 2 listen and fill in the blanks with the best vocabulary words. 3-02
1. The storm _____________________ broke a bunch of windows in the house.

2. Rich thinks the windows should be a _____________________ fix.
Answer Key 3. Lisa’s dad went to the _____________________ in the morning.
From left to right, top to bottom 4. Lisa’s dad needs to buy some _____________________ to fix the house.
5. Lisa thanks Rich for the _____________________ but says she will be fine.
3. tools
8. rebuild 3 listen and write the vocabulary words you hear. 3-03
1. __________________, __________________ 2. __________________, __________________

6. hardware store 3. __________________, __________________ 4. __________________, __________________
2. weak
7. suddenly Focus
4 talk with a partner. Note
5. support Reflexive pronouns are words ending in –self or –selves that are used when
the subject and object of a sentence are the same. The reflexive pronoun
1. simple The house got damaged. Can we rebuild it ? can be either the direct or indirect object of the sentence.
I can do it myself.
4. purchase No, we can’t rebuild it by ourselves.
Jack decided to purchase tools for himself.
• Practice
again. Point at different pictures and ask Where did you get these tools, Frank ?
students to say the words. I bought them for myself at the hardware store. 1. Who will fix the vase?
a. Jan b. Fraser c. Jan’s mom
2 L isten and fill in the blanks with the best Can you help me rebuild this desk ?
2. Who will build the furniture?
a. Cathy b. Louis c. Cathy and Louis
vocabulary words. 3-02 Sorry, can you do it yourself ? I’m pretty busy.
3. Who will rebuild the yard chair?
• Listen to the audio. This is a simple task . But / So, do you need help with it?
a. Brandon b. Brandon’s dad c. Brandon’s mom
4. Who does NOT know how to fix the floor?

• Ask students to read the sentences. Yes / No, I can / can’t do it myself. a. Dennis b. Joan c. Joan’s dad
• Ask students to write the best vocabulary words / 30
phrases in the blanks.

Odyssey 4.indd 30 2021-06-08 �� 9:24:42

Focus
Answer Key
1. suddenly 4 Talk with a partner.
2. simple • Read the short conversations aloud or ask two students
3. hardware store to read the short conversations aloud.
4. tools • Ask students to practice the conversations with a
5. support
partner.
3 Listen and write the vocabulary words you hear. talk about different problems and ideas.
3-03
• Listen to the audio. 5 Listen and circle the answers. 3-04
• Ask students to write the vocabulary words they hear in • Listen to the audio.
the blanks. • Ask students to circle the correct answers.
• Replay the audio if needed. • Replay the audio if needed.
• Check students’ answers. • Check students’ answers.
Answer Key Answer Key

1. weak, hardware store 1. b
2. simple, tools 2. c
3. suddenly, support 3. a
4. purchase, rebuild 4. a
30
Wrap Up
Listen Up
6 listen and circle the words you hear. 3-05
8 L isten. Then fill in the blanks. 3-06
tools rebuild hardware store weak • Ask students to read the sentences.
suddenly support simple purchased • Listen to the audio.
• Ask students to write the words they hear in the blanks.
1. What are they mostly talking about?
a. Petra’s computer b. Len’s hardware store • Check students’ answers.
2. What does Petra think of technical support?
a. They’re very helpful. b. She could do better herself. Answer Key
3. Technical support thinks the problem is __________________. 1. rebuild, ourselves, simple
a. the hardware b. simple
2. suddenly, myself, promises
4. Why can’t Petra fix the computer herself?
a. She doesn’t have the tools. b. She doesn’t have the money.
3. weak, yourself
5. Where will they go to fix the computer? 4. purchase, myself, with that
a. the hardware store b. Len’s friend’s dad’s store
Teacher’s Note
Wrap Up Home Repair
8 listen. then fill in the blanks. 3-06
Ask students about common house problems they
1.
Steve: Want to help me ________________ this birdhouse?
know of. Then introduce other common problems
Steve: I think we can fix this ________________. It’ll
be ________________.
around the house. Talk about the things people do to
Colleen & Steve solve those problems. Ask students what they do to
2.
solve those problems. Below is a list of some common
Megan: I tried to use it, and it ________________ stopped working.
problems.
Ryan: I can try to do it ________________. But,
no ________________.
• Clogged toilets / sinks
Megan & Ryan
• Broken windows
3.
Miles: I was trying to move it, but I think it’s a bit ________________. • Broken appliances
Marge: You shouldn’t be trying to move this by ________________.
• Rain / flood damage
It’s too heavy.
Marge & Miles
• Overgrown shrubbery
• Leaky faucets
4.
Mom: I’m going to ________________ some tools.
• Fire damage
Mom: I thought I’d try to fix the thing ________________.
Fraser: Let me help you ________________, Mom.

Fraser & Mom
31
Odyssey 4.indd 31 2021-06-08 �� 9:24:44

Extra Practice Problem and Solution Dialogues
Have students practice talking about problems around
the house and how to solve / repair them by creating a
Listen Up dialogue. Tell students their dialogues must contain at
6 Listen and circle the words you hear. 3-05 least one problem and one solution to the problem. Tell
students to write their dialogues on a separate sheet of
paper. When everyone is finished writing, tell students
to practice their dialogues. Have students change
roles and practice again. Finally, ask some students to
present their dialogues to the class. Remember to give
Answer Key feedback.
tools, hardware store, suddenly, support, simple, purchased
• Ask students to read the questions.

• Ask students to circle the correct answers.
Answer Key
1. a
2. b
3. a
4. a
5. b
31
Lesson B pRoBLeMS
TeLL Me aBouT
aRound
YouR pRoBLeMS aRound THe
B
Speaking
InTeReSTS
THe HouSe HouSe aim: Talk about problems
around the house
Vocabulary
Aim: Talk about problems around the house 1 read the words in the box. then listen and write the vocabulary word you hear. 3-07
carpet plumber hire leak gap pipe frame hole
Vocabulary 1. 2. 3. 4.
1 R ead the words in the box. Then listen and write

the vocabulary word you hear. 3-07
• Ask students to read the words in the box.

5. 6. 7. 8.
• Ask students to write the vocabulary word under the
correct picture.
2 look at the pictures. talk with a partner. use the vocabulary Note
Use should to indicate there is an action
Answer Key words to talk about the problems and give solutions. that has to be done. E.g., There is a leak.
We should call a plumber.
Ex. There is a hole in the wall. We should fix it ourselves.
1. gap
2. plumber
3. hole
4. leak
5. frame
Grammar Note
6. carpet 3 look at the table.
Use the passive voice when: 1. You don’t know who did the action;
2. The receiver of the action is more important.
7. pipe
Active Voice Passive Voice
8. hire In the active voice, the subject does the action. In the passive voice, the subject receives the action.
He fixed the sink. The sink was fixed by him.
• Practice again. Point at different pictures and ask students They called the plumber. A plumber was called by them.
We hired the repairman. The repairman was hired by us.
to say the words.
4 look at the pictures and read the sentences. then write the sentences in the passive voice
2 L ook at the pictures. Talk with a partner. Use the on a separate piece of paper.
vocabulary words to talk about the problems and

give solutions.
1. My dad found the 2. We made the 3. The plumber 4. They purchased 5. Johnny hired the
• Tell students to find a partner. leak in the pipe. hole in the roof. fixed the pipe. the frame. repairman.

32
• Ask students to talk about the problems and possible
solutions. Odyssey 4.indd 32 2021-06-08 �� 9:24:46
• Ask some students to share their conversations with the

class. Answer Key
• Ask follow-up questions. 1. The leak in the pipe was found by my dad.
• Give feedback. 2. The hole in the roof was made by us.
3. The pipe was fixed by the plumber.
4. The frame was purchased by them.
Grammar 5. The repairman was hired by Johnny.
3 Look at the table.
OR Extra Practice Active / Passive Voice Race
• Ask students to read the table. Before class, write down a mix of active and passive
• Ask students if they know what kind of grammar point voice sentences. Write each sentence on separate
is being highlighted. cards or slips of paper. Make sure to have an even
distribution of active and passive voice sentences.
4 L ook at the pictures and read the sentences. Then During class, split the class into two groups. Have
write the sentences in the passive voice on a each group line up single file at the front of the class.
separate piece of paper. Show the first student in each line one of the slips of
paper. Instruct the students that they must change the
• Ask students to look at the pictures and read the
sentence on the slip of paper to the opposite voice. If it
sentences.
is the active voice, students must change it to passive,
• Ask students to rewrite the sentences in the passive
and vice versa. The student who says the correct
voice on a separate sheet of paper.
sentence first gets a point for their team. Have those
first students then move to the back of their respective
lines. Repeat this process until each student has had a
turn. The team with the most points at the end wins
the game.
32
Teacher’s Note
Expressions Hey, Sis. I didn’t

Passive Voice Without By
think we’d run Sorry. I’ve
go
Phrasal verbs with run I’ve been ru t to go.
into each other.
around all nning Explain to students that the passive voice can be used
5 look at the table. day.
without by through the use of be + past participle.
Phrasal Verbs with run
Word Meaning
run out of to have none left
run around
run through
to be very busy doing many things
to quickly explain; to practice
- The euro is used in the European Union.
run off to leave quickly and without warning - Credit cards are accepted in most stores.
run into to meet someone unexpectedly; to encounter a problem
- Cattle are raised on farms.
6 Fill in the blanks with the correct phrasal verbs with run.
Make sure students understand this form of the
1. We have to go to the store! We’ve ________________________ paint.
2. Where did the plumber ________________________ to? I also need him to help with the upstairs sink.
passive.
3. My boss makes me ________________________ the office doing so many tasks. I’m exhausted.
4. I’ll ________________________ the plan one more time. You distract Sarah, and I’ll grab the burgers.
Speak Up
5. Let’s go to the movie theater uptown. I don’t want to ________________________ my mom. She works downtown.
Speak Up
7 listen and match the speakers to the correct problem. 3-08 7 L isten and match the speakers to the correct
Speakers Problems
problem. 3-08

a. leaking roof b. broken pipe
• Ask students to write the letter of each problem next to
1. Maxine 2. Harold
the correct speaker.
3. Joe 4. Rachel c. leaking bathtub d. dirty carpet • Check students’ answers.
8 look at the different problems in 7 . talk with a partner. role-play talks between the Answer Key
people with the problem and the repairman.
1. Maxine – b; 2. Harold – a; 3. Joe – d; 4. Rachel – c
Wrap Up
9 look at the pictures. use the given words to write descriptions of the problems in the active
voice. then talk with a partner. take turns describing the problems in the passive voice.
8 L ook at the different problems in 7 . Talk with a
partner. Role-play talks between the people with
1. (My) (sister) 2. (plumber) (fix) 3. (Your) (mom) 4. (They) (fix) 5. (boss) (hire) the problem and the repairman.
(broke) (stove) (leak) (pipe) (clean) (carpet) (gaps) (roof) (new) (repairman)
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________ • Ask students to look at the problems from activity 7 .
3. __________________________________________________________________________________________ • Ask students to take turns role-playing as the people
4. __________________________________________________________________________________________
5. __________________________________________________________________________________________
with the problems and the repairmen.
33
• Ask some students to share their conversations with the
Odyssey 4.indd 33 2021-06-08 �� 9:24:47
class.
• Give feedback.
Expressions
Phrasal verbs with run
5 L ook at the table.
Wrap Up
• Read the contents of the table. 9 L ook at the pictures. Use the given words to write
OR descriptions of the problems in the active voice.
• Ask students to read the table. Then talk with a partner. Take turns describing
• Ask students if they know what kind of expression is the problems in the passive voice.
being highlighted. • Tell students to find a partner.
6 F ill in the blanks with the correct phrasal verbs • Ask students to write active sentences using the given
with run. words.
• Ask students to take turns saying each sentence in the
passive voice with their partner.
• Ask students to fill in the blanks with a correct phrasal.
Answer Key
Answer Key
1. Active: My sister broke the stove.
1. run out of
Passive: The stove was broken by my sister.
2. run off
2. Active: The plumber fixed the leak in the pipe.
3. run around
Passive: The leak in the pipe was fixed by the plumber.
4. run through
3. Active: Your mom cleaned the carpet.
5. run into
Passive: The carpet was cleaned by your mom.
4. Active: They fixed the gaps in the roof.
Passive: The gaps in the roof were fixed by them.
5. Active: The boss hired a new repairman.
Passive: A new repairman was hired by the boss.
33
Lesson C a SMaRT HoMe
C a SMaRT HoMe Reading
aim: Read about smart homes
Aim: Read about smart homes Vocabulary

Vocabulary
heat planet electricity efficient
cool conditions waste install
Answer Key
2 Match the words with the definitions.
7. heat 1. heat • • a. the state something or someone is in
5. planet 2. planet • • b. to use too much of something

3. electricity • • c. energy that produces light and heat
1. electricity 4. efficiency • • d. the quality of being warm or hot
8. efficient 5. cool • • e. a good use of time and energy
6. condition • • f. a large, round object in space
3. cool
7. waste • • g. to make a piece of equipment usable
4. conditions 8. install • • h. to make something have a lower temperature
6. waste
2. install Pre-reading
3 look at the pictures. circle the words you think are related with the pictures.
• Practice again. Point at different pictures and ask students then talk as a group. explain why you think they are related.
to say the words.

pollution install efficient cool
• Ask students to read the words and the definitions. wet planet electricity waste
heat power planet support
• Ask students to match each word with the correct
definition.
heat efficient cool power
Answer Key conditions install planet efficient
power tools space Earth
1. d
34
2. f
3. c Odyssey 4.indd 34 2021-06-08 �� 9:24:50
4. e
5. h
6. a Pre-reading
7. b
8. g
3 L ook at the pictures. Circle the words you think
are related with the pictures. Then talk as a
group. Explain why you think they are related.
Teacher’s Note • Tell students to get into groups.
Energy and Pollution Problems and Solutions • Ask students to look at the pictures.
Explain to students that different energy and pollution- • Ask students to circle the words they think are related
related problems have different solutions. Do this by to each picture.
having students come up with an energy and pollution • Tell students to discuss why the words are related to
related problem for each picture in activity 3 . Then, as each picture.
a class, discuss ways in which these problems can be • Check students’ answers.
mitigated. After that, get students to describe energy • Ask some students to share their ideas with the class.
and pollution-related problems in their country. Finally, • Ask follow-up questions.
discuss solutions that their country is using to fight • Give feedback.
those problems. If students are having trouble coming Answer Key
up with ideas, talk about some of the issues and
Answers will vary.
solutions from your country.
1. pollution, heat, power
2. cool, electricity, waste
3. heat, conditions
4. planet, space, Earth
34
4 read the article. underline at least three passive voice sentences
in the article. 3-10
• Ask students to read the sentences and circle true or
Our homes waste a lot of power. This is why many people are changing their
false.
homes into “smart” homes. Smart homes use technology to be more efficient. • Replay the audio if needed.
Here are some devices you might find in a smart home.
Smart thermoStat Answer Key

Many people live in very hot or very cold places. Their living conditions
require year-round heating or cooling. Smart thermostats are used to reduce 1. false
the costs of heating and cooling. These devices are able to know when a
person is at home. They can then adjust the temperature based on the person’s 2. false
preferences. They will also turn off when no one is in the house. This might not
seem like big energy savings. However, studies have found that 3. true
smart thermostats reduce energy costs by about 20%.
4. false
Solar Power 5. true
Solar power is created by the sun, which means it is free and
renewable. In the past, using solar power wasn’t very efficient.
A solar panel cost more money than it saved. It also couldn’t
provide enough electricity for a full day. However, solar panels
are now 70% cheaper than they were 10 years ago. This is
why many homes are now installing solar panels. On average,
a solar panel pays for itself in seven to eight years.
Smart water FaucetS • Tell students to discuss the questions.
Smart faucets work like automatic faucets you find in public
restrooms. But smart faucets have new technologies to help • Ask students if they would like to share their discussion
you save water. Temperature settings can be adjusted based on what
you’re doing. Smart faucets also adjust the amount of water being used. with the class.
This means they will change settings when you’re cooking, cleaning, or washing
your hands. • Ask follow-up questions.
These are just a few devices we can use to save money while saving our planet.
Can you think of other ways to reduce energy and water use?
5 circle true or false. Wrap Up

1. Smart homes use more energy. true false
2. Smart thermostats control the water temperature. true false 7 T alk with a group. On a separate piece of
3. Smart thermostats know when someone is at home. true false
4. Solar power panels start to save money after 10 years of use. true false paper, list ways your school can be more energy
5. Smart faucets adjust the amount of water used. true false efficient. Then find ways to solve these problems.
1. In what other ways could you make your home more efficient?
Write down and present your best solutions.
2. What devices would you like installed in your home? • Tell students to get into groups.
3. How much energy do you think your family uses?
4. What are some ways to reduce energy use outside the home? • Tell students to discuss areas where their school can be
more energy efficient, and to list them on a separate
Wrap Up sheet of paper.
7 talk with a group. on a separate piece of paper, list ways your school can be more
energy efficient. then find ways to solve these problems. Write down and present your • Ask students to come up with solutions to the ideas
best solutions.
35 and problems they come up with.
• Tell students to write down their ideas.
• Ask students to share their ideas with the class.
Odyssey 4.indd 35 2021-06-08 �� 9:24:53

4 R ead the article. Underline at least three passive • Give feedback.
voice sentences in the article. 3-10

OR Extra Practice Energy-Efficient City
• Read the reading aloud. Have students work in the same groups from activity 7 .
OR Then have them do the same thing they did in activity
• Ask students to read parts of the reading aloud. 7 , but this time make a list of and talk about how
• Replay the audio if needed. their city can be more energy efficient. Tell students to
• Ask students to underline at least three sentences that list problems and possible solutions. When each group
are in the passive voice. is finished brainstorming, have each group present their
• Check students’ answers. ideas to the class. Vote on which ideas were the best.
Discuss, as a class, ways in which some ideas can be
Answer Key improved upon. Remember to ask follow-up questions
1. Smart thermostats are used to reduce the costs of heating and and give feedback.
cooling.
2. Solar power is created by the sun, which means it is free and
renewable.
3. Temperature settings can be adjusted based on what you’re doing.
4. Smart faucets also adjust the amount of water being used.
35
Lesson D LooKInG FoR HeLp
D LooKInG FoR HeLp Writing
aim: Write a post explaining
a problem
Note
Aim: Write a post explaining a problem Vocabulary
People often use informal contracted words in natural speech.
gotcha: got you; gotta: got to; wanna: want to; gonna: going to
1 read the words in the box. then listen and write the vocabulary word you hear. 3-11
Vocabulary expert pay urgent examine equipment issue qualified complete
1. 2. 3. 4.

• Listen to the audio. 5. 6. 7. 8.
correct picture.
Answer Key 2 Match the words with the definitions.
1. expert • • a. to give money to someone for a job or service
1. expert 2. examine 2. pay • • b. able to do a job
3. qualified 4. pay 3. urgent • • c. to finish a task or job

4. qualified • • d. a problem with something
5. urgent 6. issue 5. examine • • e. someone who knows a lot about something
7. complete 8. equipment 6. issue • • f. any machine used to complete a task
7. complete • • g. very important
8. equipment • • h. to look at something closely
• Practice
students to say the words. Focus
Note
3 talk with a partner. After help + person you can 4 circle the correct form of the verb.
use to or not use to. Both
ways are correct. However, 1. The expert was help / helped / helping me
2 M atch the words with the definitions. How did he help you ? we often omit to.
complete the task.
2. Johnny helps / helping / help to pay for the
• Ask students to read the words and the definitions. He helped me examine the problem.
He helped me to examine the problem.
repairman.
• Ask students to match each word with the correct 3. How can I help / helping / helps you?
4. They helped / helping / helps to repair the
definition. How does the equipment help you ?
urgent leak.
• Check students’ answers. The equipment helps me do the job faster.

5. This equipment isn’t helps / helping / helped
to solve the problem.
The equipment helps me to do the job faster.
Answer Key How are they helping ?

Did anyone help
you today?
1. e 2. a They are helping fix the issue.

3. g 4. b They are helping to fix the issue. Yes. The salesmen helped
me find a nice dress.
5. h 6. d 36
7. c 8. f
Odyssey 4.indd 36 2021-06-08 �� 9:24:55
Teacher’s Note
Focus Passive Voice + Past Simple Extra Use
3 Talk with a partner. Explain to students that the passive voice + past simple
• Read the short conversations aloud or ask two students is often used to talk about art, music, films, buildings,
to read the short conversations aloud. and so on.
partner. - The painting was painted by Van Gogh.
- The song was recorded by the Beatles.
talk about different ideas. - The film was directed by Steven Spielberg.
- The building was built by the Romans.
4 Circle the correct form of the verb. Make sure students understand this. Then as an
• Ask students to read the sentences. activity, have them use this form to talk about their
• Ask students to circle the correct verb forms. favorite works of art. As an extra activity / game,
• Check students’ answers. prepare pictures of well-known works of art, musical
compositions, films, buildings, and so on. Then show
Answer Key
one picture to students and tell them to give you
1. helping a passive voice sentence about the picture. Put the
2. helps
students in groups to make this a game.
3. help
4. helped
5. helping
36
Writing
Note
Grammar When using the passive voice, you can choose to omit
5 look at the table.

the “doer” in the sentence.
The door was fixed by a repairman. / The door was fixed.
7 R ead the message board. Underline three passive
Passive Voice
voice sentences in the posts.
• Ask students to read the posts.
The door is fixed by Frank. The door was fixed by Frank.
Present Perfect Simple Past Perfect Simple • Ask students to underline at least three passive voice
The door has been fixed by Frank.
Future Simple
The door had been fixed by Frank.
Future Perfect
sentences in the posts.
The door will be fixed by Frank. The door will have been fixed by Frank. • Check students’ answers.
6 Write the sentences in passive voice in the right tense.

Answer Key
1. Frank fixed the television. ____________________________________________
2. They are calling a qualified expert to look at the house. ____________________________________________ 1. The house needs to be sold this year.
3. A repairman will examine the equipment. ____________________________________________ 2. So, repairs need to be completed in two months.
4. Fraser hasn’t replaced the broken mirror. ____________________________________________
3. The sink will have to be looked at more closely.
4. Actually, the ceiling was repaired by my husband last year.
Writing
7 read the message board. underline three passive voice sentences in the posts.
User: BrokenHome1234
8 L ook at the table and fill in the blanks. Then
This is urgent! I’d like to hire a few qualified experts to fix my house. The house needs to be sold this year.
So, repairs need to be completed in two months. Here are some photos of the problems around my home.
write a help-wanted post on a separate piece
of paper. Choose one detail from each row to
include in your post as well as how and when
broken tile old (chipped) paint water damage broken sink you’d like the job done. Use the passive voice at
Replies least once.
JimsHomeRepair: @BrokenHome1234 I’ve been doing home repair for 15 years. I looked over the photos.
The tile and paint will be simple to fix. The sink will have to be looked at more closely. • Ask students to look at the table and fill in the blanks.
The most urgent problem is the water damage. You could have moldy wood.
BrokenHome1234: @JimsHomeRepair Thank you for the response! Actually, the ceiling was repaired by • Ask students to use the information in the table to
my husband last year. He said there wasn’t much damage. We don’t have time to do it
ourselves this time. Will you be able to examine our house? write a help-wanted post.
JimsHomeRepair: Sure thing! Please DM me with your number so we can make an appointment.
• Tell students to choose one detail from each row to
Note
Some social media platforms have messaging services.
These are often referred to as direct messages (DM). include in their posts as well as how and when they’d
8 look at the table and fill in the blanks. then write a help-wanted post on a separate piece like the job done.
of paper. choose one detail from each row to include in your post as well as how and when • Tell students to use the passive voice at least once in
you’d like the job done. use the passive voice at least once.
Whom can you hire How much will When should it
their posts.
Problem How urgent is it?
to fix it? you pay? be finished?
• Tell students to write their posts on a separate sheet of
broken computer not qualified expert $1 today
leak in the bathroom a little plumber $5 tomorrow paper.
issue with the phone very repairman $25 next week
• Check students’ writing to make sure they’re writing
hole in the carpet $50 next month
weak door frame $100 next year correctly.
37
• Ask some students to present their posts to the class.
Odyssey 4.indd 37 2021-06-08 �� 9:24:55
• Give feedback.
Grammar Extra Practice Post Replies

5 L ook at the table. Have students write replies to the help-wanted posts
• Read the contents of the table. they wrote in activity 8 . Tell students to accept the
OR job in their replies. Ask students to change the times
• Ask students to read the table. and prices if they want. Get students to pretend to
• Ask students if they know what kind of grammar point be an expert in the area that their original posts were
is being highlighted. inquiring about. Tell students to use the passive voice to
talk about past experience or jobs that the expert has
6 W rite the sentences in passive voice in the right done. Tell students to write their replies on a separate
tense. sheet of paper. When everyone is done writing, get
• Ask students to read the sentences. some students to present their replies to the class.
• Ask students to rewrite the sentences on the lines using Remember to give feedback.
the passive voice and the correct tense.
Answer Key
1. The television was fixed by Frank.
2. A qualified expert is being called to look at the house.
3. The equipment will be examined by a repairman.
4. The broken mirror hasn’t been replaced by Fraser.
37
Lesson E RenoVaTIonS
E RenoVaTIonS Project
aim: Plan a renovation of your school
Aim: Plan a renovation of your school Video

Video
Video 2 Watch the video. number the pictures in order. 3

partner. 3 Watch again. Put a check mark ( ) next to the words you hear.
Video
3
rebuild support simple leak pipe
Scan the QR code to link to the Unit 3 video. gap efficient planet expert conditions
2 Watch the video. Number the pictures in order. 4 Watch again. Fill in the blanks with the words you hear.
Video
3
Video
3 1. Now, please tell me how this 2. We can’t just patch up the leaks
____________________. in your kitchen. New pipes
• Play the video for students. 3. Look at all the different air conditioners! ____________________.
• Ask students if their predictions were correct. Which one ____________________? 4. Um… are you sure you don’t want
____________________?
• Ask students to number the pictures in order. Video
5 Watch again. circle true or false. 3
• Play the video again if needed. 1. Ralph is working at Neilson’s Hardware. true false
• Check students’ answers. 2. Jamie plans to do the repairs herself. true false
3. Ralph suggests a new carpet for the kitchen. true false
4. Ralph thinks Jamie can easily do the repairs by herself. true false
Answer Key 5. Ralph suggests the cheapest air conditioner to Jamie. true false
From left to right 6 rewrite the sentences in passive voice.
1, 3, 2 1. Jamie is repairing the house. ______________________________________

2. Ralph is helping Jamie. ______________________________________
3. Jamie could not repair her house alone. ______________________________________
4. Jamie could not replace the air conditioner. ______________________________________
3 W atch again. Put a check mark () next to the 38

Video
words you hear. 3
Odyssey 4.indd 38 2021-06-08 �� 9:25:03

• Ask students to put a check mark next to the words Video
they hear. 5 Watch again. Circle true or false. 3
• Play the video again if needed. • Play the video again.
• Check students’ answers. • Ask students to read each sentence and circle true or
false.
Answer Key
expert, rebuilding, leaks, pipes, efficient, support • Check students’ answers.
Answer Key
4 W atch again. Fill in the blanks with the words
Video
1. true 2. true 3. false 4. false 5. false
you hear. 3
• Ask students to write the words they hear in the blanks. 6 Rewrite the sentences in passive voice.
• Play the video again if needed. • Ask students to read the sentences.
• Check students’ answers. • Ask students to rewrite the sentence in the passive
voice on each line.
Answer Key
1. can be taken care of
2. will be needed Answer Key
3. is recommended 1. The house is being repaired by Jamie.
4. to hire someone 2. Jamie is being helped by Ralph.
3. The house could not be repaired by Jamie alone.
4. The air conditioner could not be replaced by Jamie.
38
9 R eport back to the class. Meet with the other
groups and share your findings. Then look at the
Century Skills cost of repairs below. Submit a proposal for the
School Renovations collaboration communication repairs you’d like to have done. Make estimates
and make a plan with a $20,000 budget. For
7 Get in groups. each group will pick one of the following areas in your school to
examine. Go to the location with your group.
problems not in the table, look up the prices
online to estimate.
• Ask students to talk to every other group to find out
what they would like to change or repair.
gymnasium English classroom cafeteria
• Ask students to finalize their lists based on the ideas
they heard from other groups.
• Ask students to look at the table.
playground / courtyard library computer lab • Ask students to make a list of the jobs they would like
8 Make a list of things you’d like to change about the location, and what things need to be
done to their areas along with each job’s price.
fixed. Write in complete sentences. • Tell students to use the internet to find estimates for
LOCATION Ex. Library jobs that are not in the table.
Things to Fix • Tell students to choose enough jobs that will meet a
There is a hole in the carpet.
$20,000 budget.
Ex.
• Tell students to not go over budget.

9 report back to the class. Meet with the other groups and share your findings. then look • Check students’ work to make sure they’re doing it
at the cost of repairs below. submit a proposal for the repairs you’d like to have done.
Make estimates and make a plan with a $20,000 budget. For problems not in the table,
properly.
look up the prices online to estimate. • Ask some students to present their work to the class.
Repair Type Fee • Ask follow-up questions.
• Give feedback.
Carpet repair $50 per square meter
Holes in the wall / ceiling $200 per square meter
Broken concrete $25 per square meter
Broken glass $200 per square meter Total
S tartin
Wood flooring $250 per square meter
$20,0
g Bud
get Extra Practice City Planning
Broken window / door latches $25 per latch
00
Broken chairs / desks
Broken plumbing
$50 per chair, $100 per desk
$100 per hour + equipment cost
After activity 9 is finished, discuss which parts of
Leaks $100 per hour + equipment cost the city students would like to see changed. Come
Electrical problems $100 per hour + equipment cost
up with a list as a class. Then give each group one
item from the list to change. Make sure there are
enough items so there is no overlap. Tell each group
to come up with a way to change their item. Tell them
39
to include a timetable of the repairs / changes and a
Odyssey 4.indd 39 2021-06-08 �� 9:25:04
price breakdown for work done. Tell each group to not
exceed a budget of $20,000. Have each group make a
21st Century Skills poster / drawing of the changes / repairs they wish to
see. Tell students to include their timetables and price
7 G et in groups. Each group will pick one of the lists on their posters.
following areas in your school to examine. Go to
the location with your group.
Teacher’s Note
• Ask students to look at the pictures of areas in a school. City Infrastructure
• Tell each group to choose one of the areas. If students are having trouble coming up with ideas
• Make sure each group has a different area. when doing the Extra Practice, explain some aspects of
• Tell students to go to the area they chose or simply a city’s infrastructure that are usually being upgraded.
think about it if they cannot go. Use the list below as an example.
• Tell students to make observations of their areas once
there. • Building / enhancing stadiums and sports complexes
• Tell students to come back when they are done. • Repairing / building freeways and roads
• Installing green energy technology
• Refitting older, inefficient power stations
8 M ake a list of things you’d like to change about • Building / enhancing libraries or other public facilities
the location, and what things need to be fixed. • Building / updating recycling centers and landfills
Write in complete sentences.
• Tell students to stay in the same groups.
• Ask students to write a list of the things they would like
to change and fix regarding their locations from activity
7 .
• Tell students to write their lists on a separate sheet of
paper.
• Tell students to write in complete sentences.
• Check students’ lists to make sure they’re making them
properly.
• Give feedback.
39
MODULE 2
Unit
4 HELP! I HAVE A PROBLEM!

problems, difficult situations, dangers, and solutions using
relative clauses with when, the past perfect tense, and the
MODULE 2
past perfect continuous tense.
Scan the QR code to download the Unit 4 audio. Unit

Unit 4 AIMS
4
Lesson A: Read about difficult situations
Lesson B: Listen to everyday problems and their solutions helP! i have a
Lesson C: Describe solutions to problems
Lesson D: Write about a problem and how it was solved
Lesson E: Write a plan to solve a problem
Problem!
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 difficult situations
Lesson A Lesson B B Listening Listen to everyday problems and their solutions
achieve anxious C Speaking Describe solutions to problems

aim careless
D Writing Write about a problem and how it was solved
celebrate cheerful
challenge confident E Project Write a plan to solve a problem
chance habit
colleague hopeful
direction lazy 40
success nervous
Odyssey 4.indd 40 2021-06-08 �� 9:25:09
Lesson C Lesson D
difficulty begin
event fail
forget fault
gain finally
lost moment
seem reach
weight spill
schedule swap
40
past simple vs. past perfect simple
We use the past perfect simple to emphasize that one
event happened before another event in the past. Past
simple is often used to show two events happened at or
around the same time.
Form Example Usage

We ate at the
past simple + past We ate when
same time Steve
simple Steve arrived.
arrived.
We had eaten
past perfect simple We ate before
when Steve
+ past simple Steve arrived.
arrived.
past perfect continuous

The past perfect continuous tense describes an action that
was in progress before another activity or time 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.
Example
We had been playing music before Joan turned up.
I had been working at the company for only two weeks.
He had been sleeping for over ten hours when his mom woke
ice Breakers him up.
look at the photo and answer the questions.
1. What is happening in the picture? Unit 4 Discussion
2. What could you do in this situation?
3. What are some problems you’ve had recently? Look at the photo and answer the questions.
4. Whom do you go to for advice when you’re having trouble? • Ask students to look at the Unit 4 cover page.
41
Odyssey 4.indd 41 2021-06-08 �� 9:25:10

Key Grammar turns asking the questions on the page to their partner.
relative clauses with when
We can use when to introduce a relative clause. When is
a relative adverb which means “at the time that.” It joins Extra Practice More Discussion
two actions. If the when-clause comes before the main Ask more questions about problems and solutions.
clause, we use a comma.
Example Describe the most difficult problem you’ve ever had.

How did you solve it?
I call my mom when I feel When I feel sad, I call my What kinds of problems do teenagers usually have?
sad. mom.
What kinds of problems do adults usually have?
Sarah laughs when she feels When she feels nervous, Describe a time someone gave you good / bad advice
nervous. Sarah laughs. to solve a problem. What was the problem? What was
the advice? Why was it good / bad advice?
41
Lesson A To THe ReScue!
A To THe ReScue! Reading
aim: Read about difficult situations
Aim: Read about difficult situations Vocabulary

Vocabulary aim
chance
celebrate
success
direction
achieve
colleague
challenge

1. 2. 3. 4.

• Ask students to write the word they hear under the
correct picture.
• Replay the audio if needed. 5. 6. 7. 8.
Answer Key
1. colleague
2. achieve
3. success
1. The thousand-piece puzzle was a(n) __________________ to finish. I never put together so many pieces before.
4. celebrate 2. After they used the new part, the machine worked perfectly. It was a(n) __________________!
5. chance 3. They were going to __________________ her birthday outside, but it was too rainy.
6. direction 4. The police officer’s __________________ was to catch the thief.
5. There is a(n) __________________ that the plane will leave later than expected.
7. aim
6. I’m lost. Can you tell me which __________________ to go? I need to get to my math class.
8. challenge 7. The teacher said, “I hope you __________________ your goals.”
Note
8. This is my __________________, Matt. He designs machines. Direction can refer to a physical direction, such as north
• Practiceagain. Point at different pictures and ask or south. It can also mean the direction in which a
project is developing, e.g. “The IBot-3000 is going in a
students to say the words. Pre-reading

new direction. It will sing and dance instead of swim.”
3 look at the pictures. discuss the questions with your classmates.

1. What is happening in the picture?
• Ask students to read the sentences. 2. What problem does he have?
3. Have you ever had this problem?
• Ask students to write the best vocabulary word in each 4. Can you think of any solutions
to his problem?
blank.
• Check students’ answers. 1. What’s happening in this picture?
2. Why is it happening?
3. How do you think the boy feels?
Answer Key 4. How does the man feel?
42
1. challenge
2. success Odyssey 4.indd 42 2021-06-08 �� 9:25:20
3. celebrate
4. aim
5. chance Pre-reading
6. direction
3 L ook at the pictures. Discuss the questions with
7. achieve
your classmates.
8. colleague
Extra Practice Problems and Solutions • Ask students if they would like to share their ideas with
Ask students to each come up with a personal problem the class.
and a problem that impacts a group of people at the • Ask follow-up questions.
same time (such as a flood or a poor economy). Then • Give feedback.
ask each student to find a partner. Ask each pair of
students their problems. List them on the board. Don’t
worry if there are duplicate problems. Then pair each
pair of students with another pair of students to make
groups of four. Have each group choose four personal
problems and four group problems from the board.
Then tell them to come up with solutions to those
problems. At the end, have each group state their
problems and solutions. Ask the other groups what
other solutions they can come up with. Remember to
ask follow-up questions and give feedback.
42
6 R ead the statements. Where do they belong in
4 read the article. 4-02 the passage?
In June 2018, twelve boys and their football coach decided • Ask students to read the statements.
to explore a large cave. [a] It was during the rainy season,
so the ground was very wet and muddy. Unfortunately, the • Ask students to circle the correct letter corresponding to
students lost their sense of direction while exploring, and
rainwater began to fill the cave. When the students tried to where each statement should fit in the passage.
exit the cave, they found that they had become trapped by • Check students’ answers.
the water.
Rescue workers quickly arrived; their first aim was to get
oxygen to the boys. They achieved this by putting miles
of pipes into the cave. Their efforts gained international
Answer Key
attention. People from all over the world came to help. The
surrounding jungle was turned into a makeshift town with
1. c
food trucks and volunteer stations. The Thai military sent 2. a
over one thousand men and women to help with the rescue,
including the Royal Navy SEALs. 3. b
A world-famous cave-rescue team was brought in from Britain.
A British diver and his colleague discovered footprints. They
knew, then, that they were getting closer to finding the boys. [b] Unfortunately, the rains continued. These monsoon rains
made the rescue effort even more of a challenge since volunteers had to pump billions of liters of water out of the cave.
7 Read the questions. Talk with a partner.
After nine and a half days, the boys were found nearly three miles into the cave. All twelve boys and their coach were saved.
The rescue was a success! Sadly, a former Royal Navy SEAL died during the rescue. His life will be forever celebrated. [c] • Tell students to find a partner.
In the cave, the main challenge the boys had faced was finding enough food and water. They drank the clear water falling
down from the rocks. They also had chips, sodas, and sugary drinks. The coach gave all his food to the children and taught
them to meditate to save energy. They all held hands in the dark, keeping each other hopeful. Note
Makeshift means
Comprehension
something created to
use for a short period with the class.
of time, for a specific
5 circle true or false. purpose. • Ask follow-up questions.
1. The rescue team first aimed to get the children food. true false
2. The rain created a dangerous situation. true false
3. Over one thousand people came to try and rescue the boys.
4. Billions of liters of water had to be pumped out.
true
true
false
false Wrap Up
5. No one died during the rescue. true false
6 read the statements. Where do they belong in the passage? 8 R esearch the Thai cave rescue online. Draw a
1. His colleagues will always remember him as a brave man. [a] [b] [c] timeline of the rescue on a separate piece of
2. The boys had been on a bike ride after practice when they found the cave. [a] [b] [c]
3. Everyone began working quickly. [a] [b] [c] paper. Then talk about what you could have
done in that situation.
7 read the questions. talk with a partner.
1. Have you ever felt afraid? • Ask students to research the Thai cave rescue online.
• Ask students to make a timeline of the events.
2. Have you ever been inside a cave?
3. What are some problems the boys had? What are some solutions?
• Ask some students to help you put the timeline on the
Wrap Up board.
8 research the thai cave rescue online. draw a timeline of the rescue on a separate piece of
• In groups, or as a class, ask students about what they
paper. then talk about what you could have done in that situation. would have done differently in the situation.
43 • Ask follow-up questions.
Odyssey 4.indd 43 2021-06-08 �� 9:25:23
• Give feedback.
Teacher’s Note
Emergency Situations
OR Ask students if they know about any other emergency
• Read the article aloud. situations similar to the Thai cave rescue. Get them
OR to talk about the details of the situations they come
• Ask students to read parts of the article aloud. up with. If students are having trouble coming up
• Replay the audio if needed. with ideas, tell them about some other emergency
situations. Below is a list of some situations. Research
them online for more detailed information.
Comprehension
5 Circle true or false. 2010 Copiapó mining Trapped 700 meters
accident, Chile underground in a mine,
33 men were rescued
false.
after 69 days.
• Check students’ answers. 2012 Costa Concordia The cruise ship Costa
disaster, Italy Concordia ran aground
Answer Key
and overturned, resulting
1. false in 32 deaths.
2. true
3. true 2015 Tianjin explosions, A series of explosions
4. true China killed 173 people and
5. false injured hundreds at a
container storage station
in Tianjin.
43
Lesson B WHY don’T You TRY...?
B WHY don’T You TRY...? Listening
aim: Listen to everyday problems
and their solutions
Aim: Listen to everyday problems and their solutions Vocabulary Focus

1 listen and number. 4-03 3 talk with a partner.
Vocabulary I have a habit of talking a lot

when I’m nervous.
1 Listen and number. 4-03 Why don’t you try breathing slowly instead?
anxious careless
• Ask students to repeat aloud after the audio. I have a habit of being lazy
when I’m tired.
vocabulary word next to the word in the book. Why don’t you try going to bed earlier ?
confident cheerful
Answer Key
I have a habit of biting my nails
when I feel anxious.
3. anxious Why don’t you try chewing gum instead?
hopeful lazy
4. careless
8. confident
6. cheerful 4 listen and circle the answers. 4-05
2. hopeful
5. lazy nervous habit 1. What does the boy do when
he feels anxious?
1. nervous a. talks a lot
7. habit 2 listen and answer the questions with the best b. rubs his hands together
vocabulary word. answers will vary. 4-04 c. stops talking
1. How does Tim feel when he answers the phone?

• Practice
again. Point at different pictures and ask ______________________________________________
2. When does the girl feel
students to say the words. 2. How does Tim feel when he hears the problem? confident?
______________________________________________ a. when she smiles
b. when she has a habit
2 L isten and answer the questions with the best 3. What word best describes Tim’s sister, Nicky? c. when she does well on a test
vocabulary word. Answers will vary. 4-04 ______________________________________________
• Ask students to read the questions. 4. What does Tim think of Nicky?
3. What is his habit?
______________________________________________ a. cleaning the kitchen
• Listen to the audio. b. washing the dishes after
5. What does Nicky say about herself?
• Ask students to write the best vocabulary word on each ______________________________________________
meals
c. cleaning the dishes last
line to answer the question.
• Replay the audio if needed. 44
Answer Key
Possible Answers Focus
1. He feels cheerful. 3 Talk with a partner.
2. He feels confident / hopeful.
• Read the short conversations aloud or ask two students
3. She feels nervous / anxious.
4. He thinks she’s careless. to read the short conversations aloud.
5. She says she was being lazy. • Ask students to practice the conversations with a
partner.
Teacher’s Note
talk about different habits and solutions.
Habits
Explain to students that habits can be both good 4 Listen and circle the answers. 4-05
and bad. Ask students to list some good habits, like • Listen to the audio.
studying regularly or drinking eight glasses of water per • Ask students to circle the correct answers.
day. Then ask them to list some bad habits, like biting • Replay the audio if needed.
one’s nails or interrupting others. Ask students what a • Check students’ answers.
person can do to lose a bad habit. Then ask students
what some of their good and bad habits are. See how Answer Key
many students have the same habits. For bad habits, 1. b
ask students to come up with solutions to prevent 2. c
them. 3. b
44
Listen Up
Grammar
5 look at the table. 7 Listen and circle the answers. 4-06
Relative Clauses with when
We can use when to introduce a relative clause. When is a relative adverb which means “at the time
that.” It joins two actions. If the when-clause comes before the main clause, we use a comma. • Listen to the audio.
When is also used to ask for information. However, in this case, when is used as a conjunction.
Examples • Ask students to circle the correct answers.
Emily claps her hands when she feels cheerful. When she feels cheerful, Emily claps her hands. • Replay the audio if needed.
Peter bites his nails when he feels anxious. When he feels anxious, Peter bites his nails.
6 rewrite the statements so that the when-clause comes first.
1. I feel nervous when I have a big test coming up. _______________________________________ Answer Key
2. Shirley feels lazy when she has a day off. _______________________________________
1. b
3. Mrs. Peters always feels cheerful when she’s done teaching. _______________________________________
2. b
Listen Up 3. a
7 listen and circle the answers. 4-06 4. b
1. How does Sarah feel about running? 2. When does Wendy feel less anxious?
Wrap Up
a. when she finishes b. when she sings
a. hopeful b. nervous
the test cheerful songs
8 Listen and answer the questions. 4-07
3. What is Matt’s habit? 4. Why did his father fall down the stairs?
a. studying at the library b. studying at home a. he was cleaning b. he was careless
the stairs • Replay the audio if needed.
Wrap Up
8 listen and answer the questions. 4-07 Answer Key
1. Why does Sarah think waking up early is a good habit? 1. b
a. It will help her run faster. b. Her coach told her it is the best time to run.
c. She feels less nervous in the morning. d. It’s good for practicing the high jump. 2. a
2. How does Sarah think she’ll do in the high jump? 3. b
a. She’s hopeful she’ll do well. b. She’s cheerful because she’ll do well.
c. She’s nervous she won’t do well. d. She’s anxious because she won’t develop good habits. 4. a. false
3. Which two things are Sarah confident about? b. false
a. the high jump and long-distance running b. developing better habits and the high jump
c. waking up early and developing better habits d. feeling hopeful and feeling nervous c. true
4. Circle true or false or doesn’t say.
a. Mike thinks Sarah is lazy. true false doesn’t say
b. Sarah is a careless person. true false doesn’t say
c. Sarah’s coach knows about good running habits. true false doesn’t say
45
Extra Practice I feel … when …
Get students to practice relative clauses with when
Odyssey 4.indd 45 2021-06-08 �� 9:25:33
by asking and answering questions about when they

Grammar feel an emotion that is among the adjectives from the
vocabulary in the unit: anxious, careless, confident,
5 L ook at the table. cheerful, hopeful, lazy, nervous. Have students work
• Read the contents of the table. in pairs or groups of three or four. Have them use the
OR patterns below.
• Ask students if they know what kind of grammar point
“When do you feel (adjective)?” / “I feel (adjective)
is being highlighted. when (answer).” / “When (answer), I feel (adjective).”
6 R ewrite the statements so that the when-clause When do you feel anxious? / I feel anxious when I’m
comes first. about to take an exam.
• Ask students to read the sentences. When do you feel cheerful? / When I meet my friends, I
• Ask students to rewrite the sentences so that the feel cheerful.
when-clause comes first.
Answer Key
1. When I have a big test coming up, I feel nervous.
2. When she has a day off, Shirley feels lazy.
3. When she’s done teaching, Mrs. Peters always feels cheerful.
45
Lesson C I HaVe an Idea!
C I HaVe an Idea! Speaking
aim: Describe solutions to problems
Aim: Describe solutions to problems Vocabulary

Vocabulary
difficulty event forget lost
weight gain seem schedule
From left to right, top to bottom 1. difficulty • • a. how heavy a person or thing is
2. event • • b. to appear a certain way
8. difficulty 3. forget • • c. to increase in size or number
4. lost • • d. unable to be found
1. event
5. weight • • e. a list of things to be done each day, week, or month
2. forget 6. gain • • f. to be unable to remember
3. lost 7. seem • • g. something that is hard to do or overcome
8. schedule • • h. something important that is happening
5. weight
6. gain
7. seem
Grammar 5 listen and fill in the blanks. 4-10

4. schedule 1. The fridge was empty
Past Perfect Tense because she ________________
Use past perfect tense to describe an action that was to go shopping that weekend.
• P ractice again. Point at different pictures and ask completed before another action or time in the past.
Past Perfect
She _________________ too
busy helping organize her friend’s event.
students to say the words. Infinitive
Tense
Negative
go had gone had not gone 2. John was anxious because

do had done had not done he _________________ his
2 Match the words with the definitions. get had gotten had not gotten work on time. His schedule
make had made had not made _________________ far too
• Ask students to read the words and the definitions. busy, so he still had lots to do.
• Ask students to match each word with the correct 4 listen and circle the words you hear. 4-09
3. We _________________ a lot
1. a. hadn’t done b. didn’t do c. hadn’t gotten
definition. 2. a. gets to b. gotten to c. make to
of thinking before the
wedding, and
• Check students’ answers. 3. a. had made b. make c. hadn’t made
_________________ a good
4. a. hadn’t been b. had been c. had not been
plan, so the event went well!
Answer Key 46
1. g
Odyssey 4.indd 46 2021-06-08 �� 9:25:41
2. h
3. f
4. d 5 L isten and fill in the blanks. 4-10
5. a
• Ask students to read the situations.
6. c
7. b
8. e • Ask students to write the missing words in the blanks.
Grammar Answer Key

3 L ook at the table. 1. had forgotten, had been
2. hadn’t finished, had been
3. had done, had made
OR
is being highlighted. Extra Practice Past Perfect Memory Game
Ask the class to sit in a circle. Then say something
4 L isten and circle the words you hear. 4-09 that you have done using the past perfect tense. For
• Listen to the audio. example, “I had finished cooking when my parents
• Ask students to circle the words they hear. came.” Then have the student to the right of you
• Replay the audio if needed. repeat what you did. Then tell that student to make
• Check students’ answers. his or her own sentence using the past perfect. The
student to that student’s right then must say what you
Answer Key and the first student did. Keep this pattern until it is
1. a your turn again. Help students who are having trouble.
2. a See how many students get everything correct.
3. c
4. b
46
Expressions
Past Simple vs. Past Perfect Simple
We use the past perfect simple to emphasize that one event happened before another event in the past. Past
simple is often used to show two events that happened at or around the same time.
8 Listen and repeat. 4-11
past simple + past simple The event ended when she arrived. The event ended at the same time
she arrived. • Read the contents of the table.
past perfect simple + past simple The event had ended when she
arrived.
The event ended before she arrived. OR
7 Fill in the blanks with the correct form of the given verb. use the past perfect simple where possible.
1. She was in an interview. She felt nervous. • Listen to the audio.
She ______________ (feel) nervous when she spoke to the interviewer. • Ask students to repeat aloud after the audio.
2. He forgot to lock the door when he left home. He felt anxious. Oh! Why did I do that?
He felt anxious all day because he ______________ (forget) to lock his front door. • Ask students if they know what kind of expression is
3. He ate a lot over the holidays. He gained weight. being highlighted.
He gained weight because he ______________ (eat) a lot over the holidays.
4. She didn’t study for the test. She had difficulty with the questions.
She had difficulty with the test questions because she ______________ (not study).
5. He arrived at the office. He looked at his schedule. 9 Fill in the blanks with the correct phrasal verbs.
When he arrived at the office, he ______________ (look) at his schedule.
Expressions • Ask students to write the correct phrasal verb in each
blank.
Phrase Definition Example Sentence
turn up to show up at a place They turned up at 9 p.m.
turn down to decline or say no to something He turned down the invitation to the party. Answer Key
to change the outcome of something He has a bad grade in math, but if he studies
turn it around
for the better harder, he can turn it around. 1. turn it around 2. turned out
turn out to be the case It turned out we hadn’t done the laundry. 3. turn down 4. turn up
9 Fill in the blanks with the correct phrasal verbs.
1. Our business didn’t do well, but if we make a better plan, I think we can _________________ next year.
2. We went to the park on Saturday, but no one was there. It _________________ that my schedule was wrong;
the event was last weekend.
Speak Up
3. I have to _________________ your delicious cake because I have gained too much weight this year!
4. Jenny didn’t _________________ for the meeting today because she had some difficulty with her car. 10 L isten and look at the pictures. What problems
are they having? What solutions can you think
Speak Up of? Talk with a partner. 4-12
10 listen and look at the pictures. What problems are they having? What solutions can you
think of? talk with a partner. 4-12 • Tell students to find a partner.
1 2 3 4 • Ask students to look at the pictures.
Problem
• Ask students to talk about the problems and solutions
for each picture.
47 • Replay the audio if needed.
Odyssey 4.indd 47 2021-06-08 �� 9:25:43
• Ask some students to share their ideas with the class.
• Give feedback.
6 L ook at the table.
• Read the contents of the table. Teacher’s Note
OR More on Phrasal Verbs with Turn
Explain some other common phrasal verbs with turn.
Below is a list of other phrasal verbs that use turn.
is being highlighted. Make sure students understand when to use each one.
7 F ill in the blanks with the correct form of the turn - to lower the - It’s too loud. Turn
given verb. Use the past perfect simple where down volume down the volume.
possible. turn up - to turn up the - I can’t hear it. Turn up
volume the volume.
- to find - My lost dog turned up
• Ask students to write the correct form of the given verb unexpectedly at my house.
in each blank.
turn in - to submit - I turned in my
• Tell students to use the past perfect simple tense where
something homework.
possible. - to go to bed - I turned in at about 11
• Check students’ answers. p.m.
Answer Key turn - to change into - The caterpillar turned
into something into a butterfly.
1. felt different
2. had forgotten
3. had eaten turn on - to start a - I will turn on the TV.
4. hadn’t studied machine / device
5. looked turn off - to stop a - I forgot to turn off the
machine / device lights.
turn - to go / attend - People turned out in
out an event huge numbers to see
the game.
47
Lesson D pRoBLeM SoLVeR
D pRoBLeM SoLVeR Writing
aim: Write about a problem and
how it was solved
Aim: Write about a problem and how it was solved Vocabulary

Vocabulary
spill swap fault begin
vocabulary word next to the word in the book. moment reach finally fail
Answer Key 2 Fill in the blanks with the best vocabulary words.
From left to right, top to bottom 1. The test will start in five minutes. Don’t ____________________ until I say so.
2. What happened to your shirt? Did you ____________________ something on it? It needs to be washed.
5. spill 6. swap 3. Sarah says it isn’t her ____________________ her brother is crying. He is hungry and needs to be fed.
3. fault 8. begin 4. Jack is tired. He needs to keep walking or else he’ll never ____________________ the end of the path.
5. I’m worried. If I don’t study more, I will ____________________ my English class.
7. moment 4. reach
6. I need a ____________________ to think about the solution.
1. finally 2. fail 7. Let’s ____________________ video games. You lend me Lock & Load, and I’ll give you Grand Prix.
8. I ____________________ learned my new colleague’s name. I had been calling him Alan instead of Aaron!
• Practice again. Point at different pictures and ask

students to say the words. Grammar Note
Past perfect continuous often uses the adverbs for, since,
3 look at the table. before, and when, when introducing a second action.
2 F ill in the blanks with the best vocabulary words.
Past perfect continuous tense describes an action that was in
• Ask students to read the sentences. progress before another activity or time in the past.
Another action in the past
• Ask students to write the best vocabulary word in each Action begins
blank. Action ends
• Check students’ answers. Past Present Future
Present Participle
Subject had been Signal Word
(verb + -ing)
Answer Key She had been running before it began to rain.
I had been waiting since 9 a.m. for the package to arrive.
1. begin 2. spill
He had been celebrating when the coffee spilled.
3. fault 4. reach They had been studying before the exam finally began.
5. fail 6. moment We had been swimming for 20 minutes before we ate dinner.
7. swap 8. finally 48
Odyssey 4.indd 48 2021-06-08 �� 9:25:50
Grammar
Extra Practice Past Perfect Continuous Race
• Read the contents of the table. Before class, prepare a list of 20 to 30 different verbs.
OR Next to each verb, write down a signal word (before,
• Ask students to read the table. since, when, for). Try to have an even distribution of
• Ask students if they know what kind of grammar point each signal word. During class, split the class up into
is being highlighted. two teams. Have each team line up at the front of the
class. Inform students that you are going to read out
Teacher’s Note a verb and a signal word from your list. The student at
the front of each line then must make a sentence in the
Showing Cause and Effect with Past Perfect
past perfect continuous using the verb and signal word
Continuous
that were mentioned. The first student to say a correct
Explain to students that the past perfect continuous sentence wins a point for their team. The first two
tense can be used to show cause and effect students then go to the back of their respective lines
relationships. and the next two students move forward. Repeat this
process until each student has had a turn, or until all
the items from the list have been exhausted.
• T om was tired because he had been exercising all
afternoon.
• Roberta gained weight because she had been
overeating.
• Everything was wet because it had been raining all
morning.
• Mitch failed the exam because he had not been going
to class.
48
5 R
ead the article. Use the words from the boxes to
4 unscramble. fill in the blanks. Listen and check your answer.
1. finally rang. / I had / been collecting / when the school bell / the garbage
4-14
→ _________________________________________________________________________________
2. of the path. / for days when / walking / we finally / We had been / found the end • Ask students to read the article.
→ _________________________________________________________________________________
• Ask students to write the correct word(s) from the box
3. been trying to / Jack had / a moment before the / find his schedule / meeting began.
→ _________________________________________________________________________________ in each blank.
4. hit her in the face. / been trading / baseball cards / Petra had / when the ball • Listen to the audio.
→ _________________________________________________________________________________ • Ask students to check their answers.
5. spilled his juice. / been laughing before / My teacher had / my classmate
→ _________________________________________________________________________________
5 read the article. use the words from the boxes to fill in the blanks. listen and check your Answer Key
answer. 4-14
1. hadn’t been
2. Finally
3. turned out
4. was
lawn chair weather balloon
power lines parachute
5. for
6. got
for got turned out was finally hadn’t been
“Lawn Chair Larry” wanted to fly. He’d tried to join the United States Air Force. However, Larry
1. __________________ able to become a pilot because of his problematic eyesight. Fortunately, Larry had
another solution. First, he bought 45 eight-foot weather balloons. Next, he tied them to a lawn chair.
2. __________________, he was ready to take to the skies! He gathered his supplies: a parachute, a radio, a
Writing
camera, and a small gun. His friends cut the cord, and he took off! It 3. __________________ his plan worked!
6 R
ead. Then copy the table onto a separate piece
He 4. __________________ flying at a height of 4,900 meters when pilots saw him. He drifted in the
airport’s direction and radioed down to the ground and told them he was OK. After he had been in the sky of paper and complete the activity.
5. __________________ 45 minutes, Larry shot some of the weather balloons. Unfortunately, he dropped his gun.
Then, his balloons 6. __________________ caught in a power line, causing a 20-minute blackout. He landed safely • Ask students to read the activity.
but was immediately arrested by the police and fined $4,000. It was an event nobody will ever forget!
• Tell students that they will write about a problem they
Writing once had, how they solved the problem, and two other
6 read. then copy the table onto a separate piece of paper and complete the activity. solutions that would have made the problem better and
worse.
Activity
Write about a problem you once had. Then write about how you solved that problem. Next, • Ask students to look at the table.
brainstorm two or more ways you could have solved your problem: one solution you think
would have made things better and one that would have made things worse. • Ask students to make a similar blank table on a
My problem Ex. I failed my math test. separate sheet of paper.
My solution Ex. I talked to my teacher and got extra help.
• Ask students to fill in the table with information that is
My better solution Ex. I could have studied harder before the test.
My worse solution Ex. I could have thrown the test in the garbage. true for them.
49 • Ask students to start writing about their problems and
Odyssey 4.indd 49 2021-06-08 �� 9:25:54
solutions.
• Check students’ writing to make sure they’re writing
correctly.
4 U nscramble. • Ask some students to present their writing to the class.
• Ask students to look at the sentence parts. • Give feedback.
• Ask students to unscramble the sentence parts and
write the correct sentence on each line.
Answer Key
1. I had been collecting the garbage when the school bell finally rang.
2. We had been walking for days when we finally found the end of the
path.
3. Jack had been trying to find his schedule a moment before the
meeting began.
4. Petra had been trading baseball cards when the ball hit her in the
face.
5. My teacher had been laughing before my classmate spilled his juice.
49
Lesson E a danGeRouS
E a danGeRouS SITuaTIon Project
SITuaTIon aim: Write a plan to
solve a problem
Video
Aim: Write a plan to solve a problem 1 look at the pictures. What do you think the video will be about? talk with a partner.
Video
Video
Video
3 Watch again. Put a check mark ( ) next to the words you hear. 4
partner. event nervous direction aim confident
Scan the QR code to link to the Unit 4 video. achieve weight celebrate habit swap
Video
4 Watch again. circle the word(s) you hear. 4
2 Watch the video. Number the pictures in order. 1. I had been playing in the park / eating in 2. I’d been / I’ve been in it every year
Video the park with Rachel when… since 5th grade.
4 3. There was no way I could turn out / turn 4. I’d been / I’ve been training ever
• Play the video for students. down the challenge after he said that. since.
• Ask students if their predictions were correct.

Video
5 circle true or false. 4
• Ask students to number the pictures in order. 1. Max was playing with Rachel in the park. true false
2. Max enters a burger eating contest. true false
• Play the video again if needed. 3. Ralph has been entering the contest for five years. true false
4. Ralph says he is anxious but also hopeful about the contest. true false
• Check students’ answers. 5. Max and Ralph are disqualified from the contest. true false
6 look at the photos from the comic. on a separate piece of paper, describe how the
Answer Key people felt in each moment. use the past perfect tense.
From left to right
2, 3, 1
3 W atch again. Put a check mark () next to the 50
Video
words you hear. 4 Odyssey 4.indd 50 2021-06-08 �� 9:26:00

Video
• Ask students to put a check mark next to the words 5 Circle true or false. 4
they hear. • Play the video again.
• Ask students to read each sentence and circle true or
false.
Answer Key • Play the video again if needed.
event, nervous, aim, confident, habit, celebrate
Answer Key
1. true 2. false 3. true 4. false 5. true
Video
4 Watch again. Circle the word(s) you hear. 4
6 L ook at the photos from the comic. On a separate
piece of paper, describe how the people felt in
each moment. Use the past perfect tense.
• Check students’ answers. • Ask students to look at the pictures.
• Ask students to write a sentence using the past perfect
Answer Key tense that describes how the person felt.
1. playing in the park • Tell students to write their sentences on a separate
2. I’ve been sheet of paper.
3. turn down • Check students’ sentences to make sure they’re writing
4. I’ve been correctly.
Answer Key
Possible Answers
1. He felt proud about the amount of pies he had eaten.
2. He felt excited because he had asked Max to join the contest.
3. She felt excited because she had won the contest.
4. He felt sad because he had lost the contest.
50
8 T alk with your group. Choose one of the
situations in 7 . Discuss what problems you think
Century Skills the people had and what solutions they found.
Survive! collaboration critical thinking Create a mind map on a separate piece of paper.
7 Get in groups. read about some dangerous situations. Note
A shipwreck is a damaged or destroyed
• Tell students to stay in the same groups.
complete situation 3 with your own ideas.
• Ask students to choose one of the situations from
ship. Being shipwrecked is when your ship
is damaged in a storm or an accident.
Situation 1 Situation 2 Situation 3 activity 7 .

• Ask students to talk about the problems the people in
the situation could have faced.
• Ask students to talk about the solutions the people in
the situation could have come up with.
Some classmates had been A group of explorers got A family had been hiking in the • Ask students to make a mind map about their ideas
exploring a cave. When they shipwrecked on an island. When forest. When they tried to go
tried to leave, they found the
entrance had flooded with water.
they checked the shipwreck, they
found they had lost all their food.
home... similar to the one in the book.
• Tell students to make their mind maps on a separate
8 talk with your group. choose one of the situations in 7 . discuss what problems you sheet of paper.
think the people had and what solutions they found. create a mind map on a separate • Tell students to use the patterns from the previous
piece of paper.
Ex. Lost in the desert
lessons in Unit 2.
• Check students’ mind maps to make sure they’re
Food Water Animals
making them properly.
• Give feedback.
Lost in desert Threats Heat
9 U se your mind map from 8 to create an action-

Shelter Freezing night
item list. Assign each person in your group one
problem. Each person must research the dangers
and the solutions connected with their problem.
9 use your mind map from 8 to create an action-item list. assign Note
Then prioritize each problem with your group,
with #1 being the most important.
A priority is something
each person in your group one problem. each person must research important that must be done
the dangers and the solutions connected with their problem. then first. When you prioritize, you
have to decide what things
prioritize each problem with your group, with #1 being the most are most important and in • Ask students to assign each person in their group one
important. what order they should be
Ex.
done.
problem from activity 8 .
Problems Priority Solutions Dangers Person Assigned • Ask each student to research the dangers and solutions
Find water #1 Look for groups of
animals
Moving too much will
make you more thirsty
Flora
to their problem.
• Tell students to use the internet if needed.
51
• Ask students to rank all of the problems in their group,
with the most severe problem being number one.
• Ask students to make a table similar to the one in the
Odyssey 4.indd 51 2021-06-08 �� 9:26:02
book on a separate sheet of paper.

21st Century Skills • Ask students to fill in their table with their group’s
problems, solutions, and dangers.
7 G et in groups. Read about some dangerous • Tell students to list them in order of rank.
situations. Complete Situation 3 with your own • Check students’ tables to make sure they’re making
ideas. them properly.
• Tell students to get into groups. • Ask each group to present their work to the class.
• Ask students to read the three situations. • Give feedback.
• Ask students to complete situation 3 with their own
ideas. Teacher’s Note
• Tell them to write the rest of situation 3 on a separate More Ideas
sheet of paper.
As part of activity 9 , list each group’s situation,
• Check students’ writing to make sure they’re doing it
problems, dangers, and solutions on the board, or have
properly.
members from each group list them on the board.
• Ask some students to present their finished ideas for
Then go through each group’s ideas one by one. Ask
situation 3 to the class.
the other students what other problems, solutions, and
• Give feedback.
dangers they can think of.
Extra Practice Real-World Problems, Dangers,

and Solutions
As an extra activity, have each group come up with one
real-world problem, the dangers associated with it, and
the solutions that can curtail the problem. Tell students
to create a table similar to the one in activity 9 about
the real-world problem. After everyone is finished, have
each group present their ideas to the class. Remember
to ask follow-up questions and give feedback.
51
MODULE 3
Unit
5 OUR PLANET, OUR HOME

environmental issues and what others have said using
direct and indirect reported speech.
MODULE 3
Unit
5
Unit 5 AIMS
our Planet,
Lesson A: Listen to talks about the environment
Lesson B: Report facts about the environment
Lesson C: Read an interview with an environmental expert
our home
Lesson D: Write a summary of what a speaker has said
Lesson E: Interview people about environmental problems
Target Skills
Lesson A: Listening
Lesson B: Speaking
Lesson C: Reading
Lesson D: Writing
Lesson E: Project
Target Vocabulary Scan for Audio

Lesson A Lesson B A Listening Listen to talks about the environment
inform amount B Speaking Report facts about the environment
knowledge claim C Reading Read an interview with an environmental expert

natural duty
D Writing Write a summary of what a speaker has said
preserve effect
protect fear E Project Interview people about environmental problems
recycle prevent
reduce rise
responsible serious 52
Lesson C Lesson D Odyssey 4.indd 52 2021-06-08 �� 9:26:08
destroy accurate
disappear crops
discussion disease
flood global
forever increase
future produce
permanent public transportation
survive season
Lesson E
climate change
drought
hurricane
natural disaster
52
reported questions
When we report a question, the question becomes a
statement. There is no longer a question mark, and the
word order becomes subject-verb-object. Like reported
statements, in reported questions, pronouns and tense
may shift.
Question Direct Reported Indirect Reported

Type Speech Speech
“Do you think we can He asked me if I
yes-no save the planet?” he thought we could
asked. save the planet.
who, “What kind of
She asked what kind
whom, pollution is this?” she
of pollution it was.
what asked.
when, “How long is this The teacher asked
where, river?” The teacher how long the river
why, how asked. was.
Unit 5 Discussion
ice Breakers
look at the photo and answer the questions. Extra Practice More Discussion
1. What is in the photo? Ask more questions about the environment.
2. Which are some things that are good for the environment? How are they positive?
3. Which are some things that are bad for the environment? How are they negative?
4. What can we do to improve the planet’s condition?
What things does your country do to protect the
53
environment? Do you think it’s enough? Why?
Odyssey 4.indd 53 2021-06-08 �� 9:26:09 What are some things you or your family do to protect
the environment?
Key Grammar Why do you think people should protect the
environment?
reported statements
Reported speech is used to tell others what’s been said.
The reported clause changes depending on whether the
speaker is reporting a statement, question, or command.
Direct speech uses quotation marks and reports exactly
what someone has said.
Indirect speech focuses on what someone has said. It
doesn’t report their exact words. It often uses different
pronouns and shifts verbs to past tense.
Usage Direct Speech Indirect Speech

He told us (that)
“I believe climate
he thought climate
statement change is a huge
change was a huge
challenge,” he said.
challenge.
“You need to do more She told us we have
command
recycling,” Sarah said. to do more recycling.
53
Lesson A ouR enVIRonMenT
A ouR enVIRonMenT Listening
aim: Listen to talks about
the environment
Aim: L isten to talks about the environment Vocabulary

Vocabulary
recycle responsible protect inform
vocabulary word next to the word in the book. knowledge
natural preserve reduce

1. responsible • • a. to keep something as it is
2. protect • • b. from nature
2. recycle 3. inform • • c. to make something less or smaller
4. preserve • • d. to have the duty of taking care of or looking after something or someone
1. responsible 5. recycle • • e. information learned from studying
4. protect 6. natural • • f. to tell someone about something
7. knowledge • • g. to keep someone or something safe
8. inform 8. reduce • • h. to collect used things in order to reuse them
7. natural
3. knowledge Focus Note
A tag question comes at the end of a
6. preserve 3 talk with a partner. sentence. It’s used to check information.

There have been a lot of
floods lately, haven’t there?
5. reduce The temperature seems to be rising every year, doesn’t it?
Yes, there have.
Yes, it does seem to be getting hotter.
• Practice
again. Point at different pictures and ask We make a lot of garbage, don’t we?
It isn’t difficult to recycle, is it?
No, it’s easy if you have the right knowledge. Yes, we need to recycle more.
2 Match the words with the definitions. 4 circle the best answers to fill in the blanks.
• Ask students to read the words and the definitions. 1. It looks hot out today, ____________?
a. doesn’t it b. hasn’t it c. is it
• Ask students to match each word with the correct 2. It’s easy to recycle, ____________?
definition. a. haven’t we b. don’t you think c. don’t it

3. There have been a lot of fires this year, ____________?
• Check students’ answers. a. is it b. don’t you c. haven’t there
4. We need to preserve the rainforest, ____________?
Answer Key a. don’t you agree b. doesn’t you agree c. isn’t it
54
1. d
2. g Odyssey 4.indd 54 2021-06-08 �� 9:26:11
3. f
4. a Teacher’s Note
5. h Environmental Issues
6. b
7. e
Ask students about common environmental issues they
8. c know of. Then ask them about the ones most prevalent
in their country. See if they can tell you what their
country is doing to solve those issues. Finally, explain
Focus some other environmental issues they did not mention.
Below are some common issues.
3 Talk with a partner.
• Read the short conversations aloud or ask two students • Deforestation
to read the short conversations aloud. • Pollution
• Ask students to practice the conversations with a • Water scarcity / pollution
partner. • Loss of biodiversity
• Tell students to practice the conversations again but to • Overpopulation
talk about different environmental issues. • Waste disposal
• Recycling
4 Circle the best answers to fill in the blanks. • Fossil fuels vs. renewables
• Ask students to read the questions. • Climate change
Answer Key
1. a
2. b
3. c
4. a
54
Wrap Up
Listen Up
5 listen and number. Match the speaker with the topic. 5-02
7 L isten and circle the answers. 5-03
a. b. c. d. • Listen to the audio.

wildfires water use ocean levels climate change • Check students’ answers.
6 listen again. Fill in the blanks with the correct information. 5-02
Answer Key
1. b
Professor Williams said,
Dr. Stevenson asked, “Did
“Wildfires _______________________
2. d
you know that the ocean is
and reduce the amount of 3. d
_______________________ each year?”
farmland and forests we have.”
1. Dr. Stevenson
8 Circle the correct words.

2. Professor Williams
“You can _______________________ by
doing _______________________ things,
like _______________________ how much
• Ask students to circle the correct words.
4. Jane Marshall
water you use,” said the park ranger. • Check students’ answers.
Jane says she likes to _______________________
the _______________________. When she has Answer Key
time, she helps to _______________________
3. Duke Wellington
children about climate change.
1. reduce
2. knowledge
Wrap Up
3. natural
1. Why is it important to save the oceans? 2. What is the most important

4. preserve
a. They’re our biggest source of energy. environmental issue according to Mr. Green?
b. They’re home to 50-80% of all life. a. He believes it’s preserving the ocean.
c. They’re the best way to reduce pollution. b. He believes it’s finding renewable energy.
d. They’re helpful with preserving the climate. c. He believes it’s saving marine life.
3. What is NOT true according to Mr. Green?

d. He’s not sure which one is “most important.” Extra Practice Protecting the Environment
a. The natural world is a true wonder.
b. One million different kinds of animals live in the ocean. Have students practice talking about ways to protect
c. The main factor destroying ocean climates is pollution.
d. Hydropower is the best form of renewable energy. the environment by going over ways to combat certain
8 circle the correct words.
environmental issues. Go over the environmental
1. Mr. Green says we should reduce / preserve pollution in the ocean. issues from the lesson and the Teacher’s Note on
2. Mr. Green says he has the most responsible / knowledge in preserving the ocean.
3. Mr. Green said that the natural / environment world is a wonder.
environmental issues. Then put students into pairs
4. Mr. Green believes “We need to help protect / preserve nature, and we need to keep or groups. Have them describe a solution for each
our oceans clean!”
55 environmental issue. Then have them practice talking
Odyssey 4.indd 55 2021-06-08 �� 9:26:12
about the environmental issues and solutions using the
patterns below.
Listen Up “What can we do to fight (environmental issue)?” /

“We can (solution).”
5 L isten and number. Match the speaker with the
topic. 5-02
• Listen to the audio. What can we do to fight air pollution? / We can use
• Ask students to write the correct number next to each more renewable energy instead of fossil fuels.
topic. What can we do to fight deforestation? / We can use
• Replay the audio if needed. less lumber.
Answer Key
1. c 2. a 3. b 4. d
6 L isten again. Fill in the blanks with the correct

information. 5-02

• Ask students to write the missing words in the blanks.
Answer Key
1. rising 1.7 millimeters (mm)
2. destroy many homes
3. help the planet, simple, reducing
4. study, weather, inform
55
Lesson B TIMe To conSeRVe
B TIMe To conSeRVe Speaking
aim: Report facts about the
environment
Aim: R
eport facts about the environment Vocabulary
Vocabulary amount fear claim serious duty prevent rise effect
1. 2. 3. 4.

• Listen to the audio. 5. 6. 7. 8.

correct picture.
Answer Key 1. Mark’s speech did not have the ___________________ he wanted. No one was as excited as him.
2. It’s my ___________________ to watch the children when the teacher is out of the classroom.
1. amount 2. rise
3. If you want to ___________________ a fire in the kitchen, always practice cooking safely.
3. effect 4. fear 4. I am afraid of many things. I even have a(n) ___________________ of cats.
5. serious 6. claim 5. This is a very ___________________ subject, so please don’t laugh.
7. duty 8. prevent 6. Johnny and Peter ___________________ that the Earth is flat. I think they are wrong.
7. People are worried that the river’s water level will ___________________ and destroy houses during the rainy season.
• Practice
again. Point at different pictures and ask 8. The ___________________ of pollution in the ocean is growing.

Grammar Note
The word that is often left out when changing direct speech to indirect speech, especially in informal situations.
2 F ill in the blanks with the best vocabulary words. 3 look at the table. “He recycled it,” she said. → She said that he recycled it. / → She said he recycled it.
Reported Speech
• Ask students to read the sentences. Reported speech is used to tell others what’s been said.
• Ask students to write the best vocabulary word in each Direct Speech uses quotation marks and reports Indirect Speech uses different pronouns and can shift
exactly what someone has said. verbs to the past tense.
blank. Usage Direct Indirect
Reported
Clause
• Check students’ answers. Statement “She’s afraid of lightning,” I said. I told them that she’s afraid of lightning. that-clause
“Do you think climate change is a Kate asked if I thought climate change if-clause /
Answer Key Question
serious issue?” Jim asked. was a serious issue. whether-
clause
“Does the amount of pollution worry She asked whether the amount of
you?” she asked. pollution worries me.
1. effect 2. duty
“We must stop forest fires from He says we have to prevent fires. to-infinitive
Command
3. prevent 4. fear happening,” John said. clause
5. serious 6. claim 56
7. rise 8. amount
Odyssey 4.indd 56 2021-06-08 �� 9:26:13
Teacher’s Note
Grammar
Indirect Speech Tense Changes
Explain to students that when using indirect speech,
the tense of what was said in direct speech must
OR change one step to the past. Make sure students
understand this change. Use the table below to show
students the different tense changes.
is being highlighted.
Direct Speech Indirect Speech
Extra Practice Indirect Speech Memory Game present simple changes to past simple
Have students sit in a large circle. Then choose one
present
student. Tell that student to say something about the changes to past continuous
continuous
environment. Then ask the student sitting on the left
of the first student to use indirect speech to report present perfect changes to past perfect
what the first student said. Then have him or her say
their own sentence about the environment. Next, ask past simple changes to past perfect
the student sitting to the left of the second student will changes to would
to repeat what the other students said using indirect
speech. Then have that student say his or her own can changes to could
sentence about the environment. Repeat this process
until each student has had a turn. See how far it can go
before a student can’t remember what other students
said.
56
6 Match the sentence parts. Then listen and check.
4 rewrite the sentences in indirect speech. 5-06
1. “There has been a rise in the amount of garbage at the park,” I said.
_________________________________________________________________________________ • Ask students to read the sentence parts.
2. “It’s your duty to protect the rainforest,” the scientist said.
_________________________________________________________________________________
• Ask students to match the correct sentence parts.
3. “Do you worry about the effects of climate change?” Paul asked. • Listen to the audio.
_________________________________________________________________________________
4. “They have a duty to recycle as much as possible,” Jack said.
• Ask students to check their answers.
_________________________________________________________________________________ • Replay the audio if needed.
5. “We must take climate change seriously!” she said.
_________________________________________________________________________________
Expressions Answer Key

Reported speech descriptors
1. “Is climate change responsible for the rise in temperatures?” she
asked.
Statement Speaker Tag Descriptor Word
“The temperature has been rising every year,” Mom said. 2. “Everyone listen! We need to protect the rivers and lakes!” he
“It’s my duty to protect the planet!” the superhero shouted. shouted.
“I fear we’re going to get a storm,” Dad whispered.
3. “It’s our duty to prevent forest fires,” the park ranger exclaimed.
“The effect pollution has on our lakes is huge,” Johnny explained.
“I take my duty very seriously!” Mr. Johnson exclaimed. 4. “It’s a very serious problem when there isn’t enough rain,” the farmer
explained.
6 Match the sentence parts. then listen and check. 5-06
1. “Is climate change responsible • • the rivers and lakes!” • • she asked.
5. “We can stop climate change if we work together,” scientists claim.
2. “Everyone listen! We need to protect • • prevent forest fires!” • • the farmer explained.
3. “It’s our duty to • • for the rise in temperatures?” • • scientists claim.
4. “It’s a very serious problem • • if we work together,” • • the park ranger exclaimed.
5. “We can stop climate change • • when there isn’t enough rain,” • • he shouted.
Speak Up
Speak Up 7 L isten and then answer the questions using
7 listen and then answer the questions using indirect speech. use the speaker tag under
the picture. 5-07
indirect speech. Use the speaker tag under the
picture. 5-07
1. Q: What did she say about 2. Q: What is the problem
pollution? downtown?
________________________ ________________________
scientist ________________________ reporter ________________________ • Listen to the audio.

• Ask students to write the answers in indirect speech on
3. Q: What did she say about 4. Q: What did the man say
the number of fires last year? about the ocean? each line.
________________________ ________________________ • Replay the audio if needed.
________________________ ________________________
firefighter fisherman
Wrap Up
Answer Key
8 What did you learn today? use reported speech to talk about what you’ve learned from
your teacher and classmates. Sample Answers
57
1. The scientist said the amount of pollution was too great.

Odyssey 4.indd 57 2021-06-08 �� 9:26:13
2. The reporter said there is a serious amount of water!
3. The firefighter said that last year they had a hundred fires.
4 Rewrite the sentences in indirect speech. 4. The fisherman said that the ocean was too dirty.

• Ask students to rewrite each sentence in indirect speech Wrap Up
on each line.
• Check students’ answers. 8 W hat did you learn today? Use reported speech
to talk about what you’ve learned from your
Answer Key teacher and classmates.
1. I told them (that) there had been a rise in the amount of garbage (at • Tell students to find a partner.
the park). • Ask students to discuss the things they’ve learned
2. The scientist said it was his duty to protect the rainforest.
today.
3. Paul asked me if I worried about (the effects of) climate change.
• Tell students to use reported speech to talk about what
4. Jack said they had a duty to recycle (as much as possible).
5. She said we had to take climate change seriously.
they’ve learned.
speaking properly.
Expressions • Ask some students to share their conversations with the
Reported speech descriptors class.
5 L isten and repeat. 5-05
• Give feedback.
OR
• Ask students if they know what kind of topic is being
highlighted.
57
Lesson C THe cLIMaTe’S
C THe cLIMaTe’S Reading
cHanGInG cHanGInG aim: Read an interview with an
environmental expert
Vocabulary
Aim: R
ead an interview with an environmental expert 1 read the words in the box. then listen and write the vocabulary word you hear. 5-08
flood destroy disappear forever permanent future discussion survive
Vocabulary 1. 2. 3. 4.


5. 6. 7. 8.
correct picture.
1. survive • • a. the act of talking with others about ideas
Answer Key
2. future • • b. for all time
1. disappear 3. flood • • c. to no longer exist
2. future 4. destroy • • d. lasting for a long time
5. disappear • • e. to live through something, such as a dangerous event
3. destroy
6. discussion • • f. to fill with large amounts of water
4. flood 7. permanent • • g. to damage or ruin something
5. survive 8. forever • • h. a period of time that happens later—after the present
6. discussion
7. permanent
8. forever Pre-reading
3 look at the pictures. talk with a partner. What do you think is happening? What
different effects might these changes have on people and the planet?
• Practice
2 M atch the words with the definitions.

• Ask students to read the words and the definitions.
definition.
58
Answer Key Odyssey 4.indd 58 2021-06-08 �� 9:26:16
1. e
2. h Teacher’s Note
3. f
Consequences of Climate Change
4. g
5. c Explain some of the effects of climate change if
6. a students are having trouble with activity 3 . Also,
7. d explain to them where in the world certain effects can
8. b be felt the worst. Below is a list of some effects of
climate change.
• Changing rain and snow patterns
Pre-reading • Stronger and more frequent storms
3 L ook at the pictures. Talk with a partner. What do • Higher temperatures and more heatwaves
you think is happening? What different effects • More droughts and wildfires
might these changes have on people and the • Warmer oceans
planet? • Melting glaciers / ice caps and rising sea level
• Less snow and ice
• Thawing permafrost
• Tell students to discuss what the pictures show and
• Changing animal migration and life cycles
what their impact to people and the planet might be.
• Changing plant life cycles
• Shrinkage in fresh water and food harvests
• Increased water and food prices
• Give feedback.
58
Comprehension
4 read the interview. 5-09

Note
Happy Planet
Predict means to guess that something will
• Ask students to read each sentence and circle true or
Our
happen in the future.
false.
Garry: Hello, everyone! And welcome to the Our Happy Planet Talk Show. We’re here with Professor Julie Bright, • Replay the audio if needed.
a scientist and expert on climate change.
Julie: Thanks, Garry. • Check students’ answers.
Garry: So, Julie, in your opinion, do we do enough to keep our planet healthy?
Julie: Actually, I think that the world is going to end in the next 100 years. Answer Key
Garry: I’m sorry. In 100 years? Oh dear... that’s terrible. Can you explain further?
Julie: It’s because we’ve already done too much damage to the planet, and now that damage is permanent. In 1. true
my opinion, we’re past the point of trying to protect the planet. Now we should try to save ourselves.
Garry: Surely there’s something we can do. What’s the cause of all this damage?
2. false
Julie: Well, the cause is pollution, and its effect is climate change. It’s destroying our planet, and it will continue 3. false
to do so. It’s to the point that we cannot stop it. It’s causing the ice caps to melt. [A] Soon, they will all
disappear. This, in turn, will cause sea levels to rise. [B] It’s predicted that sea levels will rise another 48
4. false
centimeters by the year 2050. This will flood many coastal cities. They will be lost forever
beneath the water. Flooding isn’t the only problem being caused by climate change
either. Climate change is causing drought, famine, fires, and other disasters to
happen more often all over the world. [C] The bottom line is: we’re losing the
6 R ead the statements. Then fill in the boxes with
fight against climate change. the best place to insert the sentences [A–C].
Garry: But, Professor, if we stop polluting the environment, can’t we prevent
these disasters that you are predicting? • Ask students to read the sentences.
Julie: Hmm… Well, it couldn’t hurt. But, in order for us to make a real
difference, we’d have to stop polluting the planet now. Climate • Ask students to write in each box the letter
change is a problem for all people living now. It’s not a problem for our
kids or our kids’ kids.
corresponding to where the sentence should fit in the
text.
Comprehension
1. Julie believes the damage done to the planet is permanent. true false Answer Key
2. Sea levels have risen 48 centimeters. true false
3. Melting ice caps cause droughts, famines, fires, etc. true false 1. A
4. Julie thinks natural disasters cannot be prevented. true false
2. C
6 read the statements. then fill in the boxes with the best place to insert the sentences 3. B
[a-c].
The ice caps have melted faster in the last 20 years than they have in the past 10,000 years.
These disasters can also cause issues such as lack of food and water.
The sea level has increased by 23 centimeters in the last 140 years. Wrap Up
Note
Wrap Up
Effect is usually a noun, and it means the result of a
change. Affect is usually a verb, and it means to change. 7 T alk with a partner.
7 talk with a partner. • Tell students to find a partner.
1. Do you agree with the reading? What do you agree / disagree with?
2. What would the world look like if the ice caps melted?
3. Do you know anyone who has been in a natural disaster? How did it affect them?
59
with the class.
Odyssey 4.indd 59 2021-06-08 �� 9:26:17
4 R ead the interview. 5-09

Extra Practice Calls to Action
OR Have students work in pairs or groups. Have each
• Read the reading aloud. student think about the things their country is doing
OR to fight the effects of climate change. Tell students to
• Ask students to read parts of the reading aloud. research online if needed. Then have them make a list
• Replay the audio if needed. of other ways their country can fight climate change.
Have students give reasons for their list items. Then tell
students to make a poster showing their list items and
their outcomes. Finally, when everyone is finished, have
each pair or group of students present their ideas and
poster to the class. Vote on which ideas are the best
and why. Remember to ask follow-up questions and
give feedback.
59
Lesson D SocIaL
D SocIaL ReSponSIBILITY Writing
ReSponSIBILITY aim: Write a summary of what
a speaker has said
Vocabulary
Aim: Write a summary of what a speaker has said 1 listen and number. 5-10
Vocabulary
public
1 Listen and number. 5-10 transportation crops increase produce

vocabulary word / phrase next to the word / phrase in disease accurate global season
the book. 2 Fill in the blanks with the best vocabulary words.
1. My plant seems to be sick. It’s covered in dark spots; I think it has a(n) ______________________.
Answer Key 2. I’m trying to draw a(n) ______________________ picture of the Earth for my science project.
From left to right, top to bottom 3. Do you think cars ______________________ a lot of pollution?
4. Winter is the coldest ______________________. It’s when we use a lot of electricity for heat and light.
5. public transportation
5. Scientists around the world are working together on a(n) ______________________ study of climate change.
7. crops 6. Without ______________________, many people would not be able to travel around the city.
1. increase 7. What kind of ______________________ does that farm have? It looks like corn, but I’m not sure.
8. produce 8. There’s been a(n) ______________________ in the number of forest fires this year. Last year we had just three.
This year we’ve had six!
4. disease
6. accurate
3. global Focus Note
We use too before adjectives, adverbs, or the determiners much and many.
2. season 3 talk with a partner. We use enough after adjectives or adverbs and before nouns.
Do you think there is enough public transport ?

Do you think there are enough crops ?
2 F ill in the blanks with the best vocabulary words. No, I think there we will need more.
No, I don’t think there’s enough.
• Ask students to read the sentences. Do you think there are too many buses ?
What happened to the crops?
• Ask students to write the best vocabulary word / phrase
in each blank. They died because the disease
was too hard to cure.
No, I think there are enough.
Answer Key
60
1. disease
2. accurate Odyssey 4.indd 60 2021-06-08 �� 9:26:18
3. produce
4. season Teacher’s Note
5. global
Writing a Summary
6. public transportation
7. crops Before presenting activity 9 , review the steps of
8. increase writing a summary with students. Below is a list of
steps to follow.
Focus • Read, reread, or re-listen to the material you want to
summarize
3 T alk with a partner. • Identify the main controlling idea in the original
• Read the short conversations aloud or ask two students writing
to read the short conversations aloud. • Identify the main supporting points
• Ask students to practice the conversations with a • Identify key words
partner. • Paraphrase key words and the main ideas
• Tell students to practice the conversations again but to • Check sentences against the original material to make
talk about different environmental ideas. sure all main ideas are included
• Check sentences to make sure no new information or
opinions of the summary writer are included
Extra Practice Write a Persuasive Essay • Rewrite sentences using appropriate transitions to link
After activity 9 , have students use the ideas in [Track one idea to another
5-11] to write a persuasive essay on why climate
change is important and what we can do to fight its
effects. Tell students to first gather their ideas and
make an outline. Tell them to include a main point /
thesis statement, one or two paragraphs stating
supporting details and arguments, and a conclusion
paragraph restating the thesis statement and explaining
a call to action. Then have them write their essays on a
separate sheet of paper.
60
6 W rite the direct reported speech as indirect
4 Fill in the blanks with enough or too. reported speech.
1. We produce ____________________ much garbage.
2. There aren’t ____________________ people talking about global warming.
3. Do you think we grew ____________________ crops this season? • Ask students to rewrite the sentences on the lines using
4. The plants were sick for ____________________ long. The disease killed them.
indirect reported speech.
5. It’s ____________________ difficult to predict the amount of rain that will fall.
Grammar Note
When reporting speech, the pronoun may be included or omitted. Answer Key
5 look at the table. She asked (me) what time he gets here.
Direct and Indirect Reported Speech Questions

1. He asked if I thought there had been an increase in temperature.
When we report a question, the question becomes a statement. There is no longer a question mark, and the 2. She asked who was growing crops (this year).
word order becomes subject-verb-object. Like reported statements, in reported questions, pronouns and tenses
may shift. 3. He asked how he could find (some) public transport.
Question Type Direct Reported Speech Indirect Reported Speech 4. They asked what kinds of cars produced so much pollution.
yes-no questions “Do you think global warming is He asked me if I thought global
real?” he asked. warming was real. 5. The scientist asked if I thought the report on global warming was
wh-questions: who, what, when, “What does ‘produce’ mean?” She asked what “produce” means. accurate.
where, why, how she asked.
who, whom, what “What kind of crops are these?” He asked what kind of crops they
he asked. were.
Writing
when, where, why, how “How accurate is this chart?” the The teacher asked how accurate the
teacher asked. chart was.
6 Write the direct reported speech as indirect reported speech. 7 O

n a separate piece of paper, listen and write the
1. “Do you think there has been an increase in temperature?” he asked.
_____________________________________________________________________________
questions the interviewer asked. Then change the
2. “Who is growing crops this year?” she asked. questions to indirect reported speech statements.
_____________________________________________________________________________
5-11
3. “How can I find some public transport?” he asked.
_____________________________________________________________________________ • Listen to the audio.
4. “What kinds of cars produce so much pollution?” they asked.
_____________________________________________________________________________
• Ask students to write down the questions they hear and
5. “Do you think this report about global warming is accurate?” the scientist asked. then change them to indirect reported speech.
_____________________________________________________________________________
• Tell students to write on a separate sheet of paper.
Writing
7 on a separate piece of paper, listen and write the questions the interviewer asked. then
change the questions to indirect reported speech statements. 5-11
8 listen again. take notes on the facts given by nadia. talk with the class. report what you
Answer Key
heard and try to get all the facts. 5-11
Possible Answers
Wrap Up 1. Max asked Nadia what global warming was.

9 Write a summary of the interview. listen again to check your answers. 5-11
2. Max asked Nadia if she could tell him about the increase in global
61 temperatures.
3. Max asked Nadia what climate change meant.
Odyssey 4.indd 61 2021-06-08 �� 9:26:18
4. Max asked Nadia why he should be worried about changes in the
weather.
4 F ill in the blanks with enough or too.
• Ask students to read the sentences. 8 L isten again. Take notes on the facts given by
• Ask students to fill in the blanks with enough or too. Nadia. Talk with the class. Report what you heard
• Check students’ answers. and try and get all the facts. 5-11
Answer Key • Listen to the audio.

• Ask students to take notes of the facts from Nadia.
1. too
• Tell students to write on a separate sheet of paper.
2. enough
3. enough • Replay the audio if needed.
4. too • Ask students to report what they took notes of.
5. too • Write all the facts students say on the board.
• Tell students any facts that they have missed.
• Give feedback.
Grammar
5 L ook at the table. Wrap Up
9 W rite a summary of the interview. Listen again to
OR
check your answers. 5-11
• Ask students if they know what kind of grammar point • Ask students to write a summary of the interview.
is being highlighted. • Tell students to write their summaries on a separate
sheet of paper.
• Check students’ summaries to make sure they’re writing
correctly.
• Ask students to listen to the audio to check that their
summaries are correct.
• Ask some students to present their summaries to the
class.
• Give feedback.
61
Lesson E pReVenTInG dISaSTeR
E pReVenTInG dISaSTeR Project
aim: Interview people about
environmental problems
Aim: Interview people about environmental problems Video

1. natural disaster • • a. a strong storm with circular winds in the Atlantic Ocean
Video 2. drought • • b. changes in the world’s weather that are believed to be caused by human activity
3. hurricane • • c. an event in nature, such as an earthquake, that can harm lots of people
1 Match the words with the definitions. 4. climate change • • d. a long period when there is little or no rain
• Ask students to read the words and the definitions. 2 look at the pictures. What do you think the video will be about? talk with a partner.
• Ask students to match each word / phrase with the Video

correct definition.
Answer Key
1. c
2. d
3. a
4. b
2 L ook at the pictures. What do you think the 4 Watch again. Put a check mark ( ) next to the words you hear.
Video
5
video will be about? Talk with a partner. inform disappear discussion increase disease

responsible preserve produce protect destroy
they’re about to watch. 5 Watch again. rewrite the statements in the given reported speech form.
Video
5
• Tell students to talk with a partner. 1. (indirect) 2. (direct)

• Tell students to share their predictions with their “So, Phil Guy, you have some “Oh, every one of us is responsible for
knowledge on global warming, the environment, Gloria.”
partner. don’t you?” ____________________________
____________________________ ____________________________
Scan the QR code to link to the Unit 5 video. ____________________________ 4. (indirect)

3. (direct) “If we don’t stop climate change, we’re
“Maybe I’m doing enough already.” looking at so many natural disasters.”
3 Watch the video. Number the pictures in order. ____________________________ ____________________________

____________________________ ____________________________
Video
5
62
• Play the video for students.
• Ask students if their predictions were correct. Odyssey 4.indd 62 2021-06-08 �� 9:26:24
• Ask students to number the pictures in order.

• Play the video again if needed. 5 W atch again. Rewrite the statements in the given
• Check students’ answers. reported speech form. 5
Video
Answer Key • Play the video again.

From left to right • Ask students to read the sentences.
• Ask students to rewrite the sentences in the given
2, 3, 1
reported speech forms.
4 W atch again. Put a check mark () next to the
words you hear. 5
Video Answer Key
Possible Answers
• Ask students to put a check mark next to the words 1. Gloria asked Phil Guy if he had some knowledge on global warming.
2. “Oh, every one of us is responsible for the environment, Gloria,” Phil
they hear.
said.
3. Gloria said, “Maybe I’m doing enough already.”
4. Phil said that if we don’t stop climate change, we will be looking at
Answer Key many natural disasters.
discussion, increase, preserve, protect, destroy

Teacher’s Note
Hurricanes, Cyclones, and Typhoons
Explain to students that hurricanes, cyclones, and
typhoons are the same weather phenomenon. They
have different names in different parts of the world. In
the North Atlantic Ocean and Northeast Pacific, they
are hurricanes. In the Northwest Pacific Ocean, they are
typhoons. In the South Pacific and Indian Ocean, they
are cyclones.
62
8 E ach member of the group will interview
different people. Describe the problems in
Century Skills 6 and ask the questions. Take notes of the
Environmental Reporter creativity collaboration interviewees’ answers.
• Ask students to split up from their groups.
6 read the problems. then write questions asking how to fix the problems.
• Ask students to walk around and ask different students
the questions they made in activity 6 about the
Problem problems they chose.
The world uses too much
water.
There is an increasing number
of forest fires.
Climate change is causing
permanent damage to the
• Tell students to write the answers they get on a
environment.
How can we reduce the ___________________________ ___________________________
Ex.
Question amount of water we use? ___________________________ ___________________________
___________________________ ___________________________ speaking properly.
• Tell students to go back to their groups when they are
finished.
Problem
Global warming is causing Hurricanes and typhoons are Cities are producing too much
strange weather. becoming more common. trash.
___________________________ ___________________________ ___________________________
9 R eport your findings to your group. Then do
Question ___________________________ ___________________________ ___________________________ research. Go online to find solutions to each
___________________________ ___________________________ ___________________________
problem. Report your findings to the group and
7 Get in a group. choose three problems in 6 to find solutions to. prepare a short report on a separate piece of
paper to present to the class.
8 each member of the group will interview different people. describe the problems in 6
and ask the questions. take notes of the interviewees’ answers. • Ask students to report their findings from activity 8 to
9 report your findings to your group. then do research. Go online to find solutions to each their group.
problem. report your findings to the group and prepare a short report on a separate piece
of paper to present to the class.
• Ask students to research their problems online.
Problem #1 Problem #2 Problem #3
• Ask students to compare the online research to the
Solution #1: Solution #1: Solution #1: answers and solutions they got from activity 8 .
___________________________ ___________________________ ___________________________
___________________________ ___________________________ ___________________________
• Ask students to write down the best three solutions
Solution #2: Solution #2: Solution #2: they have.
___________________________ ___________________________ ___________________________
___________________________ ___________________________ ___________________________
• Tell students to write their solutions in the book or on a
Solution #3: Solution #3: Solution #3: separate sheet of paper.
• Ask students to discuss and compile all of their
___________________________ ___________________________ ___________________________
___________________________ ___________________________ ___________________________
problems and solutions in their groups.
10 Present your findings to the class and discuss.
• Tell students to write everything on a separate sheet of
63 paper.
Odyssey 4.indd 63 2021-06-08 �� 9:26:24
• Check students’ work to make sure they’re doing it
correctly.
• Give feedback.
21st Century Skills
6 R ead the problems. Then write questions asking 10 P resent your findings to the class and discuss.
how to fix the problems. • Ask each group to present their findings to the class.
• Ask students to read about the problems in the table. • Write each group’s problems and solutions on the
• Ask students to write questions on how to fix each board.
problem. • Discuss the problems and solutions.
• Tell students to write their questions in the book or on a • Vote on which solutions were the best.
separate sheet of paper. • Ask follow-up questions.
• Check students’ questions to make sure they’re writing • Give feedback.
correctly.
• Give feedback.
Extra Practice Personal Changes to Save the
Environment
7 G et in a group. Choose three problems in 6 to
find solutions to. After activity 10 is finished, discuss the changes that
• Tell students to get into groups of three. individuals can make in their daily lives to be more
• Ask students to choose three of the problems from environmentally friendly. Discuss things such as driving
activity 6 . an electric or hybrid vehicle, installing solar panels on
• Tell students that each group member must have a one’s home, using reusable shopping bags, cups, and
different problem. utensils, and so on. Then have students think of their
daily lives. Tell each group to think of small changes
they can make to help save the environment. Next,
tell each group to make a poster about their changes.
Finally, have each group present their work to the
class. Remember to ask follow-up questions and give
feedback.
63
MODULE 3
Unit
6 A HELPING HAND
This unit will give students the ability to talk and debate
about social issues and solutions using type 2 conditionals
and conjunctive adjectives.
MODULE 3
Unit
6
Unit 6 AIMS
a helPinG hand
Lesson A: Listen to talks about different social issues
Lesson B: Talk about important social issues
Lesson C: R
ead about a social issue and a potential
solution
Lesson D: Summarize two different opinions
Lesson E: Prepare a model election debate
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 talks about different social issues
Lesson A Lesson B B Speaking Talk about important social issues
bullying against C Reading Read about a social issue and a potential solution
homeless debt
D Writing Summarize two different opinions
illegal deserve
improvement diet E Project Prepare a model election debate
necessary healthy / unhealthy
social obesity
society progress 64
unemployment repair
Odyssey 4.indd 64 2021-06-08 �� 9:26:30
Lesson C Lesson D
abuse affordable
behavior invest
demand minimum / maximum
guilty poverty
innocent raise
public solution
ruin tax
victim wage
64
conjunctive adverbs
We often use conjunctive adverbs to add more
information to a sentence.
Function Words Example

Mary got all A grades in
in addition, next, high school. In addition,
addition
also, again she played on the hockey
team.
Megan was bullied
also, likewise, online. I’ve also
comparison
similarly experienced that kind of
thing.
The government
increased public
of course, still,
concession spending; nevertheless,
nevertheless,
unemployment remained
high.
Having an extra job is
however, instead,
contrast illegal; however, you can
in spite of, rather
do volunteer work.
Unit 6 Discussion
Look at the photos and answer the questions.
ice Breakers
look at the photos and answer the questions.
1. What kinds of problems do you see in the pictures?
2. How bad are these problems in your country?
3. How bad are these problems in the world?
4. What can be done to fix these problems? Extra Practice More Discussion
65
Ask more questions about social issues.
Odyssey 4.indd 65 2021-06-08 �� 9:26:30
What is the most important social problem in your

Key Grammar country or the world? Why?
type 2 conditional What social problems are important to you? Why?
A Type 2 conditional is formed by using an if clause in the Have you ever volunteered to tackle a social problem? If
simple past with a main clause in the present conditional so, describe it. If not, why?
or present continuous conditional. Do you think it’s important to help less fortunate
people? Why?
Type 2 conditionals are used to talk about unlikely or
hypothetical conditions and their probable results.
If + simple past would + simple present

If she were rich, she would buy a large house.
If the weather was warmer, he would exercise outside.
You can switch the order of Type 2 conditionals to start with
would + simple present.
I would say sorry, if she answered my calls.
65
Lesson A pRoBLeMS aRound pRoBLeMS aRound
A
Listening
THe WoRLd THe WoRLd aim: Listen to talks about
different social issues
Vocabulary Note
Aim: Listen to talks about different social issues 1 listen and number. 6-01
The prefix “un” is used to mean “not.”
employment → unemployment
necessary → unnecessary
Vocabulary
1 Listen and number. 6-01 society social improvement unemployment

necessary illegal bullying homeless
Answer Key 1. society • • a. relating to society and the way people live
2. social • • b. needed in order to make something happen
From left to right, top to bottom 3. improvement • • c. when someone frightens or harms someone smaller or weaker
4. unemployment • • d. a large group of people living in the same area
2. society 5. necessary • • e. something that makes a thing or situation better
6. illegal • • f. the state of not having a job
8. social 7. bullying • • g. something that is not allowed by the law
1. improvement 8. homeless • • h. without a place to live
Note
5. unemployment A lot of adjectives in English can be changed into nouns by adding -ness to the ending.
Focus homeless → homelessness
7. necessary 3 talk with a partner. 4 listen and circle the answers.

4. illegal 6-02
How can your city be improved?
6. bullying What needs improvement in Janet’s city?
3. homeless It could have cheaper housing . a. crime
b. bullying
1. Janet c. jobs
How would that be an improvement?
• Practice
again. Point at different pictures and ask What is a problem in Samuel’s country?
students to say the words. If housing were cheaper, more
people could own homes.
a. unemployment
b. homelessness
2. Samuel c. bullying
2 M atch the words with the definitions. What are some social issues in your country ? What needs improvement in Mary’s city?
a. crime
• Ask students to read the words and the definitions. b. bullying
I’m worried about homelessness. 3. Mary c. jobs
What do you think can be done about it? What’s the biggest social issue in Fraser’s
definition. country?
a. education
• Check students’ answers. If we created more jobs, more people
would be able to own homes.
b. unemployment
4. Fraser c. homelessness
66
Answer Key
1. d Odyssey 4.indd 66 2021-06-08 �� 9:26:32
2. a
3. e Teacher’s Note
4. f Social Issues
5. b
6. g
Tell students to find a partner and make a list of five
7. c social issues. Next, have each pair of students team
8. h up with another pair. Tell them to compare lists and
make a new list with all of their social issues. Have each
group share their lists with the class. Write all the social
Focus issues on the board. Check and discuss the social issues
students listed. See how much overlap there is among
3 T alk with a partner. students’ lists. Finally, explain some social issues that
• Read the short conversations aloud or ask two students were not mentioned. Below is a list of some common
to read the short conversations aloud. social issues.
• Poverty and homelessness
partner.
• Climate change
• Overpopulation
talk about different social issues.
• Immigration stress
• Civil rights and racial discrimination
4 L isten and circle the answers. 6-02 • Gender inequality
• Listen to the audio. • Income gap between genders, or between rich and
• Ask students to circle the correct answers. poor
• Replay the audio if needed. • Healthcare availability
• Check students’ answers. • Childhood obesity
• Drug abuse
Answer Key • Bullying
1. c • Corruption
2. b
3. b
4. b
66
Listen Up • Listen to the audio.

• Ask students to write the missing words in the blanks.
homelessness bullying unemployment crime Answer Key

1. tried, bullying
2. wasn’t, be able
If the teachers ________________ If crime ________________ so
3. helped out, difference
harder to stop ________________, the bad in this neighborhood, I’d 4. built some, factories, job
school wouldn’t be in the news. ________________ to skateboard
without being bothered.
Wrap Up
1. Max
If everyone ________________ just 7 L isten and answer the questions. 6-04

a little bit, I think we’d really make a 2. Patricia
________________.
4. Phillip • Ask students to circle the correct answers.
If they ________________ more • Replay the audio if needed.
________________ in this town, I’m sure • Check students’ answers.
he’d get a(n) ________________ easily.
3. Melody
Answer Key
Wrap Up Note 1. d
To be tempted is to want to do something, especially
7 listen and answer the questions. 6-04 something you know is not needed or wrong. 2. d
1. What does the boy think of the new rule at school? 2. If the boy were in charge, what would he do?
3. c
a. It will help people make healthier decisions. a. Let students eat whatever they want.
b. It will make children want sweets and sodas. b. Take away all sweets and sodas at school. 4. b
c. It should be applied to all schools. c. Teach students which sweets are healthy.
d. It’s an unnecessary rule. d. Limit the number of sweets sold per day.
3. What will make students more responsible? 4. What does the girl think is not very reasonable?
a. not drinking soda a. to think that people will limit their sweets 8 D iscuss the questions as a class.
b. not eating sweets b. to think people will give up sweets
c. limiting their treats c. to think people will learn about nutrition
d. teaching them what’s forbidden d. to think people will eat at home more often • Tell students to discuss the questions.
8 discuss the questions as a class. • Ask students to share their answers with the class.
1. Do you think schools should teach students about healthy dieting? • Ask follow-up questions.
2. Should schools limit what students can eat or drink?
3. How would you describe your school’s meals? • Give feedback.
67
Odyssey 4.indd 67 2021-06-08 �� 9:26:33

Extra Practice More on Social Issues and
Solutions
Listen Up Have students practice talking about social issues and
solutions using the patterns below.
• Listen to the audio. “What’s the number one social issue in our / your
• Ask students to write the number next to the correct country?” / “I think (social issue) is the number one
picture. issue.”
• Replay the audio if needed. “How do you think (social issue) can be solved?” / “I
• Check students’ answers. think we can solve it by (solution).”
Answer Key
From left to right What’s the number one social issue in our country? / I
3. homelessness
think the lack of medical care is the number one issue.
1. bullying How do you think the lack of medical care can be
4. unemployment solved? / I think we can solve it by creating universal
2. crime medical care for all.
67
Lesson B HoW can We HeLp?
B HoW can We HeLp? Speaking
aim: Talk about important
social issues
Aim: Talk about important social issues Vocabulary

Vocabulary
against repair deserve obesity
progress diet healthy / unhealthy debt
Answer Key 2 Fill in the blanks with the best vocabulary words.
From left to right, top to bottom 1. There’s a dress code next year. I’m really _____________________ it! We should wear what we want.
2. They are fixing the library. It’s really noisy. I think we _____________________ a quiet place to study.
8. against 7. repair 3. I’ve been working all day, but I haven’t made much _____________________! I’ll ask Maggie for help.
5. deserve 2. obesity 4. I’m a vegetarian. That means my _____________________ is mostly made up of fruits, vegetables, and nuts.
5. Schools in the United States are changing cafeteria menus to prevent childhood _____________________.
6. progress 1. diet 6. The city is going to _____________________ the bus stops. They’ve gotten very old and need to be fixed.
3. healthy / unhealthy 4. debt 7. I always try to eat _____________________ foods throughout the week. I think a good diet is important.
8. After finishing college, I had a(n) _____________________ of $50,000! I had to repay it over six years.
2 F ill in the blanks with the best vocabulary words. Note

Grammar Type 2 conditionals are often called unreal conditionals.
3 look at the table. then fill in the blanks with the correct form of the given verbs.
Type 2 Conditional
• Ask students to write the best vocabulary word in each A Type 2 conditional is formed by using an if clause in the simple past with a main clause in the present
blank. conditional or present continuous conditional.
Type 2 conditionals are used to talk about unlikely or hypothetical conditions and their probable results.
• Check students’ answers. If + simple past would + simple present
If it snowed, I would be cold.
If he ate less junk food, he would be healthier.
Answer Key
You can switch the order of Type 2 conditionals to start with would + simple present.
1. against 2. deserve 3. progress 4. diet He would go to university if he got good marks in school.
5. obesity 6. repair 7. healthy 8. debt 1. If I ________________ (be) in charge, I would ________________ (repair) the desks in the classrooms.
2. If they had ________________ (build) this building better, they wouldn’t have to ________________ (do) so many
Grammar
repairs on it.
3. If I ________________ (eat) healthier foods, I wouldn’t need to ________________ (go) on a diet.
4. She would ________________ (be) against the idea if she ________________ (have) a say.
3 L ook at the table. Then fill in the blanks with the 5. He would ________________ (make) more progress on his report if he ________________ (go) to bed earlier.
correct form of the given verbs. 68
• Read the contents of the table. Odyssey 4.indd 68 2021-06-08 �� 9:26:34
OR
• Ask students to read the table. Teacher’s Note
• Ask students if they know what kind of grammar point More Idioms to Show Negative Results
is being highlighted. Explain other idioms used to show negative results.
• Ask students to read the sentences. Make sure students understand when and how to use
• Ask students to fill in the blanks with the correct form them. Below is a list of other idioms.
of the given verbs.
come to a bad end If climate change isn’t tackled,
Answer Key the world will come to a bad end.
1. were, repair 2. built, do 3. ate, go 4. be, had 5. make, went
be one’s undoing Failing to lower taxes will be our
undoing.
Extra Practice Type 2 Conditionals Mingle pay dearly for We will pay dearly for not
Model type 2 conditional questions for the class. Give them something changing the medical system.
the form and an example.
Would + simple present + if + simple past? the price one has to A bad economy is the price
Wh- + would + simple present + if + past simple? pay for something we have to pay for decreasing
wages.
Would it be cold if it snowed?
What would you do if your computer broke? have a ripple effect Raising taxes will have a ripple
Tell students to find a partner. Have each pair of students effect on the whole country.
write two type 2 conditional questions. Then have each
pair of students share their questions with the class. Write
the questions on the board. Then assign each pair a set of
questions to answer, making sure no one gets the questions
they wrote. Next, have each pair stand up and ask four
different students their new questions. Tell students to record
the answers. Finally, when everyone is done, ask students to
share their questions and answers with the class. Remember
to ask follow-up questions and give feedback.
68
Speak Up
Expressions
Idioms to show negative results 5 L isten and match the speakers with their
4 look at the table. then fill in the blanks with the correct expressions. answers will vary. suggested solution. 6-06
Idiom Example
out of hand The situation has gotten out of hand.
do more harm than good Raising taxes will do more harm than good. • Ask students to write the letter of each solution next to
make matters / things worse Doing that will only make matters worse.
compound Spending more money now will only compound the problem.
the correct speaker.
1. To _______________________________, it started to rain.
2. The students in the lab were acting badly. The situation was getting _______________________________. • Check students’ answers.
3. Things started to get _______________________________ when the teacher arrived.
4. I think moving to a new house right now will _______________________________. Answer Key
5. I don’t want to _______________________________ your problems, so can I reschedule the meeting?
1. d
Speak Up 2. a
3. c
5 listen and match the speakers with their suggested solution. 6-06
4. b
a. repair and b. have healthier
rebuild the meal options
roads around in the
1. Marcus 2. Ingrid the city cafeteria
6 L isten again. Do you agree with the speakers?
c. repair or
buy new
d. build more
national
Talk with a partner. Talk about other ways to
computers universities
solve the problems. 6-06

3. Leon 4. Felicia
6 listen again. do you agree with the speakers? talk with a partner. talk about other
ways to solve the problems. 6-06
• Ask students to discuss if they agree with the solutions.

Wrap Up • Ask students to discuss different ways to solve the
7 use the given words to write type 2 conditional sentences. then discuss if you agree or problems.
disagree with the statements.
• Tell students to write their ideas on a separate sheet of
paper.
1. (build) (factories)
(unemployment)
2. (schools) (sell)
(snacks) (obesity)
3. (education) (be)
(crime)
4. (school facilities)
(repair) (education)
5. (nutrition classes)
(offer) (healthy diets) speaking properly.
Ex. If they built more factories, there would be less unemployment.
1. ___________________________________________________________________________________
2. ___________________________________________________________________________________
class.
3. ___________________________________________________________________________________ • Give feedback.
4. ___________________________________________________________________________________
5. ___________________________________________________________________________________
Wrap Up
69
Odyssey 4.indd 69 2021-06-08 �� 9:26:35
7 U se the given words to write Type 2 conditional

sentences. Then discuss if you agree or disagree
Expressions with the statements.
Idioms to show negative results • Tell students to find a partner.
• Ask students to look at the pictures and the given
4 L ook at the table. Then fill in the blanks with the
words.
correct expressions. Answers will vary. • Ask students to write a type 2 conditional sentence
• Read the contents of the table. using the given words on each line.
OR • Check students’ answers.
• Ask students to read the table. • Ask students to discuss if they agree or disagree with
• Ask students if they know what kind of expression is the statements.
being highlighted. • Check students’ conversations to make sure they’re
• Ask students to read the sentences. speaking properly.
• Ask students to write the correct idiom in each blank. • Give feedback.
Answer Key
Answer Key Possible Answers
Possible Answers
1. If they built more factories, there would be less unemployment.
1. make matters worse 2. If schools sold less snacks, fewer children would suffer from obesity.
2. out of hand 3. If education were better, there would be less crime.
3. out of hand 4. If the school facilities were repaired, children would get a better
4. do more harm than good / make matters worse education.
5. compound 5. If nutrition classes were offered, people would make healthier choices.
69
Lesson C BuLLYInG
C BuLLYInG Reading
aim: Read about a social issue
and a potential solution
Aim: Read about a social issue and a potential solution Vocabulary

Vocabulary
• Listen to the audio. ruin
• Ask students to repeat aloud after the audio. behavior victim

innocent

Answer Key
public demand abuse
3. behavior guilty
2. victim 1. behavior • • a. a strong request
5. ruin 2. victim • • b. not guilty of a crime or wrongdoing
3. ruin • • c. someone who is the target of violence, illness, or bad luck
8. innocent 4. innocent • • d. where everyone can see
1. public 5. public • • e. the way you say or do things
6. demand • • f. the use of something for the wrong reasons or to cause harm
4. demand 7. abuse • • g. to destroy; to spoil
6. abuse 8. guilty • • h. having broken a law; to be ashamed of doing something wrong
7. guilty
Pre-reading
• Practice
again. Point at different pictures and ask 3 talk with a partner. list examples of each type of bullying behavior under the pictures.
2 M atch the words with the definitions.

• Ask students to read the words and the definitions.
definition. PHYSICAL BULLYING SOCIAL BULLYING VERBAL BULLYING CYBERBULLYING
• Check students’ answers. Ex. hitting, kicking,

pushing
Answer Key
70
1. e
2. c Odyssey 4.indd 70 2021-06-08 �� 9:26:38
3. g
4. b Teacher’s Note
5. d Bullies
6. a
7. f
Explain behavior associated with bullying if students
8. h are having trouble coming up with ideas in activity 3 .
Some examples include name-calling, insulting, hitting,
shoving, pinching, kicking, taking things away, stealing
Pre-reading things, damaging things, threatening, intimidating,
sending offensive messages, spreading rumors, taking
3 T alk with a partner. List examples of each type of friends away, and so on. After students have done
bullying behavior under the pictures. activity 3 , ask some groups their opinions on certain
• Tell students to find a partner. bullying categories. Ask students if they’d like to share
• Ask students to look at the pictures. accounts of being bullied or seeing someone else
• Tell students to discuss each category of bullying getting bullied. Ask students about what happens to
behavior. bullies at their school. Try to get them to talk about
• Ask students to list types of bullying behavior under what they think should happen to bullies. Remember to
each category. give feedback and ask follow-up questions.
speaking properly. Teacher’s Note
• Ask follow-up questions. Be aware that some students may be uncomfortable
• Give feedback. discussing this topic openly in class.
70
6 R ead the statements. Then fill in the boxes with
4 read the article. 6-08 the best place to insert the sentences [A–C].
• Ask students to write in each box the letter
Cyberbullying is a fairly new social issue. However, it has already ruined many lives and caused many tragic results. corresponding to where the sentence should fit in the
Many people wonder how society can deal with cyberbullies. Some people demand strict rules and punishments.
Unfortunately, though, cyberbullying is not a simple issue to fix. Cyberbullying is oftentimes harder to identify and text.
punish compared to typical forms of bullying.
What is cyberbullying?
Cyberbullying is bullying that takes place over digital devices. It often occurs on social media, forums, and other
platforms where people can share content. [A] Answer Key
Why do people cyberbully? 1. A
Most people accused of bullying or abusing others can’t exactly explain the reason for their behavior. Many
cyberbullies simply aren’t aware that they’re guilty of being abusive. They see their actions as jokes. A lack of 2. C
face-to-face interaction can create a situation where a person can easily say hurtful things without realizing the
3. B
consequences of their actions. One of the biggest reasons that people engage in cyberbullying might be because
of anonymity. [B] By keeping their actual identity distinct from their online identity, cyberbullies often feel innocent
of wrongdoing.
How can we respond to cyberbullying?
Many schools are already working on anti-bullying policies. However, these policies might not be enough. [C] If 7 Talk with a partner.
you see or are a victim of cyberbullying, the first thing you should do is talk to a teacher or school staff member.
School faculty should support students who report these issues or who are bullied. This requires
providing support in the form of reassurance, school counseling, and even parent involvement.
Perhaps the best way to combat cyberbullying is to encourage students to keep an • Tell students to discuss the questions.
eye on their friends’ and classmates’ online behavior and report anything they find
concerning. “Telling” on others who engage in cyberbullying is for the good of • Ask students if they would like to share their discussion
everyone, including the bully.
with the class.
Comprehension
1. There are many strict rules and punishments for cyberbullying.
2. Many cyberbullies think their behavior is funny.
true
true
false
false
Extra Practice Solutions to Social Issues
3. Victims of cyberbullying often don’t know the true identity of their bully. true false
4. You should report cyberbullying when you see it. true false Have students get into groups of three or four. Tell
5. You shouldn’t tell on your friends when they are bullying others. true false
them to choose one social issue that is important to
6 read the statements. then fill in the boxes with the best place to insert the sentences [a-c]. them. Then tell them to research what their country
Being unknown can make some people feel empowered. is doing to solve the issue. Ask students to discuss
Cyberbullies also abuse people using texts, emails, and instant messages. whether it is enough or if more should be done. Then
To make the biggest impact, teachers and students need to work together. tell students to come up with their own solutions to the
problems they chose. Tell students to write down their
1. Do you think cyberbullying is a problem in your country? ideas on a separate sheet of paper. When everyone is
2.
3.
Should cyberbullying be treated as a crime?
How can instances of cyberbullying be reduced?
done, ask each group to present their work to the class.
4. What kinds of punishments should be given to cyberbullies?
71
Vote on which group had the best solution. Discuss
what could have been added to or excluded from
Odyssey 4.indd 71 2021-06-08 �� 9:26:39
each solution as a class. Remember to ask follow-up
questions and give feedback.

OR
• Read the reading aloud.
OR
Comprehension
false.
Answer Key
1. false
2. false
3. true
4. false
5. true
71
Lesson D WHaT’S YouR
D WHaT’S YouR opInIon? Writing
opInIon? aim: Summarize two
different opinions
Vocabulary
Aim: Summarize two different opinions 1 listen and number. 6-09
Vocabulary
1 Listen and number. 6-09 poverty raise solution wage

• Ask students to write the correct number of the tax invest affordable
minimum /
maximum
Answer Key 1. poverty • • a. to lift up; make more; or increase the amount
2. raise • • b. money paid to the government from what you earn or buy
From left to right, top to bottom 3. solution • • c. to put time, effort, money, or emotion into something you want to succeed
6. poverty 4. wage • • d. the state of being very poor

5. tax • • e. the answer to a problem
4. raise 6. invest • • f. the amount of money someone is paid for doing a job
8. solution 7. affordable • • g. the least amount allowed or possible / the largest amount allowed or possible
2. wage 8. minimum / maximum • • h. cheap enough for most people to buy
1. tax
Focus
3. invest 3 talk with a partner. 4 listen and choose the correct summary.
7. affordable Homeless shelters reduce poverty. If there
6-10
5. minimum / maximum were more shelters, homeless people

could better support themselves.
1. a. Poverty can be fixed by increasing the
amount of jobs in the country.
b. Poverty can be fixed by offering government
• Practice
again. Point at different pictures and ask I agree / disagree. housing to the poor.
c. Poverty can be fixed by raising the minimum
students to say the words. wage.
Harsh punishments for bullying are the
best way to prevent it. If students were
2. a. Tax money should be put into the healthcare
2 M atch the words with the definitions. given jail time for cases of bullying, it
would reduce crime and suicide rates.
system because it will save money long term.
b. Tax money should be put into the healthcare
system because people are living longer lives.
• Ask students to read the words and the definitions. c. Tax money should be given to healthcare
companies to invest in new medicines.
I agree. However, I don’t believe jail time should
be given for simple cases of bullying.
3. a. Governments should encourage people to
definition. I disagree. Of course, bullying is a serious problem,
but children shouldn’t be punished harshly for solve climate change.

little things like rumors and teasing. b. Governments should support companies
working on alternative energy.
c. Governments should tax energy companies.
72
Answer Key
1. d Odyssey 4.indd 72 2021-06-08 �� 9:26:40
2. a
3. e
4. f Extra Practice Mock Debates
5. b After activity 7 , tell students to get into groups of
6. c four. Ask students to choose a social issue they think
7. h
is important. Then for each group, tell two students
8. g
to come up with their own solution to the social issue.
Have the other two students come up with another
solution. When each pair of students is done writing
Focus about their solution, tell each pair to trade their writing
3 T alk with a partner. with the other pair. Tell each pair of students to now
• Read the short conversations aloud or ask two students write a counterargument to the other pair’s solution.
to read the short conversations aloud. When they are done, ask students to debate their
• Ask students to practice the conversations with a social issues and solutions. Tell one pair of students to
partner. tell the other pair their social issue and solution. Then
• Tell students to practice the conversations again but to have the other pair give their counterargument and
talk about different social issues and solutions. solution. Finally, have the first pair of students give their
counterargument. Check each group’s conversation
to make sure they’re speaking correctly. Remember
4 L isten and choose the correct summary. 6-10
to ask follow-up questions and give feedback. As an
• Listen to the audio. alternative activity, do this as a class activity by splitting
• Ask students to circle the correct summaries. the class up into two teams and choosing one social
• Replay the audio if needed. issue.
Answer Key
1. c
2. a
3. b
72
Functions Words Examples
addition in addition, next, also, again Lisa is very intelligent. In addition, she has
three years of experience.
comparison also, likewise, similarly Penelope has traveled to six countries; I’ve
also traveled to six countries.
Writing concession of course, still, nevertheless Mark studied all night; nevertheless, he failed
his exam.
Grammar contrast however, instead, in spite of, rather I want to go to the movies; however, my
5 look at the table. then rewrite the statements with conjunctive adverbs. answers will vary.
6 R ead the debate transcript.friends Underline at least
want to go bowling.
1. Jacob is a very talented artist. Jacob is a brilliant musician.

Conjunctive Adverbs
three conjunctive adverbs.
_____________________________________________________________________________________
• Ask students to read the transcript.

Functions Words Examples 2. Wikipedia is very useful. It is not always accurate.
addition in addition, next, also, again Lisa is very intelligent. In addition, she has _____________________________________________________________________________________
three years of experience. • A
3. sk students
It rained while we were attothe underline
beach. We had a great attime.least three conjunctive
comparison also, likewise, similarly Penelope has traveled to six countries; I’ve
also traveled to six countries. adverbs.
_____________________________________________________________________________________
4. Eric went out for pizza. I went out for pizza.
concession
1. povertyof course, still,•nevertheless Mark
• a. to lift up; make more; studied the
or increase
his exam.
all night;
amount nevertheless, he failed
_____________________________________________________________________________________
2. raise • • b. money paid to the government from what you earn or buy
Note
contrast
3. solution
however, instead, in spite of, rather
•
I want to go to the movies; however, my
• c. to put time, effort, money, or emotion into something you want to succeed
friends want to go bowling. Writing Starvation is to die or be sick because of a lack of food.
4. wage • • d. the state of being very poor Answer Key

6 read the debate transcript. underline at least three conjunctive adverbs.
1. Jacob
5.istax
a very talented artist.• Jacob is a•brilliant musician.
e. the answer to a problem
_____________________________________________________________________________________ Nearly 40.6 million Americans live in poverty. For many of these people, employment is
6. invest • • f. the amount of money someone is paid for doing a job
difficult to come by and keep. In addition, these people are likely to have problems buying
2. Wikipedia is very useful. It is •not always•accurate.
7. affordable g. the least amount allowed or possible / the largest amount allowed or possible food. I believe that no one in this country should ever fear starvation. Of course, we all
_____________________________________________________________________________________
8. minimum / maximum • • h. cheap enough for most people to buy would like to help. If we raised the minimum wage, people who live in poverty would have
1 more spending ability. This would increase the profitability of companies. In turn, companies
3. It rained while we were at the beach. We had a great time. Speaker would grow and create new jobs.
_____________________________________________________________________________________
4. Eric went out for pizza. I went out for pizza. Poverty is indeed a very serious issue in this country. However, my opponent wants
_____________________________________________________________________________________ you to believe that giving away money is the solution to all of our problems. By
raising the minimum wage, I believe companies will hire fewer employees. In fact,
Note
Writing Starvation is to die or be sick because of a lack of food.
rather than encourage companies to hire, I think it will encourage companies to
look for employees overseas. I agree that we need to invest in people to fix poverty. 2
However, that investment should be a long-term investment. We should use our tax
6 read the debate transcript. underline at least three conjunctive adverbs.
Speaker
dollars to pay for better education.

Nearly 40.6 million Americans live in poverty. For many of these people, employment is
difficult to come by and keep. In addition, these people are likely to have problems buying 7 Fill in the table to summarize the speakers’ solutions. then write a short summary of their
food. I believe that no one in this country should ever fear starvation. Of course, we all points and a response to one of the speakers on a separate piece of paper.
would like to help. If we raised the minimum wage, people who live in poverty would have
1 more spending ability. This would increase the profitability of companies. In turn, companies 7 QUESTION:
F ill inWhatthe table to summarize the speakers’
can be done to fix the growing problem of poverty in the United States?
Argument Reasoning
Speaker would grow and create new jobs.
solutions. Then write a shortThissummary
If we ___________________________, would increase the of their
Speaker 1 people who live in poverty would have ___________________________, and in turn
Poverty is indeed a very serious issue in this country. However, my opponent wants
you to believe that giving away money is the solution to all of our problems. By points and a response to one
___________________________. ofthethe
increase speakers on a
___________________________.
If we raise the ___________________________, We need to invest in people to fix poverty.
raising the minimum wage, I believe companies will hire fewer employees. In fact,
rather than encourage companies to hire, I think it will encourage companies to
separate
Speaker piece
2 I believe companies will of paper. However, that investment should be a
___________________________ employees. ___________________________.
look for employees overseas. I agree that we need to invest in people to fix poverty. 2
However, that investment should be a long-term investment. We should use our tax Speaker • AResponse
sk students Ex. to look
I believe Speaker at2 made
1 / Speaker thethetable. Iwas think Speaker 1 / Speaker 2‘s argument
Ex.
better argument. better because ___________________.
• Ask students to fill in the blanks with the correct
dollars to pay for better education. 73
7 Fill in the table to summarize the speakers’ solutions. then write a short summary of their information from activity 6 .
Odyssey 4.indd 73 2021-06-08 �� 9:26:40
points and a response to one of the speakers on a separate piece of paper.

• Ask students to write a short summary of each
QUESTION: What can be done to fix the growing problem of poverty in the United States?
Argument Reasoning speaker’s speech.
If we ___________________________,
Speaker 1 people who live in poverty would have
This would increase the
___________________________, and in turn
• Ask students to choose one speaker and then write a
___________________________.
If we raise the ___________________________,
increase the ___________________________.
We need to invest in people to fix poverty.
response to that speaker’s argument.
Speaker 2 I believe companies will However, that investment should be a • Tell students to write on a separate sheet of paper.
___________________________ employees. ___________________________.
Response
Ex. I believe Speaker 1 / Speaker 2 made the Ex. I think Speaker 1 / Speaker 2‘s argument • Check students’ writing to make sure they’re doing it
better argument. was better because ___________________.
73 correctly.
Odyssey 4.indd 73 2021-06-08 �� 9:26:40
• Ask some students to share their writing with the class.
• Give feedback.
Grammar Teacher’s Note

5 L ook at the table. Then rewrite the statements Rebuttals and Counterarguments
with conjunctive adverbs. Answers will vary. Explain to students that a rebuttal is when one directly
• Read the contents of the table. responds to another’s claim to point out that it is
OR wrong. A counterargument, on the other hand, is an
• Ask students to read the table. argument that would be made by one’s opponent.
• Ask students if they know what kind of grammar point After students complete activity 7 , ask them to write
is being highlighted. a counterargument to each speaker’s speech in activity
• Ask students to read the sentences. 6 . Tell them to also choose certain points in each
• Ask students to rewrite each sentence using a speaker’s speech where they can make rebuttals. Check
conjunctive adverb on the line. students’ writing to make sure they’re doing it properly.
• Check students’ answers. Ask some students to share their counterarguments
and rebuttals with the class. Remember to ask follow-
Answer Key
up questions and give feedback.
Possible Answers
1. Jacob is a very talented artist. He is also a brilliant musician.
2. Wikipedia is very useful. However, it’s not always accurate.
3. It rained while we were at the beach. Nevertheless, we had a great
time.
4. Eric went out for pizza. Similarly, I went out for pizza.
73
Lesson E deBaTe
E deBaTe Project
aim: Prepare a model election debate
Aim: Prepare a model election debate Video

Video
Video

partner.
Video
3 Watch again. Put a check mark ( ) next to the words you hear. 6
Scan the QR code to link to the Unit 6 video. crime education behavior victim ruin
deserve progress society affordable unemployment
2 Watch the video. Number the pictures in order. Video

Video 4 Watch again. Fill in the blanks with the words you hear. 6
6 1. If he (Tim) __________________ tougher, Biff ___________________ him like that.
2. If I ___________________ company, I ___________________ a bit more about what’s good for society.
• Play the video for students. 3. Instead, they ___________________ money.
• Ask students if their predictions were correct. 4. However, I’ve ___________________ student president is about more than sweets and games.
5. If I ___________________ president, I ___________________ a solution to bullying.
• Ask students to number the pictures in order. Video
5 Watch again. circle true or false. 6
• Play the video again if needed. 1. Tony’s friend Biff wants to run for student president. true false
• Check students’ answers. 2. Biff will probably bully Tim again tomorrow. true false
3. Tony thinks companies care enough about society. true false
4. Tony tells the students he will get brownies and games for them. true false
Answer Key 5. Tony wants the school to teach students about the community. true false
From left to right 6 look at the photos from the comic. talk with your partner and discuss solutions for these
social problems.
1, 2, 3
3 W atch again. Put a check mark () next to the

Video 74
words you hear. 6
Odyssey 4.indd 74 2021-06-08 �� 9:26:46

• Ask students to put a check mark next to the words
Video
they hear. 5 W atch again. Circle true or false. 6
• Play the video again if needed. • Play the video again.
• Check students’ answers. • Ask students to read each sentence and circle true or
Answer Key
false.
behavior, deserve, progress, society, unemployment
Answer Key
4 W atch again. Fill in the blanks with the words 1. false 2. true 3. false 4. false 5. true
Video
you hear. 6
• Play the video again. 6 L ook at the photos from the comic. Talk with
• Ask students to write the words they hear in the blanks.
your partner and discuss solutions for these social
problems.
Answer Key • Ask students to look at the pictures.
1. were a bit, wouldn’t abuse • Ask students to discuss solutions to the social problems.
2. were that, would think • Check students’ conversations to make sure they’re
3. just think about speaking properly.
4. realized being • Ask some students to present their solutions to the
5. became class, would find class.
• Give feedback.
74
8 C hoose the starting team. Then go to page 92
to find the debate questions. A question will be
Century Skills chosen at random. Begin the debate using the
Model Debate communication critical thinking Debate Rules in 7 .
• Tell students to stay in the same groups, but to make
7 Get in groups. read the rules of the debate. then read the list of potential topics. do
research online to prepare your team. two teams out of their one group.
Debate Rules • Ask students to do a coin toss to choose the starting
• Each team must pick one speaker.
• Teams will be given ten minutes to research the
team in each group.
topics. • Ask students to turn to page 92 to find the debate
• The starting team will be decided by a coin toss.
• First speaker has one minute to prepare a
crime poverty
questions.
response and has three minutes to speak.
• Second speaker has one minute to prepare a • Ask students to follow the rules of the debate in activity
response and has three minutes to speak.
7 to conduct their debates.
• First speaker has one minute to prepare a rebuttal
and three minutes to speak. • Check students’ debates to make sure they’re doing it
• Second speaker has one minute to prepare a bullying childhood obesity
rebuttal and three minutes to speak. correctly.
• Give feedback.
8 choose the starting team. then go to page 92 to find the debate questions. a question will
be chosen at random. Begin the debate using the debate rules in 7 .
9 W ho do you think made the best arguments?
Keep score below and discuss as a class after the
Solution #1 Solution #2 Solution #3
debate.
Problem • Ask students to write down each side’s arguments in
each round during the debate.
• Tell students to write down each argument on a
• Ask students, after the debate, to discuss which side
Possible Rebuttal Possible Rebuttal Possible Rebuttal
had the best arguments in each round.

• Tell students to give reasons.
• As a class, go over each debate question and ask each
9 Who do you think made the best arguments? keep score below and discuss as a class after group who had the best arguments.
the debate.
• List all the arguments on the board.
Round 1 Round 2 Round 3 Round 4
• As a class, discuss why each argument was good or
Team 1
bad.
Team 2
75 • Give feedback.
Odyssey 4.indd 75 2021-06-08 �� 9:26:46
Teacher’s Note Extra Practice Alternative Debate Topics

Class Debate As an alternative to the debate questions on page 92,
allow the class to make up their own debate questions.
Depending on the class, the debate activity can also
Tell each group to come up with four different social
be done as a class by splitting the class into two teams
issues to debate. Then have them do research on their
and assigning certain questions to different groups of
own issues to come up with arguments for and against.
students within those teams. Then during the debate,
Then carry out the debate according to the rules of
only students who were assigned the same questions
the debate listed in activity 7 . Alternatively, have each
should debate, while the other students on each team
team write their debate topics on a piece of paper.
take notes and choose who had the better arguments.
Then when every group is done listing their debate
topics, take the papers away and assign each group a
different group’s debate topics. Then tell each group
21st Century Skills
to research those new topics for their debates. Finally,
7 G et in groups. Read the rules of the debate. carry out the debates according to the rules of the
Then read the list of potential topics. Do research debate listed in activity 7 .
online to prepare your team.
• Tell students to get into groups of four.
• Ask students to read the rules of the debate.
• Ask students to look at the list of potential topics.
• Ask students to research those topics online.
• Tell students to write notes of the information they find.
• Check students’ research to make sure they’re doing it
correctly.
• Give feedback.
75
G r a m m a r r e v ie w
Unit 1 Example
Future Simple Future Continuous
used to and would
This afternoon, I will be
Use used to and would to describe past events that you I will finish my homework
searching for the
did regularly. this evening.
information for my homework.
Example He will be flying during the
He will arrive at 3 p.m.
morning.
He used to/would buy fashion magazines every month.
She will buy a necklace for her She will be choosing the
I used to/would wear loose clothes. I don’t anymore. friend this evening. necklace this afternoon.
She used to/would always listen to pop music.
Future Continuous Tense for Prediction
simple past We can also use future continuous tense to make a
Use simple past tense to talk about events in the past, prediction about the future.
including finished past events, habitual actions in the past,
and events that were true in the past. Example
It will be raining this afternoon.
Usage Example
She will be buying some coffee for her classmates.
to show events which were He wore a suit to attend the
done in the past business meeting. He will be finishing his work over the weekend.
to talk about repeated events They went on a picnic every
or actions in the past Sunday. Unit 3
to talk about things that were She used the same mobile
true for some time in the past phone all through university. passive voice
We can often talk about an action using the active or
present perfect
passive voice. The voice we use changes the focus of the
Use present perfect tense in the following situations. sentence.
Usage Example In the active voice the subject does the action, while in the
to talk about events repeated
passive voice the subject receives the action.
I have called him three times.
from the past until now Active Voice Passive Voice
to talk about the duration of He fixes the window. The window is fixed by him.
He has been a teacher since
things happening from the
2002. The repairman was called by
past until now She called the repairman.
her.
to talk about changes from He has grown a lot since I last
the past until now saw him. The kitchen was cleaned by
We cleaned the kitchen.
us.
to talk about an event at an
I have been to Japan once.
unspecified time in the past The passive voice is constructed differently according to
to talk about uncompleted which tense you use.
She hasn’t finished her
actions that are expected to
homework yet. Passive Voice
happen
Unit 2
The computer is repaired by The computer was repaired
Jim. by Jim.
future simple vs future continuous Present Continuous Past Continuous
Use simple future tense to show expected events which The computer is being The computer was being
will happen and be completed in the future. Use future repaired by Jim. repaired by Jim.
continuous tense to show events that will be ongoing Present Perfect Simple Past Perfect Simple
during a period of time in the future. Be careful not to use
The computer has been The computer had been
future continuous tense with stative verbs. repaired by Jim. repaired by Jim.
Future Future Perfect
The computer will be The computer will have been
76
Unit 4 reported questions
relative clauses with when When we report a question, the question becomes a
statement. There is no longer a question mark, and the
We can use when to introduce a relative clause. When is word order becomes subject-verb-object. Like reported
a relative adverb which means “at the time that.” It joins
two actions. If the when-clause comes before the main statements, in reported questions, pronouns and tense
clause, we use a comma. may shift.
Example Question Direct Reported Indirect Reported
I call my mom when I feel When I feel sad, I call my Type Speech Speech
sad. mom. “Do you think we can He asked me if I
Sarah laughs when she feels When she feels nervous, yes-no save the planet?” he thought we could
nervous. Sarah laughs. asked. save the planet.
past simple vs. past perfect simple who, “What kind of
She asked what kind
whom, pollution is this?” she
We use the past perfect simple to emphasize that one of pollution it was.
event happened before another event in the past. Past what asked.
simple is often used to show two events that happened at when, “How long is this The teacher asked
or around the same time.
where, river?” The teacher how long the river
Form Example Usage why, how asked. was.
We ate at the
past simple + past We ate when
Unit 6
same time Steve
simple Steve arrived. arrived.
had eaten
past perfect simple We We ate before type 2 conditional
when Steve
+ past simple Steve arrived.
arrived. A Type 2 conditional is formed by using an if clause in the
simple past with a main clause in the present conditional
past perfect continuous or present continuous conditional.
Past perfect continuous tense describes an action that was Type 2 conditionals are used to talk about unlikely or
in progress before another activity or time in the past. hypothetical conditions and their probable results.
The form of the past perfect continuous is had been +
verb + -ing If + simple past would + simple present
We often use the adverbs for, since, before, and when If she were rich, she would buy a large house.
before introducing the second action.
If the weather was warmer, he would exercise outside.
Example
You can switch the order of Type 2 conditionals to start with
We had been playing music before Joan turned up. would + simple present.
I had been working at the company for only two weeks. I would say sorry, if she answered my calls.
He had been sleeping for over ten hours when his mom woke
him up. conjunctive adverbs
We often use conjunctive adverbs to add more
information to a sentence.
Unit 5
Function Words Example
reported statements
Mary got all A grades in
Reported speech is used to tell others what’s been said. in addition, next, high school. In addition,
The reported clause changes depending on whether the addition
also, again she played on the hockey
speaker is reporting a statement, question, or command. team.
Direct speech uses quotation marks and reports exactly
what someone has said. Megan was bullied
also, likewise, online. I’ve also
Indirect speech focuses on what someone has said. It comparison
similarly experienced that kind of
doesn’t report their exact words. It often uses different thing.
pronouns and shifts verbs to past tense.
The government
Usage Direct Speech Indirect Speech increased public
of course, still,
He told us (that) concession spending; nevertheless,
“I believe climate nevertheless,
he thought climate unemployment remained
statement change is a huge high.
change was a huge
challenge,” he said.
challenge. Having an extra job is
however, instead,
“You need to do more She told us we have contrast illegal; however, you can
command in spite of, rather
recycling,” Sarah said. to do more recycling. do volunteer work.
77
Word list
Module 1 Lesson B Lesson C moment Unit 6
application conditions reach Lesson A
Unit 1 automatic cool (temperature) spill bullying
Lesson A decision efficient swap homeless
loose digital electricity illegal
magazine download heat improvement
pockets process install Module 3 necessary
size screen planet
sleeves upload waste Unit 5 social
Lesson A society
tight unemployment
try on Lesson C Lesson D inform
uniform browse complete knowledge
natural Lesson B
errands equipment against
Lesson B improve examine preserve
protect debt
brand know expert deserve
celebrity latest issue recycle
reduce diet
chain plans pay healthy / unhealthy
design project qualified responsible
obesity
fashion sure urgent progress
jewelry Lesson B
repair
skirt Lesson D Unit 4 amount
sneakers able Lesson A claim
duty Lesson C
access achieve abuse
Lesson C area aim effect
fear behavior
casual available celebrate demand
cheap change challenge prevent
rise guilty
expensive control chance innocent
formal develop colleague serious
public
popular engineer direction ruin
secret success Lesson C
destroy victim
trend Lesson E
whisper automatically Lesson B disappear
discussion Lesson D
anxious affordable
Lesson D careless flood
forever invest
blouse Module 2 cheerful minimum / maximum
collar confident future
lipstick Unit 3 habit permanent poverty
Lesson A survive raise
old-fashioned hopeful solution
outfit hardware store lazy
purchase Lesson D tax
pattern nervous wage
perfume rebuild accurate
unusual simple Lesson C crops
suddenly difficulty disease
Lesson E support event global
scarf tools forget increase
weak gain produce
Unit 2 lost public transportation
Lesson A Lesson B schedule season
create carpet seem
data frame weight Lesson E
device gap climate change
invention hire Lesson D drought
machine hole begin hurricane
rare leak fail natural disaster
research pipe fault
technology plumber finally
78
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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

Project Make predictions about future trends

Unit / page Skill Lesson Production LANGUAGE Outcome

UNIT 4 Reading Read about difficult situations Words related to difficulties

Unit / page Skill Lesson Production LANGUAGE Outcome

Read an interview with an environmental

p. 52-63 Project problems

Listen to talks about different social

Writing Summarize two different opinions Words related to poverty

What you will do in this unit

Target Vocabulary B Speaking Talk about things you used to like

C Reading Learn about fashion trends in the past

• Then ask the class each question.

Example Extra Practice More Discussion

Aim: L isten to discussions about changing tastes in Vocabulary tight

1 Listen and repeat. 1-01 loose

• Listen to the audio. magazine

• Ask students to repeat aloud after the audio.

2 Fill in the blanks with the best vocabulary words. uniform

3 Talk with a partner. Odyssey 4.indd 6 2021-06-08 �� 9:24:02

• Read the short conversations aloud or ask two students

4 U  se the given verbs and used to to make

Wrap Up 8 L isten again. Circle Amanda’s clothes. Draw a

7 Extra Practice What did you use to do…?

6 Listen again. Circle the words you hear. 1-02

• Listen to the audio.

I used to love celebrities.

• Listen to the audio. Note

• Ask students to write the correct number of the

• Check students’ answers.

Answer Key What did Inara use to love?

blank. that are connected.

• Ask students to complete the activity. 8

• Check students’ answers. Odyssey 4.indd 8 2021-06-08 �� 9:24:04

3. I like salty food like pizza. How about you?

Aim: Learn about fashion trends in the past Vocabulary

2 Fill in the blanks with the best vocabulary words. casual

• Ask students to read the sentence prompts. secret cheap

• Ask students to write the best vocabulary word in the formal

2. trend 8. Something or someone who is liked by many people is ___________________.

• Tell students to find a partner.

•  entral America and Mexico: huipil

Fashion Trends • Ask students to answer the questions.

3 • Tell students to find a partner.

Comprehension share certain economic or social qualities.

5 circle true or false. Extra Practice Create Traditional Clothing

Odyssey 4.indd 11 2021-06-08 �� 9:24:06

4 R  ead the article. 1-07

• Listen to the audio.

• Listen to the audio.

• Check students’ answers. Odyssey 4.indd 12 2021-06-08 �� 9:24:08

4. (Margot) (put on) (lipstick) Wrap Up

5. (Blouses with unusual patterns) (become) (popular) 6 W

Extra Practice Guess Who?

1 Look at the pictures. What do you think the

• Then ask the class each question.

Aim: L isten to discussions about changing tastes in Vocabulary tight

• Listen to the audio. magazine

• Ask students to repeat aloud after the audio.

• Read the short conversations aloud or ask two students

4 U se the given verbs and used to to make

Wrap Up 8 L isten again. Circle Amanda’s clothes. Draw a

6 Listen again. Circle the words you hear. 1-02

• Listen to the audio.

• Listen to the audio. Note

• Ask students to write the correct number of the

• Check students’ answers.

• Ask students to complete the activity. 8

• Check students’ answers. Odyssey 4.indd 8 2021-06-08 �� 9:24:04

• Ask students to read the sentence prompts. secret cheap

• Ask students to write the best vocabulary word in the formal

• Tell students to find a partner.

• entral America and Mexico: huipil

Fashion Trends • Ask students to answer the questions.

3 • Tell students to find a partner.

4 R ead the article. 1-07

• Listen to the audio.

• Listen to the audio.

• Check students’ answers. Odyssey 4.indd 12 2021-06-08 �� 9:24:08

1 Look at the pictures. What do you think the

• Check students’ answers.

• Ask students to read the words. Odyssey 4.indd 14 2021-06-08 �� 9:24:13

• Play the video again.

5 A nswer the questions. Teacher’s Note

10 D o research. Use your classmates, the internet,

• Listen to the audio.

2 Listen and write the vocabulary word(s) you hear.

• Listen to the audio. 1. 2. 3. __

• Listen to the audio.

• Listen to the audio. I think smartphones will

• Ask students to repeat aloud after the audio.

• Check students’ answers.

• Listen to the audio.

• Listen to the audio.

6 L isten again. Fill in the blanks and circle. 2-07

• Listen to the audio.

• Ask students to complete the activity. 22

• Check students’ answers.

• Listen to the audio.

• Check students’ answers. 2 Match the words with their definitions.

• Ask students to complete the activity. 24

• Check students’ answers. Odyssey 4.indd 24 2021-06-08 �� 9:24:27

Extra Practice What Will Technology Be Like in

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

• Play the video for students. 3. Oogle has a game space.

• Play the video again. Odyssey 4.indd 26 2021-06-08 �� 9:24:34

• Ask students to circle the words they hear.

Aim: L isten to people talk about problems around the Vocabulary

1. , 2. ,