Wide Angle Level1 Teachers Guide

1
TEACHER’S GUIDE
JENNI SANTAMARIA
with Tamara Jones (More to Say...)
Anna Krulatz (Real-World English Strategies) 3
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1
198 Madison Avenue 
New York, NY 10016 USA
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isbn: 978 0 19 451112 4 Wide Angle American 1 Teacher’s Guide

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CONTENTS
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Unit 1 Self. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Teaching Notes
Unit 1 Review
Unit 2 Things. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Teaching Notes
Unit 2 Review
Unit 3 Places.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Teaching Notes
Unit 3 Review
Unit 4 Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Teaching Notes
Unit 4 Review
Unit 5 Travel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Teaching Notes
Unit 5 Review
Unit 6 Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Teaching Notes
Unit 6 Review
Unit 7 Reasons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Teaching Notes
Unit 7 Review
Unit 8 History.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Teaching Notes
Unit 8 Review
Unit 9 Comforts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Teaching Notes
Unit 9 Review
Unit 10 Adventure.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

Teaching Notes
Unit 10 Review
Unit 11 Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Teaching Notes
Unit 11 Review
Unit 12 Activities.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Teaching Notes
Unit 12 Review
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Introduction
Welcome to the Wide Angle Teacher’s Guide
Wide Angle is a six-level American English course that builds your adult students’
English language ability and empowers them to communicate in the real world. Wide Angle Teacher’s Guide Unit 1 Interactions
Each level contains 80-120 hours of classroom material, both physical and digital, Unit Overview
Introduction to the unit
1.3 Making Connections
Grammar in Context Tag questions in the present tenses:
Be and do
to engage your students in authentic English communication. In addition to the

The title of this unit – Interactions – summarizes the main Vocabulary Development Adverbs of manner
themes: verbal and non-verbal communication in formal Writing Skill Using informal expressions in emails
and informal social interactions. These main themes • Use vocabulary related to friendship
are evident in the visuals throughout the unit, which
• Construct tag questions with be and do
Student Book, Wide Angle offers a collection of supporting materials, including

show people communicating in many forms: verbal,
visual, and physical (using body language for non-verbal • Practice forming and using adverbs of manner
communication). (Oxford 3000)
In Lesson 1.1, the theme of interaction is reflected • Write informal emails
the Teacher’s Guide, student Online Practice, Teacher’s Resource Center, student
in the topic of co-shared working environments and
subsequent discussions activities. Lesson 1.2, focuses on
1.4 Hello and Goodbye
facial expressions and body language which demonstrate Real-World English Starting and ending a conversation
the theme of non-verbal communication. In Lesson 1.3, • Analyze the way people start and end conversations
Workbook, the Classroom Presentation Tool, and student ebook.

students learn to write emails using informal expressions • Recognize the differences between formal and informal
inviting friends to social engagements. In Lesson 1.4, the greetings and closings to a conversation
theme of interaction is reflected in the unit videos, which • Role-play conversations saying hello and goodbye
show people starting and ending conversations in formal
and informal situations. Finally, in Lesson 1.5 students 1.5 Making Small Talk
showcase the theme of interaction by listening to and Speaking Showing interest
The Teacher’s Guide is designed to support teachers in delivering the content of

engaging in small talk. Pronunciation Skill Using intonation to show interest
• Understand different topics used in small talk
Lessons • Practice using intonation to show interest
Wide Angle in an exciting, engaging manner. The Teacher’s Guide features step-
• Act out a scenario, making small talk at a party
1.1 The New Office
Listening Skill Guessing meaning from context Resources
Grammar in Context Simple present and present Class Audio CD 1, Tracks 2–7
by-step task instructions, teaching tips, and answer keys for every activity within
continuous Workbook Unit 1, pages 1–7
• Use phrasal verbs (Oxford 3000) Oxford Readers Correlations
• Listen to information and apply it to various contexts Virtual Friends (9780194245746)
• Identify difference in usage and form between simple Teacher’s Resource Center
a lesson, ensuring a high level of student comprehension, engagement, and

present and present continuous Assessments: Entry test, Unit test
• Discuss whether technology keeps people apart or bring English For Real video
them together Grammar focus
confidence. New and veteran teachers alike will appreciate detailed notes on
1.2 Talking Without Words Grammar PPTs
Grammar Worksheets
Reading Skill Skimming
Oxford Reference Worksheets: upper/lower
Grammar in Context Questions forms: Do, did, and be
Vocabulary cards
potentially challenging vocabulary, creative extra practice activities, and support for
• Use vocabulary related to non-verbal communication and
Newslea articles
emotions (Oxford 3000)
Word list
• Practice skimming a text for the main idea
• Construct questions with do, did and be
teaching specific skills and language points.

• Discuss whether gestures or facial expressions are more
important in communicating meaning
How to use the Teacher’s Guide © Oxford University Press Level 3 Teacher’s Guide 1
Unit Overview
The gray Introduction to the unit box provides a helpful snapshot of the activities
in each lesson, and describes how these activities relate to the theme. The Lessons
section is a brief overview of the five lessons and the goals within each unit.
Specific skills, as well as main lesson objectives, are listed for each lesson. At the
bottom of the page is the Resources box, a comprehensive list of all supplemental
materials available for each unit in the online Teacher’s Resource Center.
Unit Opener
Instructions for the Unit Opener begin with a helpful description and explanation
Unit Opener 2 After the questions about how they interact with each
of the Blink photograph for the unit. This section contains interesting background Student Book page 3
The unit opener photo shows three people in a gallery
space. One of them is a guard on duty; the other two are a
other and/or the art, add also a few general questions:
Do you like going to museums? Why or why not? How often
do you go to museums?
3 Direct students attention to the questions below the
information on the photographer and the video script for the Unit Opener video,
man and a woman admiring the art.
photo. Put students in pairs to discuss them.
The photograph relates to the unit theme and subsequent
4 Optionally, before asking students to answer the
exercises because it focuses on non-verbal communication.
discussion questions, show the photographer video
For example, we can see from the body language that the
where Edu Bayer answers these questions from his
which features a personal interview with the Blink photographer. This background
man in the suit is a museum guard; his stance demonstrates
perspective. Play the video for students as many times
that he is serious and professional. The woman and the man
as needed to check comprehension and discuss any
are engaging with the art, receiving “messages” from the
vocabulary items.
artists’ works.
information can be used to guide students as they describe and discuss the unit
Answers
Photographer Students’ answers will vary. Sample answers include:
Edu Bayer 1 Artists communicate their ideas through the use of shapes
and colors in their work.
Edu Bayer is a New York-based award-winning
photograph. The Real-World Goal section explains the unit’s anticipated learning
2 I think I’m a “people person” because I don’t really like to be
documentary photographer. With more than 10 years of on my own. I like to spend time with my friends and family, of
experience in several countries, he has worked for most course. I get bored when I don’t have anyone to talk to!
leading international outlets like The New York Times, 3 I guess it’s very important because I use my cell phone all the
National Geographic, Time, The New Yorker, The Wall Street time to talk with family and friends or send texts. I also have a
outcome based on what students will learn in the upcoming lessons.

Journal, Newsweek, Aljazeera, El País Semanal, Foreign Policy, tablet that I use for Facebook. I enjoy watching movies on TV
Le Monde and The Guardian, among others. He is the with friends, and that’s technology and it’s social too!
recipient of accolades such as Picture of The Year, Pulitzer
Prize Finalist and Arts for Social Improvement La Caixa. r Video Script
Edu recently published the books Microcatalalunya about
I took this photo at the Museum of Modern Art in New
rural life, and Els fets de l’1 d’Octubre (the events of October
York City. This photo is of the first visitors to see the work of
Lessons
1st) about the independence struggle in Catalonia. He
Torres-Garcia, a Uruguayan-Catalan artist. A security guard
has shown his photography in exhibits in New York, Berlin,
stands while two people observe the art works. People want
Budapest, Havana, Hong Kong, Valparaiso and Barcelona.
to understand and want to be moved by the art works so, I
Born in Barcelona, Edu graduated there in Chemical
was trying to capture this deep, intimate interaction.
Engineering and also holds a Master’s degree from the
Danish School of Media and Journalism. Of course! Art is terrific for communicating all sorts of
The Teacher’s Guide offers step-by-step instructions to successfully teach every

messages. My favorite art has a deep range of ideas, or
new ways of looking at things. Art tells not only ideas, but
Unit Snapshot emotions and feelings. Art should create reflection and
1 These three questions have been written to get the conversation, I believe.
activity within the Student Book. The Teacher’s Guide instructions demonstrate
students’ attention and encourage them to read on. I am starting to think that technology has a negative effect
Answers may be found on the page numbers provided, but on interaction. In societies with the most technology, there’s
there is no right or wrong answer. Use the opportunity to this feeling of both isolation and false connection. So, maybe
have students predict what they will be learning in this unit. we’ll have to stop using electronic devices so much and start
how teachers can bring the content of Wide Angle to life, with options for
2 For question 1, check students’ understanding of ping looking at each other to communicate.
pong through gestures and have them guess what type
of problems sports could solve. For question 2, ask if Exercise 1
students can tell when someone is smiling for real. For 1 Pre-teach the words social networking site, forum, blog,
introducing new material and vocabulary, additional background information,

question 3, give students examples of types of friends face-to face, and gaming by using examples, synonyms,
from your own life, e.g. teacher friends, family friends, etc. brief definitions and gestures, as appropriate for each, and
asking if any students can call out the terms before you
Answers tell them.
sample sentences, teaching tips, and optional extensions. The first three lessons in
Students’ answers will vary. Sample answers include:
1 It helps you stop thinking. 2 Have students look at the list and choose their top
2 A person’s eyes can tell you if a smile is real or fake. five preferred modes of communication. Have them
3 I have many types of friends: old friends, new friends, close share with small groups and explain the reasons why.
friends, mutual friends, and family friends. Alternatively, you can make a survey handout with the
each unit focus on reading, writing, and listening in varying order. English For Real,
same choices and have students interview one another
Discussion Questions in a class mixer activity. Then identify the top five choices
for the whole class and have a class discussion of the
1 Ask students to describe the image, providing words to
reasons why.
which practices pragmatics and intercultural communication skills, is the fourth

help them as necessary, for example, gallery, guard, on
duty, painting, art piece. Now, ask specific questions about
the picture and elicit students’ ideas: Where are the people
in the photo? What are they doing? Are they communicating?
lesson, and speaking is the fifth lesson. Pronunciation, grammar, and vocabulary
Do they know each other? How is the man in the forefront
different? What is his job?
© Oxford University Press Level 3 Teacher’s Guide 2
are introduced contextually throughout each unit. Reading, writing, and listening
lessons should take 1.5 to 2 hours of classroom time to complete, and English For
Real and speaking lessons are designed to be one hour each.
Answer keys are provided, as well as possible student responses to open-ended
questions. All audio and video scripts are listed after activity instructions and
answer keys.
iv Wide Angle Teacher’s Guide

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Specific Skill Support
Step-by-step instructions are provided for the reading, writing, listening, and Exercise 16 DEVELOP
Instruct students to swap emails with their partner and use
Answers
1 He has to go to the bookstore.
pronunciation skills practiced in each unit. Guidance is also provided for Grammar
the checklist for peer review. 2 Andy has arrived back earlier than he expected.
3 The Stilton cheese that Max has bought is causing the bad smell.
Exercise 17 IMPROVE 4 She’s going to a faculty meeting.
1 After the students receive the peer review checklist, ask 5 He is worried that Professor Lopez could smell the cheese.
in Context, speaking activities, and Oxford 3000 / 5000 vocabulary content. The
their partner to give a suggestion to make their writing
r English For Real Video Unit 1
better.
2 Have students write a second draft. Monitor the writing Exercise 3 ANALYZE
process and be available for any questions. 1 Have students work independently to complete the
Teacher’s Guide also connects to the related Grammar focus reference page in the 3 At the end, have students turn in their work to you for final
review.
t Exercise 18 WHAT’S YOUR ANGLE?

survey.
2 Go over the answers as a class. Encourage students to
explain their choices.
Student Book, where more explanations and examples can be found.

1 Project an invitation you have received recently on the Answers
board for illustration purposes. Ask, where, when, what, Students’ answers will vary. Sample answers include:
who comprehension questions about it. a They are good friends (college students), so they are close: 1
b Professor Lopez is his college teacher, so he doesn’t know her
2 Have students talk about an invitation they have received
well: 3 / 4
Extra Practice activities provide a fun and exciting way for students to practice
recently. Allow them to find and share any invitations they
c He feels very relaxed: 1
may be able to access on their smartphones. d He is more reserved and aware of his language and
3 Direct them to ask their partners, Who was it from? What behavior: 3
was it for? Did you accept?
a specific skill or language point. These activities include project-based learning,

4 Ask one volunteer from each group to talk about their Real-World English
partner’s invitation.
Starting and ending a conversation
Answers 1 Read the information in the box aloud, modeling the
fun competitions, and games to ensure a dynamic classroom experience that

intonation of the friendly and more formal greetings.
I received an invitation for Lisa’s birthday party next weekend,
2 Ask if students have any questions.
and I accepted. It’s going to be at her apartment.
Extra Practice
Have students start a conversation with classmates sitting
also deepens students’ learning. The activities can be used flexibly according to
nearby. Tell them to use the expressions from Exercise 4 and
keep the conversation going for a few minutes before they
Lesson 1.4 Hello and Goodbye use the expressions to end the conversation.
Student Book pages 12 – 13
students’ needs, either in the same lesson to consolidate the skills practice or in a
Real-World English Strategies
Exercise 1 ACTIVATE When performing greetings, people use not only different
1 Direct students’ attention to the video stills. Ask them to verbal expressions (e.g., “Good morning”, “How are you
describe the picture and discuss the questions with a doing?”), but also different body language. For example,
later lesson to review these skills.

partner. they shake hands, give each other a hug, or bow. You can
2 Call on volunteers to share their ideas with the class. use your students’ cross-cultural knowledge as a starting
point in a discussion about appropriate ways to greet
Answers people in different situations.
In the first scene, there are three young men, and they all seem
1. Tell your students to stand up and walk around the
room, greeting at least five classmates in a way that is
The Real-World English Strategies box elaborates on each English For Real
to know each other. I think they are friends. They’re wearing
informal clothes—jeans—and chatting together. They’re at a culturally appropriate in their country of origin.
market. One of them is carrying some bags, so maybe he did 2. Make sure to participate yourself and give several of
some shopping there. your students an opportunity to greet you.
In the second scene, there are two of the men, and they are 3. Ask students to go back to their seats. Together, make a
lesson. These strategies include background information on cultural and pragmatic

speaking with a woman. She’s older and is wearing more formal
list of the greetings that have been used in the activity.
clothes. They aren’t laughing, but they are smiling. I think they
know the woman but maybe not so well. She might be a 4. Try to classify the greetings your students used into
relative, co-worker, or teacher. different sub-groups. For example, did they use the
issues and an expansion activity for students to further explore these ideas.
same greetings with the people of the same and
opposite gender? Did they use the same greetings
r Exercise 2 IDENTIFY
with their classmates and with their teacher? What
1 Give students a moment to preview the questions. other greetings would they use in more formal or more
Play the video. Have students answer the questions informal settings? How are these ways of greeting
independently. people similar or different from greetings in English?
2 Go over the answers as a class.
More to Say. . . boxes are extension activities for certain pronunciation lessons.
How did they use their bodies to greet someone?
5. Be sure to discuss both verbal expressions and body
language.
Focusing on key pronunciation features, these engaging activities provide teachers Level 3 Teacher’s Guide 11
© Oxford University Press
with a creative way to have students practice. Helpful information, such as

estimated activity time and grouping suggestions, are part of each More to Say. . .
Pronunciation Skill corresponding card over. The goal is to finish listening
Using intonation to show interest to the story with none or very few of the cards face up.
GO ONLINE 5 Set the timer for one minute.
activity.
1 Read the information in the box aloud. Go!
2 Explain the instances in which intonation can change the 1 Instruct the speakers to start telling their stories. Start
meaning of what we are trying to say. For example, That’s the timer.
interesting can be said in a way that shows interest, but it 2 Monitor students’ conversations by walking around
can also be said in a way that show disinterest, apathy, or and encouraging the listeners to use the expressions.
even cynicism. For example: Correct their intonation as necessary.
The indicates when an activity has an accompanying audio recording, along

(two students introducing themselves for the first time) 4 When the timer goes off, have students switch roles. The
A: I am from Malaysia, too! speaker becomes the listener, and vice versa. Repeat.
B: That’s interesting! Keep Going!
(one teenager bragging to the other) Have students pair up with different partners and repeat
with CD and track numbers, as well as the audio script. The indicates videos A: My brother drives a Ferrari.
B: Oh, that’s interesting …
Extra Practice
the activity as long as there is interest.
e Exercise 7 NOTICE
are available in a given lesson, as well as the video script. Oxford Reference
1 Do a web search for short TV commercials in English in 1 Play the audio and direct students to listen and select A or
which characters or a narrator speaks enthusiastically B. Emphasize that each sentence will be said twice.
about a product. Try to find one to three examples in 3 Go over the answers with the class.
which the speakers’ voices rise and fall to show interest.
materials are indicated by . The indicates where students can participate

2 Play the commercials for the class. Have them listen first. Answers
Then play the video again, pausing after the target lines 1 A 3 A 5 B 7 A
2 B 4 A 6 B 8 B
that are the most expressive. Have students repeat. If
desired, pass out a script of the commercial or write the
e CD 1, Track 6
in additional online practice.
target expressions on the board for them to follow along
and to make the repetition easier. e Exercise 8 APPLY
1 Play the audio and ask students to repeat, practicing the
More To Say… rising and falling intonation.
Focus: Students use intonation to show interest
2 Monitor and offer pronunciation assistance if necessary.
Grouping Strategy: Pairs
Activity Time: 20 minutes
e CD 1, Track 7
Ready, t Exercise 9 WHAT’S YOUR ANGLE?
1 Prepare a set of cards with expressions that people 1 Lead a classroom discussion with the questions provided.
How to use the Student Book

use to show interest when they are listening. Draw 2 Ask additional questions, What are some of the reasons that
intonation arrows over them to remind students that make it difficult to talk to strangers? Would it be easier if they
making their voices rise and fall shows interest. had a go-to small talk topic?
3 Keep track of their go-to small talk topics and make a list
Mm hmm! Huh! Uh huh Really? on the board.
Each unit in the Student Book focuses on a universal topic that will motivate and
Answers
That’s fascinating. Okay. I see. Right. I usually feel shy when I talk to strangers. If I have to talk, then
talking about the weather is the easiest for me.
2 Make enough copies so that each pair of students has a
engage your students, allowing them to make personal connections to their lives.
set of cards.
3 Bring a timer to the class.
Exercise 10 INTERACT
1 Direct students to make small talk according to the
Set… scenario and five requirements.
1 Put students into pairs.
Every unit contains a reading lesson, a listening lesson, a writing lesson, and a
2 While one pair is speaking, have the second pair practice
2 Have them decide who will be the “speaker” and who active listening and check off the five requirements as
will be the “interested listener.” they hear them.
3 Give each pair of students a set of cards. 3 Instruct pairs to switch.
speaking lesson. Additionally, every unit has an English For Real lesson to allow
4 Instruct the speakers to think of a brief story they can
4 At the end of the exercise, they can give each other
tell for at least one minute. Instruct the listeners to
feedback.
spread the cards out face up in front of them. Tell the
listeners that as the speakers are talking, they should try 5 For more practice, have each pair find a new pair to work
with and repeat the activity.
your students to learn practical expressions for a variety of situations. Grammar,

to use as many of the different listening expressions as
possible. As they use each one, they should turn the 6 Monitor and offer feedback.
vocabulary, and pronunciation points can be found throughout each unit of Wide © Oxford University Press Level 3 Teacher’s Guide 14
Angle and are aligned with the CEFR international standard.
Fixed features
Unit Opener
The first page of each unit offers a wealth of content to help students engage
with the theme, starting with the Unit Snapshot, which contains interesting
conversation questions to get students thinking about the upcoming content. The
main feature of this page is a vibrant, intriguing image from Blink photography
with discussion questions to generate interest in the theme and personalize the
content. A short video from the Blink photographer is also introduced to bring
the stories of these images to life. The Real-World Goal, listed at the bottom of
the page in each unit, raises students’ awareness of their learning, and shows the
tangible benefits of their efforts.
Level 1 Introduction v
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Lessons 1–3: Reading, Writing, and Listening Skills Practice
Every unit contains a well-scaffolded reading, writing, and listening lesson. These
lessons follow the activation-presentation-practice-production method. This
framework encourages teachers to first engage students in the material before
exposing them to language content and also supports students by moving
incrementally from more controlled, accuracy-focused practice, to freer, more
fluency-focused production. Specific skills, such as reading to guess meaning
from context, are identified in each lesson, reinforcing clear objectives for both
teacher and student. Writing lessons adopt a process approach, offering pre-
writing activities first, followed by activities to review, edit, and re-write. Throughout
the book, readings and thought-provoking quotes can be found from Oxford
Reference, a trusted source of over two million academic texts.
Lesson 4: English For Real

These lessons allow your students to communicate and adapt to a variety of
situations they will encounter in everyday life. Each unit lesson has modern,
engaging video content to demonstrate the type of language needed for different
contexts. For example, a lesson may focus on the different language needed for
making a request to a friend versus a request to a university professor. Students
engage in prediction activities based on stills from videos and create roleplays
based on the situations. In the student Online practice, they even have the
opportunity to put themselves in the video and record one of the character’s lines,
connecting class learning to their own lives.
Lesson 5: Speaking
The final lesson of each unit is dedicated to developing students’ speaking
fluency, a key part of the Wide Angle series. A variety of activities in the Student
Book, as well as Online Practice, build the language students need for effective
communication.
Floating features
The following features are taught in context and appear flexibly throughout each
unit, which enables teachers to introduce language naturally as communicative
needs arise.
Pronunciation Skill
Wide Angle recognizes that pronunciation is a major factor that contributes
to a speaker’s intelligibility, so pronunciation skills are practiced in each unit.
Pronunciation Skill boxes practice both individual sounds and word stress, as
well as broader features of intonation and connected speech. Pronunciation
audio exposes students to natural models of English speech, and the tasks offer
meaningful practice.
Grammar in Context
Key grammar for each unit is identified in Grammar in Context boxes. These boxes
provide clear explanations for each grammar point. Example sentences are directly
related to the content of each lesson, and grammar points build on one another
throughout the text. Students can also reference the Grammar focus pages,
located after the Unit Review pages.
Vocabulary
Thematic vocabulary from the Oxford 3000 (levels 1-4) or 5000 (levels 5-6) is
taught throughout each unit. The Oxford 3000 / 5000 are word lists of the most
important and relevant vocabulary for English learners. The vocabulary for each
unit relates to the theme and is appropriate for the learners’ current level.
vi Wide Angle Teacher’s Guide


What’s Your Angle?
The What’s Your Angle? activities give students the opportunity to personalize
and demonstrate their knowledge with multiple thought-provoking reflections in
each unit. Students share their opinions on ideas from the unit, practice vocabulary
they have learned, and deepen their communication skills.
Appendices
Unit Reviews
Each Unit Review allows students to demonstrate their learning and feel confident
in their knowledge. Every unit review includes vocabulary and grammar practice
in the Student Book, and additional practice online. Discussion Point encourages
in-depth conversation prompted by Oxford Reference material. Based on What’s
Your Angle? tasks, the Zoom In feature allows students to personalize and to
demonstrate their knowledge from the unit with a series of speaking and writing
tasks. Every Zoom In task is followed by a self-assessment, allowing students to
reflect on what they know and what they still need to work on.
Grammar focus
The back of the Wide Angle student book features an additional page of
supplementary grammar reference for each unit, designed to expand on
the grammar points covered in the Student Book. While grammar points are
introduced contextually within each unit, the Grammar focus pages provide
helpful succinct rules and clear “formulas” to help students gain broader picture of
the English grammar system.
Additional Student Resources

Online Practice
The Online Practice component offers multiple opportunities for students to
flexibly review and consolidate their in class learning. These online activities, which
correspond to each unit of Wide Angle Student Book content, allow students to
receive instant feedback on their work, boosting learner autonomy. Test activities
are also included online.
Workbook
The printed Workbook offers additional practice for all features of the Wide Angle
Student Book. The Workbook includes new readings to practice skills in each unit,
listening comprehension in the Unit Review Podcast, support for Discussion
Board writing, additional English For Real work, as well as grammar and
vocabulary practice.
Level 1 Introduction vii


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Wide Angle Teacher’s Guide Unit 1 Self
Unit Overview 1.3 Who’s Who?
Listening Skill Understanding content words in speech
Introduction to the unit Grammar in Context Be: negative
The title of this unit – Self – summarizes the main themes: • Talk about jobs (Oxford 3000)
introducing oneself, spelling names, and identifying • Listen to information and apply it to various contexts
personal information.
In Lesson 1.1, the idea of self is reflected in the following 1.4 Nice to Meet You!
activities: expressing where you’re from and what your Real World English Greetings and introductions
country is famous for, reading about international • Apply different expressions to different situations
students and their countries, and identifying nationalities.
• Analyze the way people greet each other 
In Lesson 1.2, the following exercises demonstrate the
theme of identity: creating questions with “be” to ask • Create conversations
about personal information and using capital letters
with proper nouns. In Lesson 1.3, students listen to
1.5 All About Me
audio about famous people from around the world, Pronunciation Skill Sounds of the alphabet
which showcases the theme of self. In Lesson 1.4, Speaking Giving personal information
students watch a video and then practice greetings • Brainstorm personal information questions
and introductions. Finally, in Lesson 1.5, the exercises • Practice spelling names
summarize what students have learned about the • Act out a scenario
theme of identity: giving and answering questions about
personal information and spelling names.
Resources
Class Audio CD 1, Tracks 2–6
Lessons Workbook Unit 1, pages 1–7
Oxford Readers Correlations
1.1 We’re Famous For... Japan (9780194655477)
Grammar in Context The verb to be: Positive and subject
Teacher’s Resource Center
pronouns
Assessments: Entry test, Unit test
Reading Skill Recognizing nouns and pronouns
English For Real video
Vocabulary Development Nationalities
Grammar focus
• Identify subjects and their forms of be
Grammar PPTs
• Identify pronouns that refer to nouns
Grammar Worksheets
• Use nationalities to talk about where people are from
1.2 I’m a Rising Star! Vocabulary cards
Grammar in Context Questions with be Newslea articles
Writing Skill Checking your work: Capital letters for proper Word list
nouns
• Construct yes/no and wh- questions with be
• Practice the numbers 1–20
• Use capital letters with proper nouns
• Complete a form
Level 1 Unit 1 1
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Unit Opener check your hair or outfit in the mirror before leaving the
house. Our lives are similar because we both like to spend
Student Book page 3
time with our families on Sunday or when we have a day off.
The photo shows a young woman in South Africa fixing her She is different from me in a way too. We each have a different
hair before visiting some friends. The photo relates to the style of dress and haircuts. She has short hair and I have long
unit theme and subsequent exercises because it focuses on hair. Our lives are different because we are different ages, we
the idea of self, and how we think we see ourselves versus come from different countries and she is also a mother.
how others perceive us.
Exercise 1
Photographer 1 Ask students if they know the words country, number,
Krisanne Johnson capital city, language, and continent. Ask a few volunteers
Krisanne Johnson (b. 1976) grew up in Xenia, Ohio. She to share. Provide a brief explanation and examples if
graduated with a degree in journalism from the University students are unsure.
of Colorado and pursued postgraduate work in visual 2 Pronounce the words Europe, French, Japan, 100, and
communications at Ohio University. She is currently based Ankara for students. Direct students to match the words
in Brooklyn, NY. Since 2006, Krisanne has been working on the left with the words on the right. Call on students to
on long-term personal projects about young women and share their answers. Write correct answers on the board.
HIV/AIDS in Swaziland and post-apartheid youth culture.
Krisanne’s work has been exhibited internationally and has Answers
appeared in various magazines and newspapers, including 1 c 2 d 3 e 4 b 5 a
The New Yorker, TIME, The New York Times, Fader, The Wall
Street Journal, US News & World Report, L’Espresso, Vanity Exercise 2
Fair (Italy), D la Repubblica, Courrier International, CNN and 1 Pose the question to the class: What are your country and
HUCK. language? Tell students to first write down their answers.
Assist students as needed and check their work for correct
Unit Snapshot spelling.
1 Direct students’ attention to the questions. Show a picture 2 Ask each student the question and have them share their
of silver jewelry and explain that the “land of silver” is a answers in pairs or groups of three. At this point, students
country in South America. Ask if they can guess which one. may not be able to respond in complete sentences,
2 For question 2, explain that a career is a job. Ask students so accept partial sentences or two-word answers. As
for an example of an exciting one. Ask how you can get students share, correct any pronunciation errors as
that job. needed.
3 For question 3, have students make guesses. Tell them Real-World Goal
they will get the answer when they study Lesson 1.3.
By the end of this unit, students will be able to introduce
Discussion Questions themselves to people because they will have learned the
words for countries and nationalities, will have used the first
1 Direct students’ attention to the questions below the
person singular construction of be with their names, and will
picture. When you ask students to describe the image,
have had exposure to different ways of introducing through
provide words to help them as necessary. Ask specific
video and audio.
questions about the picture, for example: How old is she?
Where is she from? Where is she going?
where Krisanne Johnson answers a couple of the Lesson 1.1 We’re Famous For...
questions from her perspective. Play it for students as Student Book pages 4 – 6
many times as needed to check comprehension and
discuss any vocabulary items. Exercise 1 ACTIVATE
3 For the questions about how she is the same as / different 1 First, direct students’ attention to the title of the lesson,
from them, encourage students to consider her age, male and ask if they know what famous means. Ask a few
or female, and nationality. volunteers to share. Provide a brief explanation and
examples if students are unsure. Ask students what they
Answers think the lesson will be about.
Students’ answers will vary. Sample answers include: 2 Before matching the countries to the items, ask students
1 A young woman at home. She is fixing her hair. to look at the pictures with a partner and identify the
2 We have black hair. items and/or actions shown. Ask for volunteers to share,
3 I am a boy, and she is a girl. I am older than her.
and write their responses on the board. Then students
should complete the exercise with a partner.
r Video Script 3 After completing the exercise, have students locate each
I took this photo at a young woman’s home in Cape Town, country on a map. Refer students to the title of the lesson
South Africa. In this photograph, she is adjusting her hair again and explain that each country is “famous for” the
before she goes to visit friends on a Sunday afternoon. items in the pictures.
She is the same as me because it is a very natural thing to
2 Wide Angle Teacher’s Guide

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Answers 3 After completing the exercise, select students to read the
1 the United States 6 the United Kingdom sentences. Explain any incorrect answers that students give.
2 Egypt 7 Germany
Answers
3 South Korea 8 Spain
1 It’s in Europe. 5 We’re teachers.
4 Argentina 9 Brazil
2 You’re in class. 6 He’s from Japan.
5 Mexico 10 Japan
3 I’m a student. 7 She’s from Argentina.
4 They are in South America.
Grammar in Context
The verb to be: Positive and subject pronouns t Exercise 4 WHAT’S YOUR ANGLE?
GO ONLINE 1 Go over the instructions and sample answer with
1 Go over the Grammar in Context box with students. students. Show students that the answer to the question
2 Tell students to make a list in their notebooks of Where are you from? is I’m from Brazil and that the answer
subject  pronouns and verbs, e.g. I am, you are, he is, etc. to the question What is your country famous for? is
We’re famous for soccer, samba music, and coffee. Refer
3 Explain to students that the (contracted) short form of be
to examples from Exercise 1 to remind students of the
is common in conversation. Write the contractions on the
expression famous for.
board one at a time, and elicit the full form of each as you
do: I’m, you’re, he’s, she’s, it’s, we’re, they’re. Say each short 2 Instruct students to work independently to write their
form aloud, modeling the correct pronunciation, and have sentences. Encourage students to use the short form of be
students repeat after you. with a pronoun and to include at least three things their
country is famous for. Assist students as needed.
4 For additional information, see the Grammar focus on
page 159 in the Student Book. 3 After completing the exercise, instruct students to form
groups of 4–5 students. Tell students to ask each other
Extra Practice the questions and respond with information from their
1 Divide students into two teams and divide the board into sentences.
two equal spaces. Number both spaces from 1 to 20 and
fill in subject pronouns in random order on both sides. Answers
2 When you say start, students on both teams will take Students’ answers may vary. Sample answers include:
turns writing the correct form of be next to each subject I’m from Brazil. We’re famous for soccer, samba music, and coffee.
pronoun on their numbered list.
3 The team with the most correct in the shortest time is Exercise 5 INTEGRATE OXFORD REFERENCE
the winner. Correct any errors. 1 Ask students to read the text silently to see what
information they can learn about the people.
Exercise 2 IDENTIFY
2 Check for general understanding. Ask: What information
1 First, review the meanings of subject pronouns and what
did you learn about these people? Country, and…?
they refer to with students by using gestures, e.g. I refers
(language, currency, capital city, job)
to oneself, she refers to a woman, etc. Remind students
that you can refer to one person or several people and 3 Ask students if they have any questions about vocabulary.
that they can refer to two or more people or things. They may need help with: official, silver, currency, musician,
scientist, businesswoman, and server.
2 Before choosing the correct form of be, ask students to
underline the subject in each sentence. Check that Reading Skill
students underlined the correct subject in each
sentence. Then instruct students to complete the Recognizing nouns and pronouns
exercise with a partner. Tell students to refer to the list of GO ONLINE
subject  pronouns and verbs they made while reviewing Direct students to read the information in the Reading Skill
the Grammar in Context box as they work. box. Ask them to name other pronouns.
3 After completing the exercise, select students to read the Extra Practice
sentences. Explain any incorrect answers that students 1 Write three sentences on the board about students in
give. your class. For example:
Amir is from the UAE.
Answers
Maria is a student.
1 is 3 am 5 are 7 is
2 are 4 are 6 is Lee and Wong are Chinese.
2 Ask the class to add a follow-up statement for each
sentence using a pronoun reference, for example: He’s a
Exercise 3 APPLY student. She’s from Chile. They’re in class.
1 Go over the sample answer. Point out the first sentence
from Exercise 2: Germany is in Europe. Explain that it has Exercise 6 IDENTIFY
been rewritten as It’s in Europe. It’s replaces Germany 1 Direct students to look back at the first profile. Elicit the
because Germany is a country, a thing. two examples of noun/pronoun reference.
2 Instruct students to work independently. Tell students 2 Have students complete the activity independently.
to change the subjects they underlined in Exercise 2 to 3 Call on individuals for the answers.
pronouns if needed and then use the short form of be.
Assist students as needed.  
Level 1 Unit 1 3
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Answers Answers
Mariana Bianchi -n
Buenos Aires It’s Korean, Russian
currency It’s … -an
Kaito Chilean, Mexican
My father…my mother They’re -ian
Hanna and Emilia Fischer Italian, Canadian
Hanna and Emilia Fischer We’re -ish
Germany It’s Swedish, Spanish
Karim -ese
the capital city / It’s Vietnamese, Japanese
Exercise 7 APPLY Extra Practice

Show a world map. Call on a student to come to the map,
1 Read the directions and the table categories.
point to a country and name the country and nationality,
2 Have students work independently to complete the table. and then choose the next student to continue the activity
Ask them to compare their answers with a partner. by doing the same. Don’t allow repeats.
3 Elicit the answers from the class one column at a time.
Help with pronunciation. t Exercise 10 WHAT’S YOUR ANGLE?
1 Direct students to work in pairs to add other countries to
Answers
the chart.
Mariana
musician and student, Argentina, Buenos Aires, peso 2 Have pairs share what they know about each country and
Kaito then write sentences.
student, Japan, Tokyo, Tokyo, yen 3 Call on one person from each pair to read what they
Hanna and Emilia Fischer wrote about one country. Elicit more information about
businesswoman and server, Germany, Munich, Berlin, euro that country from the rest of the class.
Karim
teacher, Egypt, Alexandria, Cairo, Egyptian pound Answers
t Exercise 8 WHAT’S YOUR ANGLE? Mexico is a country in North America. Gael García Bernal is
Mexican. Tacos are on example of Mexican food.
1 Have students complete the last row of the chart with
their own information. Extra Practice
2 Call on individuals to share what they wrote. Write any Play a nationalities guessing game. Have students work in
new words on the board and have the class repeat them. pairs to write a list of “clues” about a country, using blanks
instead of country and nationality names. For example:
Answers
Students’ answers may vary. Sample answers include: is in Asia. Kimchi is an example of food.
Student’s name: Luiz Hyundai is a car company. Have the pairs exchange
Job: student papers with another pair. Tell them to fill in the blanks. Call
Country: Brazil on individuals to read the completed sentences to the class.
Student’s city: São Paulo
Capital city: Brasília
Currency: real
Lesson 1.2 I’m a Rising Star!
Vocabulary Development Student Book pages 7 – 9
Nationalities
GO ONLINE
Exercise 1 ACTIVATE
1 Draw a star on the board and use gestures to illustrate the
Direct students to read the information in the Vocabulary
meaning of a “rising star.” Elicit the meaning of the word
Development box. Point out that nationality names are
career. If students have questions about the difference
often, but not always, also used for languages.
between career and job, explain that a person can have
Exercise 9 BUILD many different jobs in one career. If your students are
Spanish speakers, make sure they understand that a career
1 Direct students to work independently to complete the
is a profession, not a course of study.
chart.
2 Direct students to read the items in the box and identify
2 Elicit the answers from the class. Write them on the board
what they are, for example, country and phone number.
and practice the pronunciation. In a few cases, the word
stress changes when the “nationality” ending is added, 3 Have students work independently to complete the
and this can make the pronunciation tricky for students. exercise.
For example, Italy vs. Italian and the nationalities ending 4 Have the class call out the answers.
with -ese.

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Answers e Exercise 2 IDENTIFY
First name: David Direct students to read the conversation and work
Last name: Rodrigues individually to complete the questions.
Phone number: (801) 976-2105
Email: d.rod.123@bmail.com Answers
City: Asheville 1 Are 4 What’s 7 how
Country: United States 2 What 5 where 8 When
Date of birth: 12/15/99 3 What’s 6 What’s
Age: 18
Audio Script
Grammar in Context e CD 1, Track 2
Amanda Rising Stars Career College, this is Amanda.
Questions with be Can I help you?
GO ONLINE David Yes, I’d like to apply for some classes.
Amanda OK. Are you a student here?
1 Direct students to read the information in the Grammar in
David No, I’m not.
Context box. Amanda OK. What’s your name?
2 Review the relationship between statements David My first name is David, and my last name is Rodrigues.
and  questions with be. Write a statement on the board: He Amanda Thank you. What is your phone number?
David It’s (801) 976-2105.
is a driver. Ask the class to convert it into a yes/no question.
Amanda What’s your email address?
3 Elicit the possible short answers for the question on the David It’s d dot rod dot 1-2-3 at bmail dot com.
board. (Yes, he is. / No, he isn’t.) Point out that the positive Amanda OK. What’s your address?
short answer is never contracted. Ask students several David It’s 12 Pleasant Street.
Amanda And where are you from?
questions that will have yes answers to emphasize the
David Asheville, North Carolina.
point, for example: Is Pilar a student? Are we in class? Amanda Great. What’s your date of birth?
4 Review the meaning of question words. Write answers on David It’s 12/15/99.
the board: It’s Carlos. It’s at 12:00. I’m 32. They’re in Peru. Ask Amanda So how old are you now?
David I’m 18.
students to provide a question for each answer: What’s his
Amanda And what’s your career choice?
name? When is lunch? How old are you? Where are they? David I want to be a famous chef on TV.
5 For additional information, see the Grammar focus Amanda You will be, David! You’re a rising star!
on page 159. David I hope so! When is the first class?
Amanda It’s on 9/1.
Extra Practice David Thanks!
1 Make enough copies of the following questions so that
each student can have one question: e Exercise 3 INTEGRATE
Are you a musician? Are you a student? 1 Play the audio and have students check their answers to
Exercise 2.
Is your birthday in April? Is your birthday in June?
2 Have students read the conversation aloud in pairs. Then
Are you an artist? Are you 21 years old? have them switch roles and practice the conversation
Is your family in China? Is your family in Mexico? again.
Is it 3:00? Is today Tuesday? e CD 1, Track 2
Is your name Maria? Is your brother a
teenager?
Exercise 4 INTERACT
1 Elicit a few example questions from the class that they
Are your parents at work? Is your notebook blue? could ask a partner.
Is your best friend at this Are you happy today? 2 Have students work independently to write three
school? questions to ask a classmate.
Are all the students in Is your birthday in 3 Put students in pairs and have them ask each other their
class today? October? questions, either taking turns after each question or
Is our teacher from Chile? Is our teacher from Korea? switching after one partner has asked all three questions.
2 Distribute one question to each student and model 4 For more practice, have students switch partners and
a card-exchange activity. Ask a student one of the repeat.
questions and direct him or her to answer with an
appropriate short answer. Have the student ask you the e Exercise 5 VOCABULARY
question from his or her card and respond with a short 1 Direct students to work independently to complete the
answer. Then exchange cards with the student and move chart.
on to a new partner. 2 Play the audio and have students repeat the numbers.
3 Have the students walk around asking and answering 3 Review the pronunciation of numbers that may be
questions and exchanging questions cards. Announce difficult for them. Some examples are the ending sound in
that time is up and regroup when everyone has spoken five and twelve, the beginning sound in three and thirteen,
to four or five partners. and the middle sound in twenty.
Level 1 Unit 1 5
4511124_WA_TG1.indb 5 5/10/19 11:56 AM

Answers Exercise 8 WRITE
one, 2, three, 4, five, six, seven, 8, nine, 10, eleven, twelve, 13, Have students work independently to complete the form
fourteen, fifteen, 16, seventeen, eighteen, 19, twenty with their own information.
e CD 1, Track 3 Exercise 9 IMPROVE

1 Review the kinds of words on the form that should be
t Exercise 6 WHAT’S YOUR ANGLE? capitalized (names of people and places, including streets).
1 Direct students to read the example conversation.
2 Ask students to review their forms and make corrections.
2 As a class, brainstorm a list of possible important numbers, Spot-check while they do this work.
for example, age, phone number, date of birth, and street
3 Ask students who chose other to raise their hands. If they
address number.
know which career they want to train for, write the English
3 Model the conversation with a student. Take the Student word for it on the board.
A role and say a number that is important to you.
4 Have students practice with a partner and then switch Exercise 10 SHARE
roles. 1 Have two students model the beginning of the activity for
5 Tell them to switch partners and practice again with a the class.
new number. 2 Have students exchange books with a partner and practice
asking and answering questions based on the form. For more
Writing Skill practice, have them switch partners and practice again.
Checking your work: Capital letters for proper nouns 3 Monitor and correct any errors they make with the
GO ONLINE formation of questions with be. Alternatively, take notes
Direct students to read the information in the Writing Skill on any mistakes you hear, and correct them as a class at
box. If your students use the Roman alphabet in their native the end of the activity.
language, point out that capitalization rules are not the same
in every language. For example, in English, nationalities, t Exercise 11 WHAT’S YOUR ANGLE?
months, and days are capitalized. 1 Elicit the names of specific companies, hotels, schools, or
other places that might have English-language forms on
Extra Practice their websites.
1 Write two lists of words on the board using all lowercase
2 Have students work independently to find and complete
letters, one list for Team A and one list for Team B.
the forms.
Include common nouns like address, phone number, and
country, and proper nouns like some of your students’
3 Ask them to share what they found with a partner. Elicit
names and the names of a familiar city, country, and
and answer questions about words on the forms.
nationality.
2 Divide the class into two teams. Give one marker to a
person on each team. Tell them that they are going to
race each other. One at a time, each team member is Lesson 1.3 Who’s Who?
going to race to the board and circle a letter that should Student Book pages 10 – 11
be capitalized. Then they have to pass the marker to
another member of their team, who will do the same Exercise 1 ACTIVATE
thing. Once the first letters of all of the proper nouns are 1 Say and have students repeat the job titles.
circled, the team should shout, Done! 2 Ask students to identify the job title that goes with the
3 Check their work. Correct any mistakes as a class. A team first picture (doctor). Then give students time to complete
wins if they finish first and identify all of the proper nouns. the exercise.
4 Repeat the activity as time allows, awarding points for 3 Call on individuals for the answers. After each answer, ask
each round that a team wins. the class if they agree that it’s a good job.
5 As a variation of this activity, you can mix in other
4 Say and have students repeat the salary amounts. Ask
mistakes among the words on the board, such as capital
them to identify the highest and lowest starting salaries
letters on common nouns that should be lowercase.
and maximum salaries. Ask them to share which of these
Have students mark those incorrect letters with a slash (/).
jobs they would most like to have.
Exercise 7 IDENTIFY Answers
1 Direct students to work independently to rewrite the 1 a doctor 6 scientist
incorrect sentences. 2 a soccer player 7 a race car driver
2 Have students compare their answers with a partner. Walk 3 an actor/actress 8 an author
around and spot-check the answers. Ask the pairs to share 4 a teacher 9 musician
any questions with the class. 5 a businesswoman 10 an artist
Answers Oxford 3000 words

1 His name is Rasheed. 4 OK
businessman author musician driver
2 My teacher is Ms. Collins. 5 My doctor is Dr. Patel.
3 My friend is from Athens. 6 Are you from South Korea? actor doctor scientist artist
actress player teacher

4511124_WA_TG1.indb 6 5/10/19 11:56 AM

t Exercise 2 WHAT’S YOUR ANGLE? G She’s a famous artist. She’s Japanese. Her art is very interesting
and popular.
1 As a class, brainstorm a list of other jobs and write them H He’s a very famous businessman from the United States. He’s the
on the board. founder of Facebook.
2 Have students work with a partner to talk about the jobs
of people they know. e Exercise 4 INTEGRATE
3 Have volunteers tell the class about someone they know 1 Replay the audio and have students write the correct
who has a really good job. letter on each picture.
2 As you go over the answers, elicit any other information
Answers students know about each person.
My friend is a nurse. My brother is a police officer. I’m a server at Answers
a restaurant. 1 g 3 c 5 a 7 d
2 f 4 h 6 b 8 e
Listening Skill
e CD 1, Track 4
Understanding content words in speech
GO ONLINE t Exercise 5 WHAT’S YOUR ANGLE?
Direct students to read the information in the box, or have 1 Have students talk to a partner about famous people from
students read along silently as you read the information their own country.
aloud. Demonstrate the meaning of stress. On the board, 2 Call on volunteers to share some of the names and
write: The girls are in class. Say it and use gestures to indicate information with the class.
that the words girls and class are stronger and higher pitched
than the other words. Point out that content words are Answers
usually nouns and verbs. Students’ answers will vary. Sample answers include:
Rafael Nadal is a tennis player from Spain.
Extra Practice Haruki Murakami is an author from Japan.
1 Pair students and replay the audio from Lesson 1.2
Exercise 3 (CD 1, Track 2). Pause after each line and ask the
partners to discuss which of the words was stressed. (For
Grammar in Context
example, in David’s first line, I’d like, apply, and classes are Be: Negative
stressed.) Have the pairs share their answers with the class. GO ONLINE
2 Continue with six or seven lines of the audio. Point 1 Direct students to read the information in the Grammar
out that in some cases, for example short answers and in Context box. Point out that negative forms in the third
phone numbers, every word may be stressed. person can be contracted in two ways, for example: he
isn’t or he’s not, they’re not or they aren’t.
e Exercise 3 APPLY 2 Write I’m not, he’s not, he isn’t, she’s not, she isn’t, it’s not, it
1 Play number 1 and draw students’ attention to the sample isn’t, they’re not, and they aren’t on the board. Elicit their full
answers. forms. Then elicit statements about things and people in
2 Play the rest of the audio and have students work the room using the contracted forms on the board.
independently to complete the exercise. 3 For additional information, see the Grammar focus on
3 Go over the answers by having the class call out the page 159.
circled words.
Extra Practice
Answers 1 Find pictures of famous people that your students will
2 actress, Kenyan, Mexican recognize or people whose occupation is clear (a race car
3 he, scientist, United Kingdom driver, a firefighter, etc.) Also include one picture of an
4 she, woman, driver, United States item or an animal and one of two items or two animals.
5 soccer, he, Uruguay Bring in enough pictures so that each group of three
6 baseball, he, Japanese students can have one.
7 artist, Japanese
2 Distribute a picture and a piece of paper to each group
8 businessman, Facebook
and tell them to write one positive and one negative
Audio Script sentence with be about the picture. When they finish,
have them exchange pictures and papers and write new
e CD 1 Track 4 sentences about the new picture.
A She’s a famous author from the United Kingdom. Her books are
popular with adults and children. 3 After each picture has been passed four times (so that eight
B She’s an actress. She’s Kenyan and Mexican. sentences have been written about it), have the students
C He is not an actor or a sports player. He’s a scientist and an author. pass them one more time. Tell the groups to check the
He’s from the United Kingdom. sentences for errors but not to write any new ones. Have
D Most race car drivers are men, but she isn’t a man. She’s a woman! them hold up the picture and read the sentences to the
She’s a famous race car driver from the United States.
E He’s a great soccer player. He plays in Spain, but he isn’t Spanish. class. Discuss any errors or incorrect information.
He’s from Uruguay.
F He’s a baseball player. He isn’t from the United States, but he plays
for an American team. He’s Japanese.
Level 1 Unit 1 7
4511124_WA_TG1.indb 7 5/10/19 11:56 AM

Exercise 6 IDENTIFY Real-World English
1 Have students work independently to complete the Greetings and introductions
exercise. Read the information in the box aloud, modeling the
2 Read the subject of each sentence and have the class call intonation of the friendly and more formal greetings. Ask if
out the correct form of the verb. students have any questions.
Answers Extra Practice
1 isn’t 3 are 5 is Have students greet or introduce themselves to three
2 aren’t 4 isn’t 6 are students sitting nearby. Tell them to say something different
to each person.
Exercise 7 USE
1 Have students work independently to complete the
exercise. Greetings and introductions might seem like a
straightforward topic to teach, but it may be important
2 Call on individuals to read the completed sentences
to sensitize your students to cultural differences. Cultures
aloud.
differ not only in terms of the words that are selected for
Answers greetings, but also in the body language of greetings: it
1 is, isn’t 3 are, aren’t 5 are, is, is can be a handshake, a hug, a kiss, or simply a brief nod.
2 isn’t, is 4 isn’t, is, is 6 are, aren’t 1 Talk with your students about what is and is not
appropriate in their home cultures and have them
t Exercise 8 WHAT’S YOUR ANGLE? compare it with the behavior of the characters in the
video. Focus in particular on how Kevin greets the
1 Call on students to share their dream job with the class.
professor.
Write the jobs on the board.
2 Think of other scenarios when a culturally inappropriate
2 Take a class poll. For each job on the board, ask students
greeting and body language might be used and have
to raise their hands if it’s one of their dream jobs.
students act them out.
Answers 3 Ask students how they would feel if, for instance, they
Students’ answers will vary. Sample answers include: were hugged in a situation when they would only
My dream job is a teacher. Juan’s dream job is a soccer player. expect a handshake.
4 In addition to talking about how people of different
status greet each other, it is also a good idea to talk
about gender differences (male/male, male/female,
Lesson 1.4 Nice to Meet You! female/female).
r Exercise 3 ANALYZE
Exercise 1 ACTIVATE Have students read the discussion questions and then play
1 Direct students’ attention to the video stills. Ask them the video again. After watching, discuss their answers as
what the two men (Max and Andy) are doing (shaking a class.
hands) and who the person is in the other picture (a Video Script
teacher).
2 Have them discuss the questions with a partner. Scene 1
3 Call on volunteers to share their ideas with the class. Max Hello? Oh…hello! Are you Andy?
Andy Yeah, Are you Max?
r Exercise 2 IDENTIFY Max Yeah. Ah…hey, roommate! Good to meet you!
Andy Yeah, you too. Here…let me…
1 Direct students to read the expressions in the chart. Max Thanks!
Explain that a greeting is a way to say hello and an Scene 2
introduction is when you tell someone your name. Kevin Hey! Uh, is this College Writing?
2 Play the video and have them work independently to Max Yep! How’s it going? I’m Max. Nice to meet you.
Kevin I’m Kevin. Yeah, you too.
complete the chart.
Max Oh, here’s my roommate!
3 Go over the answers as a class. Kevin Andy! Hey…what’s up?
Andy Hey! How are you doing?
Answers Kevin Good, yeah. So…where are you from, Max?
1 Greeting, Friends/classmates, Teacher/student Max England. What about you?
2 Greeting, Friends/classmates Kevin Minnesota.
3 Introduction, Friends/classmates, Teacher/student Andy We’re both from Minnesota. We’re old friends.
4 Introduction, Friends/classmates, Teacher/student Prof. Lopez Good morning. My name’s Karen Lopez, and I’m
5 Greeting, Friends/classmates your professor.
Max and Andy Good morning!
6 Greeting, Friends/classmates
Kevin Hey! What’s up?
7 Greeting, Friends/classmates, Teacher/student
8 Introduction, Friends/classmates, Teacher/student

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Exercise 4 ASSESS 2 Call on volunteers to say the answers for the class. Have
1 Discuss the set of questions about each photo as a class. the class spell the answers to 1, 2 and 4 and recite the
phone number in 5. Encourage students to recite phone
2 Point out the different handshakes in the pictures and the
numbers one digit at a time.
fact that the two women are going to hug. Ask students
if those greetings are used in their countries. Write the Answers
words, shake hands, hug, bow, nod, and kiss on the board 1 Craig 3 Canada 5 (401) 769-2358
to help students describe greetings. Students may be 2 Mitchell 4 116 Portnoy Street
interested to know that formal handshaking customs
vary in the English-speaking countries. For example, in Audio Script
the United States, both men and women greet with a e CD 1 Track 5
firm handshake; in the UK, men and women greet with Sandra What’s your name?
a lighter handshake; and in Australia, women initiate a Craig Craig Mitchell.
handshake with a man but do not shake other women’s Sandra Greg?
Craig No, Craig. C-R-A-I-G.
hands. Informal greetings vary widely by area and age. Sandra How do you spell your last name?
Craig M-I-T-C-H-E-L-L.
Answers Sandra Thanks. Where are you from, Craig?
Students’ answers will vary. Sample answers include: Craig I’m from Canada.
1 an office, a park, a mall, outside school Sandra What’s your address here?
2 co-workers, friends, father/teacher and kids Craig One sixteen Portnoy Street.
3 “Good morning.” “Hey, what’s up?” “Hi, how are you?” Sandra How do you spell that?
Craig P-O-R-T-N-O-Y.
Sandra Thank you. And what’s your phone number?
Exercise 5 INTEGRATE Craig 4-0-1-7-6-9-2-3-5-8.
1 Go over the directions and check comprehension of the Sandra Thank you.
activity before students begin. For example, ask: How
many conversations do you write? (2) How many expressions Pronunciation Skill
from the box do you use in one conversation? (4) Sounds of the alphabet
2 Have students work with a partner to write the GO ONLINE
conversations. Monitor and provide feedback. Read the information in the box aloud. Draw special
attention to and model mouth positions for letters that may
Exercise 6 INTERACT cause problems for your students. For example, focus on j
1 Have each pair meet with another pair to act out their and g; p, v, and b, or c and z.
conversations. Tell each pair to listen and guess which
images the other pair has written their conversations are e Exercise 3 DEVELOP
for. If it is culturally appropriate in the area where you are 1 Play the audio and have students repeat the letters.
teaching, tell students to act out the physical greeting 2 To check their pronunciation, write letters on the board.
(handshake or hug) as well. Point to them out of order and ask the class to say them.
2 For more practice, have each pair find a new pair to work
e CD 1 Track 6
3 Remind students to go online so that they can create their More to Say…Note
own version of the video.
When saying the letters to spell something, it is important
that students also learn to chunk the letters so they will
be more easily understood. It will be useful to point out
to them that when we spell words that are five letters or
Lesson 1.5 All About Me less, we usually say all the letters in one breath. When we
Student Book page 14 spell longer words, we need to say the letters in groups of
two, three, or four letters, for example China: C-H-I-N-A and
Exercise 1 ACTIVATE Burundi: B-U-R / U-N-D-I or B-U-R / U-N / D-I.
Direct students’ attention to the picture. Explain that
the man is enrolling at a gym. Have the class brainstorm More to Say…Activity
information the gym might need to know. Write their ideas Focus: Working with a partner, students chunk the letters
on the board. while spelling longer city and country names.
Answers
Students’ answers will vary. Sample answers include: Activity Time: 20 minutes
name, phone number, address, age. Ready,
1 Prepare a list of 15 country and city names of various
e Exercise 2 IDENTIFY letter lengths.
1 Give students a moment to look over the sentences 2 Write five of the country and city names on one piece
before they listen. Play the audio and have them work of paper and make copies for half the class. This is List A.
independently to circle the correct answers. 3 Write five different country and city names on another
piece of paper and make copies for the other half of the
class. This is List B.
Level 1 Unit 1 9
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Set… 2 Have students work independently to write the rest of the
1 Model the activity. Spell out a country or city with more questions.
than five letters on the board in all capital letters with 3 Call on individuals read a question to the class.
dashes between them, for example: Z-I-M-B-A-B-W-E.
Answers
2 Introduce chunking to the students. Say and spell the
What is your name?
example on the board. Repeat the spelling of the word, What is your member ID number?
this time asking students to listen for where you pause What is your date of birth? / When is your birthday?
between the letters. Repeat the spelling a third time, What is your address?
this time putting slashes (/) on the board between the
letters where you pause (Z-I-M / B-A-B / W-E).
Exercise 6 INTERACT
3 Divide the students into partners. Give one partner List
1 Have students write down the information they will
A and the other partner List B.
use for their ID card. Explain that they need to invent a
Go! member ID number, but that the rest of the information
1 Give the students 3–5 minutes to look at their lists and should be real.
chunk the letters of the longer words with “/” marks. 2 Demonstrate the correct rhythm for saying a birthdate
2 Have Partner A spell his or her words, taking care to (with pauses between the numbers). Explain that in
chunk appropriately, while Partner B writes the letters the United States (but not in other English-speaking
he or she hears. countries), the month comes before the day.
3 Instruct the students to switch roles when they are 3 Say and have students repeat the question: How do you
finished. spell that?
4 Monitor students’ progress by walking around and 4 Have students read the directions. Check comprehension
correcting pronunciation errors. of the activity. For example, say: Raise your hand if you are
Student B. What questions are you going to ask your partner?
t Exercise 4 WHAT’S YOUR ANGLE? What should you do if you don’t understand? Do you need to
write the information? Raise your hand if you are Student A.
1 Model the activity with a student. Spell the name of a
Are you going to spell really fast? Are you going to spell really
person or place that is important to you. Have the student
slowly? Tell students to compare their written documents
spell it back to you and then ask you a question about it.
when they finish to see if they understood each other.
2 As students write the three names, remind them to use
capital letters.
3 Have them practice spelling and asking questions in pairs.
Tell partners not to show each other their writing but to
try spelling the names back if they don’t understand.
4 Some letters are difficult for students of certain
language backgrounds to pronounce, such as b and v
for Spanish speakers. If your students are having trouble
understanding each other, teach them how to use
example words, such as b as in boy, v as in Victor, s as in
Sam, or f as in Frank.
Answers
Students’ answers may vary. Sample answers include:
W-A-R-S-A-W (hometown)
Speaking
Giving personal information
GO ONLINE
Direct students to read the information in the box. Ask them
which words they may need to spell aloud (name, street
name, city name, school name, names of family members).
Extra Practice
Have students turn to a partner and spell their first name,
last name, and the name of the street they live on. Model
the rhythm you would like them to spell at—not too fast
and not too slow.
Exercise 5 INTEGRATE
1 Direct students’ attention to the ID card. Elicit a question.
(What’s your first name?)

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Discussion Point
Unit 1 Review Exercise 8 OXFORD REFERENCE
Student Book page 147 1 Draw students’ attention to the photograph. Explain
that it’s from a very famous TV show in the 1960s. Using
Vocabulary gestures or drawings to clarify the meaning of prisoner,
explain that the man is a prisoner and he is called
Exercise 1 Number 6.
Answers 2 Put quotation marks on the board and explain that a
1 teacher 3 soccer player 5 businesswoman quote is something somebody says.
2 driver 4 musician 3 Read the quote aloud. Use gestures to illustrate the
meaning of free. Ask students what it means. (For example,
Exercise 2 he is in prison, but he is still a person with a name.)
4 Ask students to write a “quote” for themselves. Monitor
Answers and help with vocabulary.
1 Peru 3 France 5 British
2 Italy 4 Mexican
5 Have them share their quotes with a partner. Then call on
volunteers to say their quotes for the class.
GO ONLINE Encourage students to go online to listen to
Exercise 3 the podcast and add their comments to the discussion
Answers board.
1 g 3 e 5 j 7 d 9 i
Answers
2 c 4 h 6 b 8 f 10 a
GO ONLINE Encourage students to go online to play the I am not afraid.
I am a rising star!
vocabulary game.
Grammar Zoom In
Exercise 4 Exercise 9
Answers 1 Conduct Task 1 as a walk-around activity. Have students
1 is 3 am 5 are 7 is walk around the classroom talking to different partners.
2 is 4 are 6 are Tell them to greet each new partner and take turns talking
about themselves. Call time after five minutes or after
each student has talked to several partners.
Exercise 5
2 Have students work independently to write three
Answers sentences about someone they know. Collect and correct
1 He’s from South Korea. 5 They’re from Greece. their work or monitor and provide feedback.
2 It’s a country. 6 You’re a teacher. 3 Have students do an image search for a famous person
3 I’m a student. 7 She’s a musician. in a career that interests them. Tell them to print out the
4 We’re good students. picture or save it on their phone. Have them sit in small
groups, show the image, and talk about the person. (If
Exercise 6 students can’t think of a specific person with the job
they’re interested in, tell them to find a picture and
Answers make up information about the person in the picture, for
2 No, she isn’t. 5 No, they’re not. / No, they aren’t. example, name, date of birth, and what city and country
3 No, it isn’t. / No, it’s not. 6 No, they’re not. / No, they aren’t.
he or she is from.)
4 No, I’m not.
Answers
Exercise 7 Students’ answers will vary. Sample answers include:
1 My name is Mina. I’m from Bulgaria. I’m an artist and a student.
1 Tell students to think of a famous person that they are 2 My neighbor is a great person. Her name is Hend. She’s
sure their partner will know. Elicit some of the yes/no Egyptian, and she’s 30 years old.
questions they might ask to find out who it is, for example: 3 This is a photo of Marisa Monte. She’s a famous singer and
Is he she an actor? Is he/she from Mexico? Is he/she Chinese? musician from Brazil. She plays the guitar and writes songs.
2 Model the activity with a student. Then have students ask
and answer yes/no questions in pairs, trying to guess the Exercise 10
famous person their partner has chosen.
1 Use gestures to demonstrate the difference between I did
GO ONLINE Encourage students to go online further this well and I need more practice.
grammar reference and information and to play the
2 Tell students to think about how they did on each of
grammar game.
the tasks in Exercise 9 and to check the appropriate box.
Remind them that they can review the online activities for
any skills they need more practice with.
Level 1 Unit 1 11
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Wide Angle Teacher’s Guide Unit 2 Things
Unit Overview 2.3 What’s in Your Bag?
Grammar in Context Possessive ’s and possessive adjectives
Introduction to the unit Listening Skill Understanding numbers
The title of this unit – Things– summarizes the main Pronunciation Skill Pronouncing numbers
themes: describing and asking questions about common • Identify common items (Oxford 3000)
items and gifts.
• Listen for information about what people have in
In Lesson 2.1, the idea of things is reflected throughout, their bags
in activities where students talk about great gifts and
• Identify and pronounce word stress in numbers
prices. In Lesson 2.2, the theme continues as students
describe products, read an ad, and then write their own • Describe items in your bag
ad. In Lesson 2.3, students listen to interviews about the
things people carry in their bags. In Lesson 2.4, students
2.4 Excuse Me…
watch a video and then practice using common polite Real-World English Being polite to strangers
expressions with strangers. Finally, Lesson 2.5 summarizes • Use common polite expressions
what students have learned about things as they listen to • Distinguish more polite from less polite expressions
two sisters asking and answering questions about gifts.
They conclude the lesson by playing “Twenty Questions” 2.5 Is It for Me?
to guess different things from the unit. Speaking Asking and answering questions
• Describe gifts and common items
Lessons • Ask and answer questions about common items
2.1 Great Gifts! Resources

Grammar in Context Singular and plural nouns Class Audio CD 1, Tracks 7–13
Reading Skill Recognizing numbers in a text Workbook Unit 2, pages 8–14
Vocabulary Development Numbers 21–101 Oxford Readers Correlations
• Identify gift ideas The Wrong Trousers (9780194247573)
• Practice singular and plural nouns and articles Teacher’s Resource Center
• Read about gift ideas for all ages Assessments: Unit test
• Practice saying and writing numbers 21–101 English For Real video
Grammar focus
2.2 You Need This! Grammar PPTs
Grammar in Context Demonstrative adjectives and Grammar Worksheets
pronouns
Writing Skill Checking your work: Basic spelling
Vocabulary cards
• Write an ad for a product using adjectives and
Newslea articles
demonstrative adjectives
Word list
• Use adjectives to describe items (Oxford 3000)

4511124_WA_TG1.indb 12 5/10/19 11:56 AM

Unit Opener r Video Script
Student Book page 15 This is Martin Azua. He is a famous product designer and
The photograph helps set up the theme of things by he is designing a chair in his studio in Barcelona, Spain.
presenting a man’s office that includes several unusual items. Martin designs and makes new products. His work is in art
Questions about the items in the room tie in to the idea of museums around the world including Spain, Germany, and
Things explored in the unit. the United States. He works for large companies, but also
creates personal objects.
Photographer I see an artist thinking about his goal. He’s creating the
feeling of an object. You can understand Martin’s character
Edu Bayer
through his clothes and the place he works.
documentary photographer. With more than 10 years of Exercise 1
experience in several countries, he has worked for most Have students work independently to complete the exercise.
leading international outlets like The New York Times, Then tell them to compare their answers with a partner.
National Geographic, Time, The New Yorker, The Wall Street
Journal, Newsweek, Aljazeera, El País Semanal, Foreign Policy, Answers
Le Monde and The Guardian, among others. He is the a book, a pen, a teacher, a notebook
Prize Finalist and Arts for Social Improvement La Caixa. Edu Exercise 2
recently published the books Microcatalalunya about rural
Have students work with their partners to expand the list
life, and Els fets de l’1 d’Octubre (the events of October 1)
of things they need in the classroom. Elicit their ideas and
about the independence struggle in Catalonia. He has
write them on the board. Encourage students to check their
shown his photography in exhibits in New York, Berlin,
spelling.
Budapest, Havana, Hong Kong, Valparaiso, and Barcelona.
Born in Barcelona, Edu studied Chemical Engineering and Answers
also holds a master’s degree from the Danish School of Students’ answers will vary. Sample answers include:
Media and Journalism. a dictionary, a translator, a calculator, a calendar
Unit Snapshot Real-World Goal

1 Direct students’ attention to the questions. Draw a gift By the end of this unit, students will be able to order a drink
box on the board and use pantomime and one example at a coffee shop because they will have learned how to
each to demonstrate the meanings of expensive and recognize numbers, how to use adjectives, and how to ask
exciting. Elicit one or two other ideas for expensive and and answer questions.
exciting gifts.
2 For question 2, explain the meaning of inventor: a person
who makes something for the first time. Ask if students
know who the inventor of the telephone was (Bell). Lesson 2.1 Great Gifts!
Explain that they will see an ad for the first telephones Student Book pages 16 – 18
later in the unit.
3 For question 3, have students hold up their bags if they Exercise 1 ACTIVATE
have them. Explain that during this unit they will talk 1 Have students call out the names of things they see in the
about what is inside their bags. picture. Ask: What do you think is happening in this picture?
Why are the gifts there?
Discussion Questions 2 Ask students to name occasions when they exchange gifts
1 Direct students’ attention to the questions below the and to give good gift ideas for each occasion.
picture. When you ask students what things they can see
3 Use this opportunity to compare cultural information
in the picture, provide words to help them as necessary,
about gift-giving. For example, in the United States,
for example, models, sofa, hat, rug. Encourage students to
people give gifts when someone moves into a new home
name the colors of every item.
(called a housewarming gift) and on Valentine’s Day, but
2 Optionally, before asking students to answer the they don’t give gifts for the New Year.
where Edu Bayer answers a couple of the questions Answers
from his perspective. Play it for students as many times Students’ own answers. Sample answers include:
as needed to check comprehension and discuss any birthday – a box of chocolates, Valentine’s Day – flowers
vocabulary items.
Answers
1 He is a (furniture) designer.
2 man, table, chairs, pen, paper, models, sofa.
3 The room is very white. The sofa looks comfortable.
Level 1 Unit 2 13
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Grammar in Context Exercise 4 INTEGRATE
Singular and plural nouns 1 Have students read the text silently to decide which gifts
GO ONLINE
are expensive and which are good for children.
1 Direct students to read the information in the Grammar in 2 Check their responses. Ask: Which gifts are expensive? (hot
Context box. air balloon ride, some concert tickets) Which are good for
children? (a fun game, coloring book and pencils, concert
2 Say and have them repeat the example nouns in the box.
tickets)
3 Write these nouns on the board: book, student, apple,
3 Ask students if they have any questions about vocabulary.
umbrella.
They may need help with special, popular, expensive,
4 Ask students to tell you if they require a or an (a book, a exciting, Peruvian.
student, an apple, an umbrella).
5 Then elicit the plural forms (books, students, apples, Answers
umbrellas). There are six ideas: a picture frame, a fun game, colored pencils
and coloring book, concert tickets, a Peruvian bag, and a hot air
6 Write university on the board.
balloon ride.
7 Point out that we use a before university because it
doesn’t begin with a vowel sound.
8 See the Grammar focus on page 160 for more information.
Exercise 5 IDENTIFY
1 Go over the examples in the chart with the class. Ask
Extra Practice students to find the words in the article. Point out
1 Play a memory game. Find a picture that includes a lot of the singular and plural forms of the words and the
items that students will know the words for, for example corresponding headings in the chart.
a classroom, or a city scene with cars, buses, and stores, 2 Have students work independently to complete the chart
and display it for the class for 30 seconds. (You could in their books.
also choose individual pictures of about 20 items.)
3 Tell them to compare their answers with a partner. Then
2 Seat students in pairs or small groups. Tell them to work
say and have them repeat the answers.
together to make a list of everything they remember
from the picture, including a / an or the plural form as Answers
necessary. Singular: friend, family, picture frame, picture, frame, game,
3 When students are running out of ideas, elicit their (coloring) book, idea, bag, (hot air balloon) ride
answers and create a master list on the board. Display Plural: people, (colored) pencils, adults, children, (concert) tickets,
the picture again to see what they missed. (music) concerts, bags, students
Exercise 2 IDENTIFY t Exercise 6 WHAT’S YOUR ANGLE?

1 Tell students to look at the picture. Ask: Where is the game? 1 To help students answer the questions, write these words
Call on a volunteer to respond. Ask the class to agree or on the board and explain as necessary: friend, parent,
disagree with the answer. Then model how to label the brother / sister.
game in the picture with the number 1. Elicit the article to
2 Direct students to ask and answer the questions with a
go in front of it, and write it on the board.
partner.
2 Have students work independently to number the items
3 Call on individuals to share their responses with the class.
in the picture and write a or an next to the remaining
nouns. Answers
3 Say the answers and have students repeat them. Students’ answers will vary. Sample answers include:
concert tickets for my sister because she loves music
Answers
2 a 3 a 4 an 5 a 6 a
Reading Skill
Recognizing numbers in a text
Exercise 3 APPLY
GO ONLINE
1 Have students work independently to write the plural
forms in Exercise 2. 1 Direct students to read the information in the Reading
Skill box. Write one and 1 on the board and have them
2 Say and have students repeat the plural forms.
pronounce word and numeral.
3 Write box and boxes on the board.
4 Clap out the syllables to demonstrate that adding –es Extra Practice
creates an extra sound. 1 Write sentences on the board to illustrate each of the
concepts in the Reading Skill box. For example:
5 Explain that this rule applies to nouns ending in –s, -sh,
Jamal is 10 years old.
-ch, or –z.
The book is $5.
6 Write a bus / buses and lunch / lunches on the board and Today is January 8.
have students repeat the singular and plural forms. The class is at 4:00.
Answers 2 Ask the class to identify the kind of information in each
2 boxes 4 animals 6 picture frames sentence (age, price, date, time). Have them spell aloud
3 bags 5 children the word for each numeral (t-e-n, f-i-v-e, e-i-g-h-t,
f-o-u-r).

4511124_WA_TG1.indb 14 5/10/19 11:56 AM

Vocabulary Development
Numbers 21 – 101 Lesson 2.2 You Need This!
GO ONLINE
Direct students to read the information in the Vocabulary
Development box. Exercise 1 VOCABULARY
1 Say and have students repeat the adjectives.
e Exercise 7 BUILD
2 Ask students to identify the adjective that goes with the
1 Have students listen and repeat the numbers in the box. first picture (new).
2 Write several of the words on the board, for example, 3 Give students time to complete the exercise.
thirty, fifty. Underline the first syllable and use
exaggeration to demonstrate that the stress falls heavily
aloud. After each answer, ask the class if they agree with
on the first syllable in these numbers.
the description.
e CD 1, Track 7
Answers
Exercise 8 DEVELOP 1 new 4 black 7 beautiful
1 Go over the example with the class. Direct students to 2 old 5 big 8 ugly
work independently to write the remaining numbers. 3 white 6 small
2 Have students read the words aloud with a partner.
3 Write more numbers on the board and have students Oxford 3000 words
practice saying them: 27, 39, 48, 56, 61, 73, 82, 94, 110. big small ugly beautiful
new old white black
Answers
2 fifty-two 4 sixty-four 6 seventy-five e Exercise 2 USE
3 thirty-six 5 eighty-seven 1 Go over the example with the class. Point out that the
simple present of be is used with the prompts to make a
Extra Practice complete sentence.
Do a numbers dictation. Have students write the words.
Call on individuals to write the answers on the board. For
sentences with the simple present form of be and add articles,
example, twenty-six, thirty-five, fifty-seven, ninety-eight,
if necessary. Remind them to use capital letters and periods.
forty-two, eighty-three.
3 Play the audio and have students check their answers.
Exercise 9 INTEGRATE Audio Script
1 Read the directions and have students work e CD 1, Track 8
independently to find the answers in the article. 1 This music is old.
2 Elicit the answers from the class. Ask students if they think 2 My bag is black.
the items are expensive. 3 It’s an old school.
4 These phones are new.
5 Your children are beautiful.
Answers
6 Those are ugly houses.
1 a picture frame 4 a game
7 That’s a big country.
2 concert tickets 5 a Peruvian bag
3 a hot air balloon ride 6 colored pencils and a
coloring book Exercise 3 ASSESS OXFORD REFERENCE
1 Direct students’ attention to the questions and the ad and
give them a minute to read it.
t Exercise 10 INTERACT
2 Have students discuss the questions with a partner.
1 Direct students to work in pairs to write two additional gift
ideas. Be prepared to help students with vocabulary for 3 Call on individuals for their answers to the questions.
different items as necessary. For students who seem to be 4 Direct students’ attention to the asterisk and make sure
struggling with gift ideas, make some suggestions, such as they find the footnote.
a piece of clothing or a book. 5 Ask students what they know about Alexander Graham
2 Have the pairs meet with another pair to share their ideas. Bell. (He was born in Scotland, but he moved to Canada
3 Call on the groups to share some of their gift ideas and when he was 23, and later to the United States. He
descriptions. Write the ideas on the board. Have the started the AT&T company, as part of Bell Telephone, in
class decide which ones are good for children, which are 1885. He was famous for the telephone, but he didn’t like
exciting, and which are expensive. telephones and didn’t have one in his office.)
Answers Answers
1 a phone
a book, $10–30
2 a year, the year of the invention of the telephone
3 Bell Telephone Company, Alexander Graham Bell
Level 1 Unit 2 15
4511124_WA_TG1.indb 15 5/10/19 11:56 AM

1 Have students work independently to find the answers. 2 This phone is old.
2 Have them compare their answers with a partner. Have 3 Those are important books. / Those books are important.
the class call out the answers. 4 That is a nice bag.
5 That car is expensive.
Sample Answers 6 These pictures are big. / These are big pictures.
new (T-Phone), great (phones), not expensive (phones), rich
(person), big (company) Exercise 6 BUILD
1 Have students work independently to circle the correct
Grammar in Context the words.
Demonstrative adjectives and pronouns 2 Call on individuals to read the completed sentences
GO ONLINE aloud. Help with pronunciation of the demonstrative
1 Direct students to read the information in the Grammar forms. Students may have trouble distinguishing between
in Context box. this and these, so write the answers to numbers 1, 3, and 5
on the board to help them check their answers.
2 Say and have them repeat the example sentences in
the box. Answers
3 Demonstrate the different pronunciation of this and these. 2 That 4 Those 6 That
4 Use items in the room to reinforce the meaning of this/ 3 These 5 These
that/these/those. For example, point to a table that is not
near you and say This table? or That table? Hold a book and Writing Skill
say This book or these books? Checking your work: Basic spelling
5 Once they have practiced identifying the correct word, GO ONLINE
gesture at items near or far from individual students and
1 Direct students to read the information in the Writing
elicit the correct form. For example, point at the clock on
Skill box.
the wall and say clock. Then have the student say that
clock. 2 Have students hold up their dictionaries or identify the
places in the student book where they might look up
6 For the pronouns, point at items and model questions
spelling (for example, the vocabulary list on page 19).
with what. Then elicit the questions from the students. For
example, point at the clock, and elicit, What is that? 3 If necessary, review with students how to use the guide
words in a dictionary to find words quickly.
Extra Practice Extra Practice
Write butiful and ugli on the board and ask the class if
1 Play Concentration on the board. Copy the following grid
they are spelled correctly. Have students find the words
on the board with only the numbers in each box (don’t
beautiful and ugly on page 19 and in their dictionaries. Ask a
include the words).
volunteer to correct the spelling.
1 this 2 camera 3 pencil 4 these
Exercise 7 IDENTIFY
5 bags 6 this 7 keys 8 that
1 Go over the example with the class. Then direct students
9 those 10 that 11 books 12 phone to work independently to rewrite the incorrect sentences.
13 those 14 computer 15 these 16 wallets 2 Have students compare their answers with a partner. Walk
2 Call on a student to choose numbers. Write the words around and spot-check the answers. Ask volunteers to
that go with those numbers in the squares. For example, write the correct spellings on the board.
if the student chooses 6 and 11, write this and books in Answers
the corresponding squares. Ask the class if it’s a match. 2 wite; These glasses are white.
If the words don’t match (like this and books), erase 3 intresting; This ad is interesting.
them. If they do match, leave them on the board. Choose 4 neu; This is my new car.
another student and continue play until the grid is filled. 5 cheep; These pens are cheap.
To keep the game challenging, don’t allow students to 6 nise; That’s a nice bag.
take notes or help each other.
Exercise 8 WRITE
Exercise 5 DEVELOP
1 Read the directions and elicit adjectives that students can
1 Go over the example with the class. Point out that all
use in their ads.
of the prompts are used and unscrambled to make a
sentence. No new words are added, as they were in 2 Have students work independently to create their ads.
Exercise 2. Encourage them to be creative, but set a time limit (three
minutes) so they don’t spend a lot of time drawing.
2 Direct students to work independently to write the
remaining sentences. Remind them to use capital letters Answers
and punctuation. Students’ answers will vary. Sample answers include:
3 Have volunteers write the answers on the board. This car is new. It is red and very beautiful.

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Exercise 9 IMPROVE 2 Read and have students repeat the example sentences in
Ask students to review their ads and make corrections. the box.
Spot-check while they do this work. 3 Write several possessives and plurals on the board, for
example: John’s, books, Ann’s, tables, cars. Ask students to
Exercise 10 SHARE identify which words are possessive and which are plural.
1 Have students share their ads in small groups. Point out that the plurals do not take an apostrophe.
Alternatively, have students attach their ads to the 4 Use items in the room to elicit possessives. For example,
classroom walls with tape, to create an “ad gallery.” Then hold up a student’s book and say Carla’s book. Then hold
have them circle around the room reading all of the ads. up a different student’s book and elicit the possessive
2 Elicit the favorite ads from each group and show them from the class.
to the class (or take a class vote on the favorite ad in the 5 Do the same to elicit possessive adjective + noun. For
gallery). Have the group (or volunteers) explain why it was example, point to a student’s bag and say: His bag or
their favorite. her bag?
1 Elicit places where students can find ads in English. (For Extra Practice
example, they can do an image search for a product they 1 Play a guessing game. Choose a group of five students
like: car advertisement or jewelry advertisement.) and ask them each to give you a different item of theirs
(phone, keys, notebook, etc.) without the class seeing
2 Have students work independently to find an ad they like.
what it is. Display the items and have the five students
3 Ask them to share what they found with a partner. come to the front of the room.
4 Call on volunteers to share their ads with the class. 2 Seat the rest of the students in groups. Tell the groups to
Elicit and answer questions about the adjectives used in make a list of which item belongs to whom (For example,
the ads. Carla’s phone, Tony’s notebook). When they finish, call
on a group to say their guess for the first item. (For
example, That’s Carla’s notebook.) Ask the named student
to respond with the correct answer (No, that’s not my
Lesson 2.3 What’s in Your Bag? notebook. That’s his notebook.) Continue, giving each
Student Book pages 22 – 23 group a chance to guess one of the items.
Exercise 1 ACTIVATE Exercise 3 DEVELOP

1 Say and have students repeat the words. 1 Go over the examples with the class. Then have students
work independently to complete the remaining
2 Ask students to identify the cell phone (7).
sentences.
3 Give students time to complete the exercise.
2 Ask them to take turns reading their sentences aloud with
4 Call on individuals for the answers. a partner.
Answers 3 At the end of the activity, help students consolidate what
1 a wallet 5 glasses they’ve practiced by creating a chart on the board with
2 a computer 6 a picture of someone two columns headings: subject pronouns and possessive
3 a car key 7 a cell phone adjectives. Make a list of subject pronouns: I, you, he, she,
4 house keys 8 money it, we, they. Then elicit their corresponding possessive
adjectives from the class: my, your, his, her, its, our, their.
Oxford 3000 words
Answers
phone money wallet
2 Daniel’s 4 her 6 our
key picture computer 3 my 5 their 7 his

1 Ask students to work independently to make a list of
Exercise 4 INTERACT
the items in their bags. Tell them to include the number 1 Put students in small groups. Direct them to take out
in front of plural items and the article a or an in front of items, for example their keys, phones, pens, and pictures.
singular items. 2 Read the example questions aloud: Is this Ahmed’s book? Is
2 Have them share their lists with the class. this your book? Whose book is this? Have students work with
their groups to take turns asking each other about their
3 Take a poll to find out how many people have each item.
items. Encourage them to use different kinds of questions
Ask: Who has a lot of keys? Pencils? a phone? How many do
(with your, with someone’s name, and with whose).
you have? Find out who has the largest number of keys
Monitor and provide feedback.
and pictures.
Grammar in Context Exercise 5 ASSESS
Possessive ’s and possessive adjectives Ask students to guess who the woman with the microphone
GO ONLINE is. Ask them where she is. Elicit ideas about what is
happening and what they are talking about.
Context box.
Level 1 Unit 2 17
4511124_WA_TG1.indb 17 5/10/19 11:56 AM

Rachel Oh, yeah. Hi! What’s your question today?
Answers Mary First, what’s your name?
Students’ answers will vary. Sample answers include: Rachel Rachel.
She is a reporter/journalist. She is outside, on the street. Mary Rachel. My question is: What’s in your bag?
Rachel Oh, this isn’t my bag. It’s my friend’s bag.
Mary So where’s your bag?
e Exercise 6 INTEGRATE Rachel No bag! I don’t need one. My keys, my ID, and money are in
Play the audio. Ask students if their answers to Exercise 5 my wallet.
were correct. Mary Wow, that’s a big wallet! Well, what’s in your friend’s bag?
Rachel It’s her bag, not my bag! I don’t know what’s in it!
Audio Script Mary OK, OK, sorry! Thanks anyway! Well, thanks for joining me
e CD 1, Track 9 today! Again, I’m Mary Simmons, and this has been “Mary
Mary This is Sunny Radio, 89 FM, and I’m Mary Simmons. on the Street.” I’ll be back tomorrow with a new question.
Until then, have a great day, everyone!
It’s time for “Mary on the Street,” where I talk to people on the street
and ask them questions. Today’s question is: “What’s in your bag?”
Are you ready? Let’s go! Listening Skill
Understanding numbers
e Exercise 7 IDENTIFY GO ONLINE
1 Direct students to read the chart in preparation for 1 Read the information in the box aloud.
listening. Pronounce the names.
2 Say the numbers and use exaggeration and gestures
2 Play the audio and have students work independently to to demonstrate how stressed syllables are longer and
complete the chart. higher-pitched.
3 Check answers by saying each person’s name and asking 3 Point out that even native speakers sometimes can’t hear
the class to call out which items that person has. the difference between 13 and 30 and that they can make
Answers the difference clear by exaggerating the stressed syllable.
Tanya: keys, phone, picture Extra Practice
Carlos: keys, phone, books 1 Write 30, 40, 50, 60, 70, 80, and 90 on one side of the
Rachel: keys, ID
board and 13, 14, 15, 16, 17, 18, and 19 on the other.
2 Say the numbers in random order and tell the class to
Audio Script
point at the correct side of the board. Continue until
e CD 1, Track 10 most students are getting it right. Leave these numbers
Mary This is Sunny Radio, 89 FM, and I’m Mary Simmons. It’s time
on the board for later pronunciation practice.
for “Mary on the Street,” where I talk to people on the street
and ask them questions. Today’s question is: “What’s in your
bag?” Are you ready? Let’s go! e Exercise 8 INTEGRATE
Part 1 1 Ask students to read the sentences in preparation for
Mary Hello, excuse me, miss. Miss? listening.
Tanya Yes?
Mary Hi, I’m Mary Simmons from Sunny Radio. And you are? 2 Replay the audio. Have students work independently to
Tanya Tanya. complete the answers. Pause after each sentence and
Mary Tanya, could you please tell us what’s in your bag? replay the audio if necessary.
Tanya My bag? Oh. Well… here’s my phone, my car key, my house 3 Call on individuals to read the completed sentences
keys, and my wallet with… a picture of my children and…
23 dollars and… 66 cents. aloud.
Mary That’s it?
Tanya That’s it! Haha! Answers
Mary OK, then! 1 89 7 4/four
Part 2 2 23/twenty-three 8 40/forty
Mary Good morning, young man! I’m from 89 FM, Sunny Radio. 3 66/sixty-six 9 an/one
Can I ask you something? 4 a/one 10 Rachel’s
Carlos Sure. 5 children 11 her/Rachel’s
Mary What’s your name? 6 3/three
Carlos Carlos.
Mary What’s in your bag, Carlos? e CD 1, Track 10
Carlos My bag?
Mary Yes.
Carlos Umm… well… let’s see… uhh… three books, a
e Pronunciation Skill
notebook… umm… four pens… my phone, my keys, my Pronouncing numbers
wallet… umm… 40 cents… oh, and an apple!
GO ONLINE
Mary Thanks! Enjoy your apple, man.
Part 3 Read the information in the box aloud. Have students repeat
Mary Good morning, young lady. I’m Mary Simmons, from “Mary sixteen and sixty.
on the Street”!
e CD 1, Track 11

4511124_WA_TG1.indb 18 5/10/19 11:56 AM

More to Say… t Exercise 11 WHAT’S YOUR ANGLE?
1 Read the directions and give students a minute to choose
Focus: Working in groups, students practice saying and
the items.
hearing numbers.
2 Have them ask each other about the items. Is this new? Is
Grouping Strategy: Whole class
this old? Is this small?
3 Ask students to explain their items to the class. This is an
Ready, old wallet. These are my new keys. This is my ring. It’s very
1 Prepare a list of 20 numbers in which the contrast is the small. Write the names of any unusual items on the board.
stress (i.e. thirteen and thirty).
2 Write a large “A” on a piece of letter sized paper. Answers
3 Write a large “B” on a different piece of letter sized This is an old wallet. These are my new keys. This is my small ring.
paper. Make sure the letters are dark and large enough
to be visible from a distance.
Set…
1 Hang up the “A” and “B” papers on different sides of the
classroom.
Lesson 2.4 Excuse Me…
2 Explain to students that “A” is for stress on the first
syllable of the number and “B” is for stress on the last Exercise 1 ACTIVATE
syllable of the number.
1 Direct students’ attention to the video stills. Ask: Are they at
3 Demonstrate with 3 or 4 numbers. home or in a coffee shop? (in a coffee shop) What is the man
Go! doing? (He’s on the phone.) Ask them to discuss questions
1 Read one of the numbers from the list out loud. 1–3 with a partner.
2 Have students point to the “A” paper or “B” paper, 2 Call on volunteers to share their ideas with the class.
depending on the stress.
Answers
3 Continue to read out numbers while students point out Students’ answers will vary. Sample answers include:
the stress pattern. Repeat and correct as necessary. 1 I’m on my phone a lot in coffee shops.
4 If students appear to be finding the activity quite easy, 2 My sister is always on her phone.
stop reading the numbers out loud and instead write 3 No, it’s not OK to use your phone when talking to other
them on the board. Correct orally as necessary. people.
e Exercise 9 NOTICE r Exercise 2 IDENTIFY

Play the audio. Have students work independently to 1 Direct students to quickly read the sentences and look at
underline the stressed syllable. the pictures.
2 Play the video and have them work independently to
Answers complete the activity.
1 teen 4 sev 7 teen
3 Go over the answers as a class. Students may have
2 fif 5 teen 8 eigh
3 teen 6 thir questions about I’d like. Use pantomime to demonstrate
that it means I want but is more polite.
Audio script
Answers
e CD 1, Track 12 1 a 2 f 3 b 4 c 5 d 6 e
fifteen thirteen
fifty thirty r English For Real Video Unit 2
fifty-five eighty
seventeen eighteen Real-World English
seventy
Being Polite to Strangers
e Exercise 10 DEVELOP 1 Read the information in the box aloud, modeling the
Play the audio and ask students to repeat the numbers. intonation of the polite expressions.
e CD 1, Track 12 2 Have students repeat each of the expressions.
3 Act out different situations and model using the
Extra Practice expressions. For example, gesture for a student to hand
1 If they are not still on the board, write 30, 40, 50, 60, 70,
you his or her pen.
80, and 90 on one side of the board and 13, 14, 15, 16, 17,
18, and 19 on the other.
4 Say Thank you. Pass it to a different student and gesture for
2 Have students work with a partner to practice
him or her to say Thank you.
pronouncing the numbers. Student A says one of 5 Respond with You’re welcome.
the numbers and Student B points to the correct 6 Model the use of Excuse me as a polite interruption:
side of the board. Assist pairs who are having trouble Excuse me, is this your pen? And model it as a way of
understanding each other. getting attention by calling out to someone in the back
of the room.
Level 1 Unit 2 19
4511124_WA_TG1.indb 19 5/10/19 11:56 AM

Extra Practice r Exercise 3 ANALYZE
1 Make enough copies of this grid so that you can Play the video again. Discuss the questions as a class.
distribute one “card” to each student:
a coffee some tea Sample Answer
Max, Andy, and Sarah the barista are polite. The man with the
a donut a sandwich phone is not polite.
some water an apple Max: “Excuse me?” He buys Andy’s coffee.
Andy: “Thanks, Max!”
2 Write the words on the board and tell the students to Sara: “Have a great day!”
decide which item they want. That is the item they will Man: “Oh, are you in line?” He’s on his phone and doesn’t say
ask for. Then distribute the cards and explain that this is “excuse me.”
the item they have.
3 Tell students they will walk around politely asking for Video Script
the thing they want and politely answering yes or no r English For Real Video Unit 2
depending on the thing they have. Model with several Scene 1
students before you begin. For example, say to a student: Max The line is a little long!
Excuse me, I’d like a coffee, please. Indicate that the Andy Right. Ugh…
student should respond based on the card their holding Max Uh, excuse me? Excuse me?
Man Oh, are you in line?
(Here’s some coffee! or I’m sorry, I don’t have coffee.) Then Andy Uh, yes we are.
ask another student the same question. Man 1 Right. OK.
4 Have the students walk around politely asking and Andy No problem.
answering questions. Call time when everyone has Scene 2
spoken to four or five people. Max Ahem!
Andy Excuse me?
Sarah Oh, hi there. Sorry about that. How can I help you?
Real-World English Strategies Andy I’d like one small black coffee uh, and a regular tea please.
Your students might need a further elaboration Sarah Sure. That’s three dollars and seventy-nine cents.
concerning the difference between Excuse me and Andy Oh no! My wallet’s at home!
I’m sorry. To supplement the information provided in Max No problem, I got this.
Sarah Twenty-one cents is your change.
the chapter, you can explain that Excuse me is usually Max Thanks!
used as an attention-getter or an apology for a minor Sarah Have a great day!
inconvenience (for instance, if you bump into somebody Andy Thanks, Max!
or if you sneeze). I’m sorry is typically used to express Max You’re welcome!
regret in case of more serious offenses, such as stepping Andy Next time, it’s on me!
Sarah Hi, can I help you? Uh…hello? Next?
on someone’s foot or not having done something you
are expected to do (like the barista in the video who Exercise 4 IDENTIFY
keeps her customers waiting). You can also mention three
1 Have the students work independently to choose the
other useful expressions, namely Thanks, You’re welcome,
correct polite expression.
and Pardon? Thanks is used to express gratitude. You’re
welcome is a common response to Thanks, while Pardon? 2 Ask students to work in pairs to read the conversations.
is used to ask for clarification, for example if the hearer Call on a pair to read each conversation for the class.
missed something in what the speaker said. Provide feedback on pronunciation, focusing on the polite
expressions.
To help your students collect more examples of authentic
use of these politeness expressions, you can assign a field Answers
research task. 2 a 3 a 4 b 5 c 6 a
1 If you teach in an English-speaking country, ask your
students to keep a log in which they record at least five Exercise 5 INTEGRATE
situations in which Excuse me and I’m sorry are used. If
1 Go over the directions and check comprehension of
you teach in an EFL context, you can ask them to record
the activity before students begin. For example, ask:
conversations from their favorite TV-shows.
How many conversations do you prepare? (1) How many
2 Ask students to bring in their logs and the five expressions from the box do you use in one conversation? (2)
situations they recorded. To make sure you get a variety, take a poll to see which
3 Using their logs, students can then create short situation each pair is choosing. If many have chosen the
multiple-choice quizzes for their classmates. For same situation, ask for volunteers to switch.
each multiple-choice item, students can provide a 2 Have students work with a partner to prepare and practice
brief description of a situation they observed (1–2 the conversations. Encourage them to try it without
sentences), and then provide a list of response choices. writing, but allow them to take notes if it makes them
For example: A man accidentally cuts off a woman who more comfortable. Monitor and provide feedback.
is standing in line to a cash register at a supermarket. He
realizes his mistake and says:
a. Pardon?
b. Excuse me.
c. I’m sorry.
d. You are welcome.
4511124_WA_TG1.indb 20 5/10/19 11:56 AM

Answers 3 Have students compare answers with a partner. Call on
Students’ answers will vary. Sample answers include: individuals to write their answers on the board.
1 A: Excuse me, I’d like a new notebook. 4 Write favorite and only on the board and elicit the
B: OK. Here are some notebooks you might like. meanings or use pantomime to explain them. Replay the
A: Thanks! end of the conversation to see if students get the joke.
B: You’re welcome.
2 B: Excuse me, that’s my seat. Answers
A: What? No, it’s my seat. 1 It’s for her sister (Jenna).
B: My ticket is for 24A. This is seat 24A. 2 No, it’s not big.
A: Oh, I’m sorry! 3 No, it’s not expensive.
3 A: Excuse me? 4 It’s a small notebook.
B: Yes, how can I help you? 5 It’s blue and yellow.
A: I’d like a coffee, please.
B: Just give me a minute, please. Audio Script
A: No problem.
e CD 1, Track 13
B: Here’s your coffee. That’s three dollars. Jenna Hi, Izzy!
A: Thank you. Izzy Hey, Jenna.
B: You’re welcome. Have a nice day! Jenna What’s in that big bag?
Izzy This bag? Oh, just a few things.
Jenna Are they gifts? I see a gift box.
Exercise 6 INTERACT Izzy Well…one thing in the bag is a gift.
1 Have each pair meet with another pair to act out their Jenna Really? Is it for your friend Joe?
conversations. Izzy No, it’s not.
Jenna Is it for Mom?
2 For more practice, have each pair find a new pair to work Izzy No.
with and repeat the activity. Jenna Is it for me?
3 Remind students to go online so that they can create their Izzy Yes, it’s your gift. But…
Jenna Oh! Is it something fun?
Izzy Well, yes...but it’s not exciting, really…
Jenna How big is it?
Izzy It’s not big.
Jenna Is it expensive?
Lesson 2.5 Is It for Me? Izzy
Jenna
No, it’s not expensive.
What color is it?
Student Book page 26 Izzy It’s blue and yellow.
Jenna Hmm…is it something for school?
Exercise 1 ACTIVATE Izzy That’s possible.
Jenna Is it a pen?
1 Direct students’ attention to the picture. Ask: What is Izzy No, it’s not a pen.
happening in the photo? (Someone is getting gifts.) Jenna Is it a book?
2 Have students work independently to complete the chart. Izzy No, but close.
Write their ideas for possible gifts on the board. Have the Jenna Is it a notebook?
Izzy Yes, it’s a small notebook where you can write your ideas.
class vote on which one they think is the best guess for Jenna Let me see!
what’s in the gift bag. Izzy OK, here it is.
Jenna Oh, it’s beautiful! Thank you, Izzy! You’re my favorite sister!
Answers Izzy I’m your only sister…
Students answers will vary. Sample answers include:
chocolate (possible), a car (not possible) Speaking
Asking and answering questions
t Exercise 2 WHAT’S YOUR ANGLE? GO ONLINE
1 Give students a minute to discuss the question in pairs. 1 Direct students to read the information in the box.
2 Call on volunteers to share their responses. Ask the class 2 Elicit examples of question words and write them on the
which of the “perfect gifts” they think is most likely. board (who, what, where, when, why, how).
Answers 3 Have students repeat the question words.
Students answers will vary. Sample answers include: 4 Write partial questions on one side of the board:
A perfect gift for me is a book. old is she? is the class? is that?
are you in this class?
e Exercise 3 IDENTIFY 5 Have students work with a partner to complete the
1 Give students a moment to read the questions in questions. Call on individuals to share a question with the
preparation for listening. class and fill in the blanks. For example, How old is she?
2 Play the audio and have students work independently When is the party? What’s that? Why are you in this class?
to answer the questions. Encourage them to write the 6 Elicit possible answers to the questions. For example: She’s
answers in complete sentences. Replay the audio if 20 years old. It’s in New York. It’s a book. I want to learn
necessary. English!
Level 1 Unit 2 21
4511124_WA_TG1.indb 21 5/10/19 11:56 AM

Extra Practice
1 Find pictures of interesting-looking people, preferably
with some items nearby. For example, search for pictures
of “a doctor,” “a teacher,” “a student,” “an actor,” and “a
singer.” Collect enough pictures so that you can give one
to each group of 3 or 4 students.
2 Pass out a picture to each group and ask the students
to write 5 questions about it. (For example, What is his
name? Where is he from? What is his job? Is he at work? Is
he happy?) Circulate and assist as necessary.
3 When the groups finish their questions, have them pass
the picture and the questions to a different group. Tell
the new group to use their imaginations to answer the
questions. Have the groups present the pictures with the
completed questions and answers to the class, or put
them on the wall for the students to look at.
1 Read the instructions. Have students work independently
to write the questions. Monitor and provide feedback.
2 Call on individuals to read a question aloud. Encourage
them to listen carefully to each other so that there are no
repeats as you go around the room.
Exercise 5 INTERACT
1 Model the activity. Think of an object in the room and
have students call out questions until they guess the
answer (or have asked 20 questions).
2 Have students play “Twenty Questions” in pairs or groups
of three. Monitor and provide feedback on their questions.
After the activity, find out who chose the most difficult
item to guess.

4511124_WA_TG1.indb 22 5/10/19 11:56 AM

Answers
Unit 2 Review Students’ answers will vary. Sample answers include:
Yes, I think the best things in life are free. For example, I love
Student Book page 148 beautiful sunsets, and they are free.
Vocabulary GO ONLINE Encourage students to go online to listen to

the podcast and add their comments to the discussion
Exercise 1 board.
Answers Zoom In
1 keys 3 computer 5 money
2 picture 4 glasses Exercise 7
1 Task 1: Give students a minute to think of their favorite
Exercise 2 things and how they will describe them. Have them talk
to a partner. When they finish, ask them to switch partners
Answers and repeat the activity. Continue until everyone has
2 eighty-eight 4 fifty-six 6 twenty-one spoken to three or four partners.
3 ninety-nine 5 thirty-five
2 Task 2: Check comprehension of the activity. Ask: Are
GO ONLINE Encourage students to go online to play the you writing about three gifts for one person? (No.) How
vocabulary game. many people? (3) How many gifts? (3) Have students work
independently to write their sentences. Ask them to
Grammar share the sentences in small groups or collect and
correct their work.
Exercise 3 3 Task 3: Model the activity by sharing an item or picture
Answers of your own. Go over the directions and ask students
2 Cats 4 orange 6 books to bring in or take a picture of their items for the next
3 Those 5 expensive day. At the beginning of the next class, have them share
and discuss their items in small groups. If some students
haven’t brought anything, encourage them to listen and
Exercise 4 ask questions about their partners’ items.
Answers
Answers
1 Brian’s 3 My 5 Her
2 His 4 Maya’s 6 Our
1 My two favorite things are my phone and my bed. My phone
is new and very fast. My bed is big and soft.
Exercise 5 2 This gift is for my friend Joe. It’s a funny book. This gift is for
If necessary, explain the meaning of near and far. Use my sister. It’s a fun game. My sister is ten years old. This gift is
for my grandmother. It’s a big phone.
gestures and examples in the classroom to demonstrate and
3 This is a picture of my car. It’s old and ugly, but it’s a good car.
confirm understanding.
It’s important to me.
Answers
2 those 4 These 6 that Exercise 8
3 That 5 this 1 Use gestures and examples to demonstrate the difference
GO ONLINE Encourage students to go online for further between I did this well and I need more practice.
grammar reference and information and to play the 2 Tell students to think about how they did on each of
grammar game. the tasks in Exercise 7 and to check the appropriate box.
Remind them that they can review the online activities for
Discussion Point any skills they need more practice with.
Exercise 6 OXFORD REFERENCE Answers

1 Draw students’ attention to the photograph. Ask if they Students’ answers will vary.
saw the moon last night.
2 Read the quote aloud. Draw stars on the board. Use
gestures to illustrate the meaning of belongs, best, free,
and gleam.
4 Ask students if they agree that the best things in life are
free. Elicit examples and write them on the board (for
example, love, family, friends, health).
5 Ask students if there is a similar quote to “the best things
in life are free” in their native language.
Level 1 Unit 2 23
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Wide Angle Teacher’s Guide Unit 3 Places
Unit Overview 3.3 A Place to Stay
Listening Skill Understanding why you are listening:
Introduction to the unit Specific information
The title of this unit – Places – summarizes the main Grammar in Context There is / There are: Yes/no questions
themes: naming, describing, and giving directions to and negative answers
places. • Listen for information about a vacation rental
In Lesson 3.1, the idea of places is reflected throughout, • Use negative statements and yes/no questions with there
in activities where students talk about places in a is / there are
community and at a corporate headquarters. In • Identify rooms in a home (Oxford 3000)
Lesson 3.2, the theme continues as students describe
• Describe an apartment
locations, read about Cuzco, Peru, and then write about
their own hometown. In Lesson 3.3, students will listen 3.4 Take a Right!
to a conversation between a tourist and the host of her
Real-World English Giving directions
vacation rental. They discuss the home and other places
in the city. In Lesson 3.4, students watch a video and then • Distinguish polite uses of the imperative from rude
practice giving directions to places. Finally, Lesson 3.5 uses of it
summarizes what students have learned about places as • Follow and give directions
they listen to people talking in a tourist information office
and then role-play an interaction between a tourist and a 3.5 What a Great Place!
guide. Pronunciation Skill Weak sound of are in there are
Speaking Asking where places are
• Describe a city
Lessons • Ask and answer questions about places
3.1 Welcome to Headquarters!
Grammar in Context There is… and There are… Resources
Reading Skill Identifying and understanding proper nouns Class Audio CD 1, Tracks 14–17
• Identify places in the community (Oxford 3000) Workbook Unit 3, pages 15–21
• Practice statements with there is and there are Oxford Readers Correlations
• Write sentences about places in your town San Francisco (9780194655217)
• Explain why a company headquarters is or isn’t a fun place Teacher’s Resource Center
to work Assessments: Unit test, Progress test
Class video
3.2 Tips for Travelers English For Real video
Vocabulary Development Prepositions of place Grammar focus
Grammar in Context Imperatives (commands) Grammar PPTs
Writing Skill Check your work: Subject-verb agreement Grammar Worksheets
• Use prepositions of place to talk about places on a map Oxford Reference Worksheets: upper/lower
• Use imperatives (commands) Vocabulary cards
Newslea articles
• Write a description of your hometown
Word list

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Student Book page 27 These people are traveling down a river near Hanoi, Vietnam.
The photograph helps set up the theme of places by They are going to visit some very important buildings. These
presenting an interesting place. Questions about where this buildings are very old and famous. People sing songs and
place is and what it is like tie into the idea of places explored write poems about them. Every winter, people travel on this
in the unit. river to go to a big festival.
This is the Suoi Yen River. It is about one hour from the city of
Photographer Hanoi. There is a small town near here. For most of the year,
the town is peaceful and quiet. In January or February each
Quinn Ryan Mattingly
year, there is a big festival. Then the town becomes crowded
Quinn Ryan Mattingly (b. 1979, USA) is a freelance with visitors.
photographer and videographer based in Vietnam for
I love places that have natural beauty. I also love places
more than a decade. Having first moved abroad after
where people can be close to nature. This kind of place is
university graduation, a year in Europe led him to change
perfect for me to photograph.
continents, first landing in South Korea in 2005. This
would spark his interest in photography. He accepted the Unit Opener Exercise
invitation of a friend to visit Vietnam in 2006, immediately
1 Give students a minute to read the questions and think
falling in love with the country and the lifestyle. His
about their answers.
personal work focuses on long-term photojournalistic
projects, telling the stories of the less than fortunate 2 Ask them to discuss the questions with a partner. Then
residents of Vietnam and the South East Asia region, call on volunteers to share some of their answers with
while his professional work is split between editorial and the class.
commercial assignments and commissions for many
Answers
various local and international clients such as The New York Students’ answers will vary. Sample answers include:
Times, The Washington Post, World Health Organization, 1 I think Chichen Itza is beautiful.
The Global Fund, and Samsung, among many others. 2 You find pyramids in Chichen Itza.
3 It is beautiful because the pyramids are very big.
Unit Snapshot 4 Yes, it is famous.
5 It is old.
1 Direct students’ attention to the questions. Discuss the 6 I go there with my class and my family.
meaning of lake and hairdresser, using gestures or visuals 7 I learn about history.
as needed. Ask if either one of those things is near your
school. Explain that HQ is short for headquarters, the
location of a company’s main office. In Lesson 3.1 they will Real-World Goal
read about the headquarters for British Airways. By the end of this unit, students will be able to give basic
directions in English because they will learn how to use
2 For question 2, elicit the meaning of beach. Ask if students
imperatives, identify different places by name, and use
like to visit the beach when they’re on vacation and if yes,
prepositions of place. Elicit ideas about who might need
why. Explain that they will be learning about a city called
directions in English (for example someone at a local tourist
Bondi Beach.
attraction). They can also practice this skill with other
3 For question 3, show students New Orleans on a map. students who are studying English.
Find out if they know anything about it. Take a quick class
poll to find out if students think New Orleans is expensive
or not. Explain that they will hear about a place to stay in
New Orleans in Lesson 3.3.
Lesson 3.1 Welcome to
Discussion Questions Headquarters!
1 Direct students’ attention to the questions below the Student Book pages 28 – 30
picture. When you ask students to describe the place,
provide words to help them as necessary, for example, Exercise 1 ACTIVATE
river, boat, jungle, row, foggy. Ask if they would like to visit 1 Say and have students repeat the words.
this place.
2 Ask students to identify the word that goes with the first
2 Optionally, before asking students to answer the picture (bank). Read the example sentence aloud.
where Quinn Ryan Mattingly answers the questions
from his perspective. Play it for students as many times 4 Call on individuals to read their sentences aloud.
as needed to check comprehension and discuss any After each answer, ask the class if they agree with the
vocabulary items. description.
5 Provide extra practice with the pronunciation of
Answers museum and supermarket. Write them on the board and
Students’ answers will vary. Sample answers include: underline the stressed syllable: museum, supermarket.
1 It’s a river. It’s in Southeast Asia. It’s beautiful. I see people in Have students clap out the syllables and stress the
boats.
underlined one.
2 I love the beach. It’s hot and sunny.
Level 1 Unit 3 25
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2 This is a café. 1 Put students in groups of three or four. Tell them take
3 This is a restaurant. items out of their bags (for example keys, phones, books,
4 This is a supermarket. or dictionaries) and place them on the table (or on their
5 This is a museum. desks).
6 This is a store. 2 Tell the groups to pass a paper and take turns writing
7 This is a park. sentences about the items. Give them two minutes
8 This is an airport. to write as many accurate sentences as they can,
for example: There are two phones. There is one blue
Oxford 3000 words notebook.
airport restaurant park bank 3 Announce that time is up and ask the groups how many
museum store supermarket sentences they have. Have the “winners” read their
sentences to the class. Call on other groups to read
e Exercise 2 WHAT’S YOUR ANGLE? sentences that are different from the winners’ sentences.
1 Read the examples. Elicit the name of a famous restaurant
or park in your area.
Exercise 3 IDENTIFY
1 Direct students to read number 1 and elicit the answer
2 Have students work independently to write their lists.
(There are). Remind them to capitalize words at the
3 Call on individuals to share their ideas with the class. For beginning of a sentence.
each place, ask the class if they ever go there.
Answers sentences.
Students’ answers will vary. Sample answers include: 3 Call on individuals to read the answers aloud.
bank: DK Bank
restaurant: Shelly’s Seafood Answers
café: The Sweet Spot 1 There are 5 There’s / There is
park: Holland Park 2 There’s / There is 6 There’s / There is
supermarket: Food Mart 3 There are 7 There are
museum: Allendale Art Museum 4 There are 8 There are
store: Mandy’s
airport: Newark International Airport
Exercise 4 INTERACT
1 Read the example sentences aloud. Write There are lots
Grammar in Context of restaurants and One restaurant on the board. Point out
There is… and There are… that the sentence uses one to refer to one of the many
GO ONLINE restaurants and ask if the next word should be is or are.
1 Direct students to read the information in the Grammar in 2 Have students work independently to write sentences and
Context box. then share their ideas with a partner.
2 Say and have them repeat the example nouns in the 3 Have several students write example sentences on the
box. Then create a chart on the board, putting the board. Assign a different place to each one. Go over the
singular nouns on the left side and plural nouns on the sentences with the class. Ask the class to identify any
right side: forms that could be contracted.
Singular nouns Plural nouns Answers

(There is) (There are) Students’ answers will vary. Sample answers include:
There is an art museum in my town. There are many banks in my
an airport many tall buildings town. One bank is DK Bank.
one café
a lake r Exercise 5 ASSESS
3 Add a few more examples of place names on each side. Then 1 Have students read the ad silently. Ask them what city
model using them in sentences with There is and There are. they see in the map (London).
Point to the other nouns in your chart and call on volunteers 2 Tell students to read the questions and choose their
to make similar sentences with There is and There are. answers. Then play the video.
4 Make statements with there is and there are about the 3 Go over the answers as a class.
classroom, and have students call out true or false. For
Answers
example: There is one clock. There are two doors.
1 b 2 a
5 Students may have questions about the difference
between there is and it is. Demonstrate the difference by Video Script
writing two sentences about an item in the room. There is
a book on the desk. It is blue.
r British Airways
This is British Airways. It is Britain’s biggest airline company. The
6 See the Grammar focus on page 161 for more information. airline has about three hundred planes. They fly to one hundred and
sixty-nine cities around the world. The British Airways headquarters
is near Heathrow Airport in London. The headquarters is called

4511124_WA_TG1.indb 26 5/10/19 11:56 AM

Waterside. It cost 200 million pounds. About four thousand people Exercise 8 APPLY
work here. It’s a very large building — about nine thousand square
meters. It is the size of a small town. There is a street in the center 1 Direct students’ attention to the sample answer. Ask them
of the building. There are offices on the left and right side. On to find the answer in the text in Exercise 6.
the street, there is a supermarket and a small shop. There is also a 2 Have students work independently to complete the
hairdresser’s. There are two cafés. They sell drinks and food. People exercise with information from the text.
come here to have a drink and a chat. There is also a large restaurant.
The restaurant is by a lake. 3 Call on individuals to read the answers aloud. Ask the
students if their answers should be capitalized (no).
Reading Skill Answers
Identifying and understanding proper nouns Students’ answers will vary. Sample answers include:
GO ONLINE there is: a street, a small shop, a hairdresser’s, a large restaurant
there are: offices, two cafés, four thousand workers
1 Direct students to read the information in the Reading
Skill box.
2 Dictate a list of five nouns – some common nouns and Exercise 9 ASSESS
some proper nouns, for example: airport, Don’s Donut 1 Read the first sentence. Ask students to identify the line in
Shop, Pete’s Pet Store, bank, and art museum. Tell students the text that has the answer (the second sentence).
to write the numbers 1 through 5 on their papers. 2 Have students compare their answers with a partner. Read
Then tell them to write C if the word (or phrase) they each statement and have the class respond with true or
hear is a common noun or P if the word (or phrase) is a false. For each true answer, ask students to identify the line
proper noun. in the text that provides the information. For each false
3 Go over the answers to your list as a class (C, P, P, C, C for answer, ask students to give the correct information.
the nouns above).
Answers
Extra Practice 2 True 5 True
1 Write a mix of common and proper nouns on the board. 3 False 6 True
Use all lowercase letters. For the proper nouns, use 4 False 7 False
the names of local places that students wrote about in
Exercises 2 and 4, students’ names, and the name of your t Exercise 10 WHAT’S YOUR ANGLE?
school. For the common nouns, use the matching place
1 Direct students to read the sample answer. Point out the
words, for example, bank, school, park, student, man, and
introductory phrase In my opinion. The sample includes
woman.
reasons that Waterside is a fun place to work; ask students
2 Hand out markers to students in pairs or threes. Ask
why some people might think it’s not a fun place to work
students to come to the board and change the words
(for example, it’s very close to the airport or there are too
that should be capitalized.
many people).
Exercise 6 IDENTIFY 2 Have students share their opinions with a partner.
1 Have students look at the text and identify the first proper Answers
noun (British Airways). Students’ answers will vary. Sample answers include:
2 Direct students to work independently to read the text I’d like to work at British Airways because I can go shopping
and make a list of the proper nouns. during my lunch break.
3 Have the class call out the nouns. Point out that
sometimes proper nouns are noun phrases. For example,
British Airways is an adjective + a noun, but both words are
part of the name, so they are both capitalized.
Lesson 3.2 Tips for Travelers
Answers Student Book pages 31 – 33
5: British Airways, Britain, Heathrow Airport, London, Waterside
Exercise 1 ACTIVATE
Exercise 7 DEVELOP 1 Direct students’ attention to the map. Ask them to point
to Bondi Beach Public School, Campbell Parade, and
1 Direct students’ attention to the sample answer. Say:
Gould Street. Then read the first sentence aloud: Bondi
Waterside is the name of the headquarters. Have students
Beach Public School is between Campbell Parade and Gould
work independently to complete the activity.
Street. Emphasize the word between and, if necessary, use
2 Call on individuals to say the answers for the class. Ask gestures to reinforce its meaning.
students to check that they capitalized all of the proper
2 Ask students to work independently to read the other two
nouns.
sentences and find the places on the map.
Answers
2 London Vocabulary Development
3 Britain Prepositions of place
4 British Airways
GO ONLINE
5 Heathrow Airport
1 Direct students to read the information in the Vocabulary
Development box. Read the example sentences aloud.
Level 1 Unit 3 27
4511124_WA_TG1.indb 27 5/10/19 11:56 AM

2 Use items in the room and familiar places to reinforce the Extra Practice
meaning of the prepositions of place. For example, point 1 Play a quick game of Simon Says. Explain that you are
to a book on a table and say: Is the book in the table or on going to give the class several commands. They should
the table? Is this school on Center Street or near Center Street? only obey the command if you say Simon Says first:
Use items or people in the classroom to illustrate the Simon says stand up. Simon says sit down. Raise your hand.
difference between next to and near. 2 If they obey the command without your having said
Extra Practice Simon Says (for example, if they raise their hands in the
1 Select items in the room, such as a pen, a bag, and previous example), they are out.
a book. 3 Continue the game until only one student is left.
2 Call on volunteers to move the objects to match each 4 To eliminate students near the end, consider speaking
sentence that you read aloud. For example, say, The pen faster and/or doing the gestures yourself so they’re more
is in the bag. likely to copy you and make a mistake.
3 Allow the first volunteer to move the objects in relation 5 Integrate negative sentences as well. Be sure to use verbs
to one another accordingly. that students are familiar with.
4 Ask the class to give a thumbs-up if they think the
volunteer is correct or a thumbs-down if they think he or
Exercise 4 DEVELOP
she is incorrect. 1 Read the example aloud. Ask students to work
5 Allow them to look at the chart in the book for help or to independently to complete the exercise.
correct any mistakes. 2 Have them compare their answers with a partner. Ask
6 Continue with more sentences, each time calling on a individuals to read the answers for the class.
new volunteer to move the objects.
Answers
2 Try the café on Wairos Avenue.
Exercise 2 USE 3 Stay at the hotel near the beach.
1 Read the example sentences and ask students to find 4 Don’t turn right on Campbell Parade.
Bondi Park and the café on Hall Street. Call on a volunteer 5 Don’t visit the park at night.
to provide another example. 6 Eat dinner at the new restaurant.
2 Have students talk about places on the map in pairs. Call
on individuals to share a sentence with the class. Exercise 5 ASSESS
Answers 1 Direct students’ attention to the website. Ask: Do you think
Students’ answers will vary. Sample answers include: TripsTips.us is a school site or a travel site? (travel)
Gertrude & Alice Café is on Hall Street. It’s between Chambers 2 Ask students to read the reviews silently and determine
Avenue and Consett Avenue. Nando’s Restaurant is next to which are positive and which are negative.
Adina Hotel.
3 Call on individuals for the answers.
t Exercise 3 WHAT’S YOUR ANGLE? Answers

The reviews for Strasbourg and San Juan are positive.
1 Read the sample sentences. Have students work The review for Springfield is negative.
independently to write about where they live. Remind
them of the vocabulary they learned for different places
on page 28. Encourage them to use those words in their Exercise 6 IDENTIFY
sentences as well, if they’re relevant. 1 Ask students to find the first command, or imperative
2 Ask them to share their sentences with a partner. Circulate form, in the article (Rate). Have them work independently
and provide feedback on their use of prepositions of to underline the rest of the imperative forms.
location. 2 Have the class call out the answers in order.
Answers Answers
Students’ answers will vary. Sample answers include: Rate your hometown here!
My house is on Preston Road. It is near a school. There is a park Tell us about the town or city where you’re from.
next to the school. Help people decide where to go and what to see!
Visit Strasbourg this summer!
Come and see it!
Grammar in Context Go shopping or sit at a cute café in the center of town.
Imperatives (commands) Come in the summer or fall, but don’t visit in winter.
GO ONLINE
Enjoy San Juan all year.
Visit our beautiful beaches.
1 Direct students to read the information in the Grammar Walk down the streets by the colorful, old Spanish houses.
in Context box. Say and have them repeat the example Eat Puerto Rican food by the ocean.
sentences in the box. Elicit the meaning of I’d like, which Listen to Latin music at our fun clubs, too.
they learned in Unit 2 (a more polite way to say I want). And don’t forget about our parks and museums!
2 Write some behaviors on the board: speak English, eat, text, Don’t go to Springfield.
work with your classmates, ask questions, go to sleep. Ask Don’t come here.
students to make imperative statements with Please ___ in Go there instead!
the classroom (Please speak English, Please don’t text).

4511124_WA_TG1.indb 28 5/10/19 11:56 AM

Exercise 7 PLAN 3 When a team finishes, check the paper. If everything is
1 Direct students’ attention to the chart. Ask: Where do you correct, they win. If not, they are eliminated and play
write the things to do? (Under the +.) Where do you write the continues. Read the final corrections aloud.
things not to do? (Under the –.) Sentences:
2 Have students compare their plans with a partner. Ask
how many people wrote the same things as their partner. 1 There’s an airport in this town.
2 There aren’t any restaurant around here.
Sample Answers
3 Mexico City are a fun place to visit.
+
Sit at a cute café. 4 There’s two stores on this street.
Visit the beautiful beaches in San Juan. 5 Our hotel are near the beach.
Go to an interesting city.
– 6 Her books is on the table.
Don’t visit Strasbourg in winter. 7 Madrid is the capital of Spain.
Don’t forget about the parks and museums.
Don’t go to Springfield.
8 There isn’t any banks in this area.
9 There’s schools near the park.
t Exercise 8 WHAT’S YOUR ANGLE? 10 The beach in this area are beautiful.
1 Ask the class to brainstorm some adjectives they can use
to describe parts of their city (for example, beautiful, ugly, Answers
fun, interesting, famous, expensive, cold, warm, colorful). 1 correct
2 There aren’t any restaurants around here.
2 Check comprehension of the task. Ask: Do you need to 3 Mexico City is a fun place to visit.
write sentences? (No, just take notes.) 4 There are two stores on this street.
3 Have students work independently to write the notes. 5 Our hotel is near the beach.
Circulate and help as needed. 6 Her books are on the table.
7 correct
Answers 8 There aren’t any banks in this area.
Students’ answers will vary. Sample answers include: 9 There are schools near the park.
adjectives: nice, small, friendly 10 The beach in this area is beautiful.
do: play tennis, go swimming, sit at a café, go shopping, walk
your dog
don’t: go to the hairdresser, eat at Mike’s Restaurant Exercise 9 APPLY OXFORD REFERENCE
1 Ask students to read the first two sentences. Elicit the
answer to number 1 (are). Have them work independently
Writing Skill to complete the exercise.
Check your work: Subject-verb agreement 2 Have students compare answers and read the paragraph
GO ONLINE with a partner. Go over the answers as a class.
Skill box. Have students identify the subject and verb be Sample Answers
1 are 3 ’s / is 5 are 7 are 9 are
in the first two example sentences (I’m, It’s). Have them
2 ’s / is 4 ’s / is 6 is / ’s 8 are 10 is / ’s
identify the singular and plural nouns in the second set of
examples (restaurant, Main Street, museums, town).
2 Write a few sentences on the board with subject-verb Exercise 10 WRITE
agreement errors: Barcelona are a beautiful city. There is a lot 1 Read the directions and check comprehension of the
of great restaurants. One restaurant I love am El Glop. There activity. What city are you writing about? (my hometown)
are a good café on Genova Street. Do you need to rate it? (yes) What do you need to include in
3 Have volunteers come to the board and correct them. your writing? (there is / there are, imperatives, prepositions
of place) Remind them to use their notes from Exercise 7.
Extra Practice 2 Have students work independently to write their reviews.
1 Make five copies of the sentence below and put them on
the wall with some distance between them. Divided the Answers
class into five teams and have each team line up in front Students’ answers will vary. Sample answers include:
of one of the papers, far enough away that they can’t Fair Lawn: A Fun Family Town (3.5 stars)
read the sentences. Fair Lawn is a nice town for your family. There is a community
2 Give the first person in line a red pen and explain the pool near the middle school. It has a sandy beach. Go there to
game. The first student will run to the paper, correct swim and play during the summer months. There are also many
parks with playgrounds for children and activities for adults. Play
one incorrect sentence, and then pass the red pen to
tennis or basketball and walk your dog! There are cute cafes in
the next person and go to the end of the line. They will
town, but don’t eat at Mike’s Restaurant. The food is terrible and
continue until a team member decides the sentences are expensive. And don’t go to Anna’s Styling for a haircut. The prices
all correct, at which point they will shout “Finished!” Tell are high and the haircuts are ugly. Go to Ridgewood, the town
them it is OK to change a previous teammate’s correction next to Fair Lawn, for a haircut instead.
if they disagree with it, but they can only make one
correction in any turn.
Level 1 Unit 3 29
4511124_WA_TG1.indb 29 5/10/19 11:56 AM

Exercise 11 IMPROVE Keisha Yes—B-U-B-B-A-’-S – Bubba’s. And the museum is near
the restaurant—it’s in City Park.
Ask students to look over their reviews and make corrections. Melanie It sounds great, thanks.
Spot-check while they do this work. Keisha Oh! And here’s your key.
Melanie Oh, yes, thanks! That’s important!
Exercise 12 SHARE
1 Have students share their reviews with a partner. For further Listening Skill
practice, have them switch partners and share again. Understanding why you are listening: Specific information
2 Take a class poll to find out how many people gave their GO ONLINE
hometown five stars. 1 Read the information in the box aloud.
Answers 2 Pose a hypothetical situation, and ask students what
Students’ answers will vary. Sample answers include: information they would need to listen for. For example:
Yes, it is. / No, it isn’t. Imagine you see a commercial for a new TV that you like.
What information did you need to listen for if you want to buy
that TV? (the name/location of the store, the name of the
TV, the price of the TV)
Lesson 3.3 A Place to Stay Extra Practice

1 Put students in pairs or small groups. Give each pair or
group an item or service that they want (for example, a
Exercise 1 ACTIVATE smartphone, a daycare center, a sofa, a restaurant).
2 Tell them to imagine that they see or hear an ad for
1 Ask students to look at the ad and answer the question.
that item or service. Ask them to make a list of all of the
2 Elicit the meaning of host in this ad (someone who has
information they need to listen for.
guests stay at their home). Have students identify New
3 Have each pair or group report back to the class.
Orleans on a map and ask if they know anything about
it (famous for its jazz music, Cajun food, and Mardi Gras e Exercise 3 INTEGRATE
festival).
1 Have students look over the sentences and find the key
Answers words (pictures, living room, two nights, restaurant, gives).
A room for rent, like Airbnb 2 Ask them to identify the sentences where they will listen
for a number (3) and a name (4).
e Exercise 2 IDENTIFY 3 Play the audio and have students work independently to
1 Give students a moment to look at the exercise. Play the complete the activity.
audio and have them work independently to choose the 4 Have the class call out the answers.
correct answers.
Answers
2 Call on students to read the completed sentences aloud. 1 cats 3 $100 5 a key
2 big 4 Bubba’s
Answers
1 b 2 b 3 a
e CD 1, Track 14
Audio Script Grammar in Context
e CD 1, Track 14 There is / There are: Yes/no questions and negative
Melanie Hello, Keisha?
Keisha Yes, are you Melanie? statements
Melanie Yes, hi! GO ONLINE
Keisha Hi, nice to meet you! Welcome to New Orleans! Come in.
Melanie Thanks!
Keisha This is the living room. Context box. Read and have students repeat the example
Melanie Wow, it’s really big! And there are lots of pictures … sentences in the box.
Keisha Oh yes, I love my cat pictures! The kitchen is right here, 2 Write two true and two false statements about your city
next to the living room. There’s coffee and tea. Help
and classroom on the board, for example: There is a park
yourself any time. And follow me. This is my bedroom.
This is Simone’s room. She’s the other guest here. And downtown. There are a lot of restaurants on 3rd Street. There
here’s your room. is a cat in this room. There are a lot of students in this room.
Melanie Great, thanks. Wow, more cat pictures! Is there a cat in 3 Ask students which sentences are not true and elicit the
the house?
negative forms to correct them.
Keisha Oh no, there isn’t. I don’t like real cats! Only pictures of
cats. Now, is there anything I can tell you about the city? 4 Ask students to turn the statements on the board into
Melanie Oh, yes. How much is the room? questions, for example: Is there a park downtown? Elicit and
Keisha It’s $75 for one night but only $100 for two nights. write the correct yes or no short answer for each question.
Melanie Great, that’s really cheap! And are there any fun things to
do near here? 5 See the Grammar focus on page 161 for more information.
Keisha Oh, of course there are! There are lots of fun things to do.
There’s a great seafood restaurant with live music, and
Extra Practice
there is an art museum nearby. The restaurant is called 1 Model the activity. Bring a bag with different items in
Bubba’s. It’s my favorite place for lunch. it to the front of the room. Tell the class you are going
Melanie Bubba’s? to ask them if certain items are in the bag. They have

4511124_WA_TG1.indb 30 5/10/19 11:56 AM

to guess if the item is in the bag, and if so, how many about the apartment) What questions can Student B ask? (Is
there are. there a ___ in the house? Are there any fun things to do
2 For example, ask, Is there a pen in the bag? Have a around here?)
volunteer guess: Yes, there are two pens in the bag. Give 2 Have students conduct the role play and then switch
the correct answer, revealing the items from the bag, if roles. For more practice, have them find a new partner
they are there: No, there aren’t any pens in the bag. and repeat the activity. Circulate and provide feedback on
3 Either continue the activity as a whole class, or divide their use of questions and short answers with there.
the class into pairs or groups to play on their own with
separate bags of items. Answers
Exercise 4 APPLY A Hi. I’m interested in renting your apartment. What does it
1 Go over the examples with the class. Then have students look like?
B The apartment has a big living room. Next to the living room
work independently to complete the remaining
is a small kitchen. There is also a big bedroom. There is a small
sentences. bathroom between the living room and the bedroom.
2 If necessary, replay the audio from Exercises 2 and 3 so A Are there any good restaurants near the apartment?
that students can check the information. B Yes, there’s a great Italian restaurant on Maple Avenue.
3 Call on two students to read each question/answer pair
aloud.
Answers
2 Is / No, there isn’t. 5 Is / Yes, there is. Lesson 3.4 Take a Right!
3 Are / No, there aren’t. 6 Are / Yes, there are. Student Book pages 35 – 37
4 Is / Yes, there is.
r Exercise 1 ACTIVATE
t Exercise 5 WHAT’S YOUR ANGLE? 1 Direct students’ attention to the video stills. Ask: What do
1 Elicit the names of companies like Rent Away. Have you think the woman’s problem is? What do you think Max is
students discuss the questions with a partner. telling her? Encourage students to make predictions using
2 Call on volunteers to share their ideas with the class. As clues in the pictures.
students share, make a pros/cons list on the board. 2 Give students time to read the questions. Then play the
video.
Answers 3 Have the class call out the answers.
I don’t use companies like Rent Away. I like hotels.
4 Write the abbreviations St. and Ave. on the board and ask
students what they stand for (Street and Avenue). Do the
same with other words that students might need to refer
Exercise 6 VOCABULARY to streets in your area, for example Rd. (road), Cir. (circle), or
1 Say and have students repeat the words. Blvd. (boulevard).
2 Ask students to identify the word that goes on line 1
(living room). Have students complete the exercise Answers
1 campus building 2 knows 3 big, red
independently.
3 Ask them to compare their answers with a partner. Then r English For Real Video Unit 3
have the class call out the answers. Provide extra practice
with the pronunciation of bathroom and bedroom. Real-World English
Answers Giving directions
1 living room 4 hall 1 Read the information in the box aloud, demonstrating the
2 kitchen 5 bedroom intonation of the rude and the polite statements. Have
3 dining room 6 bathroom students repeat the direction sentences and the polite
statements.
Oxford 3000 words 2 Have a volunteer stand. Give him or her directions around
bedroom kitchen hall bathroom the class: Go straight three steps! Take a right. Walk two steps.
Turn left!
Extra Practice
Go over the instructions. Encourage students to focus on the 1 Call on two volunteers to come to the front of the room.
rooms in their plans—what size they are, how many there Tell them you are going to put an object (for example, a
are, and where they go. Set a time limit (two minutes) and phone or a book) in a particular spot in the room. One
tell them not to spend too much time drawing furniture and student will close his or her eyes so he or she cannot
other details in the rooms. see where the object it is. The other student will give
directions so that his or her partner can find the object.
Exercise 8 INTERACT
(The student can either walk around the room with his
1 Read the instructions. Check comprehension of the or her eyes closed, or he or she can walk with his or her
activity. For example, ask: Who is Student A? (the host) eyes open if the object is be obscured or hidden.)
What information can Student A give? (the price, the 2 Call on different volunteers and repeat the activity.
number of bedrooms/bathrooms, other good things
Level 1 Unit 3 31
4511124_WA_TG1.indb 31 5/10/19 11:56 AM

someone asks you for directions? (for example, of course, no
Real-World English Strategies problem)
It may seem that learning how to ask for and give 2 Have students discuss the questions in small groups.
directions in a foreign language is a matter of memorizing
a few expressions, but it is important for your students to Answers
know when it is and isn’t appropriate to use imperatives. Students’ answers will vary. Sample answers include:
Spend some time discussing and explaining why the 1 Yes, I ask people for directions in the street when I am lost.
imperatives in the Rude column on page 36 are rude I am polite. I say, “Excuse me. Where is ___?”
(i.e., they are not directions or instructions, but rather 2 Yes, I ask my friends and strangers differently. I am more polite
expressions of the speaker’s preferences or selfish desires). with strangers.
3 I try to help. I give simple, clear directions.
It may also be useful to brainstorm some expressions
that they can use when they have trouble understanding
directions given by someone else, for example, Sorry, can Exercise 4 INTEGRATE
you say that again? or Could you show me on a map? 1 Go over the directions and check comprehension of the
1 To help your students practice giving and receiving activity before students begin. For example, ask: Are you
directions, have them make flash cards with sentence asking about the shop and the university, or are you putting
starters and useful phrases such as Excuse me, how do a new place on the map? (a new place) Do you tell your
I get to… or Go two blocks and… partner the directions, or do you write them? (write them)
2 When completing Exercise 4 and 5, have students 2 Have students work independently to write the directions.
place the flashcards on a table in front of them. As they Then have them swap papers with a partner. Tell the pairs
act out the dialogue and practice giving each other to discuss any problems with the directions. Circulate and
directions, they pick out the phrases they need to help provide feedback.
them structure the dialogue. 3 For more practice, have the students find new partners
and practice giving their directions orally, without looking
r Exercise 2 APPLY at the papers.
1 Direct students to locate the X on the map. Elicit its Answers
location (on Washington Street between 6th and 7th Students’ answers will vary. Sample answers include:
Streets). Explain that this is the starting location. Turn left on Washington Street. Walk three blocks. Turn right
2 Play the video and have them work independently to onto 4th Street. Cross Main Street. Then turn right on the next
complete the activity. street, Wells Street. The store is on Wells Street between 4th and
5th Streets.
3 Call on students to describe the locations of the shop and
the University Commons building.
Exercise 5 INTERACT
Answers 1 Go over the directions and check comprehension of the
The shop is on the corner of 7th Street and Washington Street.
activity before students begin. Ask: What can Student A
The University Commons building is on the corner of Wells
say? (for example, Excuse me, Where is the…?, Can you help
Avenue and High Street.
me?) Ask: What can Student B say? (for example, Sure, No
Video Script problem, Go right/straight)
2 Have students practice in pairs. Call on volunteer pairs to
Woman Excuse me...hi. perform their role play for the class.
Max Hello. Can I help you? 3 Remind students to go online so that they can create their
Woman Where’s uh, Rowan Hall? There’s a lecture and... I’m lost. own version of the video.
Max Rowan Hall? Sure. It’s at the University Commons, on the
corner of High Street and Wells Avenue.
Woman Oh! What street is this?
Max This is Seventh street.
Woman
Max
Oh, wow. I’m really lost.
That’s OK. So here’s Seventh Street. Go straight. There’s a
Lesson 3.5 What a Great Place!
shop on the corner. Then walk a few blocks and turn left Student Book page 38
on Main Street.
Woman OK. So ... Seventh, and then left on main. Exercise 1 ACTIVATE
Max Right. So, walk on Main Street until you see High Street Direct students’ attention to the pictures and the word list.
and take a right. The Commons is the big red building on
the corner of Wells Ave. There are two entrances. Use the Elicit their descriptions of the pictures.
left entrance for Rowan Hall.
Woman OK. Got it. Thank you so much! Answers
Max Bye... sorry. It’s that way. Students’ answers will vary. Sample answers include:
Woman Whoops! Thanks again. It’s an old city. It’s beautiful. There are old buildings in the center
Max No problem! of town. There’s an old castle near the town. The town is next to
the water.
Exercise 3 ANALYZE
1 Provide students with some language they can use to
answer the questions. Say: When you ask for directions, are
you polite or rude? Do you usually say “excuse me,” “please,”
and “thank you”? What are some things you can say when

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e Exercise 2 ASSESS 1. There are three restaurants on this street.
1 Tell students they are going to listen to a conversation in 2. They’re at the Chinese restaurant.
a tourist information office. Ask for a couple of guesses 3. They’re with family and friends.
about what the tourist might ask. 4. There are seven people at the dinner table.
2 Go over the answers as a class.
2 Play the audio. Ask if students’ guesses were correct.
Audio Script Answers
1 There are 3 They’re
e CD 1, Track 15 2 They’re 4 There are
A Good morning…do you speak English?
B Yes, hello. Welcome.
A Thanks! e Exercise 4 DEVELOP
B Is this your first time in Helsingor?
A Yes, it is. It’s my first time in Denmark! Play the audio and have students repeat the sentences.
B Oh, great. This is a wonderful place. e CD 1, Track 17
A Is there a lot to see here?
B Oh, yes. There are lots of beautiful old buildings in the center
of town. There are also hotels, cafés, and restaurants. Are you
More to Say…
interested in seeing Kronborg castle? Focus: Working in groups; students talk about pictures
A Yes! It’s the castle from Shakespeare’s Hamlet, right? using there is and there are.
B Right. And it’s also a museum. It’s very near the center of town.
Just walk down this street here next to the water for fifteen
Grouping Strategy: Groups of 2–3 students.
minutes. Activity Time: 20–30 minutes
A Wow! Cool. So…yeah, we’re near the water. Are there any beaches
near here?
Ready,
B Yes, absolutely! There’s one beach near the castle, but there are 1 Collect magazine pictures of different city scenes. You
usually lots of people there. The nice beaches are a bit far. should have enough pictures so that each group of 2–3
A Hmm. Is there a place to rent bikes near here? students can look at a different picture.
B Yes, there’s one in the hotel right next to the train station. Here’s a
free map of the town for you. 2 Hang the pictures up around the classroom.
A Perfect. Thanks! Set…
B Is there anything else I can help you with?
A Yes… Is there a bathroom in this building? 1 Explain to students they are going to look at some
B Yes. Go out this door and take a left. pictures and talk about them using there is and
A Thanks! there are.
B You’re welcome. Enjoy your visit!
2 Pre-teach any necessary vocabulary.
e Exercise 3 INTEGRATE 3 Put the students into groups of two or three.
1 Give students a moment to read the questions in 4 Stand each group in front of a different picture.
preparation for listening again. Go!
2 Play the audio and have students work independently to 1 Set a timer for two minutes.
choose the answers. 2 Have students take turns saying sentences about the
3 Call on volunteers to read the completed sentences aloud. picture.
3 When two minutes are up, move the groups to a new
Answers
1 Denmark 4 aren’t
picture.
2 Shakespeare’s Hamlet 5 train station 4 Circulate and remind students to blend the /r/ sounds
3 museum 6 is together in there are.
5 Repeat until most groups have had a chance to talk
e CD 1, Track 15 about all of the pictures.
e Pronunciation Skill Keep Going!
Weak sound of are in there are 1 Regroup as a class.
GO ONLINE
2 Have volunteers share some of their sentences with the
class about the same picture.
1 Direct students to read the information in the box. Play
the audio.
2 Write examples on the board to contrast they are and there t Exercise 5 WHAT’S YOUR ANGLE?
are: They’re good students. There are good students at this 1 Elicit the names of places that students think are fun or
school. They’re at the park. There are a lot of parks in this city. interesting. Ask for a couple of examples of what they
3 Pronounce the sentences and point out that it can be might say about each place.
very difficult to hear the difference between there are and 2 Have students choose a place and work independently to
they’re. We know which is which because of the grammar. write a description of it.
e CD 1, Track 16 Answers
Extra Practice New York City is an exciting place. There are many excellent
1 Dictate a series of sentences with they are and there are,
restaurants. They make and sell every kind of food. There are
and have students write they are or there are based on also many theaters with fantastic plays. You can see famous and
what they hear. For example: talented actors there.
Level 1 Unit 3 33
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Speaking
Asking where places are
GO ONLINE
Direct students to read the information in the box. Say and
have students repeat the sample questions.
Extra Practice
1 Think of a place you like that students probably won’t
know much about. Tell them the name of the place and
elicit their questions about it. Encourage them to ask
questions with Is there / Are there any and a variety of
question words. Give them the answers (if you can).
2 Alternatively, play a game of Twenty Questions. Have
students guess the name of the place that are more
likely to know after you answer their yes/no questions
about it.
1 Have students ask a partner the name of his or her place.
Tell them not to share any other information about it.
2 Have them work independently to write questions they
can ask their partner about the place. Circulate and
provide feedback.
Answers
Are there any parks? What are they called? Is there a famous
building? Where is it?
Exercise 7 INTERACT
1 Read the instructions. Then have students meet with their
partners and perform the role play.
2 For extra practice, have students switch partners and
perform the role play again. Point out that they may
need to change some of their questions to fit their new
partner’s place.
Answers
A Welcome to Barcelona! There are lots of fun things to do here.
B Thanks! Are there good cafés and restaurants?

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Unit 3 Review board.
Student Book page 149
Zoom In
Vocabulary
Exercise 7
Exercise 1 1 Task 1: Elicit some examples of places near the school.
Point out that there are two parts to the task (saying why
Answers the place is interesting and giving directions to it). Have
2 in a café 6 in a supermarket
students work in pairs. Call on one or two volunteers to
3 in a hotel 7 in a museum
4 in a park 8 at an airport
talk about a place and give directions.
5 in a shop 2 Task 2: Elicit the names of places students might write
about. Ask students for examples of what they might say
about the places. Have students work independently to
Exercise 2 write their sentences. Ask them to share the sentences in
Answers small groups or collect and correct their work.
1 in 3 in 5 on 7 between 3 Task 3: Have students do an image search for a city that
2 on 4 near 6 near 8 in interests them. Tell them not to choose the city you are in.
Have them share their pictures in small groups. Then ask
GO ONLINE Encourage students to go online to play the
volunteers to show their picture to the class and say one
vocabulary game.
interesting thing about it.
Grammar Answers
Exercise 3 1 Carla’s Café is near the school. Their coffee is delicious, and
they play good music. To get to Carla’s Café, turn left out of
Answers the main entrance to the school, and walk two blocks. The
1 Eat 3 Take café is on the corner of Baldwin Avenue and Troy Road.
2 Don’t go 4 Go, Turn 2 The Luxury Loft is a beautiful hotel downtown. The rooms
are big, modern, and clean. It is expensive, but the location is
Exercise 4 great. It is near the airport and next to the park.
3 Answers will vary depending on the photograph that
Answers students select.
1 aren’t 3 isn’t 5 are
2 are 4 aren’t
Exercise 8
1 Use gestures and examples to demonstrate the difference
Exercise 5 between I did this well and I need more practice.
Answers 2 Tell students to think about how they did on each of
2 Are there any good restaurants near the beach? the tasks in Exercise 7 and to check the appropriate box.
3 Is there a nice café in the town center? Remind them that they can review the online activities for
4 Are there any interesting museums in the city? any skills they need more practice with.
5 Is there a bank near here?
6 Is there a cheap hotel near the train station? Answers
Students’ answers will vary.
GO ONLINE Encourage students to go online for further
grammar game.
Discussion Point
Exercise 6 OXFORD REFERENCE
1 Read the quote aloud. Elicit examples of things that are
sweet (candy, cake). Ask students if the phrase is true
for them.
2 Explain that this is a very common expression in English.
If students do an image search for home sweet home, they
will find many items like pillows, wall decorations, and key
rings with these words.
Answers
It means that home is a happy, special place. It is true for me.
Level 1 Unit 3 35
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Wide Angle Teacher’s Guide Unit 4 Life
Unit Overview 4.3 Be Successful!
Grammar in Context Simple present: Negative forms
Introduction to the unit Listening Skill Contractions (short forms) with be and
The title of this unit – Life – summarizes the main themes: simple present negatives
describing and asking questions about family, everyday Vocabulary Development Prepositions of time: On, in,
activities and routines, and what makes us happy. and at
In Lesson 4.1, the idea of life is reflected throughout, in • Listen for information about the habits of successful
activities where students read about the March family people
from Little Women and talk about their own families and • Listen for negative forms in the present tense
everyday activities. In Lesson 4.2, the theme continues
• Talk about your favorite days of the week
as students take a survey and discuss the things that
make them happy in their day-to-day lives. In Lesson 4.3, • Describe what a successful student does and doesn’t do
students listen to some advice about daily routines
that can help people be successful in life. In Lesson 4.4,
4.4 Time to Go!
students watch a video about asking for the time. Finally, Real-World English Asking for the time
Lesson 4.5 summarizes what students have learned as • Distinguish more polite from more familiar ways of asking
they watch a video about a typical day in a woman’s life for the time
and then describe their own weekly routines to a small • Ask for the time in different situations
group.
4.5 A Day in the Life
Speaking Describing habits or routines
Lessons • Use the simple present to talk about things you do and
don’t do
4.1 My Famous Family
• Describe your weekly routines
Grammar in Context Simple present
Pronunciation Skill /s/, /z/, /ɪz/ in simple present verbs
Resources
Writing Skill Using also and too
• Identify basic family members (Oxford 3000)
Workbook Unit 4, pages 22–28
• Practice saying and using simple present verbs
• Read a description of a famous family
The Adventures of Tom Sawyer (9780194654890)
• Describe your family
4.2 How Happy Are You? Assessments: Unit test
Reading Skill Identifying key words: Nouns, verbs, and Class video
adjectives English For Real video
Grammar in Context Simple present: Yes/no questions Grammar focus
• Describe daily activities (Oxford 3000) Grammar PPTs
• Ask and answer questions about activities that make you Grammar Worksheets
happy or unhappy Oxford Reference Worksheets: upper/lower
Vocabulary cards
Newslea articles
Word list

4511124_WA_TG1.indb 36 5/10/19 11:56 AM

Student Book page 39 These people are on a bus from New York City to
Washington, D.C. It is early in the morning. The people had
The photograph helps set up the theme of life by showing
to get up early and rest during the trip, which usually lasts
people going about their daily lives in a city. These people
around five hours.
are on the bus, most of them sleeping, and probably on their
way to work. This photograph connects to how people go People travel all the time in the United States. They travel for
about their lives every day, and also how they recharge their work, for tourism, or to visit family. Cities are so spread out in
batteries. this huge country, with many miles of roads between them.
There is more space between people and places here. It may
Photographer not be a coincidence that this is the place where cars first
became popular.
Edu Bayer
My mornings are quite different depending on the work I
will do that day or if I am on a trip. That is something I love
documentary photographer. With more than 10 years of
about my profession: that every day is different and you
experience in several countries, he has worked for most
never really know. When I am at home for instance, I like to
leading international outlets like The New York Times, National
prepare a nice breakfast in the kitchen, listen to the news
Geographic, Time, The New Yorker, The Wall Street Journal,
on the radio and talk with my partner. Some days, I do yoga
Newsweek, Aljazeera, El País Semanal, Foreign Policy, Le Monde
or run in the park. After that, I sit in my studio and spend
and The Guardian, among others. He is the recipient of
several hours working on my computer.
accolades such as Picture of The Year, Pulitzer Prize Finalist
and Arts for Social Improvement La Caixa. Edu recently Exercise 1
published the books Microcatalalunya about rural life, and
1 Go over the words in the list. Explain chores (wash the
Els fets de l’1 d’Octubre (the events of October 1) about the
dishes, take out the trash, cook dinner). Explain that they
independence struggle in Catalonia. He has shown his
will add all of the numbers together to get the total.
photography in exhibits in New York, Berlin, Budapest,
Havana, Hong Kong, Valparaiso, and Barcelona. Born in 2 Have students work independently to write the number of
Barcelona, Edu studied Chemical Engineering and also hours they do each thing and total the hours.
holds a master’s degree from the Danish School of Media Answers
and Journalism. Students’ answers will vary. Sample answers include:
Work or study: 46
Unit Snapshot Do chores: 14
Cook and eat: 20
1 Direct students’ attention to question 1. Have students
Have fun 5
turn to page 41 and identify Louisa May Alcott’s name on
Sleep: 56
the book cover. Ask them if they know anything about Total: 141
this story.
2 For question 2, elicit some of students’ ideas, for example:
family, friends, having fun. Tell them they will read about
Exercise 2
what makes people happy in Lesson 4.2. 1 Have students talk to a partner about how much time
they spend on each activity. Encourage them to think and
3 For question 3, have students name some of their favorite
talk about other activities that are not on the list as well,
actors. Ask: Do you think he / she is happy? rich? busy?
such as commuting, or traveling, to school or work.
Tell them they will watch a video about an actress in
Lesson 4.5. 2 Monitor students’ conversations. If necessary, remind them
how to say larger numbers. Take note of any common
Discussion Questions errors you overhear that you would like to review with
1 Direct students’ attention to the questions below the the class.
picture. Provide words to help them as necessary, for 3 Ask volunteers to share a number that was very different
example: highway, bus, sleeping, truck. for themselves and for their partner, for example: I work for
2 Optionally, before asking students to answer the 30 hours every week. Tomas works for 10 hours every week.
discussion questions, show the photographer video Answers
where Edu Bayer answers a couple of the questions Students’ answers will vary. Sample answers include:
from his perspective. Play it for students as many times I sleep for 56 hours a week. That’s eight hours every night.
as needed to check comprehension and discuss any
vocabulary items.
Real-World Goal
Answers By the end of this unit, students will be able to ask someone
Students’ answers will vary. Sample answers include: for the time because they will learn the simple present form,
1 They are traveling / riding on a bus. questions, different ways of telling time, and formal and
2 No, it isn’t. I walk to school. informal ways of asking for the time.
3 I go to work / school. I eat lunch. I watch TV.
Level 1 Unit 4 37
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4. I like comic book movies.
5. He has a nice car.
Lesson 4.1 My Famous Family 6. My brother works at a restaurant.
Student Book pages 40 – 42 7. I take classes at night.
8. My sisters go to college.
Exercise 1 ACTIVATE 2 Ask volunteers to write the verbs on the board. Go over
1 Say and have students repeat the words in the box. them with the class. As you check each verb, remind
2 Read the example sentence aloud and ask students to students of the subject. For example, for sentence 1: The
point to the wife and the son. Elicit more statements verb is reads. Is the subject she or they?
about the woman. (She’s his mother. She’s her mother.
Answers
She’s their mother.) 1 reads 3 live 5 has 7 take
3 Have students work with a partner to take turns making 2 loves 4 like 6 works 8 go
statements about the picture. Tell them to make as many
statements as they can about each person. Circulate and
provide feedback.
Exercise 3 IDENTIFY OXFORD REFERENCE
1 Direct students’ attention to the picture of the book cover.
Answers Ask if Little Women is an old book or a new one. Ask how
Students’ answers will vary. Sample answers include: many sisters are in the picture (4).
They’re their children. She’s his sister. He’s her husband. She’s 2 Tell students to read the article silently and make a dot
their mother.
under the verb in each sentence. Answer any questions
they have about vocabulary.
Oxford 3000 words
mother husband son brother Answers
tells, is, works, misses, have, writes, wants, loves, has,
father wife daughter sister spends, spend
1 Have the class brainstorm some famous families and write Exercise 4 ASSESS
the ideas on the board. 1 Have students read the questions and then look at the
2 Direct students to talk to a partner about one or more of text again. Then ask students to work independently to
the families on the board. write the answers.
3 Call on individuals to share their ideas with the class. 2 Call on individuals to share their answers with the class.
3 Ask students if they know about this book or one of the
Answers movies based on it. There have been three Little Women
Students’ answers will vary. Sample answers include: movies, in 1933, 1949 and 1994, as well as a TV miniseries
The Weasleys are a famous family from the Harry Potter books. in 1978.
My favorite family members are Fred and George because
they are very funny. I like everyone in the family except the 4 Elicit the verbs that students noted in the previous activity.
brother, Percy. Ask students to identify the subject of each verb.
Answers
Grammar in Context 1 Mrs. March is busy, happy, and kind.
2 Jo has three sisters. Their names are Meg, Beth, and Amy.
Simple present
3 She’s 12 years old.
GO ONLINE 4 Beth loves music.
1 Read the first two sentences in the grammar box. Elicit 5 Jo wants to write books.
more examples of habits and routines, for example: I wake 6 The Laurences are the Marches’ neighbors.
up at 7:00. I eat lunch in the cafeteria.
2 Read the next two sentences in the grammar box. Elicit e Pronunciation Skill
more examples of facts and opinions, for example: I have a
/s/, /z/, / ɪz/ in simple present verbs
bicycle. I like apples.
GO ONLINE
3 Direct students to read the rest of the information in
the box. Play the audio and ask students to listen and read the
information in the box. Provide single and plural examples
for each of the phonetic symbols in the final sound (class,
Extra Practice classes; buzz, buzzes; push, pushes; catch, catches; judge,
1 Say eight sentences and ask students to write down the judges)
present tense verb they hear: e CD 1, Track 18
1. She reads a lot of books.
2. My mother loves apples.
3. They live in Texas.

4511124_WA_TG1.indb 38 5/10/19 11:56 AM

More to Say… t Exercise 7 WHAT’S YOUR ANGLE?
1 Go over the example answers in the chart. Have the class
Focus: Working in groups, students practice
brainstorm other words they might want for the last
differentiating between the different pronunciations
column. For example: smart, funny, busy, tall, short, works at
of -s endings.
a restaurant, loves football. Tell students that if they don’t
Grouping Strategy: Groups of 2–4 students. have family, they can write about friends.
Activity Time: 20 minutes 2 Have students work independently to complete the chart.
Ready,
1 Create a handout similar to the chart in the answer Answers
box. Make a word bank, or include this suggested one:
Tony, my brother, 18, server, funny, intelligent, tall, lives in
buys, digs, fills, grabs, hits, looks, laughs, loses, loves, misses, Mexico City
pushes, reads, runs, shows, stops, shows, swims, watches,
wears.
2 Make a copy of the handout for each group.
Exercise 8 INTERACT
1 Write “notes” about someone from your family on the
Set… board, similar to what to the students have in their charts.
1 Put the students into groups. Then model the activity by using the notes to talk about
2 Give each group a handout. the person in complete sentences, for example: My brother
Go! Tony is 18. He’s a student. He also works at a restaurant. He’s a
server.
1 Set a timer for 5–10 minutes.
2 Have students talk to a partner about the family members
2 Have students work together to say the words from
in their charts. Circulate and provide feedback on the use
the word bank out loud and determine which category
of present-tense verbs. Go over any common errors with
they belong to. Tell them to write the words into the
the class after the activity.
correct column.
3 Circulate and help students as necessary. Writing Skill
4 Check the answers as a class. Using also and too
GO ONLINE
Answers 1 Direct students to read the information in the Writing
/s/ /z/ /ɪz/ Skill box.
laughs grabs misses 2 Read the first two examples aloud and check
looks reads loses comprehension. Do we put also before the verb be or after
stops digs watches the verb be? (after) Do we put also before other verbs or after
hits fills pushes
other verbs? (before)
swims
runs 3 Read the last sentence. Explain that too is usually at the
wears end of the sentence. Sometimes writers use a comma
loves before it, but this is optional.
shows 4 Point out that we don’t use also and too together in the
buys same sentence.
shows
Extra Practice
1 Write several sentences on the board that will be true for
e Exercise 5 NOTICE your students or for someone they know. For example:
1 Have students work independently to write the number of I have a car.
syllables. I speak Spanish.
2 Play the audio and have students check their answers. I’m a student.
3 Go over the answers as a class and clap out the syllables I live in [name of your city].
for each of the two-syllable verbs. I like football.
I have brown hair.
e CD 1, Track 19
I come to class every day.
Answers I eat dinner with my family.
1 1, 1 3 1, 2 5 1, 2 2 Divide the class into an A side and a B side. Explain that
2 1, 1 4 1, 2 6 1, 1 students on the A side will read one of the statements
from the board. Students on the B side will respond
e Exercise 6 DEVELOP with too or also, referring to someone they know,
for example: My father also has a car or My friend Maria
1 Play the audio and have students repeat.
speaks Spanish, too.
2 Have students repeat the last row again and clap out the 3 After four or five A/B exchanges, have the sides swap
syllables. Point out that finishes has 3 syllables. roles and call on several more students.
e CD 1, Track 20
Level 1 Unit 4 39
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Exercise 9 PREPARE Oxford 3000 words
1 Go over the example as a class. Then have students work spend get sleep
independently to rewrite the second sentences for the have go do
remainder of the items.
2 Call on individuals to read their sentences aloud for t Exercise 2 WHAT’S YOUR ANGLE?
the class. 1 Read the example sentences aloud. Elicit different ways to
finish the sentence I have breakfast , for example:
Answers at home, late on Sundays, with my parents.
1 I have three children, too.
2 Have students work independently to write their
2 I have a brother, too.
3 Our neighbors also have a cat.
sentences.
4 My brothers are also students. 3 Ask them to share their sentences with a partner. Call
5 Her husband’s parents are from India, too. on individuals to say something about their partners, for
6 My boss’s name is also Jeff. example: Carlos has breakfast with his brother.
Answers
Exercise 10 WRITE Students’ answers will vary. Sample answers include:
1 Read the directions and check comprehension of the I do my homework after school. I get up early every day. I go to
activity: Do you write about only one person? (no) library in the afternoon.
2 Have students work independently to write about their
families. Circulate and provide feedback. Reading Skill
Answers Identifying key words: Nouns, verbs, adjectives
Students’ answers will vary. Possible examples include: GO ONLINE
My parents live in San Juan. Their names are Rosa and Diego. 1 Direct students to read the information in the Reading
My mother works in an office. She’s smart and funny. My father is Skill box.
smart and funny, too. He’s a teacher.
2 Write two sentences on the board, for example: My brother
gets up early in the morning. My sister works in an office.
Exercise 11 IMPROVE Ask the class to identify the key words in your sentences
Read the checklist aloud. Ask students to review their (brother, gets up, morning; sister, works, office).
descriptions and make corrections. Spot-check while they
do this work.
Extra Practice
1 Say five sentences. After each one, have students work
Exercise 12 SHARE with a partner to make a list of the key words they heard.
Here are some example sentences:
1 Have students share their papers with a partner. Tell them
1. My little sister loves funny movies.
to talk about what is similar about their families.
2. My mother goes to the gym in the morning.
2 Call on individuals and ask them to share one similarity 3. My friend Mary works at a restaurant in the city.
between themselves and their partners using also or too, 4. I sleep on Saturdays and Sundays.
for example: I have two sisters. Mei also has two sisters. 5. Clara goes to the store on Market Street.
2 After students have discussed the last sentence, call on
individuals for the answers. Ask them to say which key
words are nouns, verbs, or adjectives.
Lesson 4.2 How Happy Are You?
Answers
1 little, sister, loves, funny, movies
2 mother, goes, gym, morning
Exercise 1 ACTIVATE 3 friend, Mary, works, restaurant, city
1 Say and have students repeat the verbs. 4 sleep, Saturday, Sunday
2 Ask students to identify the verb that goes with the first 5 Clara, goes, store, Market Street
picture (get).
3 Give students time to complete the exercise. Exercise 3 IDENTIFY
4 Call on individuals to read the completed phrases aloud. 1 Read the directions. Have students look at the survey in
Reinforce the vocabulary by asking questions about each Exercise 4. Pre-teach the word survey by asking what a list
one, for example: Do you get up early? Do you get ready for of questions is called.
school in the morning or in the evening? 2 Tell them to look at the keys words in the box and then
Answers look through the survey as quickly as possible to find
1 get up 3 sleep 5 do 7 spend them at least once. Tell them to make a dot under each
2 get 4 have 6 go 8 go word when they find it. Set a timer for one minute to
encourage them to scan quickly for the key words.
3 Have students work independently to write the words in
the correct column in the chart.

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5 After you model the activity, have the students conduct
Answers
Nouns: time, friends, gym it in small groups. Circulate and provide feedback.
Verbs: sleep, laugh, help
Adjectives: great, tired, happy Exercise 6 APPLY
1 Go over the example with the class. Have students work
independently to write the questions. Remind them to
Exercise 4 INTEGRATE use capital letters and question marks.
2 Have volunteers write the questions on the board.
survey.
2 Show students how to score their survey and read the Answers
results. Ask: Do you have one thing you want to change 1 Do you get up early?
about your routine? What is it? Take answers from 2 Does he go to the gym?
volunteers. 3 Do your friends spend time together on weekends?
4 Do you do homework in the evening?
Answers 5 Does your roommate have a job?
I sleep six hours every night, but I want to sleep more!
Exercise 7 USE
Have students work independently to write three questions.
Exercise 5 IDENTIFY Tell them not to use any of the questions from Exercise 6.
1 Point out that the directions say, Read the survey again. The
answers are from the survey, not their own ideas. Have Answers
students work independently to complete the exercise. Students’ answers will vary. Sample answers include:
Do you have lunch with friends?
2 Have the class call out the answers. After each one, ask the
students to identify where they found it in the survey.
Exercise 8 INTERACT
Answers Read the directions and check comprehension of the
1 True 3 False 5 False activity. Does your partner look at your question or listen to your
2 True 4 True question? (listen) When do you check your partner’s writing?
(after the question is written) Review expressions they can
Grammar in Context use if they don’t understand, for example: Can you repeat
Simple present: Yes/no questions that? or Please repeat the question.
GO ONLINE
1 Direct students to read the information in the Grammar in 1 Elicit things that make students happy. Write their ideas
Context box. on the board using the base form of the verb, for example:
2 Say and have them repeat the example sentences in go to beach, ride a bicycle, cook big meals, play computer
the box. games.
3 See the Grammar focus on page 162 for more information. 2 Have students work independently to write two questions
Extra Practice using the ideas on the board or their own ideas.
1 Write several sentence endings on the board, for Answers
example: Here are some example sentences: Students’ answers will vary. Sample answers include:
get up early Do you go to the beach in the summer? Do you ride a bicycle?
go to a gym
talk on the phone a lot
sleep late on the weekends
Exercise 10 INTERACT
eat lunch at school 1 Go over the example with the class. Emphasize that
2 Model the following activity with a group of four or students should add details after responding with a short
five students. If you have a large class, have the group answer.
come to the front of the room for the demonstration. 2 When students finish, have them switch partners and
Tell students to listen carefully to each other’s answers repeat the activity. Circulate and help as necessary.
because they will need to remember them.
Answers
3 Use the first phrase to ask one of the group members,
Do you get up early? and elicit the short answer. After the
A: Do you go to the beach in summer?
student answers, indicate that he / she should ask a new B: No, I don’t. I don’t live near a beach.
question of the next student, using one of the phrases A: Do you ride a bicycle?
on the board. Continue around the group until the last B: Yes, I do. I like to ride in the mountains.
student asks you a question.
4 Next, switch to third person, using the information you
learned in the first round, for example: Does Maria talk on
the phone a lot? Have the students go around the circle
again, taking turns asking and answering third-person
questions about others in the group.
Level 1 Unit 4 41
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6 A successful person works / doesn’t work on weekends.
7 A successful person doesn’t play games at work.
Lesson 4.3 Be Successful! 8 A successful person gets up early in the morning.
Exercise 1 ACTIVATE Exercise 3 IDENTIFY

1 Elicit definitions or examples for the word successful (have Direct students’ attention to the poster. Ask:
a good job, make a lot of money, get famous, reach goals). What is the poster for? What day? What time? Where?
Explain that being successful can mean different things to Do you think Ray Rich is successful?
different people. Answers
2 Read the directions and have students work with a Students’ answers will vary. Sample answers include:
partner to complete the activity. It’s for a talk by Ray Rich. He talks about being successful.
3 Elicit their answers. Discuss any disagreements.
Answers
Listening Skill
Students’ answers will vary. Sample answers include: Contractions (short forms) with be and simple present
spend time with family, work on weekends, get up early in the negatives
morning. GO ONLINE
Have students read the information in the box. Read
Grammar in Context the example sentences aloud at a natural speed and tell
Simple present: Negative forms students to focus on your pronunciation of the negative
forms.
GO ONLINE
1 Direct students to read the information in the Grammar in Extra Practice
Context box. Write Be on one side of the board and Other verb on the
2 Read and have students repeat the example sentences in other side of the board. Make negative statements and ask
the box. students to point to the correct side of the board. Example
statements:
3 Check comprehension: Do you use “s” on the verb after don’t
I don’t stay up late at night.
or doesn’t? (no)
My brother isn’t a student.
4 Write a few verbs on the board, for example: get up, sleep, My friends aren’t in class today.
have. Call out different subjects and elicit the negative forms. My sister doesn’t live here.
5 See the Grammar focus on page 162 for more information. My parents don’t work on the weekends.
Extra Practice I’m not from Texas.
1 Write some sentence endings on the board, for example:
play football after school
e Exercise 4 IDENTIFY
exercise in the morning 1 Go over the directions and play the audio. Have students
work in the evening work independently to circle the correct answer.
spend a lot of time at the beach 2 Replay the audio and elicit the answers. Have students tell
call my parents every day you the verb they heard.
2 Call on a student to make a negative statement about
Answers
him- or herself using one of the phrases on the board, for
example: I don’t play football after school.
1 positive
3 Then call on another student to make a statement about 2 negative
the first student, for example: Oscar doesn’t play football 3 negative
after school. 4 negative
4 Continue until all of the phrases have been used. 5 positive
Exercise 2 INTEGRATE Audio Script

1 Read the example sentences. Have students work e CD 1 Track 21
independently to write the sentences. 1 I go to work early. / I go to work early.
2 Call on individuals to read their sentences for the class. 2 They aren’t good students. / They aren’t good students.
3 You don’t listen to the teacher. / You don’t listen to the teacher.
Provide feedback on the use of present tense verbs.
4 He’s not busy at work. / He’s not busy at work.
5 She’s in town for business. / She’s in town for business.
Answers
1 A successful person doesn’t go to work late.
e Exercise 5 ASSESS
2 A successful person spends / doesn’t spend time with family. 1 Direct students to read the directions and the answer
3 A successful person has / doesn’t have a lot of free time. choices in preparation for listening.
4 A successful person watches / doesn’t watch a lot of TV. 2 Play the audio and have students work independently to
5 A successful person doesn’t go to bed late at night. choose the answer.
Answers
a

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Audio Script e Exercise 8 BUILD
e CD 1, Track 22 1 Play the audio and have students repeat the days. Have
I’m a happy man. I’m successful. I do a good job. I make a lot of them tell a partner their favorite day and time of day.
money. It’s not hard. It’s easy! Listen. I’ll tell you what I do.
2 Call on volunteers to share their answers with the class.
Number one
I clean my desk every morning. It’s true! Monday, Tuesday, Answers
Wednesday, Thursday, Friday, Saturday… Clean desk, clear mind.
Simple, right?
My favorite day of the week is Saturday. I have an art class in the
Number two
morning, and I go to the movies with my friends in the evening.
I work on Saturdays. I’m not lazy! Sunday is my only day off. I don’t
My favorite time of day is 7:00 in the evening. That’s when I
work on Sundays.
usually have dinner with my family.
Number three?
When I’m at the office, I work. I don’t talk to my friends. I also don’t
use the Internet. I work in the morning and in the afternoon. In the e CD 1, Track 23
evening, I talk to my friends. Or I talk to people like you about how to
be successful! Exercise 9 USE
Number four 1 Have students work independently to complete the
My friends are all successful people. They have money. See, I believe sentences.
that if our friends are rich and successful, we’re rich and
2 Call on volunteers to read the completed sentences aloud.
successful, too.
Number five 3 Model how to make a sentence “true for you.” For example,
I don’t watch TV. Really, I don’t! TV isn’t good. It’s not interesting. It number 1 could be I sleep late on weekends or I don’t sleep
doesn’t help you to be successful. late on weekends.
e Exercise 6 INTEGRATE Answers

1 Replay the audio and ask students to circle the answers. 1 on 4 at
2 at, in 5 on
Stop after number 4 and call on students to read
3 at, in
sentences 1-4 aloud using the correct verb form.
2 Play the rest of the audio and call on students to read the I don’t sleep late on weekends.
last five sentences. I do housework at 8 in the morning on weekends.
Answers
1 It’s not hard 6 doesn’t use Exercise 10 INTERACT
2 cleans 7 are 1 Read the directions. Elicit a sample sentence from the
3 works 8 doesn’t watch class, for example: A successful student comes to class every
4 doesn’t work 9 isn’t day. Have students work with a partner to write three “dos
5 doesn’t talk and don’ts” for successful students.
e CD 1, Track 22 2 Call on pairs to share one of their ideas with the class.
Write the ideas in Dos and Don’ts columns on the board.
t Exercise 7 WHAT’S YOUR ANGLE? Continue going around the room until the students are
Take a class poll to see if students think that Ray gives out of ideas.
good or bad advice. Tell them it’s OK to vote twice. Call on 3 Have the class vote on the two most important ideas in
volunteers to explain their opinions. each column.
Answers Answers
Students’ answers will vary. Sample answers include: Students’ answers will vary. Sample answers include:
He gives bad advice because he says friends need to be rich and A successful student comes to class on time, listens to the
successful—he only thinks about money. He gives good advice teacher, does all of the work, asks questions, and helps
because he works every day and doesn’t watch TV. classmates. A successful student doesn’t miss class, text in class,
or sleep in class.
Prepositions of time: On, in, and at
GO ONLINE
1 Direct students to read the information in the Vocabulary
Lesson 4.4 Time to Go!
Development box. Read and have students repeat all of Student Book pages 48 – 49
the examples in the box.
Exercise 1 ACTIVATE
2 Make sure students can hear the difference between
1 Direct students’ attention to the video stills. Ask them to
Tuesday and Thursday. Write them on opposite sides of the
say what they see, for example: Max has a watch.
board. Say them several times and have students point
to the one you are saying. When they can do this easily, 2 Have them work independently to write the times in
shield your mouth with a piece of paper so they can’t see numbers.
you forming the words and practice a few more times. 3 Have volunteers write the answers on the board.
Level 1 Unit 4 43
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Answers Real-World English Strategies
1 10:00 5 10:45 8 4:10
The concept of time varies cross-culturally. For example,
2 8:00 6 2:05 9 3:30
the American culture values efficiency and therefore
3 5:45 7 1:30 10 11:15
4 9:55 often stresses the importance of saving time, whereas
in other cultures, for example in South America or
in Mediterranean countries, time is not necessarily
Exercise 2 USE perceived as a commodity, and people tend to focus
1 Have the students look at the pictures and say the times more on enjoying the moment. Introduce your students
with a partner. Call on individuals to say them for the class. to the expression Time is money as a starting point for a
2 For more practice with past and to, use a round wall clock. discussion about cultural differences in the perception of
Move the hands and have students practice calling out time. Consider also talking about what it means to be “on
the times. If you don’t have access to a wall clock, you can time” in different cultures – is it acceptable to come early
search for an interactive teaching clock online or make a (before the scheduled time) and late (after the scheduled
paper clock using a fastener for the hands so they can be time), and how early or how late? As an extension activity,
moved. you can go into more details about what to say when one
is early or late.
Answers
1 Write up a few scenarios in which different people
1 four fifteen / quarter past four
2 three twenty-five
arrive either too late and too early to various events
3 eight (minutes) past eight / eight oh eight (e.g., You are invited to a dinner party but miss your
4 one forty-eight / twelve (minutes) to two bus and arrive a half an hour late. What do you say to
5 nine thirty / half past nine the host?).
6 six twelve / twelve (minutes) past six 2 If you have time for it in class, you can have your
students work in pairs and write the scenarios
r Exercise 3 IDENTIFY themselves.
1 Give students a moment to look over the exercise. Then 3 Distribute the ready scenarios to pairs or group of
play the video and ask them to work independently to students and have them discuss how they would
choose the answers. respond.
2 Call on individuals to read the completed sentences 4 Each pair/group role-plays their scenario in front of the
aloud. class. Do the others agree or disagree about how they
handled being early or late?
Answers
1 b 2 a 3 b 4 b 5 a
r Exercise 4 ANALYZE
r English For Real Video Unit 4 1 Replay the video and have students work independently
to write the questions they hear. Pause the video after
Real-World English each scene to give students time to write.
Asking for the time 2 Have students compare their answers with a partner. Call
1 Read the information in the box aloud, modeling the on individuals to say the answers for the class. Ask: Why
polite intonation. does the student say “excuse me”? (because he or she is
talking to a stranger)
2 Have students repeat each of the examples.
3 Write friend or stranger? on the board. Ask several different Answers
students the time, using the more polite and the more What time is it? (Max)
informal forms. Have the class guess if you are asking a What’s the time? (Andy)
friend or a stranger. Excuse me, what time is it? (a student)
Does anybody have the time? (Kevin)
Extra Practice
1 Distribute small slips of paper or index cards, one to each Video Script
student. Ask the students the choose a time (not the r English For Real Video Unit 4
current time) and write it on the card in the 00:00 format. Scene 1
Or, to make sure you get a wide variety of times, do this Andy Ugh... where is it? I’m late!
step yourself before you distribute the cards. Max Late? You’re not late. It’s 10:10.
2 Model a card exchange activity. Have several students Andy Uh, yes, I am!
Max Wait… How is that possible? What time is it?
stand. Using language from the Real-World English box,
Andy The power is out. The clock is wrong. I don’t know. 10:25
ask one of the students for the time and have him or her maybe?
respond with the time on their paper. Indicate that the Max There’s no power...?
student should then ask you for the time, respond with Andy Uh...do you have your phone?
the time on your card, and then switch cards and find a Max Yeah, but I always turn it off and put it in my rucksack
before class… Just a second…
new partner.
Andy OK…What’s the time?
3 Tell students to walk around the classroom asking each Max It’s 10:30. Half past. Time to go!
other the time and exchanging cards. Encourage them
to use both the more direct and the more polite forms.
Call time when everyone has spoken to 4 or 5 partners.

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Scene 2 Interviewer What time do you work?
Andy We’re just in time. Meera I start work at different times every day. At the theater,
Max Yep…and the clock here is wrong too! I start work at about 6 p.m. Movies start much earlier.
Voices On a movie set, I usually start at 6 in the morning. For
off-camera Excuse me, what time is it? Sorry, I don’t know… tutoring, I work from 4 to 7 p.m.
Kevin Ugh! Does anybody have the time? Interviewer When do you finish work?
Max I do. It’s 10:45. Quarter to eleven. Meera The theater runs very late. Sometimes I don’t finish
Kevin Aw, phew... I’m on time! What’s up guys? until after midnight. Days on a movie set are long, too.
Nice watch, Max. Interviewer When do you go home?
Meera Since I work very late, I usually go home right after
Exercise 5 PREPARE work.
Interviewer What are you in right now?
1 Go over the directions. Tell students to include at least Meera Right now I’m in a play called “Richard the Second”
three sentences in their dialogue. Write this example on by Shakespeare. We have performances eight times a
the board and model it with a student: week.
Interviewer Who do you play in Richard the Second?
A: Excuse me, do you know what time it is?
Meera In Richard the Second, I play the queen. Her character
B: Sorry, I don’t know. I don’t have my phone. is very different from me. So it’s a very fun part to play.
A: That’s OK. Thanks. Interviewer What’s your favorite thing about being an actor?
Meera My favorite thing about being an actor is that every day
Ask the class if the conversation is between friends or is different. I work all the time, but I’m very happy…
strangers (strangers). with both my jobs.
2 Have students work with a partner to prepare and practice
the conversations. Circulate and provide feedback. Exercise 2 INTEGRATE
1 Give students a minute to read the questions. Then replay
Answers the video and have them work independently to circle the
Students’ answers will vary. Possible examples include: answers.
Friends:
A: Hey, Marco. What time is it? 2 Call on individuals to read the completed sentences
B: I don’t know. I don’t have a watch. aloud.
A: Do you have a phone?
B: Oh yeah. It’s 10:00. Answers
1 movies 5 late
2 different times 6 goes home
Exercise 6 INTERACT 3 6 p.m. 7 different
1 Have each pair meet with another pair to act out their 4 4 to 7 p.m.
conversations. Tell the pairs to guess whether their
partners’ conversation is between friends or strangers. Speaking
2 For more practice, have each pair find a new pair to work Describing habits or routines
GO ONLINE
3 Remind students to go online so that they can create their
1 Direct students to read the information in the box.
2 Read and have students repeat the examples.
Extra Practice
1 Write the days of the week on the board. Tell the
Lesson 4.5 A Day in the Life students about your schedule, for example: I teach
Student Book page 50 English class Monday to Friday. Tuesday and Thursday I go
to the gym at about 4:00. I eat dinner every evening at 6:30.
Exercise 1 ACTIVATE On Saturdays I sleep late.
GO ONLINE 2 Call on individuals to share something about their
schedule. As they do, write the verb phrases on the
1 Direct students’ attention to the picture. Ask them to
board, for example: go to class, eat lunch, spend time with
guess Meera’s two jobs.
friends, play football, do homework.
2 Play the video, ask students for their answers, and write
3 Have students use the words on the board to tell a
the correct answers on the board.
partner three things about their schedule.
Answers
She’s an actress/actor and a tutor/teacher. t Exercise 3 WHAT’S YOUR ANGLE?
Read the example aloud. Check comprehension of the
Video Script activity. Ask: Do you need to write complete sentences? (no)
r Meera’s Day Have students work independently to write five activities
Meera Hi, I’m Meera. I’m an actor. that are in their schedules.
Interviewer What do you do?
Meera I’m an actor, but I also tutor high school students. So Answers
this is what we call the Eustachian tube. Here we have Students answers will vary. Sample answers include:
this definition right here. OK? Saturday: sleep late, eat breakfast, spend time with friends, play
Interviewer Where do you work? computer games, go to a restaurant.
Meera I work in different places. Sometimes I work in a theater,
and sometimes I work on a movie set.
Level 1 Unit 4 45
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Exercise 4 APPLY
Read the directions and check comprehension of the
activity. Ask: Do you write a sentence in each box or an activity
in each box? (an activity)
Answers
get up early, watch TV, play football, spend time with friends, go
to work, eat dinner, go to class, watch TV, do housework
Exercise 5 INTERACT
1 Model the activity. Tell students about your schedule,
using activities they have written on their cards. Tell them
to make a small dot next to any activity you say and to call
“Bingo” when they have three in a row. When you have a
winner, check comprehension of the activity. Ask: Do you
just read the words on your card, or do you talk about your
routines using complete sentences? (complete sentences)
2 Seat students in small groups to play the game. For
extra practice, play more than one round. The first time,
tell students to make a small x to mark the words they
hear. Reconfigure the groups and play again. This time
have students circle the words they hear. (To reconfigure
groups so that students have all new partners, assign each
group member a number 1-4. Then have all the number
1s sit together and all the number 2s sit together, etc.)

4511124_WA_TG1.indb 46 5/10/19 11:56 AM

Answers
Unit 4 Review Students answers will vary. Possible examples include:
I work and go to school. I don’t have time for fun. / I’m not busy
Student Book page 150 on the weekends. I spend time with friends on Saturday and
Sunday.
Vocabulary
GO ONLINE Encourage students to go online to listen to the
Exercise 1 podcast and add their comments to the discussion board.
Answers Zoom In
1 Monday 4 Thursday 7 Sunday
2 Tuesday 5 Friday Exercise 7
3 Wednesday 6 Saturday 1 Task 1: Give students a minute to think of the activities
they want to talk about. Have them talk to a partner. When
Exercise 2 they finish, ask them to switch partners and repeat the
activity.
Answers
2 Task 2: Model the activity by talking about someone
1 Ben 4 Leslie and Ben
2 Ryan and Matt 5 Matt
in your family. For example: My husband is a teacher. He
3 Alicia 6 Leslie goes to work every morning at 7:00. He eats lunch at school
with the other teachers. He comes home at 4:00 and cooks
GO ONLINE Encourage students to go online to play the dinner. Have students work independently to write their
vocabulary game. sentences. Remind them to check for s on present tense
verbs. Ask them to share the sentences in small groups or
Grammar collect and correct their work.
3 Task 3: Model the activity by sharing a picture of your own
Exercise 3 family or of a famous family that students may not know
Answers much about. Describe the people in the picture. These are
is, works, goes, starts, eats, finishes, doesn’t go, has, sleeps, does my parents. They live in Los Angeles. My mother is very smart
and kind. She doesn’t work now.
Exercise 4 Answers
Answers 1 I exercise every day, and I spend a lot of time with my friends.
1 don’t 3 doesn’t 5 do I don’t stay up late on weekdays, and I don’t stay late at work.
2 have 4 work 6 don’t 2 My roommate takes a long shower every morning at 6, and
he sings. He doesn’t wash his dishes. He plays loud music at
Exercise 5 night.
3 This is a picture of my family and me. That’s me, that’s my
Answers brother next to me, and those are my parents.
1 Do you spend time with your family?
2 Does she do homework on Sunday nights?
3 Do I make good coffee?
Exercise 8
4 Do they get up early? Tell students to think about how they did on each of the
5 Do you go to bed at 10? tasks in Exercise 7 and to check the appropriate box. Remind
them that they can review the online activities for any skills
GO ONLINE Encourage students to go online for further they need more practice with.
grammar game. Answers
Discussion Point
1 Direct students to read the discussion point silently.
2 Read the quote aloud. Write the word routine on the
board and elicit its meaning (things you do regularly or
every day). Ask students for some examples of routine
activities (go to work, do housework, make dinner). Ask
what the writer of the quote means by “life” (fun, activities
that make you happy).
3 Ask students the discussion questions. Take a poll to see
how many students don’t have time to do fun things.
Level 1 Unit 4 47
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Wide Angle Teacher’s Guide Unit 5 Travel
Unit Overview 5.3 Do You Share?
Reading Skill Using headings
Introduction to the unit Vocabulary Development Agent nouns: verb + -er and
The title of this unit – Travel – summarizes the main noun + -ist
themes: describing and asking questions about ways Grammar in Context The simple present: wh -questions
to travel. Pronunciation Skill Falling intonation in wh- questions
In Lesson 5.1, the idea of travel is reflected throughout, in • Read about the sharing economy
activities where students identify ways to travel and talk
• Practice forming and using agent nouns
about travel preferences and frequency. In Lesson 5.2, the
theme continues as students read about transportation • Ask and answer simple present wh- questions
and then describe and evaluate transportation in their • Talk about which sharing services you use
city. In Lesson 5.3, students read about new possibilities
for travelers and talk about apps they use when they 5.4 Huh? What?
travel. In Lesson 5.4, students watch a video and then Real-World English Asking someone to repeat something
practice asking a train or bus station employee to repeat • Distinguish formal from informal ways of asking someone
information. Finally, Lesson 5.5 summarizes what students to repeat something
have learned about places as they listen to people buying • Ask someone to repeat something and respond to
bus and train tickets and then role-play an interaction requests for repetition
between a traveler and a bus or train station employee.
5.5 A Ticket to Somewhere
Speaking Buying tickets
Lessons • Request a one-way or round-trip ticket
5.1 By Train or by Plane • Make and respond to requests for repetition
Listening Skill Listening for specific information
Grammar in Context Adverbs of frequency Resources
• Identify types of transportation (Oxford 3000) Class Audio CD 1, Tracks 24–28
• Practice statements with adverbs of frequency Workbook Unit 5, pages 29–35
• Talk about how people like to travel Oxford Readers Correlations
England (9780194655439)
5.2 I Hate Driving Here! Teacher’s Resource Center
Grammar in Context like / love / hate + a verb in the Assessments: Unit test
-ing form English For Real video
Writing Skill Using for example Grammar focus
• Read opinions about city transportation Grammar PPTs
• Use like / love / hate + a verb in the -ing form to talk about Grammar Worksheets
travel preferences (Oxford 3000)
• Write an opinion letter
Vocabulary cards
Newslea articles
Word list

4511124_WA_TG1.indb 48 5/10/19 11:56 AM

Unit Opener The family is traveling by buggy, a vehicle pulled by horses.
The older sister is following the buggy, on her bike because
it’s a nice day.
The photograph helps set up the theme of travel by
My favorite way to travel is by car. I like to see the landscapes
presenting two different kinds of transportation. Questions
in different towns and cities to see how everyone lives.
about how these people are traveling and where they are
going tie into the idea of travel explored in the unit. Unit Opener Exercise
1 Tell students the quiz is just for fun. They should guess the
Photographer
answers if they don’t know.
Krisanne Johnson 2 Take a poll for each question to find out how students
Krisanne Johnson (b. 1976) grew up in Xenia, Ohio. She answered. Read the correct answers out or have
graduated with a degree in journalism from the University students search for them online. Point out the cities on a
of Colorado and pursued postgraduate work in visual world map.
communications at Ohio University. She is currently based
in Brooklyn, NY. Since 2006, Krisanne has been working Answers
on long-term personal projects about young women and 1 b 2 c 3 a 4 c
HIV/AIDS in Swaziland and post-apartheid youth culture.
Krisanne’s work has been exhibited internationally and has Real-World Goal
appeared in various magazines and newspapers, including By the end of this unit, students will be able to buy a
The New Yorker, TIME, The New York Times, Fader, The Wall ticket from a person because they will learn how to use
Street Journal, US News & World Report, L’Espresso, Vanity information questions, how to identify different types of
Fair (Italy), D la Repubblica, Courrier International, CNN, and transportation, and how to ask for repetition when they
HUCK. don’t understand.
Unit Snapshot
1 Direct students’ attention to the questions. Discuss the
meaning of dangerous (likely to hurt you). Ask students if Lesson 5.1 By Train or by Plane
they think walking, driving, or taking the bus in the city is Student Book pages 52 – 53
more dangerous.
2 For question 2, discuss the meaning share. Demonstrate Exercise 1 ACTIVATE
by “sharing” a book with a student. Explain that ride- 1 Say and have students repeat the words.
sharing is sharing a car. Ask students to name the ride- 2 Ask students to identify the word that goes with the first
sharing companies in your area. Tell them they will read picture (by subway).
about these kinds of companies in Lesson 3.
3 For question 3, show students a map of Australia. Point
out Toowoomba and Brisbane and have them guess the
aloud.
distance.
Answers
Discussion Questions 1 by subway 5 by bike
1 Direct students’ attention to the questions below the 2 by train 6 by car
picture. When you ask students to talk about how they 3 by boat 7 by motorcycle
like to travel, provide words to help them as necessary, for 4 by plane 8 by bus
example: train, plane, boat.
2 Optionally, before asking students to answer the Oxford 3000 words
discussion questions, show the photographer video car bike plane boat
where Krisanne Johnson answers a couple of the motorcycle train bus
questions from her perspective. Play it for students as
many times as needed to check comprehension and Exercise 2 USE
discuss any vocabulary items. 1 Direct students to read number 1 silently. After a moment
to allow everyone time to find the answers, have the class
Answers
Students’ answers will vary. Possible answers include:
call them out.
1 by bike, by car/bus 2 Have students work independently to complete the
2 by car, by train, by plane exercise.
3 Yes, I do. / No, I don’t. 3 Call on individuals to read the completed sentences aloud.
Answers
r Video Script 1 bus, bus 4 bike 6 boat
This is a photograph of a family on their way home. I took 2 plane 5 subway 7 motorcycle
this in the countryside of Ohio. 3 train, train
Level 1 Unit 5 49
4511124_WA_TG1.indb 49 5/10/19 11:56 AM

t Exercise 3 WHAT’S YOUR ANGLE? 2 Ask the students of each quadrant: What will you
1 Read the directions and the sample answer. Explain the listen for? (A: prices, B: descriptions, adjectives; C:
meaning of convenient (easy to use). Have students talk to transportation, D: city names)
a partner about their preferences. 3 Read this story. Tell students to write all of the key words
for their own assignment:
2 Call on individuals to share their ideas with the class.
We are traveling to Hawaii next week. I’m so happy! Hawaii
Answers is warm and beautiful this time of year. We’re going by
Students’ answers may vary. Possible answers include: plane to Honolulu. Those tickets cost about $400. Then
I like to go by plane because it’s fast. we’re going by boat to Maui. That’s about $120 for all of us.
I like to go by bus because it’s cheap. It’s so green on Maui—I can’t wait to see it again!
4 Elicit the key words from students in each quadrant.
e Exercise 4 IDENTIFY (A: $400 + $120; B: warm, beautiful, green; C: plane, boat;
D: Hawaii, Honolulu, Maui)
1 Direct students to look at the picture and read the
directions and answer choices. e Exercise 5 APPLY
2 Play the audio and have students work independently to 1 Go over the sentences and elicit the kind of information
circle the answer. that is missing. (1-2 transportation; 3 adjective / description;
3 Have the class call out the answer. 4 transportation, number; 5 transportation, place)
Answers 2 Replay the audio and have students work independently
b to complete the sentences.
Audio Script
Answers
e CD 1, Track 24 1 plane 3 expensive 5 bikes, town
Haley So, Emma…let’s talk about Lauren and Chad’s wedding.
2 car 4 plane, two/2
Emma OK.
Haley It’s in June. That’s in three months. So, I think we need to
buy our plane tickets soon. e CD 1, Track 24
Emma Plane tickets? They’re so expensive. Why don’t we just go Grammar in Context
by car?
Haley Are you crazy? It’s a ten-hour drive! Adverbs of frequency
Emma So? I often go on long road trips. It’s fun! I drive some, we GO ONLINE
stop, and then you drive some. Easy.
Haley No, no, no, no. I drive two hours every day to go to and 1 Direct students to read the information in the Grammar
from work. I don’t want to be in a car for ten hours on my in Context box. Say and have them repeat the adverbs of
vacation. frequency.
Emma Well, there’s always the train…
Haley Ugh, no way. I never travel anywhere by train. It’s usually
2 Write a positive and a negative sentence on the board
slow and expensive. By train, it’s a six-hour trip to the with a regular verb and with the verb be. For example, I eat
wedding. By plane, it’s only a two-hour trip, and it’s not breakfast in the morning. I don’t take the subway. The train is
much more expensive than the train. on time. The bus isn’t expensive.
Emma Well…
Haley Listen. I always find good deals, right? Let me look on the
3 Using the first sentence, elicit the placement for an adverb
Internet. I usually find cheap plane tickets! of frequency. Then make the statement with two or three
Emma OK, OK. different adverbs and tell students to raise their hands
Haley All right. I think we should stay for a week after the when the sentence is true for them. Repeat the process
wedding. Then we’ll have time to hang out at the beach, with each sentence. For example, I always eat breakfast in
see the town, visit a museum… What do you think?
Emma That sounds good. Maybe we can rent bikes and see the
the morning. I never eat breakfast in the morning. The bus
town by bike. isn’t usually expensive. The bus isn’t always expensive.
Haley Yeah, I like that idea! OK, where’s my computer? Let’s look 4 For additional information, see the Grammar focus on
for tickets and a cheap hotel! page 163 of the Student Book.
Listening Skill Extra Practice
Listening for specific information 1 Divide the class into small groups and give each group a
GO ONLINE copy of these five sentences:
1 Read the information in the box aloud. a I go to bed late.
2 Ask students for examples of specific information. Ask: b Planes aren’t comfortable.
I want to know where the train goes—what do I listen for? c I am late for class.
(city names) I want to know the price of the bus ticket—what d I take the subway to class.
do I listen for? (numbers) e I eat a big dinner.
2 Tell students to pass the paper around the group. Each
Extra Practice student needs to add an adverb of frequency to one of
1 Divide the class into four quadrants A, B, C, and D. Write the sentences. They should not repeat adverbs. Tell them
the following assignments on the board: to call out when all of the sentences are done.
A: How much will I spend? 3 When most of the groups have finished, call on an
B: What is it like? individual to read sentence 1 aloud with an adverb of
C: How do I get there? frequency. Continue around the class, telling students
D: What places do I visit? not to repeat the adverbs.

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Exercise 6 INTEGRATE readers’ names. Ask: Who are Dana Smith, Marlon Jimenez,
1 Do number 1 together as a class and write the answer on and Heidi Fletcher? (readers)
the board. 3 Have students read the comments silently and mark a
2 Have students work independently to write the rest of the small + or – for each negative or positive comment. When
sentences. they finish reading, elicit their answers. Then ask for any
questions about vocabulary.
3 Call on volunteers to write them on the board.
Answers
Answers Students’ answers will vary. Possible answers include:
1 I never travel by car in the city.
Dana Smith:
2 She usually sees her friends in the evenings.
I usually love riding my bike… / but it’s difficult in this town.
3 They never stay home for vacation.
Marion Jimenez:
4 We often visit the countryside.
I love taking the subway for many reasons. / I don’t always like
5 I sometimes practice English with strangers.
taking the bus because it’s sometimes late and a bit slow….
6 You always get cheap plane tickets.
Heidi Fleischer:
We have great transportation. / I hate sitting in my car and
t Exercise 7 WHAT’S YOUR ANGLE? waiting at every red light.
1 Read the directions and elicit an example of changing a
sentence to make it “true for you” with Exercise 6 Exercise 3 IDENTIFY
number 1. Point out that they’ll need to change some of 1 Have students work independently to mark the
the sentences to I and remind them to change the verbs statements true or false. Tell them to correct the false
accordingly. answers and mark the place in the text where they found
2 Have students work independently to write the sentences. the true answer.
2 Have the class call out the answers. For each false
Answers
statement, elicit a correction (2. Dana loves riding her bike;
1 I sometimes travel by car in the city. 7. Heidi wants a hot air balloon taxi, but she’s joking).
2 I often see my friends in the evening.
Answers
3 I usually stay home for vacation.
1 True 5 True
5 I never visit the countryside.
2 False 6 True
5 I often practice English with strangers.
3 True 7 False
6 I usually get cheap plane tickets.
4 True
Exercise 8 INTERACT e Exercise 4 VOCABULARY

Call on students to share their answers with the class. After
1 Have students work independently to choose the correct
each one, ask for a volunteer who has a different version
verbs.
of the same sentence. Encourage students to elaborate on
their answer. For example, ask: Why don’t you drive in the city? 2 Play the audio and have students check their answers. Call
What evenings do you usually see your friends? on individuals to read the completed sentences aloud.
Answers
1 ride, bike 5 ride
2 drive 6 sail
Lesson 5.2 I Hate Driving Here! 3 walk, take 7 fly
4 take
Exercise 1 ACTIVATE Audio Script

1 Direct students’ attention to the question and the sample e CD 1, Track 25
1 A lot of people ride their bikes to work, but it’s often dangerous to
answer. Ask them to talk to a partner and make a quick
bike in the city.
list of every place they get information about their 2 Some people drive their car downtown, but there’s usually a lot of
communities. traffic.
2 Have students share their ideas with the class. List them 3 I usually walk to the subway station, and then I take the train to
the office.
on the board so there are no repeats.
4 Sometimes I take the bus to class.
5 When I ride the train, it’s nice to look out the window.
Answers 6 On weekends, we often sail our boat on the lake.
Students’ answers will vary. Possible answers include: 7 When I travel from the United Kingdom to the United States, I
city website, flyers on café walls, local newsletters, friends, usually fly with British Airways.
university website, social media
Exercise 5 USE
Exercise 2 IDENTIFY 1 Direct students’ attention to the verbs. Elicit transportation
1 Direct students’ attention to the picture. Ask: What kind of nouns that go with ride and take (ride the bus / subway /
transportation are they using? (cars) train; take the bus / subway / train / a taxi / an Uber).
2 Read the title and the first paragraph aloud. Ask: What 2 Read the example sentence aloud. Elicit an example for
is the San Pedro Sun? (a newspaper) Point to the three ride from a volunteer.
Level 1 Unit 5 51
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3 Have students work with a partner to take turns making a Exercise 7 INTEGRATE
statement about themselves with each verb. Tell them that 1 Read the example question. Elicit an example for number 2.
both partners should make a sentence using each verb. (Do you like flying?)
Check comprehension of the task. Say: You are Student A
2 Have students work independently to write questions.
and Student B. Who makes a sentence with ride? (Both)
4 Call on individuals to share one of their sentences with Answers
the class. 1 Do you like biking?
2 Do you like flying?
Answers 3 Do you like taking the bus?
Students’ answers will vary. Possible answers include: 4 Do you like reading (at / in the park)?
I never sail. I fly to Mexico every summer. 5 Do you like shopping (for clothes)?
6 Do you like getting up early?
Oxford 3000 words Students’ other answers will vary. Possible answers include:
Do you like going to the movies?
ride sail fly take Do you like cleaning the house?
drive walk bike
Grammar in Context Exercise 8 INTERACT

1 Go over the instructions and the sample question and
like / love / hate + a verb in the -ing form
response. If necessary, review the correct short answer forms.
2 Direct students to ask and answer their questions from
Context box.
Exercise 7 in pairs. For more practice, have them switch
2 Check comprehension of the spelling rules. Write these partners and repeat the activity.
verbs on the board: drive, sleep, sit, write. Elicit sentences
3 Call on individuals to share something they learned about
from the class for each word, for example: I hate driving in
their partner. For example, Maria doesn’t like biking.
the rain, I love sleeping late on the weekends, I like sitting near
the door. I like writing poetry. Ask the students to write the Answers
sentences and then compare them with a partner. Have Students’ answers will vary. Possible answers include:
volunteers write the sentences on the board. Yes, I do. / No, I don’t.
page 163 of the Student Book. Writing Skill
Extra Practice Using for example
1 Have the class brainstorm a list of activities they like, GO ONLINE
love, and hate doing. Write the activities on the board.
(For example, eating ice cream, cleaning the house,
playing football, going to school, studying English, 2 Draw their attention to the punctuation. Ask: Is for
waking up early). example at the beginning of the sentence or in the middle of
2 Play a memory game. Have the students stand in a the sentence? (at the beginning) Where is the comma? (after
circle, or if you have a large class, form two or three for example)
large circles. Direct the first student to say I like / love / Extra Practice
hate + one of the activities from the board or his or her 1 Make enough copies of the sentence strips below so that
own idea. Tell the second student to repeat the first each group of 3 or 4 students can have a set:
student’s information and then add their own sentence.
Julia travels a lot.
(For example, She hates cleaning the house, I like eating
ice cream.) Continue around the circle until you come She goes to France, Vietnam, and Taiwan every year.
back to the first student, who needs to remember what Carlos loves doing all kinds of sports.
everyone said. He plays baseball, basketball, and tennis.
t Exercise 6 WHAT’S YOUR ANGLE? There are a lot of problems with the roads in this city.
1 Read the directions and have students work Main St. is closed for repairs right now.
independently to draw an emoticon on each picture She loves running for several reasons.
2 Have the class brainstorm some additional activities and It’s good for her health and it makes her feel good.
write them on the board, for example: walk, drive, run. Tell
them to write two more activities with an emoticon for each. Mark hates flying for several reasons.
It’s expensive and uncomfortable.
Answers
2 Cut the sentence strips and scramble each set before you
going to movies h, cleaning the house h distribute them to the groups. Tell the students to work
together to match the sentences up and add for example
where appropriate.
3 Call on a student from each group to share one of their
answers with the class.

4511124_WA_TG1.indb 52 5/10/19 11:56 AM

Answers Exercise 11 INTEGRATE
1 Julia travels a lot. For example, she goes to France, Vietnam, 1 Read the directions and direct the students’ attention
and Taiwan every year. back to the San Pedro Sun readers’ comments on page
2 Carlos loves doing all kinds of sports. For example, he plays 54. Review the comments. Point out that they express an
baseball, basketball, and tennis. opinion (I like / love / hate__ing); they include an example
3 There are a lot of problems with the roads in this city. For beginning with for example; and the first and third readers’
example, Main St. is closed for repairs right now.
responses, which express negative opinions, include
4 She loves running for several reasons. For example, it’s good
for her health and it makes her feel good.
an idea for improvement with we need. Have students
5 Mark hates flying for several reasons. For example, it’s identify the frequency words in each comment (Dana’s
expensive and uncomfortable. comment: usually, always; Marlon’s comment: always,
usually, not always, sometimes; Heidi’s comment: [none]).
Exercise 9 INTERACT 2 Have students work independently to write their opinions
about the transportation in their town or city.
1 Go over the directions and first item. Elicit other possible
ways to travel around Europe that can be used in Answers
sentences with for example (For example, you can travel Students’ answers will vary. Possible answers include:
by train.). I like taking the subway. It’s fast and it’s not expensive. But there
2 Have students work with a partner to come up with are some problems. For example, sometimes it’s not clean and
example sentences for the remaining items. there’s no place to sit. We need more subway cars!
3 Call on students to write their examples on the board. Go

over them with the class, reviewing how each one is an Exercise 12 IMPROVE
example of the provided statement. Go over the checklist. Ask students to look over their writing
and make corrections. Spot-check while they do this work.
Answers
Students’ answers will vary. Possible answers include: Exercise 13 SHARE
1 For example, there are airports in many cities.
1 Have students share their written opinions with a partner.
2 For example, I clean my house, ride my bike, and visit my
friends.
For further practice, have them switch partners and share
3 For example, some people take the subway. Other people again.
take taxis. 2 Call on individuals to share what was similar or different
4 For example, Abdullah is from Riyadh, and Zehra is from about their and their partners’ opinions.
Azerbaijan.
5 For example, it’s loud and dirty.
6 For example, it’s exciting, and there’s a subway.
Lesson 5.3 Do You Share?

t Exercise 10 WHAT’S YOUR ANGLE? Student Book pages 57 – 59
1 Ask the class to brainstorm some positive and negative
aspects of transportations in your area. Exercise 1 ACTIVATE
2 Have students work independently to complete their Have students discuss where they find each of the items.
charts. Tell them to choose the ideas that are most Elicit the names of the apps they use for each item.
important to them.
Answers
Answers Students’ answers will vary. Possible answers include:
Students’ answers will vary. Possible answers include: 1 I usually ask my friends for recommendations. Sometimes I
Positive: read reviews online.
The buses are cheap. 2 I search different websites for the best prices for plane tickets.
There are lots of buses. 3 I usually take public transportation to the airport. For example,
Parking is free. I take the subway or the bus. I look up the routes and prices
The train is fast. online.
The roads are new. 4 I like looking at magazines, newspapers, and event listings on
Negative: social media to find things to do in a city.
There are too many cars.
The buses are dirty. t Exercise 2 WHAT’S YOUR ANGLE?
There aren’t many trains.
1 Have students talk to a partner about the apps they use
when they travel.
2 Call on individuals to share their ideas with the class.
Encourage them to give more information than just the
name of the app; have them explain what they use each
one for.
Level 1 Unit 5 53
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Students’ answers will vary. Possible answers include: 1 Create a set of flashcards for each pair of students. Put
apps for finding lodging, for transportation and parking, for these words on the front of the cards:
restaurant and tourism recommendations, and for photo sharing buyer seller dancer
Reading Skill singer giver winner
Using headings loser runner thinker
GO ONLINE user worker bicyclist
1 Read the information in the box aloud. guitarist violinist biologist
2 Ask students to look at the article and tell you how many and these definitions on the back:
headings there are (4). Explain that reading the headings a person a person who a person who
first to see how information is organized can help make it who buys sells something dances
easier to understand the article. something
Extra Practice a person who a person who a person who
1 Write three “headings” on the board: Things to Do; The sings gives wins
Best Food; and Getting Around the City. Using the names a person who a person who a person who
of specific places in your city, ask students where they loses runs thinks
would find information about a park (Things to Do),
a train or bus station (Getting Around the City), and a a person a person who a person who
restaurant (The Best Food). who uses works bicycles
2 Put students in small groups. Tell them to imagine these something
are the headings in an article about your city. Ask them a person who a person who a person
to work together to make a list of things that might plays guitar plays the violin who works
appear in each section. in biology
3 Have individuals share some of the ideas from their 2
Have Partner A read the definitions on the back and
groups. Partner B guess the -er or -ist word. Tell them to switch
roles and repeat the activity when they finish.
Exercise 3 ASSESS
1 Give students a moment to find the answers to all of the Exercise 5 IDENTIFY
questions. Have the class call out the answers. 1 Direct students to look quickly through the reading for
2 Ask students to read the article silently. agent nouns.
Answers 2 Call on individuals to read the sentences where they
1 four found the nouns.
2 the definition of sharing economy
3 section 4: Where do you eat?
Answers
travelers, tourists, drivers, riders
4 section 3: How do you get a round?
Exercise 4 IDENTIFY Exercise 6 INTEGRATE

1 Have students work independently to complete the 1 Point out the chart headings. Direct students to work
exercise. independently to complete the chart.
2 Call on individuals to read the completed sentences 2 Go over the answers as a class.
aloud. Answers
teacher scientist
Answers
rider artist
1 b 2 a 3 a 4 b 5 b
traveler motorcyclist
driver tourist
Agent nouns: +er and +ist t Exercise 7 WHAT’S YOUR ANGLE?
GO ONLINE 1 Read the example sentences. Give students another
Direct students to read the information in the Vocabulary example about yourself. For example, I’m a teacher. I’m also
Development box. Read the example sentences aloud. Elicit a pretty good singer and an OK artist.
any examples of -er or -ist nouns they can think of and write 2 Put students in pairs to discuss their answers to the
them on the board. question. Circulate and take note of any common errors
you overhear that you would like to review this the class.
3 Have students report back about the agent nouns they
used and heard. Keep a list on the board.
Answers
Students’ answers will vary. Possible answers include: I’m a
runner. I’m also a good driver.

4511124_WA_TG1.indb 54 5/10/19 11:56 AM

Grammar in Context e Pronunciation Skill
The simple present: wh- questions Falling intonation in wh- questions
GO ONLINE GO ONLINE
1 Direct students to read the information in the Grammar in 1 Ask students to read the information in the box and then
Context box. Read and have students repeat the example play the audio.
questions in the box. 2 Provide additional examples of yes/no and wh- questions,
2 Write on board: Do you study? and elicit the answer (Yes, modeling the intonation: Do you study English? Are you a
I do). Then restate the question with What / Where / teacher? Where do you take classes? When does your class
When / Why / How and elicit the answers. Say: These are begin? Have students repeat the questions after you.
information questions because you have to answer with more e CD 1 Track 26
information than just yes or no.
3 For additional information, see the Grammar focus on More to Say…
page 163 of the Student Book. Focus: Working in groups, students practice using
Extra Practice appropriate intonation when asking questions.
1 Recreate this chart on the board: Grouping Strategy: Groups of 2–4 students
What do you work Activity Time: 20 minutes
Where does he study Ready,
Why she take the train Gather a blank piece of paper for each student.
When we get to school Set…
How they 1 Give each student a piece of paper.
2 Put the students into groups.
your friends
3 Have students write six questions they would like to ask
your brother their classmates. Three should be yes/no questions and
2 Have students work with a partner to create questions three should be wh- questions.
using each of the subjects once. The first pair to finish 4 Instruct them to draw intonation arrows over the
wins, but all of the questions have to make sense (be questions, rising for the yes/no questions and rising/
“good questions”). falling for the wh- questions.
3 When the first pair calls out that they are finished, ask
Go!
them to read their questions to the class. Don’t accept
questions that don’t make sense (like Why does he get 1 Have the students stand up and move around the class,
to school?) After the students read each question, elicit asking other students the questions and answering
a possible answer from the class. Sample questions and their classmates’ questions.
answers: Where do you work? At a restaurant. What does 2 Circulate to make sure they remember to use the
he study? English. Why does she take the train? It’s fast. appropriate intonation.
When do we get to school? At 9:00. How do they get to
school? By bus. Where do your friends study? At this school. e Exercise 9 DEVELOP
When does your brother work? On Saturdays. 1 Have students look over the sentences. Tell them to make
a small mark where they think the pitch rises.
2 Play the audio and have them listen and check their
1 Go over the directions and the first example. Point out
answers. Then replay the audio one item at a time
that students have to supply do or does as appropriate
and have them repeat the questions. Elicit where the
and look in the article on page 57 for the answers.
pitch rises.
2 Have students read their questions and answers with a
partner. Call on pairs to read each question and answer for Answers
the class. Words with strongest rise:
1 sharing
Answers 2 stay
1 When do people use Zipcar? When they need a car for a few 3 ride-sharing
hours 4 favorite
2 What do people and companies use the Internet for? To share 5 find
bikes, cars, and rooms
3 What services do people use for ride sharing? Hitch-A-Ride, e CD 1, Track 27
Uber, Lyft
4 Why do people use bike-sharing services? It’s cheap, easy,
and fun.
5 What do sites like HomeAway do? Connect travelers to
people with a room or house to rent
6 How much does CouchSurfing.com cost? It’s free.
7 Where do tourists eat with meal-sharing apps? In local
people’s homes
Level 1 Unit 5 55
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Exercise 10 INTERACT Video Script
1 Read the instructions. Check comprehension of the r English For Real Video Unit 5
activity. For example, say: You ask the question. Your partner Scene 1
answers. Then what? (You ask another question of your Andy My mom loves cooking for guests.
Max Huh? What?
own for more information.) Andy I said, my mom loves cooking. Her food is amazing.
2 Have students ask and answer questions in pairs. Circulate Max Oh! Good!
and provide feedback on their use of wh- questions and Andy What’s that?
question intonation. Max Sorry?
Andy What is that?
3 Have volunteer pairs reproduce one of their exchanges for Max This? It’s an audio book for class. I hate carrying those
the class. big art books.
Announcer May I have your attention please. Passengers for train
Answers sixty-four, please go to gate five.
Students’ answers will vary. Possible answers include: Max Hey, do you have the tickets?
A: Where do you usually stay on vacation? Andy Right. Yeah, they’re here.
B: I usually stay at a hotel. Max What?
A: What’s your favorite hotel? Andy I said, I have them.
Max No. Not you... The announcement.
B: I like Marriott hotels.
Andy I think he said... go to track five.
Max That’s our train! Come on!
Scene 2
Announcer All passengers for train 64 please go to track six.
Andy Excuse me.
Lesson 5.4 Huh? What? Attendant Can I help you?
Andy Where’s the line for train 64?
Attendant There’s a gate change. Go to track six for train 64.
Andy Sorry, could you repeat that?
Exercise 1 ACTIVATE Attendant Sure... Train 64 now leaves from gate six.
1 Direct students’ attention to the video stills. Ask: What do Andy Oh! OK. Thanks.
you think Max’s problem is? Encourage students to make Max Hey Andy! Over here!
predictions using clues in the pictures.
Real-World English
2 Give students time to read the directions and the sample
answer. Call on volunteers to share their ideas. Asking someone to repeat something
1 Read the information in the box aloud, demonstrating the
Answers intonation of the more direct and more polite questions.
2 Check students’ comprehension of formal versus informal
I don’t understand when people are too quiet. I say: “Can you
repeat that, please?” or “Can you speak louder?” ways of asking for repetition. Write friends on the left side
of the board and strangers on the right side of the board.
Say the repetition phrases at random. After each one, have
r Exercise 2 IDENTIFY the class point to the side of the board that reflects the
1 Give students a minute to read the exercise. Then play the correct register.
video and have them work independently to choose the
correct answers. Extra Practice
1 Write six statements and questions on the board:
2 Have the class call out the answer for each item.
a The train leaves at 6:00.
Answers b The movie tickets are $15.
1 b 2 c 3 b 4 b 5 b c How is the food at Rosie’s Restaurant?
d There aren’t any subway stations near my house, but
r English For Real Video Unit 5 here’s a bus stop.
e My friend is from Korea. Her name is Yuna.
r Exercise 3 ANALYZE f I want to go downtown. Do I need the 64 bus?
1 Direct students’ attention to the Real-World English box 2 Have students work in pairs. Student A says the
on page 61. Ask them to read the information silently. statement or question from the board. Student B asks
Then have them read the questions in Exercise 3. Student A to repeat him/herself using one of the direct
2 Replay the video. Have students discuss their answers to questions from the Real-World English box. Student A
the questions. Call on students to answer the questions responds by repeating only the important information
for the class. or by rephrasing. Tell the pairs to take turns in the A and
B roles.
Answers 3 When they’ve finished, have them repeat the activity
1 Huh? What? Sorry? using the formal questions from the Real-World
2 Sorry, could you repeat that? English box.
3 Max is more direct with Andy because they are friends. Andy
is more formal with the attendant because they are strangers.

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2 Have the students practice in pairs. Remind them that
Real-World English Strategies they only need to do one role play, but that they should
When asking someone to repeat something, we use act out a complete conversation, not just a question
different expressions depending on the social distance and answer.
between the speaker and the listener, for example, with
friends versus with your boss. Another issue to consider Answers
is whether it is appropriate to ask someone to repeat Students’ answers will vary. Possible answers include:
something at all. In the video, as well as in the scenarios A: Excuse me, what time is the next bus to the city?
in Exercise 4, your students encounter one-on-one B: Sorry. Could you say that again?
A: The bus to the city. What time is it?
interactions between two people. As a follow-up, you can
B: The next bus to the city?
present your students with scenarios that involve different A: Yes.
groups of people. B: It’s at 2:00.
1 Ask them if it is OK to interrupt and ask for clarification A: Great. Thank you!
in the following situations: B: No problem.
• A president speaks to a large group of voters
• A group of colleagues discuss something in a Exercise 6 ANALYZE
lunchroom 1 Have the students discuss the questions with their
• A famous scholar speaks at a conference partners.
• A teacher is giving a lecture/an explanation to a class of 2 Call on students to share their answers with the class.
students
Answers
2 Help your students to come up with possible questions
to use in these situations. 1. I asked wh- questions.
3 Prompt the students to consider whom they would ask 2. I said huh? and what? because we were friends in the
to repeat what they did not understand: the speaker, role play.
a person next to them? Would they do it during the 3. I repeated the street names and the direction words.
talk/discussion, or wait until it’s finished? If they think 4. I chose the important words.
it is not acceptable to ask questions in some of these
situations, what could they say or do as an alternative to Exercise 7 INTERACT
make sure they understood the message? 1 Have students choose a new role-play and practice in
pairs. Call on volunteer pairs to perform their role play for
Exercise 4 PREPARE the class.
1 Direct students to read the situations and work 2 Remind students to go online so that they can create their
independently to make notes about what Student A own version of the video.
might say. Check comprehension of the activity. Ask: Are
you going to write statements or questions? (questions) Do
you need to write complete questions? (no, just notes) Do
you write Student B’s answers? (no) Lesson 5.5 A Ticket to
2 Have students work independently to write the notes.
Somewhere
Answers Student Book page 62
Situation 1: e Exercise 1 ACTIVATE
So, where in China are you from? 1 Direct students’ attention to the tickets. Ask them to
Do you have any brothers and sisters?
read the tickets to see what kind of information they are
Situation 2:
listening for (times and prices).
Excuse me, when is the next bus to the city?
Situation 3: 2 Play the audio and have students work independently
Is there a good place to eat here? How do I get there from here? to complete the answers. Call on students to share the
I’m sorry, what? Can you repeat the name of the street? answers with the class.
Huh? What’s the name of the street?
Answers
1 10 / ten 4 2 p.m.
Exercise 5 INTERACT 2 2:40 5 8:30 p.m.
1 Model a role play of Situation 1 with a student. Have the 3 48 dollars / $48 6 $91.98 / 91 dollars and 98 cents
student start the conversation with one of the questions
from his or her notes. Play the role of B, asking the student
to repeat his or her questions and then providing your
own answers. Afterwards, point out that you used the
more polite forms (Could you repeat that, please? and Sorry,
could you say that again?) because in the role play you
were strangers.
Level 1 Unit 5 57
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Audio Script Extra Practice
e CD 1, Track 28 1 Copy the following bus schedule onto the board.
Conversation A 1-way prices departure Canton Windale
Traveler 1 Hello. I need a round-trip ticket to Brisbane.
Are there tickets for the ten o’clock bus? $10 to Canton 7:00 8:00 9:30
Bus company worker Let me check… Yes, I have three tickets left. $20 to Windale 9:00 10:00 11:30
Traveler 1 Great!
Bus company worker When do you return?
Traveler 1 Tomorrow afternoon. 2 Write the sentence frames on the board:
Bus company worker There’s a bus at 2:40 p.m. tomorrow. I’d like / I need a round trip / one-way ticket to at
Traveler 1 I’m sorry, what time? .
Bus company worker 2:40. How much is a round trip / one-way ticket to ?
Traveler 1 That’s perfect.
Bus company worker OK. That’s 48 dollars.
Ask students to practice with a partner using the
Conversation B information on the board. Tell them to take turns as the
Traveler 2 Excuse me, how much is a one-way ticket to ticket seller and the ticket buyer.
Toronto? 3 Have each pair meet with another pair of students and
Train company worker For when? perform their role plays for each other.
Traveler 2 For today, as soon as possible.
Train company worker There’s a train at 2 p.m. It arrives in Toronto at
8:30 p.m.
Exercise 5 PREPARE
Traveler 2 That’s fine. 1 Have the class brainstorm some places they’d like to go
Train company worker OK, it’s ninety-one ninety-eight. and when.
Traveler 2 I’m sorry, how much?
2 Have students work independently to write their ideas.
Train company worker Ninety-one ninety-eight.
Answers
Exercise 2 ASSESS Students’ answers will vary. Possible answers include:
Read the questions and elicit the answers. Ask students if I want to go to Mexico City this weekend. I need a round-trip
they usually buy one-way or round-trip tickets. train ticket.
Answers
Ticket B is one-way. Ticket A is round-trip. One-way means you Exercise 6 INTERACT
go somewhere, in one direction. Round trip means you go 1 Model the role play with a volunteer. Take the part of the
somewhere and then come back, in two directions. customer and have the student be the employee.
2 Next, have students practice role-playing in pairs. For
e Exercise 3 IDENTIFY more practice, have them switch partners and repeat the
1 Direct students to answer the questions. Replay the audio activity.
so they can check their answers. 3 Have volunteer pairs perform their role-plays for the class
2 Ask students how the traveler asks the worker to repeat or within groups of students, if a class is larger or students
information (1. What time? 2. How much?) are unwilling to volunteer. Ask the students who are
listening to say what information was repeated.
Answers
Conversation A: the time of the bus tomorrow Answers
Conversation B: the price of the ticket Students’ answers will vary. Possible answers include:
A: I’d like to buy a train ticket, please.
e CD 1, Track 28 B: OK. Where do you want to go?
A: I want to go to Mexico City.
t Exercise 4 WHAT’S YOUR ANGLE? B: I’m sorry. Could you repeat that?
A: Mexico City.
1 Read the directions and sample answer. Ask students to
B: Oh, Mexico City. Thank you. And when do you want to leave.
discuss the question with a partner. A: This weekend. On Saturday.
2 Call on students to share what they learned about their B: There’s a train that leaves at 10 a.m. on Saturday.
partner. For example, Jana travels by train because it’s more A: That’s fine.
comfortable. She doesn’t like the bus. B: Do you want a one-way or a round-trip ticket?
A: A round-trip ticket, please.
Answers
I usually travel by bus. There aren’t any trains near my home.
Speaking
Buying tickets
GO ONLINE
2 Pronounce and have them repeat I’d like.

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Zoom In
Unit 5 Review Exercise 6
Student Book page 151 1 Task 1: Elicit a few examples from the class of things they
love or hate doing. Then have students talk to a partner
Vocabulary about them. Call on students to share what they learned
about their partners.
Exercise 1
2 Task 2: Elicit a few example sentences from the class
Answers to describe how they travel to class, work, and around
1 driver 3 scientists 5 tourists town. Have students work independently to write their
2 guitarist 4 writer sentences. Ask them to share the sentences in small
groups or collect and correct their work.
Exercise 2 3 Task 3: Have students do an image search for a place they
like visiting. Tell them to choose a place they actually go
Answers to—not want they want to go to. Have them share their
1 d 2 f 3 e 4 b 5 a 6 c pictures in small groups. Then ask volunteers to show their
picture to the class and say one interesting thing about it.
GO ONLINE Encourage students to go online to play the
vocabulary game. Answers
Grammar 1 I love cooking. I do it twice a day, in the morning and at night.
I hate washing dishes. I also do this twice a day, after I cook.
Exercise 3 2 I usually take the subway to get to class. My job is near the
school, so I usually walk there. When I go out around town for
Answers fun, I sometimes take the subway or walk. Sometimes I use a
1 b 2 b 3 a 4 b 5 a ride-sharing app to get home late at night. Sometimes I ride
my bike in nice weather.
Exercise 4 3 I like visiting my friend Melanie’s house. I like going there
because it’s a warm, happy place and we always have fun. I
Answers go once a year by train or by plane because she doesn’t live
1 How do you usually get to work? near me.
2 Why do people take the subway?
3 How do you go to the airport?
4 How do I buy tickets for a concert?
Exercise 7
5 What ride-sharing app do you use? Tell students to think about how they did on each of the
tasks in Exercise 6 and to check the appropriate box. Remind
GO ONLINE Encourage students to go online for further them that they can review the online activities for any skills
grammar reference and information and to play the they need more practice with.
grammar game.
Answers
Discussion Point Students’ answers will vary.

1 Read the quote aloud. Explain the meaning of companion
(someone you are with) and get rid of (throw away). Ask:
Why does the writer say it’s difficult to get rid of a traveling
companion? How do people feel if you say you want to be
alone?
2 Discuss the questions. Have students give examples of
people they travel with. Take a poll to find out who has
experience with traveling alone.
Answers
I usually travel with my parents / friends from school.
I like to travel alone because I go where I want to. / I don’t like to
travel alone because there is no one to talk to.

board.
Level 1 Unit 5 59
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Wide Angle Teacher’s Guide Unit 6 Skills
Unit Overview 6.4 How about You?
Real-World English Keeping the conversation going
Introduction to the unit • Identify different ways to begin or continue a conversation
The title of this unit – Skills – summarizes the main • Maintain an extended conversation
themes: identifying and describing things that students
can do and are good at. 6.5 I Can Do That!
In Lesson 6.1, the idea of skills is reflected throughout, Speaking Talking about abilities
in activities where students talk about things they know • Listen for job skills
how to do – their “superpowers” and read about people • Create an “audition video” for a job you want
with unusual skills. In Lesson 6.2, the theme continues
as students write a social media profile describing what
they can and can’t do well. In Lesson 6.3, students will
Resources
listen to an interview with someone who has many skills Class Audio CD 1, Tracks 29–34
and talk about which skills are suitable for specific jobs. In Workbook Unit 6, pages 36–42
Lesson 6.4, skills come up in the context of learning how Oxford Readers Correlations
to start and continue a conversation. Finally, Lesson 6.5 The Teacher’s Secret and Other Folk Tales (9780194629584)
summarizes what students have learned about places as Teacher’s Resource Center
they prepare a “video audition” for a job they’d like to have. Assessments: Unit test, Progress test
Class video
Lessons English For Real video
Grammar focus
6.1 What’s Your Superpower? Grammar PPTs
Grammar in Context can / can’t for ability Grammar Worksheets
Pronunciation Skill can / can’t Oxford Reference Worksheets: upper/lower
Reading Skill Taking notes with important words Vocabulary cards
• Identify verbs for common skills (Oxford 3000) Newslea articles
• Practice statements with can / can’t Word list
• Read and take notes about people with unusual skills
• Invent a new superhero and describe his / her abilities
6.2 Amira Online

Grammar in Context Adverbs of manner
Writing Skill Checking your work: Word order
• Identify words for common activities (Oxford 3000)
• Use adverbs of manner
• Write a social media profile
6.3 Are You a Polymath?

Grammar in Context Yes/no questions with can
Listening Skill Recognizing statements as questions
Vocabulary Development adjective + at + noun
• Vocabulary Development adjective + at + noun
• Ask yes/no questions with can
• Identify questions about skills
• Match skills to occupations
• Practice using adjective + at + noun to talk about what
people are good and bad at

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Unit Opener When children play, they learn important social skills. They
learn how to make friends and how to communicate with
other children. They also learn how to work together. The
The photograph helps set up the theme of skills by showing boys in this photo worked together to build the ramp.
a young boy doing a complicated bike trick. Questions Afterward, they enjoyed playing on it together.
about what he is doing, how he learned it, and how he will
continue to hone his abilities will tie into the idea of skills Unit Opener Exercise
explored in the unit. 1 Read and have students repeat the words. Check
comprehension of the task: What number is the skill
Photographer you want the most? (1) How many numbers do you
Krisanne Johnson need? (11) If students are having trouble thinking of
Krisanne Johnson (b. 1976) grew up in Xenia, Ohio. She another skill, tell them to think of something specific for
graduated with a degree in journalism from the University one of the categories. For example, volleyball, Chinese,
of Colorado and pursued postgraduate work in visual baking bread.
communications at Ohio University. She is currently based 2 Ask them to discuss their ranking with a partner. Take
in Brooklyn, NY. Since 2006, Krisanne has been working a poll to find out how many people had each skill as
on long-term personal projects about young women number 1. Elicit the additional skills that students came
and HIV/AIDS in Swaziland and post-apartheid youth up with.
culture. Krisanne’s work has been exhibited internationally
and has appeared in various magazines and newspapers, Answers
including The New Yorker, TIME, The New York Times, Fader, Students’ answers will vary. Sample additional skills include:
dance, sewing, people skills, swimming, making furniture.
The Wall Street Journal, US News & World Report, L’Espresso,
Vanity Fair (Italy), D la Repubblica, Courrier International,
CNN and HUCK. Real-World Goal
By the end of this unit, students will be able to start a
Unit Snapshot conversation with someone they don’t know because they
will learn how to talk about skills and interests and strategies
1 Direct students’ attention to the questions. For question
for beginning and continuing a conversation.
1, direct students to the picture of Stephen Wiltshire on
page 66. Ask what he is doing (drawing). Ask students to
guess why he’s looking up (he’s remembering / thinking
about what to draw).
2 For question 2, discuss the meaning of polymath. Draw a Lesson 6.1 What’s Your
polygon on the board and explain that poly means many Superpower?
and a polygon has many sides. A polymath is a person Student Book pages 64 – 66
with many skills.
3 For question 3, elicit the students’ ideas. For example, Exercise 1 ACTIVATE
languages, knowledge about a place, good with people. 1 Say and have students repeat the verbs.
2 Ask students to identify the verb that goes with the first
Discussion Questions picture (speak).
picture. Elicit ideas from the class.
4 Say and have students repeat the completed phrases.
where Krisanne Johnson answers a couple of the 1 speak 4 see
questions from her perspective. Play it for students as 2 climb 5 remember
many times as needed to check comprehension and 3 draw, paint 6 jump
discuss any vocabulary items.
Oxford 3000 words
Answers
Students’ answers will vary. Sample answers include: see draw paint speak
1 He’s riding a bike / doing a trick on his bicycle. jump climb remember
2 I’m a good singer.
3 Children learn to share, clean their rooms, and ride a bicycle. e Exercise 2 USE
1 Elicit the completed sentence for number 1 (Street artists
r Video Script paint on the wall).
I took this photo on a neighborhood street in Cape Town, 2 Have students work independently to complete the
South Africa. It is a photo of children playing games in the exercise.
street. 3 Play the audio and ask students to check their answers.
This young boy built a small ramp with his friends and they 4 Call on individuals to read the completed sentences for
would take turns jumping the ramp with their bikes to see the class.
how high they could each get.
Level 1 Unit 6 61
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Answers it correctly, hide your mouth so that they can’t use visual
1 d 3 f 5 a cues. Here are some statements you can use:
2 e 4 b 6 c I can speak Chinese.
I can’t ride a bicycle.
e CD 1, Track 29 I can’t swim.
Grammar in Context I can draw a flower.
I can fix a bicycle.
Can / can’t for ability
I can’t paint a picture.
GO ONLINE
1 Direct students to read the information in the Grammar e Exercise 4 NOTICE
in Context box. Explain that abilities are things you know 1 Say a couple of sentences to demonstrate nodding your
how to do. head when you say can and shaking it when you say can’t.
2 Provide additional examples by talking about yourself. For 2 Play the audio. Have students listen and repeat the
example: I can cook. I make really good food! I can swim. I sentences. Tell them to nod when they say can and shake
swim every weekend. I can’t sing. I sound terrible! their heads when they say can’t. Watch to make sure they
3 Point out that can is always with a base verb, even if the are identifying the words correctly.
subject is he or she. He can speak English. She can’t fly.
e CD 1, Track 30
page 164 of the Student Book. More to Say…
Extra Practice Focus: As a class, students practice differentiating
1 Make signs that say can and can’t and put them on between stressed and reduced words, can’t and can.
opposite sides of the room. Grouping Strategy: Whole class.
2 Have the class stand. Tell them that when you say a Activity Time: 5 minutes
verb, they need to go to the side of the room to indicate
Ready,
whether they can or can’t do that thing.
3 Call out verbs, pantomiming if necessary to illustrate
Use the students’ sentences from Exercise 3 to practice the
their meanings: drive a car, drive a truck, drive a bus,
pronunciation of can and can’t.
sing a song, sing a Taylor Swift song, use a computer, fix a Set…
computer, make spaghetti, cook an egg. After the students 1 Explain to students that using body movements has
move to the sides, make statements about them: Julia been proven to help them focus on stressing the right
can drive a car. Martin can’t drive a truck. No one can drive word(s).
a bus. 2 Demonstrate stressing words with an open hand and
reducing words with a closed fist, as pictured here:
1 Go over the first two examples.
2 Have students work independently to write the sentences.
3 Have volunteers write the sentences on the board. Point
out the base verb form in each sentence. Leave the
sentences on the board for the More to Say activity below.
Answers I can go.

1 She can speak many languages.
2 She can’t speak many languages.
3 can run.
4 I can’t fly.
5 The children can climb trees.
6 He can’t swim.
7 We can’t remember phone numbers.
8 You can dance.
I can’t go.
Paul Craft/Shutterstock
Pronunciation Skill
can / can’t Go!
GO ONLINE
1 Say a sentence out loud with the appropriate hand
movements.
1 Direct students to read the information in the box. Read
the example statements to demonstrate the importance 2 Have students chorally repeat each sentence several
of stress in identifying whether someone is saying can times, mimicking your hand movements.
or can’t. 3 Repeat with the remaining sentences.
2 Write can on one side of the board and can’t on the 4 Correct as necessary.
other. Make statements and ask students to point to the
correct side of the board. Once most of them are doing

4511124_WA_TG1.indb 62 5/10/19 11:56 AM

Exercise 5 PREPARE Answers
Have students work independently to circle the word that Students’ answers will vary. Sample answers include:
makes each sentence true for them. Little Women, Louisa May Alcott
March family
Exercise 6 INTERACT Mrs. March- happy, busy, kind
1 Go over the directions. Tell students to make a chart with Mr. March – army, Civil War
Daughters:
the columns + and -. Ask them to listen to their partners
Jo- 15, intelligent, writer, similar to author
and write the things they can or can’t do in the correct Meg – 16, pretty, wants rich important husband
column. Model this on the board with a volunteer. Beth – 13, musician, often sick
2 Have students work with a partner. Circulate and provide Amy – blonde, beautiful
feedback on pronunciation. Laurence family = neighbors
t Exercise 7 WHAT’S YOUR ANGLE? Exercise 9 INTEGRATE

1 As a class, brainstorm the names of superheroes.
1 Read the directions. Point out that their notes should fit
2 Read the example sentence about Spider-man. Have on the line and they should focus on the important words.
students talk to their partners. Call on students to share Have students work independently to write their notes.
the most interesting superpower they talked about.
2 Have students compare their notes with a partner. Tell
Answers them to check their partner’s notes for any words that
Students’ answers will vary. Sample answers include: aren’t really necessary.
Ant Man can get really small or really big. He can’t run faster than 3 Call on two or three students to read their notes to the
a bullet. Wonder Woman can jump really high. She can’t change class for each person. Point out that different versions can
her size. be correct.

1 Direct students’ attention to the title of the article. Ask Person 1: Beth Rodden, 1980, rock climber, California
them if they think real people can have superpowers. Ask Person 2: Daniel Kish, 1966, bike, echolocation, “Batman”
them to guess why the title says that real people have Person 3: Stephen Wiltshire, 1974, artist, 30-foot picture, Tokyo,
superpowers. 30-minute helicopter ride
2 Ask students to read the article and identify what skill
each person has. Exercise 10 ASSESS
3 Elicit the answers from the class. Ask if they have any 1 Have students work independently to complete the
vocabulary questions. exercise. Ask them to correct the false sentences. (2. Tori
Allen was born in 1988. 3. Daniel Kish can’t see. 4. Daniel
Answers
Beth Rodden: climbing
Kish is known as “Batman.” 7. Stephen Wiltshire is British.)
Daniel Kish: echolocation 2 Call on students for the answers. Ask them how they
Stephen Wiltshire: remembering and drawing corrected the false sentences.
Answers
Reading Skill 1 True 5 True
Taking notes with important words 2 False 6 True
3 False 7 False
GO ONLINE
4 False
2 Write a sentence on the board: Spider-man’s superpower is
that he can climb tall buildings. Ask students to identify the
important words and say how they would take notes on 1 Have students discuss the question with a partner.
this sentence. For example, Spider-man – climb buildings. 2 Call on several students to share their answers with
the class.
Extra Practice
1 Have students practice identifying important Answers
information using a familiar text. Distribute a piece of Students’ answers will vary. Sample answers include:
butcher or poster paper and marker to each group of 3 Stephen Wilshire’s power is the most interesting to me because I
or 4 students. Tell them to turn to the story The Marches can’t draw or remember details clearly.
on page 41. Ask the students to work together to decide
which words would be important to include in notes Exercise 12 INTERACT
about the story and to write their notes on the paper. Tell 1 Read the directions. Tell students to work together to
them not to write complete sentences. come up with interesting superpowers and to give their
2 When the groups finish, post the papers in the front new superhero a name.
of the room and have the class discuss which ones are
2 Have the groups present their superhero to the class. Each
clearest, have too much information, and don’t have
group member can say one of the sentences they wrote.
enough information.
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Then have the class decide which of the superheroes Exercise 4 ASSESS
would win in a fight. 1 Direct students to read the questions and then read the
Answers social media post to find the answers.
Students’ answers will vary. Sample answers include: 2 Elicit any questions about vocabulary. Ask students if they
Our superhero is PlastiGirl to look like anyone. She can change ever do copy / paste quizzes like this on social media.
her face. She can change her hair and skin. She can’t change
her size. Answers
1 playing computer games, reading
2 cleaning the house and cooking
3 fix computers, make good tea, speak Turkish
4 Turkey
Lesson 6.2 Amira Online 5 play tennis / sports, sing, draw / paint
Grammar in Context
Exercise 1 ACTIVATE Adverbs of manner
1 To introduce the subject, begin by asking students what GO ONLINE
the phrase is for sites like Facebook or Instagram (social
1 Direct students to read the information in the Grammar
media). Elicit some more examples. Ask if they think social
in Context box. Say and have them repeat the example
media is a good thing or a bad thing and why.
sentences in the box.
2 Put students in small groups. Direct their attention to
2 Draw students’ attention to the placement of the adverbs.
the examples. Have them work in groups to discuss the
We usually place adverbs of manner after the verb or
questions.
verb phrase (sing, fix computers), but it’s possible to put
3 Call on students to share the social media sites used by them before the verb if normal placement could cause
the group members and how they use them. Take a poll confusion. For example, in the last example, if happily were
to find out how many people use each site. at the end, it might apply only to post them on Instagram
Answers and not to take photos.
Students’ answers will vary. Sample answers include: 3 For additional information, see the Grammar focus on
I share videos with friends on Snapchat. I follow celebrities on page 164 of the Student Book.
Twitter.
Extra Practice
1 Write a verbs and adverbs in two columns on the board:
Exercise 2 VOCABULARY sings well
1 Say and have students repeat the words.
dances beautifully
2 Ask students to identify the word that goes with the first
runs quickly
picture (play tennis).
speaks fast
plays soccer badly
4 Have the class call out the answers.
plays guitar
Answers cooks
1 play tennis 4 play the guitar
drives
2 play basketball 5 sing a song
3 play computer games 6 take photos 2 Have students work in pairs to make short sentences
using the words on the board and a famous person (real
Oxford 3000 words or fictional).
3 Call on students to share their sentences with the class.
play play tennis
(For example, Bruno Mars sings beautifully. Beyoncé
take photos sing a song dances well.)
Exercise 3 USE Exercise 5 IDENTIFY
1 Ask students to work independently to complete the 1 Have students work independently to look through
exercise. Amira’s post for the adverbs.
2 Ask individuals to read the answers for the class. 2 Call on students to read aloud the sentences with the
Answers adverbs.
1 take photos
Answers
2 play tennis, play basketball
I can fix computers quickly.
3 sing songs; play the guitar
Coffee lovers drink my tea happily!
4 play computer games
I speak Turkish well.
I can’t play tennis well.
I can run fast, though!
I sing badly.
I can’t draw or paint well.

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Exercise 6 INTEGRATE 2 Have students work independently to correct the rest of
1 Read the example aloud. Point out that beautiful + ly the sentences and then compare answers with a partner.
results in a double l. 3 Call on individuals to read the corrected sentences aloud.
2 Have students work independently to complete the Answers
sentences and then compare their answers with a partner. 1 Maya sings opera beautifully.
3 Call on students to read the completed sentences aloud. 2 I can paint pictures well.
3 My sister can’t swim fast.
Answers 4 Our neighbor speaks Korean well.
1 beautifully 5 well 5 We always ride our bikes safely.
2 quietly 6 loudly 6 The students always talk loudly.
3 angrily 7 carefully 7 Karim plays soccer badly.
4 fast
Exercise 10 IMPROVE
t Exercise 7 WHAT’S YOUR ANGLE? Go over the checklist. Ask students to look over their letters
1 Have students take notes about themselves. Tell them to and make corrections. Spot-check while they do this work.
think of at least three things they do well and two they
do badly. Exercise 11 SHARE
2 Tell them to share their answers with a partner. Call on 1 Have students share their posts with a partner. For further
students to tell you the most interesting things they practice, have them switch partners and share again.
learned about their partners. 2 Call on students to share one interesting thing they
learned about their partners.
Answers
I drive well, I bake cookies well, I swim well; I speak French badly,
I play basketball badly.
Lesson 6.3 Are You a Polymath?
Exercise 8 WRITE Student Book pages 70 – 71
1 Go over the social media post and elicit some of the
students’ answers to the questions.
Exercise 1 ACTIVATE
1 Ask students if they can think of any famous people
2 Have students work independently to write their social
from history. Ask students to give their names and say
media post.
what they are famous for. Help with vocabulary and
Writing Skill pronunciation as needed.
2 Say and have students repeat the words in the box. Read
Checking your work: Word order
the questions aloud and tell students to discuss them
GO ONLINE
briefly with a partner.
1 Direct students to read the information in the Writing Skill 3 Elicit the answers from the class. Ask where each person
box. Elicit examples of adverbs of manner and adverbs was from.
of frequency and write them on the board. For example,
manner: fast, well, slowly, quickly, loudly, quietly; frequency: Answers
always, usually, sometimes, often, rarely. Students’ answers may vary. Sample answers include: DaVinci
2 Write two simple sentences on the board: I play the piano. is a famous Italian inventor and artist. Ben Franklin is a famous
I drive. Elicit ways to lengthen the sentences using the American inventor, thinker, and writer. Avicenna is a famous
Persian doctor and thinker.
adverbs. For example, I play the piano loudly. I sometimes
play the piano quietly. I never drive fast.
Grammar in Context
Extra Practice
1 Put students in pairs and give each pair five sentences: Yes/no questions with can
a. My uncle plays the guitar. GO ONLINE
b. My sister speaks English. 1 Direct students to read the information in the Grammar in
c. My brother can’t ride his bicycle. Context box. Read and have students repeat the example
d. My friend is late to class. questions and answers in the box.
e. I do my housework. 2 Write two statements with can on the board and elicit
2 Have the pairs work together to add at least one adverb from the class how to turn them into questions. For
of manner or frequency to each sentence. For example, example, write Clara can paint well. Al can drive a truck. Elicit
My uncle sometimes plays the guitar loudly. the yes/no questions (Can Clara paint well? Can All drive
3 Call on students to read their sentences to the class. a truck?) and the possible short answers (Yes, he/she can.
No, he/she can’t.).
1 Direct students’ attention to the example. Ask why page 164 of the Student Book.
beautifully is in the wrong place (because it’s between the
verb and the direct object).
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Extra Practice Listening Skill
1 Write questions like these on scratch paper, one word Recognizing statements as questions
on each sheet of paper. Use all capital or all lowercase
GO ONLINE
letters and do not include a question mark.
a. CAN YOU DANCE WELL 1 Read the information in the box aloud.
b. CAN YOUR BROTHER SING 2 Write a period on one side of the board and a question
c. CAN YOU PAINT A PICTURE make on the other. Say these sentences as both
d. CAN YOUR SISTERS SPEAK ENGLISH statements and questions and have the class point to
e. CAN YOUR CHILDREN PLAY THE PIANO the correct side of the board. You have a new car. She can
f. CAN THE TEACHER SPEAK SPANISH write music.
2 Group students and give each group a sentence. Tell e CD 1, Track 32
them to put the words in question order and hold them
up (or stand and hold it) so the class can see it. Extra Practice
3 Have one person from each group read the group’s 1 Group students and give each group three cards, one
question aloud. Elicit the possible short answers from that says Oh, really?, another that says Yes, he can, and
the rest of the class. another that says Yes, she can. Tell the students than
when you make a statement, they should hold up the
Exercise 2 DEVELOP Oh, really? card and when you say a question they should
Ask students to look at the first item. Elicit the question. Then hold up one of the answer cards. Say the following,
have students work independently to write the questions. pronouncing them sometimes as statements and
sometimes as questions: He can run fast, She can paint
Answers well, He can fix a computer, She can swim.
1 Can the teacher read and write Mandarin? 2 Once most groups are getting the responses correct,
2 Can you do math? have them respond chorally instead of the holding
3 Can Lady Gaga sing? up the cards. Say another set of sentences, sometimes
4 Can Brazilians speak Portuguese? as statements and sometimes as questions: He can
5 Can you write music?
speak three languages, She can drive a bus, He can play
6 Can your friend draw beautiful pictures?
the guitar.
Exercise 3 INTERACT e Exercise 5 NOTICE

1 Have students ask and answer the questions from 1 Play the audio and have students work independently to
Exercise 2 in pairs. circle statement or question.
2 Call on pairs to say the questions and answers for 2 Replay the audio one item at a time. Ask students to
the class. repeat the statement or question that they heard.
Answers Answers
Students’ answers may vary, except questions 3 and 4: 1 question 4 statement
3 Yes, she can. 2 statement 5 question
4 Yes, they can. 3 question 6 question
Audio Script
1 Have students read the question. Tell them the men in e CD 1, Track 33
1 You can play the guitar?
Exercise 1 are polymaths. Elicit any guess they have about 2 He has three brothers.
what polymath means. 3 They don’t go to college?
2 Play the audio and elicit their answers to the questions. 4 She’s good at sports.
If they say they know a polymath, ask what the person 5 You can’t draw or paint?
6 She never travels by train?
knows how to do.
Answers e Exercise 6 INTEGRATE

Students’ answers may vary. Sample answers include: 1 Remind students that they heard the introduction to the
A polymath is a person who knows a lot about many subjects radio show. Ask: What is the interview about? (polymaths)
and can do many different things well. Give them a moment to look over the questions. Then
play the audio. Pause the audio occasionally to give
Audio Script students time to write.
e CD 1, Track 31 2 Call on students to read the completed questions aloud.
A polymath is a person who knows a lot about many subjects and
can do many different things well. Leonardo DaVinci, Benjamin
Franklin, and Avicenna are all famous polymaths from history. But
are there any polymaths around today? Let’s find out!
With me today is Mira Minkova, a very special university professor.

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Answers Answers
1 What do you teach at the university? Students’ answers will vary. Sample answers include:
2 Can you play an instrument? I’m great at soccer. I’m good at English. I’m bad at playing the
3 You play in concerts? piano. I’m terrible at video games.
4 Where do you play?
5 Can you speak many languages?
6 You can speak six languages?
Exercise 9 USE
7 Do you also write? 1 Read the directions and the model conversation. Point
8 You have a book out, too? out the words math and banker in the chart. Model the
9 Are you good at sports? conversation again with a positive answer (Yes, I’m great
at math. / You can be a banker!).
Audio Script 2 Have partners take turns asking and answering questions
e CD 1, Track 34 with the chart. Call on pairs to repeat one of their
Interviewer With me today is Mira Minkova, a very special conversations for the class.
university professor. Mira, what do you teach at
the university? Answers
Mira I teach math and music. Students’ answers will vary. Sample answers include:
Interviewer Math and music! Wow. Can you play an
A: Are you good at driving?
instrument?
B: Yes, I’m great at driving!
Mira Yep, I can play the violin and the piano. I
sometimes play in concerts. A: You can be a race car driver.
Interviewer You play in concerts? That’s exciting. Where do
Mira
you play?
Oh, Europe, the United States, Asia...all over the
world, really. 1 Give students a minute to make a list of interesting things
Interviewer Can you speak many languages? they can do. Circulate around the room, and provide them
Mira Yes. I speak English, Bulgarian, Russian, French, assistance with vocabulary as needed.
German…and a little Japanese, too.
Interviewer You can speak six languages? That’s great! So… 2 Model the walk-around activity. Using some interesting
what else are you good at? things you can do, ask students about the activities until
Mira Well, I read a lot, so I can talk about a lot of you get a “yes” answer. For example: Can you make a pizza?
things, like …science…and history. I sometimes Can you do crossword puzzles? Can you play chess? Can you
give talks at the university.
edit a video? Encourage students to answer with No, I’m
Interviewer That’s interesting! Do you also write?
Mira Yeah, sometimes. I have a book out about great bad at / terrible at ... or Yes, I’m good at... when appropriate.
women in history. Demonstrate that they should get all information through
Interviewer You have a book out, too? You can do everything! asking and answering questions, not by showing each
Tell me: Are you good at sports? other their lists.
Mira Haha, no, I’m terrible at sports! And I can’t cook,
either! 3 Have students walk around the room asking questions.
Call Time! to stop the activity after three minutes.
e Exercise 7 IDENTIFY 4 Call on students to share who they had something in
1 Replay the audio and ask students to circle the answers. common with and which skills no one else had.
2 Elicit the answers from the class. Answers
Answers Students’ answers will vary. Sample answers include:
1 math, languages, writing Both Mateo and I are good at making pizza. No one else can play
2 the violin, the piano chess well.
3 Russian, German, Japanese
e CD 1, Track 34
Vocabulary Development Lesson 6.4 How about You?
adjective + at + noun Student Book pages 72 – 73
GO ONLINE Exercise 1 ACTIVATE
1 Read the information in the box aloud. 1 Direct students’ attention to the video stills. Ask them
2 Write I’m good at…, I’m great at..., I’m bad at..., and I’m where Max and Kevin are and what they think they’re
terrible at... on the board. Elicit a variety of ways to talking about.
complete the sentences from the class. 2 Have students discuss the questions with a partner. Call
on students to share their ideas with the class.
1 Go over the directions. Have students work independently Answers
to write the sentences. Students’ answers will vary. Sample answers include:
2 Have students share their sentences with a partner. Ask if Start a conversation with someone you don’t know by saying,
Excuse me first or asking about the weather. With someone you
the pairs have anything in common.
know, you can say hey and ask about their weekend. Keep the
conversation going by asking questions.
Level 1 Unit 6 67
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Exercise 2 ANALYZE • Some topics and questions can make people
1 Have students work independently to complete the chart. uncomfortable. Make a list of topics that are OK to bring
2 Discuss each question with the class. Ask students if there up the first time you meet someone (e.g., hobbies,
are any cultural differences. For example, how well would family) and topics that you should avoid (e.g., sex,
they have to know someone before they asked about religion)
their religion, whether they were married, or how much When the groups are ready, ask them to share their ideas
money they make? with the whole class. Alternatively, you can have students
form new groups with at least one representative from
Answers each original group (so, 3–6 students). Some learners may
Good conversation starters: 1, 3, 5
be more comfortable sharing ideas with just a few other
Bad conversation starters: 2, 4, 6
individuals versus the whole class.
You can also follow up on the exercises in this unit by
r Exercise 3 IDENTIFY having students practice appropriate and inappropriate
1 Read the directions. Then play the video. ways of keeping a conversation going in English.
2 Have students discuss their answers with a partner and 1 Go back to the beginning of the video and replay
then share their ideas with the class. the greeting between Max and Kevin. Ask students
to imagine the situation is taking place in their home
Answers
country (it may be a good idea to pair up your students
I think Max is better because sometimes Kevin doesn’t know by the country of origin for this task if you are working
what to say. OR I think Kevin is better because he asks a lot of with students of various backgrounds). Have them write
questions. a new dialogue that includes appropriate follow-up
questions they would ask in their country.
r English For Real Video Unit 6 2 Then ask students to perform the interaction in front of
the whole class.
Real-World English 3 Together, analyze the ways in which the pairs kept the
Keeping the conversation going conversation going and decide if it would be appropriate
1 Read the information in the box aloud, demonstrating it use the same questions in the United States or another
the intonation of the questions Have students repeat the English-speaking country, both with people we know
example response questions. and with strangers.
Extra Practice 4 Finally, pick out a few questions that would be
1 Write some common topics of conversation on the inappropriate in English and together, brainstorm how
board: music, TV, school. Ask students to work with people from English-speaking countries would react to
a partner to think of one thing they might say or a them (these reactions can also be role-played).
question they might ask to keep a conversation on that
topic going. For example, music: I like Taylor Swift. How r Exercise 4 IDENTIFY
about you? Do you go to concerts? Do you sing?; TV: What’s 1 Play the video again, pausing if necessary to give students
your favorite show? When is it on? What’s it about?; school: time to write the questions.
What are you studying? Who’s your teacher? Do you like 2 Have students compare what they wrote with a partner.
that class? Call on individuals to share their answers with the class.
2 Write the three categories on the board. Call on students
to share their ideas. Write two of their questions for each Answers
topic on the board. Ask if any of the questions would Students’ answers will vary. Sample answers include:
not be appropriate to ask someone you don’t know well. Max: I’m an art major. How about you? What about American
football?
Leave this work on the board for Exercise 5.
Kevin: So, you’re an artist, right? This place is great, right? I play
tennis. What about you?
Carrying on a conversation does not come naturally to Video Script
everyone. In addition to the expressions used for keeping r English For Real Video Unit 6
the conversation going that your students practice in this Max Hey, Kevin. How are you?
unit, you can help them brainstorm some other strategies Kevin I’m good. How’s it going?
to use when a conversation comes to an awkward pause. Max Everything’s good, thanks.
Divide your class into small groups and assign each of the Kevin So, you’re an artist, right?
Max Yes. Well, I’m an art major. How about you?
groups one of the following topics to discuss: Kevin I don’t know. Right now I have a lot of science and
• Write at least five general questions you can ask someone technology classes.
you have just met, e.g., What do you do in your free time? Max Oh...well, we have time!
Kevin Hey. That’s good! I can’t paint or draw.
• It’s better to use open-ended questions than yes/no Max You can’t? Not at all?
questions to carry on a conversation. Rewrite these Kevin Nah, I don’t like art very much. Oh, I mean...uh...I don’t
yes/no questions so that they help you carry on the like making art…or, like, going to museums and stuff. But
conversation, e.g., Do you have any hobbies? – What your art is great!
hobbies do you have? Max Right. Thanks…
Kevin What about you? You probably love going to museums.

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Max Well, yes, actually... I do. Exercise 7 ANALYZE
Kevin This place is great, right?
Max Yeah. I can watch football... uh, soccer, every Saturday 1 Go over the directions. Tell pairs to work together to
morning at 11 a.m.! analyze their conversations.
Kevin Oh. Right. Yeah, I don’t really like... Sorry, I mean, I can’t 2 Call on volunteers to share their ideas with the class.
play soccer very well, so...
Max I see. Answers
Kevin Oh, I’m terrible at kicking! But Andy... Andy can play
soccer well! He’s great at it.
Max Oh. What about American football?
It is easy for me to talk about work and school, but it’s more
Kevin I love watching American football but ... I can’t play. I play difficult to talk about music and travel. I need to practice more
tennis. What about you? questions on those topics.
Max Tennis? I play tennis. I can play well, actually.
Kevin Cool! Maybe we can play sometime.
Max Sure. Yeah. Sounds great.
Kevin OK, well, gotta go. See you in class!
Max Right! Have a good weekend.
Lesson 6.5 I Can Do That!
Exercise 5 INTEGRATE Student Book page 74
1 Go over the directions and the sample answer. Check Exercise 1 ACTIVATE
students’ comprehension of the activity before students
1 Ask students if they have ever looked for a job. Where do
begin. Ask: How many topics do you write about? (one) How
you they usually look? Ask them what a job ad is and what
many questions do you write about the same topic? (three)
information they are likely to find in one.
2 Have the class brainstorm a list of topics (in addition to
2 Direct students’ attention to the pictures and the titles in
music, TV, and school from the Extra Practice above), for
the job ads. Ask them which job they’d like the most.
example: travel, work, sports, movies, games, hometowns,
clothing, or hobbies. 3 Give them time to read the ads. Tell them to make notes
about the skills each job requires.
3 Have students work independently to write their
questions. Tell them to think of new questions that are not 4 Call on students to share their ideas with the class.
on the board.
Answers
4 Have students share their questions with a partner. Students’ answers will vary. Sample answers include:
Circulate and provide feedback. If you notice any common 1 must be good at sports, math, or reading; like children; and
errors, make a note of them and review them on the want to help
board before going on to the next exercise. 2 can ride a bike, can speak other languages, knows the city,
and likes exercise
Answers 3 can play music, dance, or sing
Students’ answers will vary. Sample answers include: 4 likes and knows about games, is good at computers and selling
Where do you work? How many hours do you work? Do you like
it? Do you play any sports? Do you like to watch football? Who’s
your favorite team? r Exercise 2 IDENTIFY
1 Tell students they are going watch a video about
someone who wants one of the jobs in Exercise 1. They
t Exercise 6 INTERACT need to decide if he has all the skills he needs.
1 Go over the directions. Tell students not to refer to their
2 Play the video. Ask what job the man has and what skills
papers – the point is to keep a conversation going
he has and doesn’t have.
naturally, which they can’t do if they’re reading. Remind
them that they can use So… to introduce a change of Answers
topic if the conversation stops. Students’ answers will vary. Sample answers include:
2 If conversation dies down and you want students to have He wants to be a musician for the show at Center Stage
more practice, have them switch partners and repeat Restaurant. He can sing and play the guitar (but he can’t dance).
the activity.
r Emiliano’s Talents
Answers
Students’ answers will vary. Sample answers include: r Exercise 3 IDENTIFY
A: Hi. Do you come here often? 1 Give students a moment to read the questions in
B: Yes, I do. I work down the street. This is my favorite coffee preparation for listening again.
shop in the area.
2 Play the video and have students work independently to
A: You work nearby? What do you do?
B: I’m an engineer.
choose the answers.
A: Oh, interesting. Do you enjoy your job? 3 Call on volunteers to read the completed sentences aloud.
B: Mostly, but it can be stressful. What do you do?
A: I’m a student. I take classes at the university. Answers
B: What do you study? 1 a 2 a 3 b 4 b 5 b
A: I study English.
B: Interesting. Well, good luck to you. Enjoy your coffee.
A: Thanks. You too. Have a nice day.
Level 1 Unit 6 69
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Video Script 2 Have students meet with a partner. Tell them to explain
r Emiliano’s Talents what job they are auditioning for before they begin.
Emiliano Hi, I’m Emiliano. I’m 23 years old from New York City, Remind them that they should start off by introducing
and this is my audition tape. I can play guitar, I can themselves.
sing, and today I want to play some songs for you. I
can play the blues. Or I can play some Cuban music. Answers
And some flamenco—I can play some flamenco. Students’ answers will vary. Sample answers include:
Interviewer Now can you dance some flamenco? Hi, my name is David Campos. I’m very interested in the bike
Emiliano No way, I can’t dance at all. tour guide job. I love to ride bikes, and I am in great shape.
Interviewer So, Emiliano, is music a big part of your life?
I’m friendly and I’m good at talking to people. This city is my
Emiliano Man, music is my life. I play all day at home, outside.
hometown and I can talk about it easily. I have good language
Sometimes I practice all night long. All my friends are
musicians. So we’re always playing, but when we’re skills—I can speak Spanish, Portuguese, and English. I can work
not, we’re listening, and we go to concerts together. evenings and weekends.
This is one of my songs and it’s called “I Can’t Have.”
You are the only girl I dream of, the only girl I speak of;
you’re what I can’t have.
Exercise 6 INTERACT
I know that my mind should move on, groove on, find a 1 Go over the directions. Tell listening partners to listen
new one, but I just can’t shake you. politely, take notes, and ask follow-up questions. For more
You’re what I can’t have. practice, have students switch partners and repeat the
I can’t have all I ever want. activities.
I can’t have all I ever need.
All I want, all I dream, I never get the loving from you
2 Call on students to share something interesting they
that I need. learned about their partners.
Well that’s my music.
I hope you like it. Answers
I know I’m the best choice for the show. Students’ answers will vary. Sample follow-up questions include:
So pick me. Do you own a bike? Can you speak while you ride? Are you
I can’t wait. comfortable talking in front of large groups? Do you have any
Loving you is all I want to do. experience as a tour guide?
It’s all I want to do.
It’s all I want to do.”
Pick me.

1 Direct students to read the information in the box. Say
and have students repeat the sample statements.
2 Have students work independently to read the ads and
make notes.
Speaking
Talking about abilities
GO ONLINE
1 Point out the sentence I can’t work weekends in the box.
Explain that we often use can to talk about things that are
possible or not possible for us, not just our skills.
2 Go over the last sentence in the box. Explain that a variety
of phrases means “different ways.”
Extra Practice
1 Write on the board: I am…, I’m good at…, I have…, I
like…
2 Have students stand and find a partner. Tell them to take
turns completing the sentences while they talk about
their abilities. When they are finished, they move on to a
new partner and repeat the activity, but they can change
the way they complete the sentences if they want to.
Continue the activity until every student has talked to
three or four people about his/her abilities.
Exercise 5 INTERACT
1 Have the class brainstorm jobs they would like. Explain
that students will be making an “audition video” for a job
of their choice. Give them two minutes to prepare, but
tell them that they won’t be able to read or look at notes
while they are speaking.

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Discussion Point
Student Book page 152 1 Draw students’ attention to the photograph. Ask what
Michael Phelps is holding (an Olympic medal).
Vocabulary 2 Read the quote aloud. Then read the questions and elicit
Exercise 1 students’ opinions. Ask: Do you think there’s any problem
with being really great at something like Michael Phelps is?
Answers (For example, maybe he doesn’t have time for friends,
1 see 3 draw 5 take family, or fun.) Do you think there’s any problem with trying
2 speak 4 play 6 climb to be good at many things? (For example, maybe you won’t
be really good at anything.)
Exercise 2 Answers
Answers
It’s important to be great at one thing because it provides more
1 play tennis; I play tennis with my friends on Sundays.
satisfaction. / It’s important to be good at many things because
2 remember information; Sometimes I can’t remember
life changes – some things you can’t do when you’re old.
information on tests.
3 play computer games; My brother plays computer games
all day.
4 sing songs; Sometimes we sing songs to practice our English.
5 paint pictures; My daughter paints pictures of our house. board.
6 jump high; My dog can jump high.
Zoom In
1 Task 1: Tell students to think of something unusual they
Answers
can do. Have them walk around the class asking each
other What can you do? When they find someone who
can do something they can’t, tell them to ask follow-up
Exercise 4 questions. For example, Where do you…? When do you…?
Answers 2 Task 2: Elicit ideas for activities students might write about
Students’ answers will vary. Sample answers include: and some reasons why they like them. (It’s fun / healthy /
1 She’s great at explaining things. exciting / interesting.) Have students work independently
2 They’re good at sports. to write their sentences. Ask them to share the sentences
3 You’re great at painting. in small groups or collect and correct their work.
4 I’m not good at music. / I don’t have any music skills. 3 Task 3: Have students do an image search for someone
5 He’s great at languages.
they admire. Have them share their pictures in small
GO ONLINE Encourage students to go online to play the groups. Then ask volunteers to show their picture to the
vocabulary game. class and say one interesting thing about the person’s
abilities.
Grammar
Answers
Exercise 5 Students’ answers will vary. Sample answers include:
1 What are you good at? / Can you play an instrument? What
instrument can you play? Do you play in concerts?
Answers 2 I can make great breakfasts. I don’t always make big
1 terrible 3 great 5 excellent breakfasts, but I usually make them on the weekends. I invite
2 beautifully 4 good my friends. I like it because it’s fun
3 This is Adele. She’s a singer. She’s really good at writing songs.
Exercise 6
Answers Exercise 9
1 Can you draw a nice picture? Tell students to think about how they did on each of the
2 Can Vanya play the piano? tasks in Exercise 8 and to check the appropriate box. Remind
3 Can the students remember the words? them that they can review the online activities for any skills
4 Can your roommate play basketball? they need more practice with.
5 Can I speak Spanish well?
Answers
GO ONLINE Encourage students to go online for further Students’ answers will vary.
grammar game.
Level 1 Unit 6 71
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Wide Angle Teacher’s Guide Unit 7 Reasons
Unit Overview 7.3 Around the World
Listening Skill Listening for the beginning and ending of
Introduction to the unit sentences
The title of this unit – Reasons – summarizes the main Grammar in Context Simple past: Regular verbs
themes: explaining reasons and making excuses. Pronunciation Skill Simple past endings, /t/, /d/, /ɪd/
In Lesson 7.1, the theme “reasons” is reflected in activities • Listen for information about a journey around the world
where students learn how to use descriptions of the • Listen for and use regular simple past verbs
weather as an explanation for how they feel or for why
• Talk about a time you helped someone
something happened. In Lesson 7.2, the theme continues
as students read about two women and identify the 7.4 Oops! My Mistake!
reasons they are famous. In Lesson 7.3, they watch a video
Real-World English Apologizing
where a man explains his reasons for a trip around the
world. In Lesson 7.4, students learn to apologize and give • Identify and practice ways to apologize for something
a reason for why something happened. Finally, Lesson 7.5 small and for something important
summarizes what students have learned as they prepare a • Role-play a situation where you give and accept an
role play including an apology and an excuse. apology
7.5 Excuses, Excuses!

Lessons Speaking Making excuses
• Listen for apologies and excuses
7.1 Come Rain or Shine • Role-play giving an apology and making an excuse
Grammar in Context Simple past of be
Writing Skill Adding information: Using because Resources
• Identify kinds of weather (Oxford 3000) Class Audio CD 2, Tracks 2–8
• Practice saying and using simple past of be Workbook Unit 7, pages 43–49
• Write about reasons for liking or not liking the weather Oxford Readers Correlations
• Describe an event where the weather was important The Coldest Place on Earth (9780194654951)
7.2 Famous Firsts Teacher’s Resource Center
Assessments: Unit test
Vocabulary Development Dates
Class video
Reading Skill Understanding and and but
Grammar in Context Simple past with be: Questions
Grammar focus
• Talk about important dates Grammar PPTs
• Understand sentences connected with and and but Grammar Worksheets
• Read about two famous women Oxford Reference Worksheets: upper/lower
• Ask and answer past tense questions Vocabulary cards
• Talk about someone who did something first Newslea articles
Word list

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Unit Opener Answers
Student Book page 75 Students’ answers will vary. Sample answers include:
1 They are at a fancy party.
The photograph helps set up the theme of reasons by
2 I like to talk about sports/politics/music/friends/movies; I’m
showing groups of people engaged in conversation. interested in those things.
By thinking about what the people are saying and why, 3 They can get to know each other better / make friends.
students will begin to engage with the idea of explaining
reasons.
r Video Script
Photographer This is a picture of Claudina Melis’ 100th birthday in
Perdasdefogu, Italy. Claudina and her eight brothers and
Gianni Cipriano
sisters are the oldest living family in the world. The youngest
Gianni Cipriano (b. 1983) is a Sicilian-born independent sister is Mafalda. Her brothers and sisters call her “the little
photographer based in Napoli, Italy. His work focuses one.” Mafalda is 79 years old.
on contemporary social, political, and economic issues.
The people are here to celebrate Claudina’s 100th birthday.
Gianni regularly works for The New York Times and has
Perdasdefogu is a small village. Fewer than 2,000 people live
been documenting the ongoing upheaval in Italian
there. About one third of the people in the village are the
politics for L’Espresso weekly magazine since 2013. His
children, grandchildren, and great-grandchildren of Claudina
editorial work has also appeared in TIME, Wired, The Wall
and her brothers and sisters.
Street Journal, Le Monde Magazine, The Guardian Weekend
Magazine, MSNBC.com, Io Donna, Ventiquattro, IL, Courrier People enjoy talking about things that happened to them.
International, Vanity Fair, and Esquire, among others. After Some people enjoy telling stories and listening to other
studying aerospace engineering and architecture, he people’s stories. Talking can also create new friendships.
graduated from the Documentary Photography and
Photojournalism Program at the International Center
Exercise 1
of Photography in New York in 2008. He has received 1 Direct students to read the questions and ask you any
recognition and awards from POYI (Picture of the Year questions they have about vocabulary.
International), American Photography, New York Photo 2 Have students work independently to note their answers.
Awards, International Photography Awards and the Ian
Parry Scholarship. Gianni’s work has been showcased Answers
in group exhibitions in venues such as the Rencontres
1 I need it for college.
d’Arles, FOLI Lima Biennale of Photography, MOPLA, Lumix 2 I like it. All my friends live here.
Festival for Young Photojournalism. 3 I get up at 7 a.m. I have classes at 8.
4 I play soccer. It’s fun.
Unit Snapshot 5 I want to go to Madrid. My uncle lives there.
1 Direct students’ attention to question 1. Elicit their
opinions. Ask them to explain why rain can or can’t be fun. Exercise 2
(For example: It can be fun to step in puddles if you want 1 Have students discuss their answers with a partner.
to play. / It’s not fun to get wet when you are wearing nice 2 Call on students to share one thing that was the same or
clothes for work or a party.) different about themselves and their partner.
2 For question 2, have students look on page 80 for the
picture of the astronaut. Elicit her name (Valentina Real-World Goal
Tereshkova). By the end of this unit, students will be able to apologize
3 For question 3, explain the meaning of charity: an to someone because they will have learned how to use
organization (like a company) that helps people or gives the past tense, how to say they are sorry for a big or small
money to people. Elicit ideas about how different charities offense, and how to explain reasons and provide excuses.
raise money. Invite students to share their experiences
either donating to or soliciting money
for a charity.
Lesson 7.1 Come Rain or Shine
Discussion Questions Student Book pages 76 – 78
picture. Encourage them to answer. Provide any words or Exercise 1 ACTIVATE
expressions they need to express their ideas, such as, I’m 1 Say and have students repeat the sentences in the box.
interested in and make friends.
2 Ask the class to identify one sentence that goes with the
2 Optionally, before asking students to answer the first picture.
3 Have students work individually to write the sentences
where Gianni Cipriano answers a couple of the questions
under the pictures.
from his perspective. Play it for students as many times
as needed to check comprehension and discuss any 4 Call on students to read the answers for the class.
vocabulary items.
Level 1 Unit 7 73
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1 There are gray clouds in the sky. The weather is bad. There’s a 1 Read a short story to the class and ask them to raise their
lot of rain and wind. hands every time they hear the past tense of be.
2 It’s nice and cool. I remember my weekend in the mountains last fall. It was
3 It’s warm. The sun is out. really fun. I was with my friends from school. We were very
4 It’s hot! happy. There was a lot of snow, but it wasn’t too cold!
5 There’s a lot of snow. It’s cold. 2 Tell students there were five examples of the past tense
of be. Read the story again, and ask students to write the
Oxford 3000 words subject and the verb for each of those five examples. Do
warm weather cold the first one together to be sure they understand that
sun rain cool they shouldn’t write the whole sentence. (It was, 2. I was,
3. We were, 4. There was, 5. it wasn’t)
clouds wind hot
3 Have students compare their answers with a partner.
sky snow Tell them to work with their partner to see if they can
remember the story. Emphasize that they don’t need to
Exercise 2 VOCABULARY remember every word. Call on students to tell the story
1 Read the example sentence. Give them another example back to you
that is true for you. For example, I like hot days. I like going
swimming when the sun is out. Exercise 4 IDENTIFY
2 Direct students to talk to a partner about the kind of 1 Have students work independently to read the photo
weather they like and what they like doing. descriptions and underline the past forms.
3 Call on individuals to share what they learned about their 2 Call on volunteers to read aloud the sentences with the
partners. verbs they underlined.
Answers 3 Point out other words in the photo descriptions that
Students’ answers will vary. Sample answers include: indicate past time (that day, last summer).
I like cool days. I like to go hiking.
Answers
Picture 1 (top left) was, wasn’t
t Exercise 3 WHAT’S YOUR ANGLE? Picture 2 (top right) was, was, were, was, was
Direct students’ attention to the pictures. Ask how the Picture 3 (bottom left) was, was, were, were, was, was
weather is in each photo. Elicit their favorite photos and why Picture 4 (bottom right) was, was, were, was, was
they like them.
Answers
1 Go over the example in number 1. Have students find
I like the picture of the children playing in the snow. I love the information about the weather in the first photo
playing in the snow. description.
2 Have students work independently to answer the
questions.
Grammar in Context
3 Ask students to compare their answers with a partner. Call
Simple past of be on students to say the answers for the class.
GO ONLINE
1 Read the information in the grammar box aloud. Have Answers
students repeat the example sentences. Students’ answers will vary. Sample answers include:
1 There was a lot of rain. The weather was bad.
2 Write several simple sentences on the board with the 2 There was a lot of snow.
present simple of be and elicit the past tense forms. For 3 They were at the beach.
example: I’m happy. My parents aren’t home. It’s hot. You are 4 The weather was beautiful and they were all together. It was
in class. also one friend’s birthday.
4 For additional information, see the Grammar focus on 5 He was sick.
page 165 of the Student Book. 6 The weather was beautiful.

1 Read the directions. Give students time to think of two
events or find the photos on their phones.
2 Have students share their photos or talk about their
events with a partner. For more practice, have them
switch partners and repeat the activity.
3 Call on individuals to share something they learned about
their partners.

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Answers e Exercise 7 IDENTIFY
Students’ answers will vary. Sample answers include: 1 Have students read the exercise in preparation for
I was in Hawaii. It was warm and sunny. We were on the beach listening. Play the audio and ask them to match the
all day. sentences.
2 Call on students to read the two parts of the sentence
Writing Skill aloud, connecting them with because.
Adding information: Using because Answers
GO ONLINE 1 c 2 b 3 e 4 a 5 f 6 d
Skill box. Audio Script
2 Read the example sentence aloud and check e CD 2, Track 2
comprehension. Does because start a new sentence? (no) 1 My sister wasn’t at work yesterday because she was sick.
Is there a comma before because? (no) What wh- question 2 The streets were dangerous yesterday because there was a lot of
snow.
word do you think because answers? (why) 3 We were at the beach because the weather was warm.
3 Have students look back at the why questions in Exercise 4 4 The children were at home all day because the weather was cold.
(items 2, 4, and 5). Ask them to answer the question again, 5 My roommate wasn’t home yesterday because he was at his
this time using because in their responses (2 They weren’t parents’ house.
6 There weren’t any people in the park this morning because there
at school because there was a lot of snow; 4 They were was rain.
happy because the weather was beautiful; 5 He was at
home because he was sick). t Exercise 8 WHAT’S YOUR ANGLE?
Extra Practice 1 Read the first item and call on students to say if they
1 Prepare sheets of paper with a single clause in large like or don’t like snow and to give a reason. Then have
letters. Write main clauses on half of them and because students work independently to complete the exercise.
clauses on the other half. Make enough so that each pair 2 Have students share their completed sentences with a
of students will have one. For example: partner. Call on individuals to share one of their sentences
We were happy because the weather was with the class.
beautiful. Answers
He was sad because his friends Students’ answers will vary. Sample answers include:
weren’t there. 1 I like snow because it’s beautiful and fun.
2 I like hot weather because I love swimming at the beach.
She was in bed because she was sick.
3 In my opinion, the weather yesterday wasn’t nice because it
They were at the beach because there was no was cold.
school. 4 I wasn’t happy yesterday because I was tired.
There was no school because it was summer. 5 We were outside a lot last weekend because the weather was
nice and cool.
There was no game because there was too
much rain.
Exercise 9 WRITE
The mountains were because there was a lot
1 Read the directions and check comprehension of the
beautiful of snow.
activity: Are you writing about the present or the past? (the
The climb was difficult because it was very hot. past) Do you need to write about the weather? (yes) Do you
My friend was happy because it was his need to use because to give a reason? (yes)
birthday. 2 Have students work independently to write about their
The teacher wasn’t happy because the students photos or remembered events. Circulate and provide
were late. feedback.
2 Divide the class into pairs and give the pairs on one side Answers
of the room the main clauses. Give the other side of the Students’ answers will vary. Possible examples include:
room the because clauses. Tell everyone to hold up their I was in the mountains with my family. It was cold, but I was
cards so students on the other side can see them. Ask happy because there was snow.
them to discuss with their partners which of the cards
on other side could be the beginning / ending of their Exercise 10 IMPROVE
sentence.
Read the checklist aloud. Ask students to review their
3 Call on pairs one at time to match themselves up with a
descriptions and make corrections. Spot-check while they
pair on the other side, stand together along the sides of
do this work.
the room, and read the resulting sentence aloud to the
class. If any pairs are “stranded” at the end because all of
their good matches are taken, have the students make
exchanges until everyone has a good match.
Level 1 Unit 7 75
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Exercise 11 SHARE e Exercise 2 BUILD
1 Have students share their papers and photos (if they have 1 Have students work with a partner to say the dates aloud.
them) with a partner. Tell them to ask questions even if 2 Play the audio and have them repeat.
their partner doesn’t have a photo.
Audio Script
2 Call on individuals and ask them to share something they
learned about their partners. e CD 2, Track 3
1 December fourteenth, nineteen eleven
2 March sixth, nineteen thirty-seven
3 September twenty-second, nineteen forty-four
4 July thirty-first, fourteen ninety-two
Lesson 7.2 Famous Firsts 5
6
June twelfth, nineteen fifty-nine
November eighteenth, two thousand twelve
Student Book pages 79 – 81 7 July twenty-fourth, eighteen ninety-seven
8 January second, seventeen oh one
Exercise 1 ACTIVATE
1 Ask students what a calendar is (a representation of t Exercise 3 WHAT’S YOUR ANGLE?
months, weeks, days, and dates for particular period of 1 Model the activity by telling students two important dates
time). Show, or ask students to show you, any examples from your own life and having them guess why the dates
of calendars that are on hand, such as a calendar on a are important. For example, you might say your birthday,
smartphone or one that hangs on the classroom wall. Ask your child’s birthday, your anniversary, your graduation
them if they can identify any of the parts of the calendar. date, the date of your favorite holiday, the first and last day
2 Say and have students repeat the months. of school.
3 Elicit answers to the questions from the class. 2 Have students share their important dates with a partner.
For more practice, have them switch partners and repeat
Answers the activity. Call on students to share one thing they
Students’ answers will vary. Sample answers include: learned about a partner.
1 It’s March right now.
2 Children’s Day is in June. Reading Skill
3 It’s hot in August.
Understanding and and but
GO ONLINE
Vocabulary Development 1 Direct students to read the information in the Reading
Dates Skill box.
GO ONLINE 2 Point out the comma before and and but. Elicit the subject
1 Direct students to read the information in the Vocabulary of each clause (Roald Amundsen, he; women pilots,
Development box. Read and have students repeat the Amelia Earhart and her teacher). Explain that when there
ordinal numbers and years in the box. is a new subject after and or but and both parts of the
2 Point out that the numerical date is written month/day/ sentence are long, we often use a comma.
year in American English. Extra Practice
Extra Practice 1 Write a sentence beginning with several possible
1 Conduct a date dictation. Say ten dates (pronouncing completions on the board, like this:
the ordinal number) and ask students to write them The old man is very rich, he lives in a small house.
in numerical form in the order month / day / year. For and
example, say:
The old man is very rich, he owns a big company.
1 March third, twenty fifteen
but
2 December fifteenth, two thousand eighteen
3 February second, nineteen ninety-five he isn’t happy.
4 July twenty-first, eighteen oh two he gives a lot of money to
5 August first, two thousand one his children.
6 June fifth, nineteen ninety-eight he wasn’t rich as a child.
7 January thirtieth, nineteen eighty
8 April thirteenth, twenty twelve his brother is poor.
9 October eighteenth, twenty twenty-four his parents were too.
10 May twenty-fifth, sixteen oh three he wants to use his
2 Have volunteers write them on the board (in numerical money to help people.
form). Correct and have students repeat each date.
2 Have students work in pairs to connect the two parts of
Answers the sentence. Call on students to say sentences for the
1 3/3/2015 6 6/5/1998 class. Discuss any differences of opinion.
2 12/15/2018 7 1/30/1980
3 2/2/1995 8 4/13/2012
4 7/21/1802 9 10/18/2024
5 8/1/2001 10 5/25/1603

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Answers Answers
The old man is very rich, and: he owns a big company, he gives Amelia Earhart was born in Kansas on July 24th, 1897. When
a lot of money to his children, his parents were too, he wants to Amelia was young, airplanes were still new. She learned to fly in
use his money to help people. 1921. There weren’t many women pilots then, but her teacher,
The old man is very rich, but: he lives in a small house, he isn’t Neta Snook, was a woman.
happy, he wasn’t rich as a child, his brother is poor. On May 20th, 1932, she flew solo across the Atlantic. People
were excited because she was the second person to do this, and
she was the first woman to do it!
Exercise 4 IDENTIFY Amelia wanted to be the first woman to fly around the world,
1 Read the directions and the example. Have students work but sadly she wasn’t. On July 2nd, 1937, she and her plane were
individually to complete the exercise. lost in the Pacific Ocean during the trip.
2 Have the class call out the answers and settle any Valentina Tereshkova was born in Russia on March 6th, 1937.
disagreements. As a young woman, she was a factory worker, but she was also
interested in parachuting. She applied to be a cosmonaut in
Answers 1962, and she was selected partly because of her parachuting
1 Related 3 Different 5 Related experience.
2 Different 4 Different 6 Different On June 16th, 1963, Valentina was the first woman to go into
space. Her space flight was Vostok 6. Many people were excited
about it because she was a woman and also because her flight
Exercise 5 INTEGRATE was longer than all of the American astronauts’ flights. She was
1 Read the example sentence. Have students work in space for 70 hours and four minutes.
independently to write the rest of the sentences.
2 Call on students to read the sentences aloud. Exercise 8 IDENTIFY
Answers 1 Have students work independently to complete the chart
2 I like taking the train, but I don’t like flying because it’s scary. with dates on the left and events on the write.
3 Yesterday was cold and rainy, but today is warm and sunny. 2 Tell them to compare their answers with a partner. Help
4 The Wright brothers were the first to fly an airplane in 1903, the pairs resolve any disagreements.
but they weren’t the first people to have the idea.
5 The first men to step on the moon in 1969 were the Answers
astronauts Neil Armstrong and Buzz Aldrin, and their flight Dates Events
was called Apollo 11. 7/24/1897 Amelia is born.
6 Many people were excited about Apollo 11, but some people 1921 Amelia learns to fly.
were nervous because it was dangerous. 5/20/1932 Amelia flies solo across Atlantic.
1937 Amelia and her plane are lost. Valentina is born.
1962 Valentina applies to be cosmonaut.
Exercise 6 ASSESS 6/16/1963 Valentina flies on Vostok 6.
1 Explain that skim means to read something quickly for the
gist, or the main idea. Tell students they have 30 seconds
find the answer to the question. Set a timer.
Grammar in Context
2 Call time and have the class call out the answers. Simple past with be: Questions
Ask students which words helped them locate the GO ONLINE
information, such as the first woman. 1 Direct students to read the information in the Grammar in
Context box.
Answers
Amelia Earhart was famous because she was the first woman
2 Say and have them repeat the example questions in
to fly solo across the Atlantic. Valentina Tereshkova was famous the box.
because she was the first woman in space. 3 For additional information, see the Grammar focus on
page 165 of the Student Book.
Exercise 7 IDENTIFY OXFORD REFERENCE Extra Practice
1 Have students read the article silently. Tell them to 1 Copy this grid on a piece of paper and make enough
underline and, but, and important dates. copies so that there is one for each group of three or four
2 Have volunteers read the sentences with and and but to students:
the class. where how yesterday
3 Point out that most of the examples of and and but when was at school
connect two complete ideas, or clauses, and are preceded
why Jon the party
by a comma. Ask students to identify the examples of and
that connect two nouns and don’t have a comma (she were they the weather
and her plane; 70 hours and four minutes). 2 Cut each grid into squares with one word or phrase
on each. Give a set to each group of students. Tell the
groups to arrange the words into questions. Have them
choose a secretary to write each question. Explain that
they can re-use the words as many times as they want.
The group that creates the most correct questions in two
minutes is the winner.
Level 1 Unit 7 77
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3 Call time and find out who has the most questions. Have Answers
that group read their questions aloud. When they finish, Students’ answers will vary. Sample answers include:
ask other groups to say any questions that the winners Anthony Quinn was the first Mexican-born actor to win an Oscar.
hadn’t included. He won it in 1952.
Yang Liwei was the first Chinese person in space. He went into
Answers space in 2003.
Answers will vary. Sample answers include:
Where was Jon yesterday?
When was the party?
Why were they at school?
Was Jon at school?
Were they at the party yesterday?
Lesson 7.3 Around the World
How was the weather yesterday? Student Book pages 82 – 83
Exercise 1 ACTIVATE
Exercise 9 INTEGRATE 1 Ask students to look at the photo and the caption. Elicit
1 Have students work independently to write answers to answers to the questions.
the questions. Ask them to compare their answers with a 2 Point out Swaziland on a map. Ask students what they
partner. think about this kind of volunteer work. Is it important?
2 Call on students for the answers. Would it make you feel good? Would you want to do it?
Answers Answers
1 Kansas (USA) 1 Swaziland
2 Neta Snook 2 women
3 in the Pacific Ocean 3 business and health
4 She was a factory worker.
5 Russia
6 It was longer than the American astronauts’ flights. t Exercise 2 WHAT’S YOUR ANGLE?
Elicit answers from the class. Tell them about charities that
you contribute to.
Exercise 10 APPLY
Go over the directions. Ask students to work independently Answers
to write two new questions. Explain that they should write Students’ answers will vary. Sample answers include:
questions which are answered in the article. Ask: Is Was I give money to Habitat for Humanity. They build houses for
Amelia Earhart married? a good question? (No, because it’s people.
not answered in the article.)
Answers
e Listening Skill
Students’ answers will vary. Sample answers include: Listening for the beginning and ending of sentences
Why were people excited about Amelia Earhart? GO ONLINE
What was special about her teacher?
1 Have students read the information in the box and then
Why wasn’t Amelia the first woman to fly around the world?
Why was Valentina Tereshkova selected to be a cosmonaut?
play the audio.
How long was she in space? 2 Check comprehension. Ask: When do speakers usually
pause? (at the end of the sentence, at a comma) When
does a speaker’s voice sometimes go up? (at the end of a
Exercise 11 INTERACT [yes/no] question)
Have students ask and answer their questions with a partner.
Call on a few students for sample questions and answers. e CD 2, Track 4
Extra Practice
t Exercise 12 WHAT’S YOUR ANGLE? 1 Write the following on the board or project it:
1 Have the class brainstorm achievements they might The Audubon Society protects birds and the places birds
want to research, for example: the first person to climb live they have hundreds of groups in the United States and
a particular mountain, to become a billionaire, to win a around the world people give money to them and they use
Nobel prize, to win an Olympic medal, to go into space, it for education land and other projects they also have a
to swim across a body of water, to discover something, to magazine.
serve in a political office. 2 Read it aloud, pausing where the punctuation should be.
2 After students have done their research, have them Have students work with a partner to decide where the
tell the class what they learned. If your class is large, periods and commas should go.
have students share their information in groups of four. 3 Elicit the answers and correct the sentences on the board.
Reconfigure the groups two or three times and have them
share again. Answers
The Audubon Society protects birds and the places birds live.
They have hundreds of groups in the United States and around
the world. People give money to them, and they use it for
education, land, and other projects. They also have a magazine.

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e Exercise 3 NOTICE 3. When I was a child, I wanted a horse.
1 Read the directions. Play number 1 and elicit the answer. 4. She asked the teacher a question.
5. The baby cried all night.
2 Play the rest of the audio and have students work
6. The bus stopped in front of my house.
independently to complete the exercise.
7. The children played outside.
3 Have the class call out the answers. Replay the audio if 8. It rained all day yesterday.
there are any disagreements. 2 Tell students to compare their answers with a partner.
Re-read the sentences in case they missed some.
Answers
1 we 2 it 3 they 4 how 5 finally
3 Confirm the correct spelling of the regular past tense
verbs by calling on volunteers to write them on the
Audio Script board.
e CD 2, Track 5 r Exercise 5 INTEGRATE
1 We didn’t travel by car, plane, or train. We traveled by boat.
2 How was the weather in Australia? It was very hot. 1 Replay the video and have students work independently
3 Were the people nice? They were really friendly. to complete the sentences.
4 Steve’s charity raised a lot of money. How much money do they 2 Have volunteers write the answers on the board.
have now?
5 They traveled through China, Laos, and Thailand. Finally, they Answers
traveled back to London.
1 wanted 6 traveled
2 planned 7 visited
r Exercise 4 IDENTIFY 3 called 8 returned
1 Direct students’ attention to the picture and ask them 4 started 9 appeared
what they see. Ask what they think the video will be 5 used 10 raised
about. Give them a moment to read the sentences.
2 Play the video and have students work independently Video Script
to complete the sentences. Call on students to read the r Round the World Charity
completed sentences aloud. This is Steve Moore. In 2011, Steve left London and began an
amazing journey. He traveled across five continents, visited 28
Answers countries and drove over 26,000 miles. How did he do this?
Students’ answers will vary. Sample answers include: He didn’t travel by car, van, or bus. He drove a large red fire engine
1 fire engine called Martha. Why did he do this? He did it because he wanted
2 raise money for charity to raise money for charity. So he got a fire engine and asked some
3 Follow That Fire Engine friends to help. Together they planned the journey of a lifetime.
4 Moscow They called their journey “Follow That Fire Engine.” They drove from
5 the USA London, across Europe, to Moscow. Then they traveled through
6 boat China, Laos, and Thailand. They took the truck to Australia and
drove to Brisbane. Then they went to New Zealand. From New
Zealand they went to the USA. They drove across the USA. Then they
r Round the World Charity returned to Europe by boat. Finally, they drove through Europe back
to London. So was the journey a success? The journey was a huge
Grammar in Context success. Steve and his friends met lots of people and saw lots of
Simple past: Regular verbs things. They wrote a blog and they appeared on TV. Best of all they
raised £120,000 for charity. All thanks to a large red fire engine.
GO ONLINE
1 Direct students to read the information in the Grammar in t Exercise 6 WHAT’S YOUR ANGLE?
Context box.
Read the questions. Elicit reasons the trip was a good idea
2 Read and have students repeat the example sentences in (the journey was a success, they met a lot of people and
the box. saw a lot of things, they raised a lot of money). Ask students
3 Direct students’ attention to the spelling of raised, if there are any reasons they think it wasn’t a good idea
planned, and studied. Explain the rules and give additional (maybe he used a lot of gasoline, maybe there are easier
examples: ways to raise money for charity). Take a class poll to find out
1) For words that end in e, we add d. if students think the trip was a good idea overall.
2) For words that end in consonant-y (like study, carry, and
Answers
copy), we change the y to i and then add –ed.
3) For words that end in consonant-vowel-consonant The trip was a good idea because he raised a lot of money for
(like stop), we double the last consonant, except when charity.
the word ends in w, x, y, or z.
4 For additional information, see the Grammar focus on Pronunciation Skill
Simple past endings: /t/, /d/, and /ɪd/
Extra Practice 1 Ask student to read the information in the box. Pronounce
1 Say these sentences and ask students to listen and write the example words in the box.
the regular verbs they hear.
2 Clap out the syllables for start, started and end, ended.
1. I called my mother yesterday.
2. My brother opened the door.
Level 1 Unit 7 79
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e Exercise 7 NOTICE t Exercise 9 WHAT’S YOUR ANGLE?
1 Direct students to look through the list of words and make 1 Read the question and elicit a few examples from different
a guess about how many syllables they will hear. students. Tell them an example of your own.
2 Play the audio and have students work independently to 2 Have students tell a partner about who they helped
write the numbers. and what they did. For more practice, have them switch
3 For each item, have students raise one or two fingers partners and repeat the activity.
to indicate how many syllables are in the word. For any
Answers
words that some students missed, clap out the syllable(s)
and have the class repeat the word. I helped my brother with his math homework. I helped my
mother clean the house. I helped the teacher pass out papers.
Answers
1 2 2 1 3 2 4 1 5 1 6 1 7 2 8 1
e CD 2, Track 6
e Exercise 8 APPLY Lesson 7.4 Oops! My Mistake!
1 Have students work independently to circle the correct Student Book pages 84 – 85
pronunciation.
Exercise 1 ACTIVATE
2 Play the audio and have them check their work and repeat
1 Direct students’ attention to the video stills. Ask where
the words.
Andy is. Ask them to predict what the video will be about.
Answers 2 Have students look at the pictures. Elicit ideas about what
1 /ɪd/ 3 /t/ 5 /t/ 7 /t/ 9 /d/ happened. Students may need the expressions bumped
2 /ɪd/ 4 /t/ 6 /t/ 8 /d/ 10 /d/ into, hit, and embarrassed.
e CD 2, Track 7 Answers
More to Say… The woman’s bags hit the other woman. She feels embarrassed.
The man on the bicycle almost hit the woman with the baby.
Focus: Working in partners, students practice correctly
She is angry.
pronouncing -ed endings
Grouping Strategy: Groups of 2–3 students
Real-World English
Apologizing
Ready,
1 Read the information in the box aloud, modeling the
1 Have a blank sheet of paper for each student.
polite intonation.
2 Prepare another paper with /t/, /d/ and /ɪd/ written on
it in big letters and evenly spaced. Make a copy of this
handout for each group. 3 Point out the structures after I’m really/so sorry (for + -ing
form or sentence/clause).
/t/ 4 Ask students what they think the people in the pictures in
/d/ Exercise 1 said.
/ɪd/ Extra Practice
1 Write the following expressions in large letters on
Set… separate pieces of paper: Oops, sorry! / Sorry I’m late! /
1 Put the students into groups and distribute the blank Sorry about that! / My mistake! / I’m really sorry
sheets of paper and the /t/, /d/ and /ɪd/ handout. . / I’m very sorry . / I’m so sorry . Make
2 Have students write a list of ten words with -ed endings enough copies of each so that every student can have a
that they want to correctly pronounce on their blank paper.
sheets of paper. 2 Read the situations below aloud. Ask students to
hold up their apology if they think it fits the situation.
3 Have them mark the correct pronunciation of each
Pantomime the situations as necessary to help students
-ed ending on their list after each word as /t/, /d/ or
understand.
/ɪd/. Remind the students not to show their lists to their
a You lightly bump into your classmate as you’re sitting
partners.
down.
Go! b You knock over your friend’s coffee and it spills
1 Have the students take turns reading words from their everywhere.
lists. When reading, students should focus on correctly c Your phone rings while you’re in a meeting.
pronouncing the -ed ending. When listening, students d You leave your schoolbag on the sofa so your
should point to the sound that they hear on the /t/, /d/ roommate has to move it to sit down.
and /ɪd/ handout. e You are five minutes late to a meeting with your
2 Circulate, correct, and assist as necessary. teacher.
f You promised your friend a ride home from school, but
you forgot and left without them.

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3 Have students look around at the papers being held r Exercise 4 IDENTIFY
up to see if they agree that the apology is appropriate. Play the video. Ask students to raise their hands every time
Discuss any differences of opinion. For the more serious they hear Andy apologize.
situations (probably b and f ), elicit ways to build on the
apology. For example, I’m so sorry. Can I buy you a new Answers
cup of coffee? or I’m so sorry for forgetting. I feel really bad. Oh…. Sorry about that. / Oops! Sorry about that. / So sorry I’m
late. / Oh, no…oops, my mistake!
Apologizing is a complex speech act that requires a lot of
cultural sensitivity and tact. In some cultures, the person r Exercise 5 INTEGRATE
issuing an apology is expected to provide extensive
1 Give students a moment to read the exercise. Replay the
reasons to explain what happened, for example: I am
video and tell them to work independently to choose the
really, really sorry I’m late. I didn’t hear my alarm and then
answers.
missed the bus. Then there was a lot of traffic, and the bus
arrived late. Then on my way from the bus stop I slipped 2 Call on students for the answers.
and fell… On the other hand, in other cultures, it is Answers
acceptable to avoid the blame. For example, note the 1 b 2 b 3 c 4 a 5 a 6 c
difference between, I’m sorry, the bus was late and I’m sorry
I’m late, I missed the bus. In the first sentence, the speaker Video Script
avoids responsibility and places the blame on the bus,
whereas in the second sentence, the speaker assumes the
Scene 1
agency. You can raise your students’ awareness about the Max Andy! What happened in there?
differences in apology performance between their native Andy What? What do you mean?
language and English. Max Uh, it was your turn to empty the trash last night.
Andy Oh…. Sorry about that. I was sick… I mean,
1 Have students revisit the video and ask them to identify
I am sick.
the situations that preceded an apology: not taking out Max It’s OK. I can do it. Ew…there are tissues on the
the trash, tissues strewn on the floor, being late, and floor. You missed the basket!
knocking over a cup of tea. Andy Huh? Oops! Sorry about that. I was never good at
basketball!
2 Have students in pairs or small groups analyze what each
Scene 2
speaker offered as a reason to follow up on the apology. Prof Lopez Hello, Andy, Hi Max.
Then discuss whether the apology was appropriate, too Andy Hi Professor Lopez. So sorry I’m late.
little, or too much from their personal point of view. Prof Lopez What happened? You weren’t in class.
3 How would they apologize in each situation in their first Andy I was at health services, and then I stopped to
buy tea.
language? Would they give the same reasons? Max I’m late too. Sorry.
Prof Lopez That’s OK. Have a seat.
Exercise 2 ANALYZE Andy ACHOOO!
Andy Oh, no… oops, my mistake!
1 Discuss the first situation as a class. Find out if everyone Kevin Aw, man! What is that? Tea? You don’t drink tea!
agrees that it’s “bad.” Have students work independently to Max That’s OK, Andy. I got this.
complete the exercise. Andy Thanks…
Max Here… Take mine.
2 Have the class call out the answers. Discuss any Prof Lopez Don’t worry, guys. That’s just scrap paper!
disagreements.
Answers
Exercise 6 ANALYZE
Suggested answers Have students discuss their answers with a partner. Then call
1 big 2 small 3 small 4 small 5 big 6 big on individuals to share their ideas with the class.
Answers
Exercise 3 INTERACT Students’ answers will vary. Sample answers include:
1 Elicit an answer for number 1. Have students work with a None of them were important. The professor wasn’t angry about
partner to discuss the rest of the situations. them being late and the papers were scrap paper. / Being late
to an appointment with a professor was important, so Andy
2 Call on students to share their answers. Elicit alternatives explained what happened.
from the class.
Answers Exercise 7 INTERACT

Students’ answers will vary. Sample answers include: 1 Have the students work with a partner to brainstorm
1 I’m really sorry I’m so late! I missed the bus! situations. Call on several pairs to share their ideas with
2 Sorry, my mistake!
the class.
3 Oops! I’m so sorry about that!
4 Hi. Sorry I’m late! 2 Tell the partners to work together to write a conversation
5 Grandma, I’m so sorry I missed your party! I was sick and of at least three exchanges.
stayed in bed all day.
6 I’m really sorry I wasn’t nice to you last night. Yesterday was a Answers
very bad day for me. Students’ answers will vary. Sample answers include:
Being late, missing an appointment, forgetting someone’s birthday
Level 1 Unit 7 81
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Exercise 8 SHARE e Exercise 2 IDENTIFY
1 Have each pair meet with another pair to perform their 1 Give students a minute to read the reasons and excuses.
role plays and discuss the questions. For more practice, Replay the audio and have them work independently to
swap the pairs and have them perform their role plays for complete the chart.
new partners. 2 Call on students for the answers.
2 Ask volunteers to perform their role play for the class.
Answers
Answers Conversation Reason for apology Excuse
A: Hi Mary. I’m so sorry I’m late. 1 missed class was with grandmother
B: It’s OK. I was late, too! My bus was really slow today.
2 can’t go to party works on that day
A: That was my problem, too!
3 missed phone call phone wasn’t on
4 can’t help with essay is tired
Lesson 7.5 Excuses, Excuses! e CD 2, Track 8

e Exercise 1 ACTIVATE Read the example aloud. Ask students to discuss their
1 Tell students to look at the title of the lesson. Ask them situations with a partner. Then call on individuals to share
what an excuse is (a reason you give to explain your with the class.
behavior). Elicit examples, such as, I didn’t call you on your
birthday because we were away and my cell phone didn’t Answers
work there. Briefly discuss the difference between good Students answers will vary. Sample answers include:
and bad excuses. I missed class because I had to take my mother to the doctor. / I
didn’t call my friend back because my phone was at home.
2 Direct students’ attention to the pictures. Ask them to
describe what they see and guess the relationships
between the people. Students may need words like nurse, Speaking
push, wheelchair, and wash dishes. Making excuses
3 Play the audio and have them work independently to GO ONLINE
number the pictures. 1 Direct students to read the information in the box.
4 Have the class call out the answers. 2 Read the examples aloud, modeling the apologetic
Answers intonation.
a 2 b 1 c 4 d 3 Extra Practice
1 Make slips of paper with these situations on them,
Audio Script enough so that you can provide each student with one:
e CD 2, Track 8 You weren’t at my party last night.
1 You weren’t in school yesterday.
A Good morning, Daniela. You missed class yesterday. Were you OK? You missed your doctor appointment.
B Yeah, I was with my grandmother all day because she needed
help around the house. Sorry I missed class.
You were late to work today.
A Oh, that’s OK. Why don’t you borrow someone’s notes? You were late to study group.
2 I called you twice yesterday.
A Hey, don’t forget. My party is next Saturday, May 4th. I visited you, but you weren’t home.
B Ohhh, sorry, I can’t go! I work at the hospital on Saturdays. You missed the football game.
A Ah. That’s too bad.
2 Before you give out the slips of paper, brainstorm some
3
A Hello, Melissa?
excuses and write them on the board. For example:
B Hi, Kim! I just listened to your message. Sorry for not calling you I’m so sorry. I was at my grandmother’s house. / I was sick. /
back yesterday. My phone was off all day. The trains were slow.
A Oh it’s OK! It wasn’t important. 3 Using one of the slips of paper, model a walk-around,
4 card-exchange activity. For example: Approach a student
A Hey, you’re good at writing. Can you help me with my essay this
and say, Hey, Carla. You weren’t at my party last night!
afternoon?
B Oh… no, not today. Sorry! I’m really tired. Encourage the student to respond with an apology and
A That’s OK. Maybe tomorrow? one of the excuses on the board. Then have her say the
B Maybe, I’m pretty busy all week. situation on her paper and you respond with an apology
and excuse. When you are finished, switch papers, and
go talk to a new student with your new slip of paper.
4 After you have modeled this a couple of times, have the
class stand and begin the activity. Encourage them to
talk to people on the other side of the room.
5 After most students have switched partners and papers
three or four times, call time and have them sit down.

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Direct students to read through the scenarios and excuses
with a partner. Tell them to choose one and write the
conversation. Remind them to include an apology along
with an excuse.
Answers
1 A: I moved last weekend. I needed help. Where were you?
B: I’m sorry for not helping you. I was in California for work.
2 B: I cooked dinner yesterday and invited you. Where
were you?
A: Sorry I wasn’t there! I was really sick.
3 A: Can you drive me to the airport this afternoon?
B: I’m sorry, but I have class in the afternoon.
4 B: I visited you on Sunday, but you weren’t home. Where
were you?
A: Oh, sorry. I was at the park because the weather was
beautiful.
Exercise 5 INTERACT
1 Have the pairs role-play their scenarios and then choose
another scenario to role-play in the opposite role. Tell
them to practice apologetic intonation.
2 Have students regroup and perform their role plays for
another pair of students.
Level 1 Unit 7 83
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3 Ask students if they agree that education is important to
success. Elicit ways that education helps people.
Unit 7 Review
Student Book page 153 Answers
Vocabulary Education helps you get a good job, makes you better at your
job, and can help you be prepared for different kinds of jobs.
Exercise 1 GO ONLINE Encourage students to go online to listen to
Answers the podcast and add their comments to the discussion
1 May eighteenth 4 April eleventh board.
2 July twenty-fourth 5 October thirty-first
3 February tenth
t Zoom In
Exercise 7
Exercise 2 1 Task 1: Give students a minute to think about how they
will answer the questions. Have them talk to a partner.
Answers
1 clouds 3 rain 5 snow
When they finish, ask them to switch partners and repeat
2 hot 4 cool 6 sun the activity.
2 Task 2: Elicit examples of “bad things” they may have
GO ONLINE Encourage students to go online to play the done (for example, missing or arriving late for an event,
vocabulary game. forgetting something, breaking or spilling something,
hurting someone’s feelings). Show students how to begin
Grammar and end an email with Dear ___ and Sincerely, or Best.
Have them work independently to write their emails. Have
Exercise 3 students send you the email or share it with a partner.
Answers 3 Task 3: Model the activity by sharing a picture of an
1 was 4 were 7 wasn’t important event from your life. Describe what happened
2 were 5 weren’t 8 was and tell them the dates. This is a photo of my college
3 wasn’t 6 was 9 were graduation. I graduated in 2012. It was a very happy day. My
whole family was there.
Exercise 4 Answers
1 Was the movie interesting? 1 Last Saturday, I was in Shanghai. I was there because my
2 Where were you on Sunday? grandparents live there. The weather was nice and cool.
3 Were your friends home yesterday? 2 Dear Walid: I’m sorry I wasn’t nice to you yesterday. I was sad
4 Why wasn’t he at work on Saturday? because my father was sick. I wasn’t angry at you. Please call
5 Why weren’t you at the party? me today. Thank you!
3 This is a photo of me and my first roommate at college. I
started college on September 1st, 2002. It was a really great
Exercise 5 year. My roommate was a friendly and fun person.
Answers
Students’ answers will vary. Sample answers include: Exercise 8
1 We walked home after class because the weather was Tell students to think about how they did on each of the
beautiful. tasks in Exercise 7 and to check the appropriate box. Remind
2 My parents arrived late at the airport. them that they can review the online activities for any skills
3 I cooked breakfast for my roommates today.
they need more practice with.
4 My friend used my phone and called her mother.
5 The students talked about their weekends in class today. Answers
6 My friend played soccer on Friday. Students’ answers will vary.
7 You answered my question. Thank you.

grammar game.
Discussion Point
2 Read the quote aloud. Ask the students to guess what cut
class means. Explain that it means to miss class without a
good excuse.

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Wide Angle Teacher’s Guide Unit 8 History
Unit Overview 8.3 They Wore That?
Reading Skill Scanning for specific information
Introduction to the unit Grammar in Context Simple past: Yes/no questions
The title of this unit – History – summarizes the main • Identify clothing items (Oxford 3000)
theme: talking about the past. • Read about how fashion has changed
In Lesson 8.1, the idea of history is reflected in activities • Talk about what you wore when you were younger
where students talk about famous historical landmarks
and learn irregular past tense forms and past time 8.4 Congratulations!
expressions. In Lesson 8.2, the theme continues as Real-World English Reacting to news
students read a family history and create a timeline before
• Identify and practice ways to react to good and bad news
writing about their own history. In Lesson 8.3, students
read and discuss the recent history of fashion and practice • Analyze appropriate reactions to different situations
past tense questions. In Lesson 8.4, students learn to react
appropriately to other people’s news. Finally, Lesson 8.5
8.5 Making History
summarizes what students have learned as they discuss Pronunciation Skill Rising and falling intonation in
historical achievements that interest them. statements
Speaking Talking about dates
• Listen for information about the four-minute mile
Lessons • Tell about an exciting historical event
8.1 A Ritzy Business
Grammar in Context Simple past of irregular verbs
Resources
Listening Skill Use visuals to help you understand
Vocabulary Development Time expressions
• Practice irregular verbs
London (9780194655491)
• Listen for information about the Ritz Hotel
• Practice using time expressions
• Describe a good or bad experience at a hotel
8.2 Bank Clerk to Photographer Grammar focus
Grammar in Context Simple past: Negative Grammar PPTs
Writing Skill Using sequence words Grammar Worksheets
• Create a timeline of important life events Oxford Reference Worksheets: upper/lower
• Read a family history Vocabulary cards
• Use sequence words to connect ideas Newslea articles
• Write your biography Word list
Level 1 Unit 8 85
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Unit Opener Answers
Student Book page 87 Students’ answers will vary. Sample answers include:
1 We can learn about how the people lived and what kind of
The photograph helps set up the theme of history because
technology they had.
it shows ancient ruins. By thinking about the place in the 2 I learn about history in school, from watching historical
picture, students will begin to reflect on past events and movies, and from visiting historical places and museums.
people. 3 Teotihuacan is a very old city near Mexico, D.F. It has famous
pyramids. Tourists go there from all over the world.
Photographer
Gianni Cipriano r Video Script
Gianni Cipriano (b. 1983) is a Sicilian-born independent This is the Greek Theater in Taormina, Italy. You can see
photographer based in Napoli, Italy. His work focuses Mount Etna behind the theater. Ancient Greeks built the
on contemporary social, political, and economic issues. theater thousands of years ago for plays and concerts. Today,
Gianni regularly works for The New York Times and has the theater is famous. People still go to the Greek Theater to
been documenting the ongoing upheaval in Italian see plays and concerts.
politics for L’Espresso weekly magazine since 2013. His Places like this tell us what was important to people in the
editorial work has also appeared in TIME, Wired, The Wall past. The ancient Greeks built this theater here because
Street Journal, Le Monde Magazine, The Guardian Weekend the ocean and the mountain make this a beautiful place to
Magazine, MSNBC.com, Io Donna, Ventiquattro, IL, Courrier watch plays. They built the theater in a special way to make
International, Vanity Fair, and Esquire, among others. After sound louder, so everyone could hear the actors on stage.
studying aerospace engineering and architecture, he The things we know and do today come from many years of
graduated from the Documentary Photography and history that came before.
Photojournalism Program at the International Center
You can read about history in books. You can also visit
of Photography in New York in 2008. He has received
museums or historic places. One way to learn about
recognition and awards from POYI (Picture of the Year
history is to ask questions when you go somewhere. What
International), American Photography, New York Photo
happened? Who was there? Where did it happen? When
Awards, International Photography Awards and the Ian
did it happen? Why did it happen? When you answer these
Parry Scholarship. Gianni’s work has been showcased
questions, you understand more about the past, and you
in group exhibitions in venues such as the Rencontres
understand how the past created the world we live in today.
d’Arles, FOLI Lima Biennale of Photography, MOPLA, Lumix
I like to visit historic places, look at maps, and read books to
Festival for Young Photojournalism.
learn about history.
Unit Snapshot Unit Opener Exercise

1 Direct students’ attention to question 1. If students haven’t 1 Direct students to read the questions and ask any if they
heard of the Ritz Hotel, have them look at the picture have any questions about vocabulary .
on page 88 and ask them whether it looks cheap or 2 Have students work independently to choose their
expensive. answers. Point out that they aren’t expected to know the
2 For question 2, have students look at the picture of correct answers, but they should try to make educated
platform shoes on page 93 or find a different picture of guesses. The idea is for this quiz to get them thinking
platform shoes online. Ask students if they know when about the topics and theme of the unit.
those shoes were popular. 3 Go over the answers with the class. Consider projecting
3 For question 3, if students don’t know the answer, ask or showing images of Blackbeard the pirate and Florence
them to guess what country the person was from Foster Jenkins. Ask students what they know about
(England). pirates. Point out that the actress Meryl Streep recently
played the role of Florence Foster Jenkins in a Hollywood
Discussion Questions movie.
picture. Encourage them to answer and provide any Answers
words or expressions they need to express their ideas. 1 b 2 b 3 c 4 b
discussion questions, show the photographer video Real-World Goal
where Gianni Cipriano answers a couple of the questions By the end of this unit, students will be able to write
from his perspective. Play it for students as many times an online review of an historic place in their country
as needed to check comprehension and discuss any because they will have learned how to use the simple past
vocabulary items. tense along with past time expressions and sequencing
words to organize their ideas. They also will have created
timelines, described landmarks, and talked about historical
achievements.

4511124_WA_TG1.indb 86 5/10/19 11:56 AM

Listening Skill
Lesson 8.1 A Ritzy Business Use visuals to help you understand
GO ONLINE
1 Direct students to read the information in the Listening
Exercise 1 ACTIVATE Skill box.
1 Read the lesson title aloud. Ask students if to guess what 2 Bring in a picture of the Mayan pyramid and one of Saint
ritzy might mean and/or what they think the lesson will be Basil’s Cathedral. Have students look at the picture of the
about. Note that the lesson title is also a pun—or a play Mayan pyramid. Say: The Mayan pyramid stands in a green
on words—relating to the English idiom, risky business, field. What do you think field means? (accept pointing as
which refers to a risky plan or a gamble. well as verbal answers) Then tell students to look at Saint
2 Ask students to look at the photos and identify the Basil’s Cathedral. Say: Saint Basil’s Cathedral is famous for its
places they recognize. (Burj Al Arab, the Taj Mahal, the nine colorful domes. What do you think dome means?
Great Wall,) Extra Practice
3 Elicit the names of famous buildings in the country you 1 Look online for a short video clip about a famous
are in now. If students are from different countries, invite building that interests you or that might interest
them to talk about famous buildings in their native your class.
countries and to share pictures of them as they name and 2 Preview the video and identify a few vocabulary words
describe them. that students may not know but that they can glean
from the images in the video.
Answers
3 Write the words you’ve chosen on the board and
pronounce them for the students. Then play the video
The National Congress is a famous building in Buenos Aires. It
was built in the early 1900s. It’s famous because the parliament clip and ask students to listen for the words and guess
meets there. their meanings.
Exercise 3 ASSESS
Grammar in Context 1 Read the directions and ask students to discuss the
Simple past of irregular verbs pictures and make guesses about the video.
GO ONLINE 2 Elicit some of their guesses, but don’t comment—any
1 Read the information in the grammar box aloud. Have guess is acceptable.
students repeat the present and past tense forms.
Answers
2 For additional information, see the Grammar focus on Students’ answers will vary. Sample answers include:
page 166 of the Student Book. It’s about a man who lived a long time ago. It’s about rich
Extra Practice people.
1 Write the base forms of the verbs in the grammar box on
the board. Say them and have students call out the past e Exercise 4 APPLY
tense forms. as you write. Then say them out of order Play the audio. Ask students which of their guesses were
and have the class respond with the past forms. correct.
2 When it seems like most students know most of the
Audio Script
past-tense forms, play a ball-toss game: Have students
stand in a circle. Say a student’s name and throw a ball e CD 2, Track 9
(or an eraser or a soft toy) to that student. Say one of the The Ritz Hotel is in the center of London. The hotel got its name from
the first owner, Cesar Ritz. Cesar Ritz was born in Switzerland in 1850.
verbs and have the student respond with the past form.
He spent time working in restaurants and hotels in the late 1800s.
Then have the student choose someone else, throw the Then, in 1898, he opened the Ritz Hotel in Paris. In 1906, he opened
ball, and say a new verb. Continue until everyone has the Ritz Hotel in London. He wanted the hotel to look like a building
had one or two turns. in Paris. The grand, French style was new to people in London. Some
people thought it was ugly and didn’t like it. In its first two years,
t Exercise 2 WHAT’S YOUR ANGLE? the hotel lost money. But in the 1920s and 30s, the hotel was very
1 Read the example sentences. Give them another example popular. Many rich and famous visitors went there, like movie stars,
writers, and princes. Everyone knew the Ritz hotel. In fact, people
that is true for you. For example, A few years ago I went
began to use the word “ritzy” to describe any place with a beautiful,
to Barcelona and saw the Sagrada Familia. It’s a cathedral expensive style and high prices. Today, a room at the Ritz can cost
designed by the famous architect Gaudi. They began building from 400 to 4,000 pounds a night! There are other ways to spend
it over a hundred years ago and it’s still not finished! money, too. For every guest in the hotel, there are two workers.
2 Direct students to talk to a partner.
3 Call on students to share something their partner said. e Exercise 5 IDENTIFY
1 Have students work independently to choose the
correct answers based on what they remember from
the first audio.
2 Replay the audio and have them check their answers.
3 Call on students to read the completed sentences aloud.
Level 1 Unit 8 87
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Answers Answers
1 b 2 c 3 a 4 b 5 b 6 b 1 ago 5 1800s
2 1800s 6 1900s
e CD 2, Track 9 3 in 7 last
4 in 8 Now
1 Read the directions. Check comprehension of the task: Do t Exercise 8 WHAT’S YOUR ANGLE?
you just copy the verb from the box into the right sentence? Read the example aloud. Give students a minute to think
(No, you write it in past tense.) about what they will say. Tell them to take notes if they want,
2 Have students work independently to complete the but not to write it all down.
sentences. Then tell them to share their answers with a
partner. Exercise 9 INTERACT
3 Call on students to read the completed sentences aloud. 1 Have students tell their partners their story. For more
practice, have them switch partners and repeat the
Answers activity. Ask who had similar stories.
1 got 4 went
2 spent 5 knew 2 Call on students to tell the class their story. Ask the class to
3 lost 6 began listen for the verbs and time expressions.
Answers
Vocabulary Development Students’ answers will vary. Sample answers include:
Two years ago, I stayed at a terrible hotel in Los Angeles. It was
Time expressions
expensive, but it wasn’t clean and the shower was broken. In
GO ONLINE the morning we asked for our money back and we went to a
1 Direct students to read the information in the Vocabulary different hotel.
Development box. Read the time expressions and have
students repeat them.
2 Ask questions to check comprehension: What was last
month? What was last year? Did we have class last Tuesday?
Last night? When did we start class? (in + the month) Lesson 8.2 Bank Clerk to
When is our next holiday? (on + date) When were you born? Photographer
(in + year) Student Book pages 90 – 92
Extra Practice
1 Copy this grid on a piece of paper and make enough Exercise 1 ACTIVATE
copies for each group of three or four students. Cut 1 Have students look at the timeline. Ask: What happened
them into slips of paper and distribute a set to each in 1980? (Gilberto was born.) What happened in 2015?
group, face down. (He had a child.)
2 Give students a moment to read the questions. Then elicit
last year last month last week the answers from the class.
yesterday on Monday in January
Answers
in 2010 in the 1990s in the 1 Portugal 2 the United States 3 photographer
last night in 2016 last Thursday
2 Model the activity. Pick a slip of paper and make a true t Exercise 2 WHAT’S YOUR ANGLE?
statement with it. For example, for the slip of paper 1 Ask several students to share what year will be on the first
that reads last year, say I worked at this school last year. line. Elicit ideas for important events that might not be
Ask the students to say if your sentence is true or false. on Gilberto’s timeline (bought a car, learned to drive, met
Pick another slip of paper and make a false statement. best friend, won an award, went to Europe).
For example, I bought a house yesterday. Have students 2 Have students create their own timeline. Tell them to write
guess. the year and the event.
3 Tell students to take turns picking cards and making true
or false statements to their groups. Tell the groups to Exercise 3 INTERACT
guess if the statements are true or false. 1 Have students share their timeline with a partner.
Exercise 7 USE 2 Call on pairs to explain whether their timelines were
similar, and if yes, how.
1 Have students work independently to read the paragraphs
and circle the correct expressions. Answers
2 Read the paragraph aloud, pausing for the class to call out Students’ answers will vary. Sample answers include:
the correct answers. Our timelines are similar. We were both born in 2002, and we
both started high school in 2016.

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Exercise 4 IDENTIFY 2 Play the audio and have students work independently to
1 Direct students’ attention to the picture and explain complete the sentences.
that it is of Gilberto and his family. Have them work 3 Have students compare their answers with a partner. Then
independently to read the story and find three details that call on individuals to read the completed sentences aloud.
aren’t on the timeline. Tell them to make a small dot near
Answers
the information.
1 started 4 learned
2 Call on students to share the answers with the class. 2 didn’t finish 5 wrote
3 didn’t want 6 didn’t like
Answers
Students’ answers will vary. Sample answers include: Audio Script
He was born in a small town. He lived with his parents and
grandparents. He went to college at the University of Lisbon. He e CD 2, Track 10
made good money at the bank. His wife’s name is Lisa. She is a 1 I started college in 2004.
photographer. 2 I didn’t finish my studies.
3 I didn’t want to work at a big company.
4 I quickly learned to play guitar.
Grammar in Context 5 I wrote some cool songs.
6 My parents didn’t like my music.
Simple past: Negative
GO ONLINE t Exercise 7 WHAT’S YOUR ANGLE?
1 Direct students to read the information in the 1 Read the example aloud. Point out that students need
grammar box. to write both a negative and a positive sentence. Have
2 Read the example sentences. Check comprehension: Do students work independently to write their sentences.
you use the past tense verb form after didn’t? (no) 2 Have students read their sentences to a partner. Tell
3 For additional, see the Grammar focus on page 166 of the partners to listen for the correct form of the past
Student Book. tense verbs.
Extra Practice
1 Write a list of negative past tense verbs on the board: Answers
didn’t play didn’t work Students’ answers will vary. Sample answers include:
1 I grew up in Indonesia. I didn’t grow up in Australia.
didn’t go didn’t buy
2 I lived with my grandparents. I didn’t live with my parents.
didn’t see didn’t eat 3 I liked playing. I didn’t like school.
didn’t visit didn’t call 4 I had a cat. I didn’t have a dog.
didn’t come didn’t take 5 I knew about my country. I didn’t know about other countries.
6 I spoke Vietnamese. I didn’t speak Spanish.
2 Elicit several sentences. Tell student to use time words. 7 I played games. I didn’t play an instrument.
For example: I didn’t play soccer last weekend. I didn’t go to
a movie last night.
Writing Skill
3 Put students in groups of four. Tell them to take turns
making negative statements using the verbs on the Using sequence words
board and time words. Tell them to go as fast as they can GO ONLINE
and to raise their hands when they’ve gone through all 1 Direct students to read the information in the Writing Skill
of the words. box. Read the example sentences aloud.
4 Once a few groups have raised their hands, call on 2 Discuss the meanings of the words. Point out that later
students to make statements with the verbs. isn’t used to describe an action that is immediately after
the first one.
Exercise 5 IDENTIFY
1 Read the directions and the example. Have students Extra Practice
work independently to underline the past tense verbs 1 Write this timeline on the board or make enough copies
in the story. for each pair of students.
Ana’s Timeline
2 Have them compare their lists of verbs with a partner.
1992 born in Boston
Answers 1994 moved to Los Angeles
Positive: 2009 went to college
was (born), grew up, began, finished, went, finished, got, made, 2010 got a part-time job at the bookstore
was, left, started, decided, came, got, began, met, was, got, had 2013 graduated, moved to Oregon
Negative: 2014 started job at ABC Company
didn’t have, didn’t like, didn’t feel, didn’t know, didn’t speak, 2016 got married
didn’t stop, didn’t work 2 Elicit ways to connect the first two events with a
sequence word. (Ana was born in Boston in 1992. Two
e Exercise 6 INTEGRATE years later, / After that, / Later, in 1994, she moved to Los
1 Give students a moment to look over the sentences in Angeles.)
preparation for listening. 3 Have partners work together to write pairs of sentences
about Ana using the sequence words.
4 Call on students to write sentence pairs on the board.
Level 1 Unit 8 89
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Exercise 8 USE Answers
1 Read the first two examples aloud. Have students 1950s
work independently to combine the sentences using a hat, a skirt, a T-shirt, a jacket, a pair of jeans
sequence words. 1960s
dresses
2 Have students share their answers with a partner. Ask
1970s
if any pairs used different sequence words in the same a pair of shoes
item. Ask them to read both versions to the class. Discuss 1980s
whether both are appropriate. a pair of pants
1990s
Answers a shirt
3 They got married in 2002. Two years later, their daughter
was born. Oxford 3000 words
4 Vinit moved to London, and then he started college. shirt shoes pants jeans
5 We arrived here in August. One month later, we began classes. jacket dress skirt hat
6 Jeannie studied business in college. Later, she opened a small
business. pair
7 She took piano lessons. Next, she decided to take singing
lessons. t Exercise 2 WHAT’S YOUR ANGLE?
8 I traveled around South America for six months. After that, I 1 Have students work with a partner to describe the
came home and got a job. clothing items of people in the classroom.
2 Call on students to point out and name the clothing items
Exercise 9 WRITE (and colors) they see in the class.
1 Read the directions. Tell students to refer to their timelines Answers
on page 90. Check comprehension of the activity: Should Students’ answers will vary. Sample answers include:
you use sequence words? (yes) Should you use sequence Juan is wearing a blue T-shirt. Maritza is wearing a pink skirt. Boris
words between every two sentences? (no) Do you need to use is wearing a pair of jeans.
both negative and positive verbs? (yes)
2 Have students work independently to write their bios. Exercise 3 ASSESS
Circulate and provide feedback.
1 Draw students’ attention to the pictures and the title of
Answers the article. Ask them what they think the article will be
Students’ answers will vary. Sample answers include: about (how clothes change over time).
I was born in Indonesia. I lived with my parents and my two 2 Have students read the article silently. Then elicit their
brothers. I went to elementary school in Jakarta. Then we moved answers to the questions.
to Chile because my father got a job here. I didn’t speak Spanish,
and I wasn’t very happy at first. Then I met some friends and I Answers
joined a soccer team. Now this is my home. Students’ answers will vary. Sample answers include:
Women’s clothes changed more than men’s clothes. In the
’50s, ’60s, ’80s, and ’90s, the men wore jeans and T-shirts. It’s
Exercise 10 IMPROVE very similar. Women wore dresses in the ’50s, ’60s, and ’70s, and
Read the checklist aloud. Ask students to review their the styles were very different. Then in the ’80s they started to
descriptions and make corrections. Spot-check while they wear pants.
do this work.
Exercise 11 SHARE Reading Skill

1 Have students share their bios with a partner. Tell them Simple past: Scanning for specific information
to use the checklist to in Exercise 10 to check their GO ONLINE
partner’s work. Direct students to read the information in the Reading Skill
2 Call on individuals and ask them to share something they box. Explain that scanning is the skill they may use when
learned about their partners. they take a test; they read a question and then quickly look
through the text for key words that will help them find the
answer.
Extra Practice
Lesson 8.3 They Wore That? 1 Have students practice scanning for several pieces of
Student Book pages 93 – 95 information in the reading.
2 First, tell them to look through it to find out which years
Exercise 1 VOCABULARY are covered. Tell them to raise their hands when they’ve
1 Say and have students repeat the words in the box. Draw found all of the dates (50’s, 60’s, 70’s, 80’s, 90’s)
students’ attention to the pictures in Exercise 3. Ask them 3 Tell students to scan the reading for the word crazy to
to identify the skirt. find out which decade the article describes as having
2 Have students work independently to label the clothing crazy clothes. Tell them to raise their hands when they’ve
items. Tell them to check their answers with a partner. finished.

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Exercise 4 IDENTIFY their exchanges, making note of any common errors you
1 Tell students to scan for the clothing items on the left to want to review at the end of the activity.
find the correct decades. 5 After most students have switched partners and papers
four or five times, call time to end the activity and have
2 Have the class call out the answers. Go over the clothing
them sit back down. Go over any common errors you
items, pointing to the pictures and eliciting descriptions
heard with the class.
of the clothing items. (For example, a maxi dress is a long
dress, platform shoes are tall shoes,
e Exercise 6 INTEGRATE
Answers 1 Play the first item and have students find the answer. Point
1 ’70s 2 ’90s 3 ’50s 4 ’80s 5 ’60s out that are two choices for each yes or no answer, and
they need to select the one that goes grammatically with
t Exercise 5 WHAT’S YOUR ANGLE? the question.
Have students talk to a partner about the clothes they like 2 Play the rest of the audio and have students circle their
and wear. Call on students to share their ideas with the class. answers.
Answers Answers
1 Yes, they were. 4 No, they didn’t.
2 Yes, they did. 5 Yes, they were.
I like some clothing styles from the ’80s. For example, I like to
3 No, they didn’t. 6 Yes, they did.
wear tight pants and big shirts.
Audio Script
Grammar in Context e CD 2, Track 11
Simple past: Yes/no questions 1 Were big, baggy pants popular in the 1990s?
2 Did people like bright colors in the 1980s?
GO ONLINE
3 Did men wear tie-dyed T-shirts in the 1950s?
1 Direct students to read the information in the Grammar in 4 Did women wear platform shoes in the 1950s?
Context box. 5 Were jean jackets popular in the 1980s?
6 Did women wear long dresses in the 1970s?
2 Read and have students repeat the example sentences in
the box. Point out that we use the base form of the verb
e Exercise 7 IMPROVE
with did.
Replay the audio one item at a time and have students say
their answers aloud. Clarify where necessary.
e CD 2, Track 11
Extra Practice
1 Distribute to each student a slip of paper with a verb Exercise 8 INTERACT
phrase on it, for example: 1 Read the directions and elicit some example answers. (For
eat an apple wear jeans example: In my country men wore tie-dyed shirts and
clean the house eat at a restaurant bell-bottomed jeans, but women didn’t.) Ask them to look
back at the article and make notes about how clothes
drive to work visit a friend have changed in their own country.
ride a bus take a train 2 Have students ask their partners about clothing items
watch TV go to the park from the article.
play soccer go shopping 3 Call on students to share something they learned from
their partner.
text a friend take a vacation
help a friend wake up early t Exercise 9 WHAT’S YOUR ANGLE?
wear a blue shirt call a friend Direct students to work independently to make notes about
go to the store cook dinner what they usually wore as a child.
wear a hat wear bell-bottom jeans Answers
2 Elicit and write a few past time periods on the board. For Students’ answers will vary. Sample answers include:
I wore jeans and T-shirts a lot. I didn’t wear dresses.
example, yesterday, last weekend, last summer.
3 Using one of the slips of paper, model a walk-around,
card-exchange activity. For example: Approach a student Exercise 10 INTERACT
and say, Did you eat an apple last night? Encourage the 1 Direct students’ attention to the sample answer. Point out
student to respond with a short answer. Then have him that they can talk about what they wore as a child and as
ask you a past-tense question using the verb phrase on a teenager and what they wear now.
his paper. Respond with a short answer. When you are 2 Have students talk to a partner about what they wore. For
finished, switch papers, and go talk to a new student more practice, have them switch partners and repeat the
with your new slip of paper. activity.
4 After you have modeled this a couple of times, have the
3 Call on students to share what was similar or different
class stand and begin the activity. Encourage them to
about how they and their partners dressed.
talk to people on the other side of the room. Monitor
4 Point out the girl in the picture. Ask if they ever dressed
like her and if they like what she is wearing.
Level 1 Unit 8 91
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Answers Real-World English
Students’ answers will vary. Sample answers include: Reacting to news
My partner wore jeans and T-shirts a lot. I wore T-shirts, but I
didn’t usually wear jeans. I wore shorts or other pants.
2 Read and have students repeat the reaction expressions,
modeling appropriate intonation.
Extra Practice
1 Write the following expressions on the board:
Lesson 8.4 Congratulations! Wow! That’s great!
Student Book pages 96 – 97 That’s cool!
Congratulations!
Exercise 1 ACTIVATE Oh, I’m sorry.
1 Look at the lesson title. Ask students when they might say That’s too bad.
congratulations to someone else. Elicit different situations. Oh, no!
2 Direct students’ attention to the four video stills. Elicit 2 Have students work in groups to come up with six
answers to the questions from the class. statements, one for each of the reactions on the board.
3 Tell the group members to take turns reading the
Answers statements aloud to the class. Call on students from
other groups to give an appropriate response. Provide
In the first picture, Max got good news. He’s happy and
smiling. / In the second picture, the news isn’t good. He doesn’t feedback on pronunciation and tone of voice.
look happy.
The English language has an extremely rich collection
r Exercise 2 ASSESS of expressions that can be used to react to good news.
1 Give students a chance to skim the questions and answers Together, you can compile a classroom inventory of how
before playing the video. Encourage them to think about to respond to good news.
(and perhaps underline or circle) any key words that they
1 Ask your students to list expressions that can be used to
might want to listen for while they watch.
react to good news as they listen to the conversation in
2 Play the video. Have students work independently to the video.
complete the exercise.
2 Draw their attention to the expressions listed in the
3 Call on students for the answers. Ask them if they would Real-World English box on page 96 and have them add
feel the same way in each situation. those to their lists.
Answers 3 Ask your students to conduct a simple experiment
1 a 2 a 3 a 4 a outside of the classroom. Tell them to pick one of the
5 a 6 a 7 b 8 b positive situations in Exercise 5 (or to come up with
their own) and to say it in their interactions with at least
Video Script five different people over the course of a week (e.g., Hey,
how is it going? – Great, my sister just had a baby!).
Scene 1 4 Tell the students to pay attention to the responses they
Andy Hey... how’s it going? get and to record those responses and bring them back
Max Hey! You’re in a good mood. to class.
Andy Yeah! I passed my big history test!
Max Really? Congratulations! Brilliant! Wow! You were so
5 The complied inventory can be displayed on the
worried. classroom walls, or students can write them down in
Andy I know. I studied all month. their notebooks or personal dictionaries.
Max Yeah...Speaking of studying. I have a big test English also has a wide array of expressions that can be
tomorrow. Here. Enjoy the TV!
Andy Don’t you want to watch your favorite show?
used in response to bad news. It is interesting to note
Max Can you record it for me? Thanks! that sometimes, responses such as That’s a shame or That’s
Scene 2 too bad are used sarcastically and express superficial
Kevin Hey, Max. sympathy for someone’s unfortunate situation. To expose
Andy Hi. your students to this nuanced meaning, you can play
Max Hey. How’s it going?
some video clips from the TV show Seinfeld. Draw their
Andy Uh, we just got tickets home for winter break.
Max Wow... That’s uh, great. Wait ... we? attention to the nonchalant tone when That’s a shame
Kevin Yeah. We ride the train together. expresses sarcasm. Encourage them to come up with their
Max Oh...That’s cool. own situations that do not really call for sympathy and ask
Kevin Yeah. What about you, Max? London? them to practice with a partner.
Max No. I can’t go home. The tickets are very expensive
right now.
Andy Oh, no! That’s too bad. Exercise 3 IDENTIFY
Kevin Yeah.
Have students work independently to match the situations
Max Oh, well. I won a free pass to the Art Museum. Now, I
can use it during break! and reactions.
Kevin / Andy Congratulations!

4511124_WA_TG1.indb 92 5/10/19 11:56 AM

Answers Answers
1 e 2 a 3 c 4 b 5 d Students’ answers will vary. Sample answers include:
1 More serious:
Your friend is in the hospital.
Exercise 4 ANALYZE You lost your job.
1 Ask students to compare their answers from Exercise 3 More exciting:
with a partner and discuss the questions. You got a new job. It pays well.
2 Call on students to share their answers to the questions. Your sister had a baby today.
Discuss any disagreements. You bought a house.
You won a trip to Hawaii.
Answers 2 Less serious:
Students’ answers will vary. Sample answers include: You lost your phone.
I chose Wow! That’s amazing news! for number 4 because getting You missed your bus. The next one is in an hour.
married is the most exciting situation. My voice gets higher You spilled coffee on your new white shirt.
when I say an excited response and lower when I say things like You ordered food from a restaurant, and it was bad.
I’m sorry to hear that. Less exciting:
It’s your birthday.
You met a famous person you love.
Exercise 5 INTERACT 3 I used an excited tone of voice for exciting things and a very
1 Read the directions. Assign two volunteers the role of sad or serious voice for serious things.
Student A and Student B, and have them model the
activity, taking turns to saying the first sentences on their
lists and reacting appropriately.
2 Have students practice in pairs. Encourage them to
personalize the prompts to make them more specific and
Lesson 8.5 Making History
realistic. For example, Student B should name a particulate Student Book page 98
famous person for item 5 and say a particular restaurant
for item 6. Circulate and provide feedback.
e Exercise 1 ACTIVATE OXFORD REFERENCE
1 Direct students’ attention to the photo of the runner. Ask
Answers students if they like to run, if they like to watch racing in
Students’ answers will vary. Sample answers include: the Olympics, and if they can name any famous runners.
Student A’s news
2 Direct them to read the sentences and guess the correct
1 A: I got a new job! It pays well.
answers by putting a small dot below them.
B: Wow! That’s great!
2 A: I just bought a house! 3 Play the audio and have students check their guesses
B: Oh! Congratulations! and circle the correct answers. Have the class call out the
3 A: My friend is in the hospital. answers.
B: Oh no! (More feeling)
4 A: I lost my new phone! Answers
B: That’s too bad. 1 Sweden 4 1999
5 A: It’s my birthday. 2 possible 5 Morocco
B: Happy birthday! 3 3 minutes, 59.4 seconds
6 A: I spilled coffee on my new white shirt!
B: Oh no! Audio Script
Student B’s news e CD 2, Track 12
1 B: My sister had a baby today! For many years, people wanted to run a mile in under four minutes.
A: Oh, that’s great! Many people thought it wasn’t possible. Gunter Haegg, a runner
2 B: I lost my job. from Sweden, ran a mile in 4 minutes 1.4 seconds. He held this
A: Oh, I’m sorry. record for nine years. On May 6, 1954, an English runner, Roger
3 B: I missed my bus, and the next one comes in an hour. Bannister, broke the record. He ran a mile in three minutes and
A: Oh no! (Less feeling) fifty-nine point four seconds. In 1999, the Moroccan runner Hicham
4 B: I won a trip to Hawaii! El Guerrouj set a new record. He ran a mile in three minutes and
A: Wow! Congratulations! forty-five point one four seconds. That’s the record to this day.
5 B: I met Beyoncé!
A: Wow, that’s great! Pronunciation Skill
6 B: I just ordered food from Mama Gina’s, and it was bad. Rising and falling intonation in statements
A: Oh no!
GO ONLINE
1 Ask students to read the information in the box.
Exercise 6 ANALYZE Pronounce the example sentence in the box, modeling
1 Have each pair meet with another pair and discuss the the intonation.
situations in Exercise 5. Call on students to share their 2 Say several sentences and ask students to identify the
opinions with the class. words where the intonation rises and falls:
2 Remind students to go online so that they can create their A runner from Morocco held the world record.
People didn’t think it was possible.
Someone finally broke the record.
Level 1 Unit 8 93
4511124_WA_TG1.indb 93 5/10/19 11:56 AM

e Exercise 2 NOTICE Keep Going!
1 Play the audio and have students work independently to 1 For homework, have students write their own cards
circle the words with rising and falling pitch. about famous people they know.
2 For each item, elicit the answer; then replay the item and 2 Give them time to present the information to the class
have students repeat it. the next day and have everyone take notes.
Answers
1 Many, possible t Exercise 3 WHAT’S YOUR ANGLE?
2 held, nine Elicit ideas for achievements from the class. Encourage
3 Roger, broke, record students to come up with a wide variety of ideas so that
4 ran, three, seconds
they don’t all talk about the same thing. They could include
5 Hicham, Guerrouj, record
6 That’s, day
Olympic, professional sport, or local sport achievements.
Students who aren’t interested in sports could choose an
e CD 2, Track 13 achievement in science, business, or the arts.
Answers
More to Say…
Focus: Working in pairs, students practice rising and
Chicago Cubs won World Series in 2016
falling intonation on the focus word. Played Cleveland Indians
Grouping Strategy: Pairs First time Cubs won in 100+ years
Ready, Speaking
1 Create cards similar to the examples below. Talking about dates
2 If possible, find pictures of the two people on the cards GO ONLINE
to show to the students. 1 Direct students to read the information in the box.
Usain Bolt Mo Farah 2 Read and have students repeat the sample dates.
From: Jamaica From: Somalia Extra Practice
Nationality: Jamaican Nationality: British Tell students that they are going play a guessing game.
Date of Birth: Date of Birth: You will name a famous event and they need to guess
August 21, 1986 March 23, 1983 the month, day, and year of the event. (No phones!) Have
Home: Kingston, Jamaica Home: Portland, Oregon, them tell a partner their guess before you give the class the
Olympic Medals: 6 gold USA answer. Then, find the winner by having students who were
medals for 100 and 200 Olympic Medals: 4 gold “close” say their guess for the class. (The closest guess is the
meters medals for 5K and 10K winner.)
Events:
Set… First moon landing (7/20/1969)
1 Put the students into pairs. Brazil’s first World Cup title (6/29/1958)
2 Introduce Usain Bolt and Mo Farah to the students. Shakespeare died (4/23/1616)
Show the pictures. Columbus landing in the New World (8/3/1492)
3 Pre-teach any new vocabulary. First iPhone (1/9/2007)
4 Give each student an information card. One student
in each partner should get the Usain Bolt card and the
Exercise 4 INTERACT
other should get the Mo Farah card. Have students talk to a partner about the events they
chose in Exercise 3. Circulate and provide feedback on
5 Instruct the students to read the information on their
pronunciation of dates.
card silently.
Go! Exercise 5 SHARE
1 Set the timer for five minutes. 1 Call on students to share their events with the class.
2 Have the students take turns making complete 2 As an alternative, and for more practice, have students
sentences from the notes on their cards and focus line up according to the date of their events. Tell them to
on rising and falling on the last stressed word of each stand from the oldest event on the left to the most recent
sentence. When they are listening, they should take event on the right. In order to figure out where to stand,
notes. they need to tell each other the dates and try to put
3 When the timer goes off, have students switch roles. themselves in order. When they are lined up, start on the
Set the timer for another five minutes. left have them say their event and the date. Reshuffle the
4 Circulate and correct students’ intonation as necessary. line as necessary.
5 When students are finished, have them check their
notes with the information on their partner’s card.

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Answers
Unit 8 Review Students answers will vary. Possible examples include:
I think the past was very different. People didn’t have technology
Student Book page 154 so they didn’t know much about places and people that were far
away. They didn’t have good medicine so they died very young.
Vocabulary
GO ONLINE Encourage students to go online to
Exercise 1 listen to the podcast and add their comments to the
discussion board.
Answers
1 on 2 in 3 In the 4 ago 5 last Zoom In
1 Task 1: Give students a minute to think about what they
Answers will say. Have them talk in small groups about things they
1 a pair of blue jeans 4 a skirt did and didn’t do last weekend. Circulate and provide
2 a shirt 5 a T-shirt feedback on their past tense verbs.
3 a dress 6 a jacket
2 Task 2: Elicit examples of people they might want to
GO ONLINE Encourage students to go online to play the write to. Have students work independently to write their
vocabulary game. questions. Ask students to share their questions with a
partner. Call on students to share one of their questions
Grammar with the class.
3 Task 3: Model the activity by sharing one of your own
Exercise 3 childhood photos. This is December 31st, 1985. I was at a
Answers New Year’s party with my family. Have students share and
1 spent 5 thought talk about their photos in small groups. If any students
2 had 6 made don’t have pictures, tell them to find a picture online of an
3 wrote 7 took event that happened when they were a child.
4 bought
Answers
Exercise 4 1 Last weekend I went to a concert with my friends. I also
cleaned the house. I didn’t watch any movies, and I didn’t
Answers study.
1 Did Europeans eat chocolate in the 1400s? 2 I’d like to write to Tomoe Gozen, the 12th-century Japanese
2 Did the ancient Greeks have cars? female samurai. Here are my questions: Did you learn to fight
3 Did Mozart write music? when you were very young? Did you know other female
4 Did Cleopatra live in Mexico? fighters? Did you have problems with the men in the army?
5 Did Marilyn Monroe act in movies? 3 This photo is from 2002. I was 12 years old. We visited my
6 Did people in China drink tea 1,000 years ago? grandparents in Japan. I had a great time!
Answers Tell students to think about how they did on each of the
1 Yes, they did. 4 No, she didn’t. tasks in Exercise 7 and to check the appropriate box. Remind
2 No, they didn’t. 5 Yes, she did. them that they can review the online activities for any skills
3 Yes, he did. 6 Yes, they did. they need more practice with.
GO ONLINE Encourage students to go online for further Answers

grammar reference and information and to play the Students’ answers will vary.
grammar game.
Discussion Point
2 Ask students when L.P. Hartley lived (1895 to 1972).
Ask what he meant by “a foreign country” (a strange,
unfamiliar place).
3 Elicit answers to the discussion questions. Ask for
examples of how the past was different from or similar
to today.
Level 1 Unit 8 95
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Wide Angle Teacher’s Guide Unit 9 Comforts
Unit Overview 9.4 That Looks Interesting!
Real-World English Accepting and rejecting offers
Introduction to the unit • Identify different ways to accept or reject an offer
The title of this unit – Comforts – summarizes the main • Conduct a conversation that includes an offer that is
themes: identifying and describing things that give us rejected and then accepted
comfort.
In Lesson 9.1, the idea of comfort is reflected throughout, 9.5 Some Coffee, Please
in activities where students talk about food that they Speaking Ordering food and drink
enjoy eating and making, including their favorite “comfort Pronunciation Skill Rising tone in polite requests and offers
food.” In Lesson 9.2, the theme continues as students read • Use polite forms and intonation to order food in a
about “glamping,” a more comfortable way of vacationing restaurant
in nature. In Lesson 9.3, students talk about physical
• Participate in a restaurant role play as both customer and
comforts like being hungry or thirsty. In Lesson 9.4,
server
comfort comes up in the context of learning to make
and accept or reject offers of food. Finally, Lesson 9.5
summarizes what students have learned as they prepare Resources
and a conduct a role play of ordering food in a restaurant. Class Audio CD 2, Tracks 14–17
Lessons The Travel of Ibn Battuta (9780194629607)
9.1 Comfort Food Teacher’s Resource Center
Listening Skill Listening for detail Assessments: Unit test, Progress test
Grammar in Context Countable and uncountable nouns Class video
• Identify common foods (Oxford 3000) English For Real video
• Listen for detail about activities, dates, and food Grammar focus
• Use countable and uncountable food nouns Grammar PPTs
• Describe your favorite comfort food Grammar Worksheets
9.2 Let’s Go “Glamping”! Vocabulary cards
Reading Skill Understanding the organization of a text: Newslea articles
Topic sentences
Word list
Grammar in Context Quantifiers: much / many / a lot
• Understand an article about “glamping”
• Identify furniture items (Oxford 3000)
• Use quantifiers to talk about vacation spaces
9.3 Welcome to Town!

Grammar in Context Would like: Requests and offers
Writing Skill Connecting ideas with but
• Identify adjectives (Oxford 3000)
• Use would like to make requests and offers
• Write sentences with but
• Write emails asking for and giving advice about travel

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Student Book page 99 In this photo, two sisters walk to school in the early morning.
The photograph helps set up the unit theme because the The sisters live with their grandmother near Kigali, Rwanda.
image evokes comfort in some ways—the children are Before they came to Rwanda, their lives were very difficult.
embracing and wearing comfortable clothes in the warm Their parents died when the sisters were young. Then the
sun—but perhaps not in others (dirt road, small home). sisters lived with people who did not treat them well. Now,
the sisters are happy to live with their grandmother. They
Photographer were also happy to see me. I traveled with them when they
came to Rwanda to live with their grandmother. I took this
Nadia Shira Cohen photo when I visited them one year later.
Nadia Shira Cohen (b. 1977) was born in Boston. At the The girls are in a working class neighborhood of Kigali,
age of 15 Nadia was diagnosed with cancer, and at the Rwanda. Most people here have no running water or
same time, she received her first camera. She began electricity. This is changing as people with money move into
documenting her physical transformation in portraits as the neighborhood. In this photo, the girls are walking to
well as documenting her peers in hospital. She continued school. The walk takes about 15 minutes. The girls walk past
to pursue her passion for photography at the University women sewing dresses, and people riding bicycles to carry
of Vermont, with a semester abroad at the SACI School in fruit to the market.
Florence, Italy. In 2014 Nadia became staff photographer
I feel most happy in nature, at the beach or the mountains,
for the International Committee of the Red Cross. She has
or on a dance floor. I also feel happy when someone invites
been based in Rome, Italy since 2007 where she has been
me into their home to photograph their life.
diligently working to tell stories of the lives of people who
interest her and which she compassionately feels the Exercise 1
need to expose. Today Nadia is a freelance photojournalist
1 Read the first sentence opener and elicit a variety of
and a correspondent for The New York Times. She works
answers from the class.
frequently in Latin America, as well as in Haiti, Kazakhstan,
Congo, Rwanda, and Kosovo, focusing on human rights, 2 Have students work independently to complete the
reproductive rights, environmental issues, disaster, sentences with their own ideas.
revolution, and migration, among other issues. Her work
has been exhibited internationally and she is an IWMF
Exercise 2
Fellow and a Pulitzer Center on Crisis Reporting grant 1 Ask them to share their sentences with a partner.
recipient for her work on gold mining in Romania. 2 Call on students to share one thing they learned about
their partner.
Unit Snapshot Answers
1 Direct students’ attention to the questions. For question 1, Students’ answers will vary. Sample answers include;
have students guess what comfort food is, and elicit some 1 My friends and I are happy when we spend time together and
examples. Tell them they will find out in Lesson 9.1. watch movies.
2 Two activities that make me feel happy are eating and
2 For question 2, ask students if they like camping and if
running.
camping is usually cheap or expensive. Have them guess 3 My favorite place is the library because I love books.
where the expensive camping is and what it’s like. Tell 4 My favorite day of the week is Saturday because I can
them they will find out in Lesson 9.2. sleep late.
3 For question 3, ask students where Sydney is (Australia) 5 I feel good when the weather is warm.
and identify it on a map. If no one knows the answer, have 6 When I travel, I like to go to places that are exciting.
them guess. If possible, show them a picture of people
climbing Sydney Harbour Bridge and ask them if they Real-World Goal
would like to do that. By the end of this unit, students will be able to order food in
a restaurant because they will learn words for food, including
Discussion Questions
countable and uncountable nouns, and how to make and
1 Direct students’ attention to the questions below the accept polite requests and offers.
picture. Elicit ideas from the class.
where Nadia Shira Cohen answers a couple of the
questions from her perspective. Play it for students as
Lesson 9.1 Comfort Food
many times as needed to check comprehension and Student Book pages 100 – 101
discuss any vocabulary items.
Exercise 1 ACTIVATE
Answers 1 Tell students to look at the picture. Ask them what room
Students’ answers will vary. Sample answers include: of the house it is (the kitchen). Ask, What do you usually do
1 They are in Africa / South America / on an island. in the kitchen? Elicit their ideas.
2 My home, my grandmother’s home, the beach
2 Say and have students repeat the words in the box. To
3 My family, my friends
model the activity, call on a volunteer to identify the
picture that goes with fruit. Tell them to label the picture.
Level 1 Unit 9 97
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You might also ask them what kinds of fruit they see familiar topics that students can easily talk about
(oranges, apple, bananas, grapes, and strawberries). without needing additional preparation. Here are some
3 Give students time to complete the exercise. Then have examples:
the class call out the answers. Encourage them to be Card #1
more specific about some of the food items they see, for Describe your morning routine:
example, by naming the vegetables (carrots, potatoes, 1) Say what time you wake up.
pepper, and tomato) and meat (chicken) in the picture. 2) Talk about what you do to get yourself ready for
the day.
3) Say when you leave and how you get to school/work.
Answers Card #2
1 fruit 4 vegetables 7 meat 10 coffee Describe your favorite vacation:
2 eggs 5 rice 8 tea 1) Say where you went.
3 fish 6 bread 9 milk 2) Say when you went.
3) Say who you were with.
Oxford 3000 words 4) Say what you did and why you loved it.
fruit meat vegetables Card #3
fish rice eggs Describe your favorite food:
1) Say what it is.
tea milk bread
2) Say how often you have it.
coffee 3) Say why you like it
4) Describe the first time you had it or a specific memory
Exercise 2 USE
you have with that food.
1 Elicit example sentences with every day, sometimes, and 2 Put students in small groups. Give a card to one person
never and one of the food words. in each group. Tell them not to show the card to anyone
2 Have students work independently to write their else in the group or to read any of the information aloud.
sentences. Explain that the person with the card must speak to the
3 Call on students to share one of their sentences with rest of the group, following the instructions on the card.
the class. The other students must listen and identify both the
general idea of what the speaker says as well as some
Answers specific details. Allow (and encourage) the listeners to
take notes.
I drink coffee every day. I never drink milk. I sometimes eat meat.
3 After the first students have gone, switch cards among
the groups, this time giving them to a new person in
t Exercise 3 WHAT’S YOUR ANGLE? each group. Continue as time allows.
1 Read the directions and the example sentences. Have
students talk to a partner about which three items they r Exercise 4 ASSESS
want and love. Encourage them to explain their choices. 1 Direct students’ attention to the photo. Ask: Where is Jean?
2 Call on students to share one thing they learned about (farmers’ market) What is she doing? (shopping, buying
their partners. food)
2 Play the video and have students complete the sentences.
Answers
3 Call on students to share the answers with the class.
I want vegetables, fruit, and bread. I’m a vegetarian. Answers
1 the farmers’ market
Listening Skill 2 the food is fresh and local
3 pasta
Listening for detail
GO ONLINE r Comfort Foods at the Farmers’ Market
1 Direct students to read the information in the Listening
Skill box. r Exercise 5 IDENTIFY
2 Go over the concepts of general idea and detail. Say: 1 Give students a moment to look over the answer choices.
The general ideas are big, important ideas. The details are Replay the video and have them work independently to
examples or facts. For example, listen to this story: Last night complete the exercise.
I had the most wonderful dinner. The vegetables were perfect 2 Have the class call out the answers.
and the meat was delicious, and we had nice sweet fruit for
dessert. Elicit the general idea of your story (you had a Answers
1 Mondays, Wednesdays, Fridays
good dinner). Elicit a couple of the details (the vegetables
2 tomatoes, onions, peppers, mushrooms, (parmesan) cheese,
were perfect; the fruit was sweet). pasta, bread
Extra Practice
1 Prepare a set of speaking prompt cards for your students. r Comfort Foods at the Farmers’ Market
On each card, write a general prompt followed by two
or three bullet points with specific instructions. Choose

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r Exercise 6 ASSESS Extra Practice
1 Replay the video and have students circle True or False. 1 Model this memory activity with a group of three
students:
2 Call on students for the answers. Ask them to correct the
Write I have some/one/two...; I don’t have any... on the
false sentences. (2. She goes on Mondays Wednesdays,
board. Direct the first student to make a sentence. For
and Fridays; 4. The farmers are all local. 6. The bread stand
example: I have some bread. Make a new sentence,
is her favorite.)
adding another item to the student’s. For example: I have
Answers some bread and two eggs. Indicate that the next student
1 True 3 True 5 True should add another item. For example, I have some
2 False 4 False 6 False bread and two eggs. I don’t have any vegetables. Continue
around the group, adding to the list of items until
Video Script students run out of ideas or someone forgets the order.
r Comfort Foods at the Farmers’ Market 2 Seat students in groups of four or five to conduct the
Hi, my name’s Jean and I’m a babysitter. Oh I love food, especially activity. If some groups finish early, tell them to start over
vegetables and fruit and I love to cook. I want to cook for my friends with a new sentence.
tonight. Tonight is pasta night. I need to make sauce for the pasta,
and for that I need tomatoes, garlic, and onions. OK, um, let’s go! Exercise 8 IDENTIFY
Uh, the farmer’s market is here three days a week: Mondays,
Wednesdays, and Fridays. I go all three days a week. I love the
farmer’s market. Everything is fresh. Everything’s local. The farmers activity.
are all local. They live nearby. The food tastes really good. Today I 2 Call on students to read the completed sentences aloud.
need tomatoes, onions, peppers, mushrooms, um probably some
parmesan cheese, and pasta. So the pasta’s really fresh here and Answers
that’s why I buy it at the farmer’s market. Today I need some apples. 1 some 3 some 5 some
Um, they’re really crisp and juicy here, and they also have really fresh 2 any 4 an 6 any
eggs, but I don’t need any today. I love buying honey for my tea
here. They also sell baked goods here, um like cakes and pies. Today
I want to buy bread. Well, the bread stand is my favorite. He has so Exercise 9 INTEGRATE
many different kinds and he’s really nice. I love pasta, and the way I 1 Read the directions. Point out that Student A will ask
make it is the best. Smells good. I really enjoy cooking for myself, for about the items on the left.
my friends, for family. Mmm!
2 Have students practice with a partner. Tell them to switch
t Exercise 7 WHAT’S YOUR ANGLE? roles and repeat when they finish.
1 Read the directions and the example. Tell students about 3 Call on students to repeat one of their questions and
something you like to cook. answers for the class.
2 Have students work independently to write about the Answers
food they like to cook and what they need to make it. Students’ answers will vary. Sample answers include:
3 Have them share their ideas with a partner. Call on several A: Do we have any milk?
students to share with the class. Ask the class which food B: Yes, we have some milk.
sounds the most delicious. A: Do we have any fruit?
B: Yes, we have some apples.
Answers A: Do we have any cheese?
Students’ answers will vary. Sample answers include: B: No, we don’t have any cheese.
I love making soup. To make it, I need vegetables and chicken.
Exercise 10 INTERACT OXFORD REFERENCE
Grammar in Context 1 Direct students’ attention to the picture. Ask students if
Countable and uncountable nouns they know about macaroni and cheese and if they think it
GO ONLINE
looks good.
1 Direct students to read the information in the box. 2 Have students read the text and say what their comfort
food is and explain why, if they can.
2 Check comprehension. Write one, two, some, and any on
one side of the board and tea, rice, vegetables, and egg on Answers
the other. Say the beginnings of sentences and elicit all of Students’ answers will vary. Sample answers include:
the possible completions from the class. For example: Enchiladas are my comfort food because my mom always makes
I have some (tea / rice / vegetables) them on special days.
I don’t have any (tea / rice / vegetables)
I have one (egg)
I have two (vegetables)
Level 1 Unit 9 99
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Exercise 3 ASSESS
1 Ask students to work independently to complete the
Lesson 9.2 Let’s Go Glamping! exercise.
Exercise 1 ACTIVATE Answers
1 Ask students what they think of when they think about 1 Both 3 Glamping 5 Glamping 7 Camping
camping. (For example, tents, sleeping bags, outdoors, 2 Both 4 Both 6 Glamping 8 Camping
mountains, nature, insects.)
2 Have students look at the pictures and talk to a partner Exercise 4 INTERACT
about the questions. Call on volunteers to share their
1 As an alternative to a hand vote, have the students
opinions with the class.
stand and move to the left side of the room if they favor
Answers “glamping” and the right side if they favor camping.
Students’ answers will vary. Sample answers include: 2 Call on students from each side to explain their choice.
I don’t like camping. I like to stay in a hotel and be comfortable. /
I like camping. I like to be in the mountains away from people. Answers
I prefer camping because it’s cheap and more exciting. / I prefer
Reading Skill glamping because it’s comfortable but you can still enjoy nature.
Understanding the organization of a text: Topic sentences
GO ONLINE Exercise 5 VOCABULARY
1 Direct students to read the information in the Reading 1 Read and have students repeat the words. Practice
Skill box. Point out that focusing on topic sentences can refrigerator several times, clapping out the syllables and
help them understand the organization of a text. exaggerating the stress on the second syllable.
2 Read the first sentence of the second paragraph in the 2 Have students work independently to complete the
reading aloud and ask students what they think the activity. Have the class say the answers.
paragraph will be about (why some people don’t like
camping). Answers
1 table 3 desk 5 refrigerator 7 bed
Extra Practice 2 TV 4 chair 6 lamp 8 sofa
1 Make a set of sentences like these, enough so that each
group of three or four students can have a set. Cut the
Oxford 3000 words
sets into individual sentences, scramble them, and
distribute one set to each group. refrigerator sofa desk
lamp TV table
Road trips are lots of fun. Trains are the best way to
travel. bed chair
If you see something You can sleep and read Exercise 6 INTERACT
interesting, you can stop along the way. 1 Model the activity with a student. Have the student
and check it out. come to the board to draw one of the items. Guess what
You can carry everything It’s fun to meet the other it is and spell it. Have the student check your spelling in
you want, with no people who are traveling. the book.
baggage fees. 2 Have students practice drawing and spelling with a
There are so many For long trips, you can go partner.
interesting sights along to sleep in one city and
the highways. wake up in a different Grammar in Context
one. Quantifiers: much / many / a lot
It’s interesting to stop in You can relax and have GO ONLINE
all of the small towns. lunch while you travel. 1 Direct students to read the information in the Grammar in
2 Tell the groups that they have sentences from two Context box. Read the sample questions and answers aloud.
paragraphs. Ask them to separate the sentences into two 2 Write several answers on the board: not much / not many
groups and identify the topic sentence for each. / a lot of , some , one , we don’t
have any . Ask questions about the classroom and
Exercise 2 IDENTIFY have students call out an appropriate answer:
Tell students to read the list of topics and then scan the How many students do we have in this class? (We have a lot
reading to match them to the topic sentences. Assign a time of students.)
limit (one minute) to encourage students to scan the first
How many clocks do we have on the wall? (We have one
sentences rather than read the whole text.
clock.)
Answers How much water is in my bottle? (some water)
1 paragraph 4 3 paragraph 2 How much class time do we have left today? (not much)
2 paragraph 1 4 paragraph 3

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How many animals do we have in this class? (We don’t have Exercise 8 ASSESS
any animals.) Read the question. Have students discuss their answers
3 Leave the answers on the board for the Extra with a partner. Call on a student to share the answer with
Practice below. the class.
page 167 of the Student Book. Answers
The people went camping. We know because there isn’t any
Extra Practice furniture.
1 Make a set of questions like these and distribute one
question to each student.
Exercise 9 DEVELOP
How many refrigerators How much milk is in your 1 Direct students to work independently to complete the
do you have? refrigerator? activity. Elicit any questions about vocabulary. Students
How many sofas do you How much ice cream is in may need definitions for pack (put things in bags for
have? your refrigerator? travel) and equipment (things that you need for an
activity).
How many beds are in How much coffee is in
your house? your kitchen? 2 Have students compare their answers with a partner. Then
read the paragraph aloud, pausing for the class to call out
How many tables are in How much rice is in your the answers.
your bedroom? kitchen?
How many lamps are in How much fruit is on your Answers
your living room? kitchen table? 1 much / a lot of 3 a lot of 5 some
2 many / a lot of 4 any 6 a lot
How many desks are in How much bread is in
this classroom? your kitchen?
How many eggs are in How much soda do you
your refrigerator? drink? 1 Read the directions. Give students a minute to think about
what they will say.
How many TVs are in your How much tea do you
2 Have students talk to a partner about their perfect
house? drink?
vacation space. For more practice, have them switch
How many chairs are in How much meat do you partners and repeat the activity.
this classroom? eat?
How many sofas are in How much fish do you Answers
this classroom? eat?
My perfect vacation space is a cabin on the beach. There are
2 Model a card-exchange activity. Have two students some trees to lie under. It’s warm and the water is very blue.
stand. Give each one a “question card.” Ask one student
the question on your card. After he or she responds,
have the student ask you the question on his or her card.
Then exchange cards and ask the other student your
new question. Lesson 9.3 Welcome to Town!
3 Have the students stand and walk around asking each Student Book pages 105 – 107
other questions and exchanging cards. Call time when
most students have spoken to four or five partners.
Exercise 1 ACTIVATE
1 Read the directions and the sample answers. Have
e Exercise 7 INTEGRATE students talk to a partner about the question.
1 Go over number 1 and elicit the answer. Have students 2 Elicit ideas from the class.
work independently to complete the activity.
Answers
2 Play the audio and have students check their answers. Call Students’ answers may vary. Sample answers include:
on students to read the completed questions and answers find a place to eat, figure out the transportation system, make a
aloud. plan for how to spend my time
Answers
1 many, a lot of 3 many, some Exercise 2 VOCABULARY
2 much, any 4 much, a lot of 1 Read and have students repeat the words.
Audio Script activity. Have the class call out the answers.
e CD 2, Track 14
1 How many tents are there? Answers
There are a lot of tents. place: open, closed
2 How much furniture is there? person: hungry, thirsty, tired, ready
There isn’t any furniture. person or place: excellent, terrible, all right
3 How many chairs do they have?
They have some chairs.
4 How much fun did they have last weekend?
They had a lot of fun!
Level 1 Unit 9 101

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Oxford 3000 words Exercise 5 ASSESS
excellent hungry ready 1 Have students work independently to read the sentences
terrible thirsty open and circle True or False. Ask them to correct the false
all right tired closed sentences.
2 Have the class call out the answers. Call on students to
e Exercise 3 USE correct the false sentences. (1. He sends the message from
1 Give students a moment to look over the pictures in the hotel. 3. He’s tired because the flight was long. 4. They
preparation for listening. Play the audio and have them have meetings on Monday.)
work independently to number the pictures.
Answers
2 Have the class call out the answers and replay the audio
1 False 2 True 3 False 4 False 5 True
if necessary. Then ask students to write a sentence about
each picture using the adjectives from Exercise 2.
3 Have students compare their sentences with a partner. Grammar in Context
Call on students to read one the sentences for the class. Would like: Requests and offers
GO ONLINE
Answers
1 a She’s ready. 1 Direct students to read the information in the Grammar in
2 h It’s (The museum is) closed. Context box. Read and have students repeat the example
3 e He’s very hungry. questions and answers in the box.
4 d He’s very thirsty. 2 Draw students’ attention to the infinitive verb after like in
5 f It’s (The coffee shop is) excellent. each of the examples.
6 b It’s (The restaurant is) open late.
7 g It’s (Her new apartment is) terrible.
8 c He’s really tired.
9 i It’s (The store is) all right. Extra Practice
1 Make a set of questions and statements like these,
Audio Script enough so that each group of three or four students
e CD 2, Track 15 can have a set. Cut the sets into individual sentences,
1 A So, are you ready to go to the gym? scramble them, and distribute one set to each group.
B Yes, I’m ready.
2 A I’d like to go to the museum today. Would you like to take a I’d like to go home early
B It’s closed on Sundays. walk? today.
3 A Are you hungry?
B Yes, I’m very hungry! Would you like to go to a I’d like to go out to eat
4 A Are you thirsty? movie? tonight.
B Yes, I’m very thirsty!
Would you like to sit I’d like to stay here a little
5 A I’d like some coffee.
B I know an excellent place to get coffee. down? longer.
6 Would you like to go out to eat? My favorite restaurant is Would you like to listen to I’d like to get something
open late.
music? to drink.
7 A How’s your new apartment?
B It’s terrible! The neighbors are really noisy, and the shower Would you like to eat I’d like to make a phone
doesn’t work. something? call.
8 I’m really tired. I’d like to sleep now.
9 A Do you like this store? 2 Ask the groups to organize their sentences into offers
B It’s all right. and requests. Circulate and check their work.
3 Write possible responses to requests and offers on the
Exercise 4 IDENTIFY board, and have students repeat them:
1 Read the directions. Explain that a summary is a short Requests: Of course / No problem / Absolutely.
statement that tells the most important information. Have Offers: Yes, thank you. / That’s OK. That sounds nice. / That’s
students work independently to read the messages and OK, thanks.
choose the best summary. Tell them to raise (and then 4 Tell the students to take turns choosing one of the
lower) their hands when they’re done. requests or offers and saying it to the student to their
2 When most students have raised their hands, elicit left. That student should respond with one of the items
the answer from the class. Ask why they chose b. (For on the board and then choose a request or offer. Tell
example, Michael recommends a restaurant, and he talks them to continue around the group until all of the
about a meeting.) requests or offers have been used.
Answer Exercise 6 IDENTIFY

b 1 Have students work independently to find and underline
the examples in the reading.
2 Call on students for the answers.

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Answers Exercise 8 DEVELOP
Requests: But I’d also like to show you the city before we start 1 Read the first sentence and elicit the logical completion
our meetings at the office on Monday. / I’d also like to visit the from the class. Have students work independently to
office. complete the exercise.
Offers: Would you like to meet for dinner? / Would you like to
meet tomorrow morning for breakfast instead? / Would you like
to do that after breakfast? Answers
1 a 2 b 3 a 4 a 5 b 6 a
Exercise 7 EXPAND
1 Read the instructions and the example. Have students t Exercise 9 WHAT’S YOUR ANGLE?
work independently to write the requests and offers. Have the class brainstorm some cities they would like to visit.
2 Have students compare their sentences with a partner. Have students work independently to make their lists.
Call on students to read their sentences to the class.
Answers
1 I’d like a new laptop, please. I want to visit Paris. I want to see the Eiffel Tower and the Louvre.
2 I’d like a glass of water, please.
3 Would you like a cup of coffee?
4 I’d like to see the manager, please. Exercise 10 PREPARE
5 Would you like my help? / Would you like me to help? 1 Read the directions. Discuss the kinds of offers and
6 I’d like to book a room for two nights, please. requests they might make. (For example: Would you like
to take a tour?) Allow students to look up information
Writing Skill about the places their partner wants to visit, for example
prices and hours, but set a time limit (three minutes) so
Connecting ideas with but they don’t spend too much time looking up information.
GO ONLINE 2 Have partners exchange lists and note their offers and
1 Direct students to read the information in the Writing requests.
Skill box.
2 Point out the comma before but. Tell students that we Answers
usually use a comma when we connect two complete
Would you like to visit the museum on Tuesday?
sentences (clauses) with but.
Extra Practice Exercise 11 WRITE
1 Make a set of clauses like these and distribute one clause
1 Ask students to read the first “email” to identify the two
to each student.
requests (I’d like some information about ... and I’d like to
I’m thirsty I don’t have anything to climb...). Point out that the writer begins by introducing
drink herself.
I’m hungry I don’t know what I want 2 Have students work independently to write their email.
to eat Circulate and assist as needed.
I’m tired I can’t sleep 3 Have students read the response “email” to identify
the offer (Would you like to...). Explain that book means
that restaurant is it’s very expensive reserve, and that we can use it with book a reservation / a
excellent ticket / a room / a table. Ask students to exchange their lists
we need milk the store is closed from Exercise 10 with their partners and respond as the
the restaurant is open there aren’t any tour guide.
customers
Answers
I’d like to go with you I’m not ready Students’ answers will vary. Sample answers include:
I’d like to go out I don’t have time Email from Tourist
Hello,
I’d like to help you I don’t know how I’m a tourist in Paris, and I’d like some information about the city.
that restaurant is terrible a lot of people eat there I’d like to visit the Eiffel Tower, but I don’t know when it is open.
Do I need to take a tour?
2 Tell students their goal is to put their clause together Miguel
with a partner’s and connect them with but to create a Email from Tour Guide
logical sentence. If you have enough board space, tell Hi Miguel,
the pairs to put their combined sentence on the board. Welcome to Paris! The Eiffel Tower is open every day until
Remind them to include the comma. If this isn’t possible, midnight. You can buy tickets online. You don’t have to take a
have the students stand against the wall when they find tour, but you can. Would you like me to book a tour for you?
their partner. Once everyone is paired off (or unable to Paula
find a partner), have them say their combined sentence
for the class. If some students were not able to find a
partner, have the class try to rearrange the pairs until no
one is left out and there are no illogical sentences.
Level 1 Unit 9 103

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Exercise 12 WRITE Real-World English Strategies
Have students switch roles and repeat the activity. Have
To expand on the information and practice presented
students read their partners’ response and ask if they are
in this unit, list some other formal and informal ways in
happy with it.
which students can accept or reject an offer together
Exercise 13 IMPROVE with the whole class, such as May I offer you some…?, How
about some…?, I’d love some…, Thank you, but… Talk about
Go over the checklist. Ask students to look over their
some other possible responses, for example Hmmm, that’s
writing and make corrections. Spot-check while they do
interesting, and when it’s appropriate to use them.
this work. Have students read a few other emails, either by
swapping within small groups or posting emails on the One area where there are significant cultural differences is
desks or walls around the room and having students go whether or not it is appropriate to reject food offered by
around and read them. a host and how to do it politely. As a follow-up to Exercise 5,
ask your students if it is OK to reject an offer of food in their
country.
1 Ask them when it is and is not appropriate to reject an
Lesson 9.4 That Looks offer of food in their culture.
2 Then ask what reasons they would have to give in their
Interesting! country to decline food politely and to avoid offending
Student Book pages 108 – 109 the host.
3 Discuss whether it is acceptable to reject an offer of
Exercise 1 ACTIVATE food in English. Is it important to provide reasons?
1 Direct students’ attention to the video stills. Ask them 4 For homework, have each student bring in a picture of
what they see. a traditional dish from their home country. Use these
2 Read the directions and sample answer aloud. Elicit pictures for a review activity.
students’ answers. a. Students form two circles – inside and outside, facing
Answers each other.
Students’ answers will vary. Sample answers include: b. They take turns offering the dish from their country
I can’t eat nuts. If I am at a person’s house and he or she offers to the partner they are facing, and the partner either
me nuts, I say, “I’m sorry, I can’t eat nuts.” accepts or rejects it.
c. Then the outer circle rotates one partner to the left.
r Exercise 2 ASSESS d. Repeat the rotation several times so that each
1 Have students look at the video stills. Ask if they are student gets a chance to interact with several
familiar with any of these food items. partners.
2 Play the video. Tell students to listen for what Max and
Andy offer each other. Elicit the answers from the class. r Exercise 3 IDENTIFY
1 Read the directions. Then play the video again.
Answers
Max offers Andy some “bubble and squeak” and steak and kidney 2 Elicit the answers from the class.
pie. Andy offers Max some of his mac and cheese.
Answers
r English For Real Video Unit 9 To reject: No, thanks. (I don’t really like kidney.) Uh...not really.
(I don’t usually eat pasta with...orange cheese.)
Real-World English
Video Script
Accepting and rejecting offers
1 Read the information in the box aloud, demonstrating Scene 1
the intonation of the responses. Have students repeat the Max Hey. Could you watch that for a minute? I placed an
example responses. order…
Andy Sure. Wow, it smells good. What is it?
Extra Practice Max Comfort food. English bubble and squeak.
1 Write these responses on the board: Yes, please. / Yes, I’d Andy What?
love some. / Yes, I’d love to. / Sure! / Not really … but thank Max It’s leftover cabbage and potatoes. Would you like to
you / No thanks, … try some?
Andy I’d love to. Mmm. That’s delicious.
2 Elicit some possible reasons for saying “no.” (For example: Max Very funny!
I can’t eat , I don’t eat/like , I just ate.) Scene 2
3 Tell students to think of a food they like. Have them Max And now, direct from the store downtown: Steak and
stand and walk around, offering the food to six different kidney pie! Mmm. Would you like to try some?
people. Tell them to accept and refuse each other’s Andy Uh… No thanks. I don’t really like kidney.
Max Aw, come on. Just a taste.
offers, using each of the responses on the board once.
When they say “no,” they should explain why. Circulate
and provide feedback on intonation of the responses.

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Andy Well… OK. Mmm… It’s good. And I have something very
American… Answers
Max Oh? Students’ answers will vary. Sample answers include:
Andy My comfort food. A: Would you like some corn tamales?
Max Hmm. That looks interesting. B: No, thank you. I just ate lunch.
Andy Mac and cheese! Would you like to try some? A: They’re sweet and delicious. They have fresh corn and sugar.
Max Uh…Not really. I don’t usually eat pasta with … orange B: OK, I’ll try one. Thanks!
cheese.
Andy Aw… just a little?
Exercise 4 ANALYZE
1 Read the first item and ask students if it’s appropriate (no) Lesson 9.5 Some Coffee, Please
and why not (too direct – no reason given). Elicit a way to Student Book page 110
make the response more appropriate.
2 Have students work independently to complete the rest Exercise 1 ACTIVATE
of the activity. Direct students’ attention to the photo. Ask them where the
women are and what they might be saying.
Answers
1 Not appropriate. Sample appropriate answer: No, thanks. I Answers
can’t eat fish. Students’ answers will vary. Sample answers include:
2 Appropriate They’re at a coffee shop. The server is saying, “Would you like
3 Appropriate anything else?” and the customers are saying, “I’d like some sugar.”
4 Not appropriate. Sample appropriate answer: No, thank you. I
don’t really like mushrooms.
5 Appropriate Speaking
6 Appropriate Ordering food and drink
GO ONLINE
Exercise 5 INTERACT 1 Direct students to read the information in the box. Read
1 Ask students to compare their answers to Exercise 4 with a the example statements, modeling the polite intonation.
partner. For number 4, ask two or three students how they 2 Point out that I want is crossed out because it’s too direct.
made the response more appropriate. We don’t usually say give me for the same reason.
2 If your students are from different countries, have them
discuss with a partner if/how the responses would differ. Extra Practice
1 Play a memory game to practice ordering and offering
If they are from the same country, discuss the question
food in a restaurant. Put students in large groups of six
as a class.
or seven. It may be most convenient to have the groups
Answers stand in a circle.
Students’ answers will vary. Sample answers include: 2 Model the activity with one group. Tell students you
In my country, it’s not polite to refuse food just because you are the server, and you’re going to listen to and try to
don’t like it. remember their orders. Each student “orders” one item
using I’d like or Can I have. After the whole group has
t Exercise 6 WHAT’S YOUR ANGLE? ordered, go around the group again, this time offering
Go over the directions. Give students a couple of minutes to each student the item they ordered. For example: Would
make notes about what is in the dish they want to describe. you like some tea? Tell the students to say, Yes, thank you!
Tell them to look up ingredients if necessary. If your students if you have remembered the item correctly and No, thank
are from the same country, brainstorm a list of dishes and you if not. Make sure a couple of your offers are “wrong”
write them on the board so that they don’t all choose the to model this.
same one or two. 3 Have each group choose a server and begin the activity.
When one server is finished, they should choose another
Answers and continue. Call time after each group has gone
Students’ answers will vary. Sample answers include: through two or three servers.
My favorite dish is called pastel de choclo. It’s a corn and beef
casserole that’s popular in Chile. It also can have onions, raisins, e Exercise 2 IDENTIFY
olives, and chicken in it. 1 Give students a moment to look over the exercise. Play the
audio and have students work independently to choose
Exercise 7 INTERACT the correct answers.
1 Go over the roles. For each role, elicit an example. 2 Call on students to read the completed sentences aloud.
2 Have students practice with a partner. For more practice,
Answers
have them switch partners and practice again. Have 1 b 2 a 3 a 4 a
volunteer pairs perform their role-play for the class.
3 Remind students to go online so that they can create their
Level 1 Unit 9 105

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Audio Script e Exercise 4 INTERACT
e CD 2, Track 16 Play the audio and have students repeat the sentences in
Server Hello. Are you ready to order? Exercise 3.
Customer 1 Yes. We’d like some coffee, please.
Server OK. Would you like some milk with that? e CD 2, Track 17
Customer 1 Yes, please.
Server All right. Would you like anything else? Exercise 5 INTEGRATE
Customer 1 I’d like some ice cream.
Customer 2 Can I have a cookie, please? Direct students’ attention to the menu. Ask them to guess
Server You got it! I’ll be back with your order in just a what treat means (something special). Elicit some examples
minute. of how they would ask for the items on the menu.
Pronunciation Skill Answers

Rising tone in polite requests and offers I’d like some cookies, please.
GO ONLINE
Direct students to read the information in the box. Read the Exercise 6 INTERACT
example statements to demonstrate the rising and falling
1 Go over the directions. Have the class brainstorm some
intonation.
things a server might say. For example: Are you ready to
More to Say… order? Would you like anything else? Would you like sugar
Focus: Working in pairs, students practice rising tone in with that? Remind students to order and accept orders
polite offers and requests. politely.
Grouping Strategy: Groups of 3–4 students. 2 Have the students practice with a partner twice, switching
Activity Time: 15 minutes server and customer roles.
Ready, Answers
Create a set of 20–25 food and drink flashcards for each Students’ answers will vary. Sample answers include:
group. A: Are you ready to order?
B: Yes, I’d like some tea, please.
Set… A: Would you like milk and sugar with that?
1 Put the students into groups. B: No, thank you. Can I have some lemon?
2 Give each group a set of cards placed face down in A: Yes, of course.
a pile in the middle of the group. Pre-teach any new
vocabulary on the cards.
3 Demonstrate the activity. Students will choose a card
from the pile. They can either offer the item on the card
to someone in the group, or they can request it.
Go!
1 Set the timer for ten minutes.
2 Have the students take turns selecting cards and making
offers or requests.
3 Circulate and correct students’ intonation as necessary.
e Exercise 3 NOTICE
1 Play item number one and draw students’ attention to the
rising intonation on please. Tell them to read the rest of
the sentences and make a small dot where they think the
rising intonation will be.
2 Play the audio and have students circle the words where
the intonation rises.
3 Have the class call out which words they circled.
Answers
1 please 3 tea 5 cake
2 drinks 4 that 6 else
e CD 2, Track 17

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Discussion Point
Student Book page 155 Read the quote aloud. Explain that a source is where
something comes from. Ask students if they agree, and elicit
Vocabulary things that make a house comfortable.
Exercise 1 Answers
Students’ answers will vary. Sample answers include: comfortable
Answers furniture, not too hot or cold, nice decorations, windows to let
1 milk 2 fish 3 meat 4 eggs 5 rice 6 fruit the light in

Exercise 2
Answers board.
1 refrigerator 3 chair 5 TV 7 sofa
2 lamp 4 table 6 bed 8 desk Zoom In
Exercise 9
Exercise 3 1 Task 1: Give students a moment to think about their
Answers favorite restaurant. Tell them to consider what is in the
1 a 2 c 3 f 4 b 5 e 6 d dish they like the most and what else they like about the
restaurant (for example if it’s comfortable or if the service
GO ONLINE Encourage students to go online to play the is very good). Ask them what language they will use to
vocabulary game. invite their friend (would you like to…). Have them talk to
a partner. For more practice, have them switch partners
Grammar and repeat the activity.
Exercise 4 2 Task 2: Elicit an example sentence from a couple of
students. Then have students work independently to write
Answers their sentences. Have them share their sentences with a
1 countable 4 uncountable partner and / or collect their work.
2 countable 5 countable 3 Task 3: Give students time to find a photo of their comfort
3 uncountable 6 countable food and, if necessary, look up any ingredient names. Have
them talk to a partner.
Exercise 5
Answers
1 much 2 many 3 much 4 much 5 many 1 My favorite restaurant is a Spanish restaurant. I like it because
the food is excellent and the place is comfortable. I like to
order many small plates to share. Would you like to go there
Exercise 6 with me?
2 My home is small but comfortable. I have a big red sofa and a
Answers large TV in the living room. My bed is also big and soft. I have
Students’ answers will vary. a desk in the dining room. I do my homework there.
3 This is a picture of the vegetable couscous I made on
Exercise 7 Saturday. It was very good and healthy. I invited my sister to
eat with me.
Answers
1 b 2 a 3 c 4 c 5 a
Exercise 10
GO ONLINE Encourage students to go online for further Tell students to think about how they did on each of the
grammar reference and information and to play the tasks in Exercise 9 and to check the appropriate box. Remind
grammar game. them that they can review the online activities for any skills
Answers
Level 1 Unit 9 107

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Wide Angle Teacher’s Guide Unit 10 Adventure
Unit # Self
Unit Overview 10.4 Bright Lights, Big Desert
Real-World English Giving opinions and making
Introduction to the unit suggestions
The title of this unit—Adventure—summarizes the main • Identify and practice ways to make, accept, and reject
themes: going places and seeing things. suggestions
In Lesson 10.1, the idea of adventure is reflected in • Role-play a situation where you make and accept a
activities where students learn how to describe different suggestion
kinds of places. In Lesson 10.2, the theme continues
as students read about a cave diving adventure and 10.5 A Trip to Remember
describe interesting places. In Lesson 10.3, they discuss Pronunciation Skill Comparatives with weak form of than
and compare different kinds of vacation adventures. In Speaking Making comparisons
Lesson 10.4, students learn to make, accept, and reject • Listen for comparisons
suggestions about places to go. Finally, Lesson 10.5
• Role-play a conversation between a travel agent and
summarizes what students have learned as they prepare a
customer, comparing trips
role play as a customer and a travel agent comparing two
vacation options.
Resources
Lessons Workbook Unit 10, pages 64–70
10.1 Top Four Travel Spots
Twenty Thousand Leagues Under the Sea
Listening Skill Listen for individual words in a sentence
(9780194629386)
Grammar in Context Object pronouns
• Identify kinds of places (Oxford 3000) Assessments: Unit test
• Practice using object pronouns English For Real video
• Talk about places that interest you Grammar focus
Grammar PPTs
10.2 Underground Adventures
Grammar Worksheets
Vocabulary Development Adjectives
Reading Skill Recognizing and understanding subject-verb- Vocabulary cards
object sentences
Newslea articles
Grammar in Context Comparative adjectives: Short forms Word list
• Identify adjectives for describing places (Oxford 3000)
• Use adjectives with the correct word order
• Identify different parts of a sentence: the subject, verb,
and object
• Read a comparison of two cave trips
10.3 I Need a Vacation!

Grammar in Context Comparative adjectives: Long and
irregular forms
Writing Skill Using adjectives to make your writing more
interesting
• Read vacation comparisons and recommendations
• Use adjectives and comparisons to describe a vacation
(Oxford 3000)
• Write a social media post comparing two vacations

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Student Book page 111 This picture shows a car driving through the Paneveggio Pale
The photograph helps set up the theme of adventure with di San Martino Nature Park in Italy. The woman driving the
a car traveling down the road to an unknown location. By car is on a tour of the park. This is not her car. People on the
thinking about where the car is and where it may be going, tour get to drive expensive cars and see the countryside at
the students begin to engage with the idea of adventure. the same time. This woman is on her way to eat lunch with
other people on the tour.
Photographer An adventure can be a trip or a journey. It can be doing
or feeling something new. An adventure can be trusting
Gianni Cipriano
someone you do not know in a new place. It can be
Gianni Cipriano (b. 1983) is a Sicilian-born independent something exciting and unusual. An adventure is about
photographer based in Napoli, Italy. His work focuses on leaving your normal life routine.
contemporary social, political, and economic issues. Gianni
You must be brave to go on an adventure. You must also
regularly works for The New York Times and has been
want to change the routine of your normal life and do
documenting the ongoing upheaval in Italian politics for
something new, exciting, and unusual. You need these two
L’Espresso weekly magazine since 2013. His editorial work
things for any adventure. This is true if you are traveling to
has also appeared in TIME, Wired, The Wall Street Journal, Le
the other side of the world, or climbing a mountain in your
Monde Magazine, The Guardian Weekend Magazine, MSNBC.
home country.
com, Io Donna, Ventiquattro, IL, Courrier International, Vanity
Fair, and Esquire, among others. After studying aerospace Unit Opener Exercise
engineering and architecture, he graduated from the
1 Have students work independently to match the places to
Documentary Photography and Photojournalism Program
their countries. Go over the answers with the class.
at the International Center of Photography in New York in
2008. He has received recognition and awards from POYI 2 Have students work independently to rank the places
(Picture of the Year International), American Photography, from 1–7 starting with the best place to have an
New York Photo Awards, International Photography adventure. Then tell them to discuss their answers with a
Awards and the Ian Parry Scholarship. Gianni’s work has partner.
been showcased in group exhibitions in venues such as 3 Call on students to share one thing that was the same or
the Rencontres d’Arles, FOLI Lima Biennale of Photography, different about their and their partner’s opinion.
MOPLA, Lumix Festival for Young Photojournalism.
Answers
1 d 3 a 5 g 7 c
Unit Snapshot 2 e 4 f 6 b
1 Direct students’ attention to question 1. Explain that
speculation is thinking and cosmic means “about the Real-World Goal
universe.” Then ask students what they think the Garden of
By the end of this unit, students will be able to find an
Cosmic Speculation is.
adventure in their own town or city because they will have
2 For question 2, have students look at page 115 and read learned how to describe different kinds of places, how
the country names above the photos (Spain, Mexico). to compare places, and how to make, accept, and reject
3 For question 3, ask where the Sahara Desert is (North suggestions.
Africa). Have students make guesses about what tourists
do there.
Lesson 10.1 Top Four Travel
picture. Encourage them to answer. Provide any words Spots
or expressions they need to express their ideas, such as Student Book pages 112 – 113
exciting, far away, brave, or free time.
2 Optionally, before asking students to answer the e Exercise 1 ACTIVATE
discussion questions, show the photographer video 1 Ask the class to identify the word that goes with the first
where Gianni Cipriano answers a couple of the questions picture (the forest).
from his perspective. Play it for students as many times 2 Have students work individually to label the images.
as needed to check comprehension and discuss any 3 Play the audio and have students check their answers. If
vocabulary items. desired, play the audio again, and have students repeat
the words.
Answers
Students’ answers will vary. Sample answers include: Answers
1 An adventure is when you do something new and exciting for 1 the forest 4 the countryside 7 the sea
the first time, or when you go far away. 2 a village 5 the mountains 8 the desert
2 A far-away country, a place you don’t usually go 3 a lake 6 a garden
3 Time, money, to be brave / not afraid
e CD 2, Track 18
Level 1 Unit 10 109

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Oxford 3000 words Extra Practice
countryside mountains forest lake 1 Make enough copies of this grid so that each group of
desert garden sea village three or four students can have one set of words. Cut the
grid into individual words, scramble them, and give one
e Exercise 2 IDENTIFY set to each group.
1 Play the first sentence. Ask students to write the number 1 the boys are in
next to the correct word (d – garden). Play the rest of the lake this is a
audio and have students work independently to complete
the exercise. fish what doing want
2 Replay the audio one item at a time and have the class call to go there do
out the answers. 2 Tell students that you are going to say a statement or
question and they need to find the words and form the
Answers sentence. Explain that you will say each sentence quickly,
1 d 2 h 3 b 4 f 5 g 6 h 7 c 8 a
with naturally blended speech. You will give them a
moment to put it together, and then repeat it once at
Audio Script
the same speed.
e CD 2, Track 19 3 After the groups have assembled each sentence, ask
1 What a beautiful garden!
2 I went for a walk in the forest. them to call out how many words are in it. If some
3 That’s a nice picture of the desert. of them are wrong, tell them the correct number and
4 We swam in the sea. give them a chance to try to fix it. Call on a student to
5 There’s a big lake near here. read the completed sentence for the class. Then move on
6 He lives in a small village.
to the next one. Here are some sentences you can say:
7 Look at the tall mountains!
8 The countryside is quiet. a What are the boys doing?
b The boys are in the lake.
t Exercise 3 WHAT’S YOUR ANGLE? c The boys want to go to the lake.
1 Elicit answers to the first question with the class. Have
d There are fish in the lake.
students discuss the rest of the items with a partner.
e What do the boys want to do?
2 Call on students to share their answers. Ask about their
experiences. For example: Did you ever go camping in a e Exercise 4 IDENTIFY
forest? Do you like to swim in the sea?
1 Play the first item and ask students to circle the correct
Answers number of words. Repeat the audio if necessary.
Students’ answers will vary. Sample answers include: 2 Play the rest of the audio and have students circle the
1 the countryside, the desert, the mountains, the forest answers. Stop and repeat if necessary.
2 a village
3 the sea, a lake Answers
4 the countryside, a garden, the mountains, the forest 1 7 2 7 3 6 4 6 5 6 6 6
5 all
6 the sea, the mountains Audio Script
e CD 2, Track 20
Listening Skill 1 We want to tell you about them.
2 It’s a great village with beautiful beaches.
Listening for individual words in a sentence 3 There aren’t a lot of tourists.
GO ONLINE 4 We love them because they’re beautiful!
5 The animals there are really interesting.
1 Have students read the information in the box. Read the 6 What do you think of them?
example sentences aloud, demonstrating how the words
blend together. e Exercise 5 DEVELOP
2 Point out that small words like in, at, to, a, and the are often 1 Replay the audio one item at a time and have students
not pronounced clearly and are blended with the words write the sentences.
around them. Write a sentence on the board: The forest is a 2 Call on volunteers to write the sentences on the board.
great place to camp. Ask students which words they think
3 Go over the sentences and elicit which words were
will be blended together when the sentence is said aloud
blended together when they were pronounced.
(is-a-great, place-to-camp)
Answers
1 We want to tell you about them.
2 It’s a great village with beautiful beaches.
3 There aren’t a lot of tourists.
4 We love them because they’re beautiful!
5 The animals there are really interesting.
6 What do you think of them?
e CD 2, Track 20

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e Exercise 6 IDENTIFY 4 For additional information, see the Grammar focus on
Tell students they will be listening to a travel podcast. For page 168 of the Student Book.
the first listen, they should focus on the kinds of places the Extra Practice
people are talking about. 1 Make enough copies of a handout with the following
sentences on it so that each group of three or four
Answers
students can have one:
a village with beaches (Pemutaran, Bali, Indonesia); a garden
(Garden of Cosmic Speculation, Scotland); mountains in the
1. We saw Jim and Mary last night.
countryside with lakes and forests (Adirondack Mountains, New 2. She told me about the problem yesterday.
York); the rainforest (Madagascar, Africa) 3. He took his little sister home.
4. I asked Mary to call her parents.
Audio Script 5. Tommy likes to visit Mary and me every weekend.
6. We brought a sandwich for Jim.
e CD 2, Track 21
Lindsey This is Travel Talk. I’m Lindsey Lawson. 7. They finished the English test at 3:00.
Karl And I’m Karl Peters. So… We chose our four favorite 8. He gave a toy to my sister.
places to travel this year. Now we want to tell you 2 Pass out the papers face-side down to Student 1 in each
about them. group, and tell them not to turn the papers over until
Lindsey The first place on our list is Pemuteran, in Bali, Indonesia.
the game begins. Explain the rules: The first student
It’s a great village with beautiful beaches and excellent
restaurants. will turn over the paper and replace nouns with object
Karl I love it because there aren’t a lot of tourists. pronouns wherever possible in sentence 1. The rest of
Lindsey The next place on the list is the Garden of Cosmic the group can help verbally, but cannot write on that
Speculation in Scotland. Charles Jencks and his wife sentence. Student 1 then passes the paper to Student 2,
Maggie Keswick started it in 1989. They used ideas from
who will do the same to the second sentence. The paper
math, science, and art. This makes it a very different and
very interesting garden. continues around the group, with each student working
Karl Number three on our list is the Adirondack Mountains in only on “their” sentence. For example, if there are four
New York. students in the group, the first student will work on
Lindsey Most people think of New York City when they hear “New sentences 1 and 5. If the group has noticed an error in
York,” but these mountains are in the countryside!
sentence 1, the first student can correct it when he or
Karl We love them because they’re beautiful! There are lakes
and forests and lots of places to go hiking there. she gets the paper back. Errors can only be corrected by
Lindsey Number four on our list is Madagascar in Africa. the original writer. The first group to finish is the winner
Karl The animals there are really interesting. You can take if everything is correct and they’ve made every possible
tours in the rainforest to see them. replacement.
Lindsey So… those are our choices. What do you think of them?
3 When the first group calls out, tell everyone to stop
Give us a call or send us a message!
writing. Have the group read their sentences out.
e Exercise 7 INTEGRATE Don’t provide corrections—if anything isn’t correct or
a replacement isn’t made, they are eliminated and the
1 Have students read the exercise in preparation for
other groups continue the game.
listening. Play the audio and ask them to circle True
or False. Answers
2 Have the class call out the answers. Elicit corrections for 1 We saw them last night.
the false sentences. (1. Pemuteran is in Indonesia. 5. The 2 She told me about it yesterday.
Adirondack Mountains are in the countryside.) 3 He took her home.
4 I asked her to call them.
Answers 5 Tommy likes to visit us every weekend.
1 False 2 True 3 True 4 True 5 False 6 True 6 We brought it for him.
7 They finished it at 3:00.
e CD 2, Track 21 8 He gave it to her.
Grammar in Context Exercise 8 IDENTIFY

Object pronouns 1 Go over number 1 with the class. Have students work
GO ONLINE independently to complete the rest of the exercise.
1 Direct students to read the information in the Grammar in 2 Call on students to say the answers for the class.
Context box.
2 Write four example sentences on the board: Answers
2 b 3 a 4 b 5 c 6 a
She gave the book to me.
I read the story to my sister.
I told my brother what happened.
We saw Charlie and Ann in the village.
3 For each sentence, ask the class which words could be
replaced with which object pronoun. Cross out and
replace the words as you go over them. (She gave it to
me. I read it to her. I told him what happened. We saw
them in the village.)
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Exercise 9 INTEGRATE scary
1 Tell students to read the entire paragraph silently before big
filling in any answers. Have them work independently to fast
complete the paragraph. quiet
funny
2 Ask students to share their answers with a partner. Call on
2 Have students work in groups of three to take turns
volunteers to read the completed sentences aloud.
finishing the sentence. All three group members must
Answers complete a sentence with the same adjective before
1 him 2 them 3 it 4 them 5 her 6 them moving on. For example: I saw an old man. I saw an old
building. I saw an old movie. I saw a beautiful mountain.
I saw a beautiful woman. I saw a beautiful beach. Circulate
t Exercise 10 WHAT’S YOUR ANGLE? and assist with any problems.
Ask students to discuss the question with a partner. Call on 3 When most pairs are done, have them make sentences
volunteers to share their opinions with the class. with is and the adjectives. Elicit some examples: This
building is old. My grandfather is old. The forest is green.
Answers
Students’ answers will vary. Sample answers include: My sweater is green. Have the groups continue using the
I like Bali because I love the beach and good restaurants. new sentence structure.
Exercise 2 BUILD
Do number 1 together as a class. Then have students work
independently to complete the exercise.
Lesson 10.2 Underground
Answers
Adventure 1 Cave diving is an exciting adventure.
Student Book pages 114 – 116 2 It is not safe for beginners, and it is often dangerous.
3 Some caves are very deep.
Exercise 1 ACTIVATE 4 It is dark inside an underwater cave, so divers take bright
lights with them.
1 Say and have students repeat the words in the box.
5 There are some pretty things in the caves.
2 Give students a moment to choose four words to describe 6 Many divers take interesting photos.
the caves. Have them compare their choices with a
partner.
e Exercise 3 IMPROVE
3 Call on students to share their descriptions with the class.
Discuss any disagreements. 1 Play the audio and have students check their answers.
Answers Audio Script
The caves are interesting, dark, scary, and dangerous. e CD 2, Track 22
1 Cave diving is an exciting adventure.
2 It is not safe for beginners, and it is often dangerous.
Oxford 3000 words 3 Some caves are very deep.
warm dangerous dark interesting 4 It is dark inside an underwater cave, so divers take bright lights
with them.
safe bright pretty 5 There are some pretty things in the caves.
6 Many divers take interesting photos.
Adjectives t Exercise 4 WHAT’S YOUR ANGLE?
GO ONLINE 1 Have students discuss the questions with a partner.
1 Direct students to read the information in the Vocabulary 2 Call on volunteers to share their opinions with the class.
Development box. Point out that all of the words in
Answers
Exercise 1 are adjectives.
2 Write safe, interesting, bright, and warm on the board. Elicit I don’t want to try cave diving. It’s scary. / I would like to try cave
different nouns that these adjectives could describe (safe diving. It’s exciting.
city/street; interesting book/idea; bright morning/eyes;
warm day/beach).
Reading Skill
Extra Practice Recognizing and understanding subject-verb-object
1 Write the beginning of a sentence and a list of familiar sentences
adjectives on the board:
GO ONLINE
I saw a/an …
old 1 Direct students to read the information in the Reading
beautiful Skill box.
green

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2 Have students call out the subject in the second sentence 2 Read the directions and have students read the blog
(My friend and I). Point out that the words that describe post silently. Tell them to think about what is similar and
the main nouns are also part of the subject. For example, different about the two trips.
this subject could be My funny friend and I. Point out the 3 Have volunteers share their answers to the questions. Elicit
object some interesting and popular caves. Have students any questions about vocabulary.
identify the main noun (caves). Explain that it and the
adjectives that describe it are all part of the object. Answers
Extra Practice He went to Spain (Altamira Caves) on his first trip and to Mexico
1 Put students in groups of three or four. Give each group a (Juxtlahuaca Cave) on his second trip. They were similar because
grid like this: he visited caves during both trips and both caves have old
Subject Verb Object paintings in them. They were different because Altamira is very
old and he went alone. He went with a friend to Mexico.
1.
2. t Exercise 7 WHAT’S YOUR ANGLE?
3. Have students discuss the question with a partner. Call on
4. students to share their ideas with the class.
5. Answers
Also provide them with a list of words (or you can write Students’ answers will vary. Sample answers include:
them on the board): They like to visit caves because it’s exciting and different, and
they can learn about the past and the Earth.
I, my, a, an, friend, car, forest, studies, visited, had, old,
green, pretty, English, Spanish.
2 Tell the students to write the words into the grid to make Grammar in Context
five unique sentences. They can re-use words as often as Comparative adjectives: Short forms
they like. GO ONLINE
3 Have the groups take turns writing sentences on the 1 Direct students to read the information in the Grammar in
board until they run out of ideas for unique sentences. Context box.
4 Have the class identify the adjectives in the sentences. 2 Say and have them repeat the simple and comparative
Point out that English and Spanish can be adjectives or forms of each adjective.
nouns depending on how they are used in the sentence, 3 Emphasize that these rules only apply to short adjectives
and that this is true for many words. and that you will discuss longer adjectives later.
Answers 4 For additional information, see the Grammar focus on
Students’ answers will vary. Sample answers include: page 168 of the Student Book.
Subject Verb Object Extra Practice
1. My friend studies English and Spanish. 1 Conduct a partner “spelling bee.” Put students in pairs.
One partner has a piece of scratch paper and is the
2. I visited my Spanish friend.
writer. The other partner is the researcher. Tell students
3. My friend and I visited a pretty green forest. that you will read a simple adjective and the writer needs
4. My pretty friend had an old green car. to write the comparative form in large letters on the
5. My old friend had an English car. scratch paper. The researcher can look at the Grammar
in Context box in the book and help the writer, but they
will only have 15 seconds for each word, at which point
Exercise 5 IDENTIFY every writer will hold up their paper. The partners will
1 Read the example sentence. Have students work switch roles after the 5th word.
independently to complete the rest of the exercise. 2 Make a note of which pairs have a perfect score at the
2 Call on students to share their answers with the class. end and congratulate them as the winners.
Read these words:
Answers 1 large
1 I, visit, a lot of caves 2 big
2 I, took, a day trip to Altamira 3 hungry
3 my friend and I, took, a short trip to Mexico 4 red
4 we, visited, Juxtlahuaca Cave in Guerrero
5 fast
5 this cave, has, very old paintings of people and animals
6 sad
6 I, have, special lights and a good camera
7 tall
8 short
Exercise 6 ASSESS OXFORD REFERENCE 9 early
1 Direct students’ attention to the photos in the blog post. 10 bright
Ask if they can make any predictions about the caves
visited based on the photos. Answers
1 larger 3 hungrier 5 faster 7 taller 9 earlier
2 bigger 4 redder 6 sadder 8 shorter 10 brighter
Level 1 Unit 10 113

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Exercise 8 IDENTIFY Exercise 2 ASSESS
1 Have students scan the reading and call out the answer Direct students’ attention to the chart. Point out the three
to the first item (Juxtlahuaca). Have a volunteer explain names in the left column. Tell them to read the post silently
where they found the answer (Altamira was a day trip; and complete the chart. Go over the answers as a class.
they stayed in Guerrero for four days). Tell students to
complete the rest of the exercise independently. Answers
2 Tell them to compare their answers with a partner. Have Person Place 1 Place 2 Favorite
the class call out the answers. Mary Niagara Falls South Africa South Africa
Amir Figi Austria Fiji
Answers
1 Juxtlahuaca 3 Juxtlahuaca 5 Juxtlahuaca Sofia China home home
2 Altamira 4 Altamira

Exercise 9 INTEGRATE 1 Have students discuss the questions with a partner.
1 Direct students’ attention to the photos at the bottom of 2 Call on students to share their ideas with the class.
the page. Have them work with a partner to write short
adjectives for each picture. Answers
2 Ask the pairs to share their ideas with the class. Students’ answers will vary. Sample answers include:
I like to stay home because it’s relaxing. I can go to parks,
Answers museums, or restaurants. / I don’t like to stay home because I like
Students’ answers will vary. Sample answers include: to see new places.
Picture 1: blue, warm, sunny, pretty
Picture 2: old, dark, cool, scary
Picture 3: big, old, tall, cool
Grammar in Context
Picture 4: green, scary, tall, bright Comparative adjectives: Long and irregular forms
GO ONLINE
Exercise 10 INTERACT 1 Have students read the information in the box.
1 Have the partners work together to write comparative 2 Check comprehension. Ask: What is the comparative form
sentences about the two places they chose. of difficult? (more difficult) What is the comparative form
2 Call on students to read one of their sentences to of dangerous? (more dangerous) Do you add –er to long
the class. adjectives? (no)
3 Read and have students repeat the irregular comparative
Answers forms.
The castle is bigger than the old house. 4 For additional information, see the Grammar focus on
The forest is greener than the sea. page 168 of the Student Book.
The bridge is scarier than the castle. Extra Practice
The hotel in the sea is warmer than the old house in the
1 Write the phrases below on the board or make enough
countryside.
copies of a handout so that each group of three or four
students can have one:
1 more interesting than
2 more boring than
Lesson 10.3 I Need a Vacation! 3 more fun than
4 more exciting than
5 farther from here than
Exercise 1 ACTIVATE 6 better than
7 worse than
As a class, brainstorm different kinds of vacations and things
8 more dangerous than
that make each one interesting.
2 Have students work with their groups to write a
Answers complete sentence with each comparison. Encourage
Students’ answers will vary. Sample answers include: them to think about different topics as they write:
island: beautiful beaches, I can swim and lie in the sun; city: good movies, books, sports, music, food, travel, animals, etc.
restaurants, I can visit famous places; desert: interesting views, I 3 For each comparison, call on several groups to share
can see a lot of stars at night their sentence with the class. Make any necessary
corrections for articles and word forms. Ask the other
students if they agree with the comparison.

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Answers Answers
Students’ answers will vary. Sample answers include: Students’ answers will vary. Sample answers include:
1 A museum is more interesting than a library. Last summer I had an interesting weekend in the beautiful
2 A parking lot is more boring than a park. mountains near my city. I arrived on a bright morning and went
3 The beach is more fun than the desert. for a walk in the cool forest. On the walk, I saw a large black bear.
4 Camping is more exciting than staying in a hotel. It was scary. But he didn’t bother me—he just walked away. I also
5 Beijing is farther from here than Rio. saw a pretty deer, and she ran away, too. After about an hour,
6 Pizza is better than hamburgers. some dark clouds came and it began to rain. I sat under a big
7 Going to the dentist is worse than going to the doctor. tree and waited for the cold rain to stop. I waited for three hours. I
8 Lions are more dangerous than bears. was cold. Finally, the rain stopped, and I walked back to my warm
car and went home. Next time I’m going to bring my good rain
jacket!
Exercise 4 DEVELOP
1 Go over the example in number 1. Have students work
independently to complete the exercise. Exercise 5 IDENTIFY
2 Call on students to read the completed sentences aloud. 1 Have students read through the post and underline all
of the adjectives they see. Tell them to compare their
Answers answers with a partner.
1 beach, warmer than 4 expensive, farther/further 2 Correct by reading the post aloud a sentence at a time
2 more, Rome 5 Fiji, more, Austria and having the class call out the adjectives.
3 Africa, more, than 6 better
Answers
I need to make travel plans for my next vacation! I went to Rome
Writing Skill last year and liked it, but now I’d like to find a more exciting
Using adjectives to make your writing more interesting place. Comment below and tell me about the last two places
GO ONLINE you went on vacation. What did you think of them? Which was
better? Give me a good reason to choose it for my next trip.
1 Have students read the information in the box. Ask them
Two years ago, I took a short trip to Niagara Falls. I didn’t enjoy it
to identify the adjectives in the example sentence (cute,
because the weather was terrible the whole time. My vacation
beautiful). last year was a lot more interesting. I went on safari in South
2 Write two sentences on the board: We live in a city. That is Africa! I saw beautiful animals like lions and giraffes. Here are
a room. Elicit adjectives for each sentence and have the some photos.
class tell you where to put them. For example, We live Five years ago, I went to Fiji, and I loved it. Last summer I stayed
in a dangerous/pretty/safe city and That is a warm/cool/ at a cute house on a lake near the beautiful mountains of
bright room. Austria. Fiji and Austria were pretty, but Fiji was more exciting
than Austria. The water at the beach was warmer than the
3 Erase the second sentence and write: The room is ______.
lake water, and it was more fun at night. The flight was more
Have students complete the sentence: The room is warm/ expensive because Fiji is further away, but it was cheaper to go
cool/bright. out in Fiji.
Extra Practice Malcolm, you can have an adventure here at home. I think
vacations at home are more fun than big trips to other
1 Tell students that you have a very boring story and you
countries. I took a big trip to China a few years ago. It was great,
want them to make it more interesting with adjectives.
but it was a lot of work, and I spent too much money. This year, I
Elicit some adjectives that students know and write spent my summer vacation at home, and it was much better—
them on the board (for example, the colors, numbers, no work, no suitcase, no expensive hotels! I imagined I was a
big, small, good, bad, cheap, expensive, old, young). tourist. I went to museums and visited places I never saw before.
2 Put students in groups of three or four and give each Why don’t you try it?
group a copy of this story:
Last summer I had a weekend in the mountains near my
Exercise 6 USE
city. I arrived on a morning and went for a walk in the forest.
On the walk, I saw a bear. But he didn’t bother me—he just 1 Direct students to look at the pictures and identify the
walked away. I also saw a deer, and she ran away, too. After places (countryside/village, beach, city). Read the example
about an hour, some clouds came and it began to rain. I answer in number 1 and ask students to identify the
sat under a tree and waited for the rain to stop. I waited for adjectives (pretty, large).
hours. Finally, the rain stopped, and I walked back to my car 2 Have students work independently to complete the
and went home. Next time I’m going to bring my rain jacket! exercise. For each item, call on several people to share
3 Remind the students that adjectives come before nouns, their sentence with the class.
and ask them to call out some of the nouns in the story.
Answers
Tell them they can also add sentences with I was +
adjective and It was + adjective. 1 My friends visited a pretty village near a large forest.
4 Have the groups work together to add at least six 2 They stayed in an interesting old house.
adjectives to the story. Tell them they don’t need to add 3 There was a beautiful beach next to our new hotel.
an adjective to every sentence. Have someone from each 4 We loved the warm weather.
group read the resulting story to the class. 5 The ugly building is on a dirty street.
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Exercise 7 VOCABULARY
1 Say and have students repeat the words in the box. Have
students work independently to complete the paragraph.
Lesson 10.4 Bright Lights, Big
2 Ask students to compare their answers with a partner. Desert
Answers
1 vacation 3 trip/break 5 summer Exercise 1 ACTIVATE
2 suitcase 4 break/trip 6 winter
1 Direct students’ attention to the video stills. Ask them
what Andy is doing. Ask them what they think the video
Oxford 3000 words will be about.
winter vacation break 2 Read the questions and elicit answers from the class.
trip summer suitcase
Answers
t Exercise 8 WHAT’S YOUR ANGLE? Students’ answers will vary. Sample answers include:
Last night I suggested we go to dinner. I said, “Let’s go to Cafe
1 Read the first question and example answer. Tell students
Rio.” My friend agreed. She said, “Good idea!”
to write their own answers in complete sentences.
2 Have students ask and answer the questions with a
partner. Call on individuals to share something they r Exercise 2 ASSESS
learned about their partners. 1 Give students a moment to look over the exercise before
listening. Play the video and ask students to choose the
Answers correct answers.
2 Have the class call out the answers. Replay the video
1 I go on vacation every year.
2 I think it’s better to go on a lot of short breaks.
if necessary. Students may not be familiar with “dude
3 It’s cheaper to take trips near home, but it’s more interesting ranch” (a working ranch that caters to tourists with
to go far away because I like to see new things. accommodations, food, and horse-riding activities). If
4 I like to spend summer vacations at the beach. I like to spend students are wondering about the name, explain that in
winter vacations at the beach, too. the old days, dude meant “visitor.”
5 I usually don’t take a suitcase. I take a small bag.
Answers
1 d 2 c, b 3 a, b, c, d
Exercise 9 PREPARE
Read the examples. Tell students that the places don’t have r English For Real Video Unit 10
to be exotic—they can write about visits to nearby locations.
Give students a couple of minutes to make notes. r Exercise 3 IDENTIFY
1 Give students a moment to look over the exercise before
Exercise 10 WRITE watching the video again. Replay the video and have
Have students re-read the first paragraph of the post on students write the names.
page 117. Tell them to use their notes to write a reply. 2 Have the class call out the answers. Ask students if they
Remind them to use adjectives and make comparisons. would rather go to Las Vegas, a dude ranch, or the Grand
Canyon.
Answers
Last summer I spent one weekend at the beach and one 1 Andy 3 Andy 5 Andy 7 Andy
weekend in the mountains. The beach was relaxing for a few 2 Max 4 Max 6 Max 8 Max
hours, but after that it was boring. There were a lot of people
and it was really hot. The mountains were cooler. They were also Video Script
more exciting than the beach. There weren’t many people there,
and it was really beautiful. r English For Real Video Unit 10
Andy Woo wee/ Yee ha! Hey!
Max What’s up?
Exercise 11 IMPROVE Andy I found us the best place to go for our vacation in April!
Max Really? Where?
Read the checklist aloud. Ask students to review their writing Andy It’s one of the most interesting and exciting spots in the U.S.
and make corrections. Spot-check while they do this work. Max Wait… Is this twenty questions?
Andy No, but here’s a clue. It’s in the wild west.
Exercise 12 SHARE Max Do you mean, wild west like, cowboys?
1 Have students share their writing. Andy Mmm… I mean, Las Vegas!
Max Las Vegas? No thanks. What about something quieter and
2 Call on students to share something about the places more relaxing, like a ranch?
their partner described. Ask them if they want to visit the Andy Well, I think a ranch sounds kind of boring. Come on, Vegas
place their partner recommended. is a fun city.
Max I can think of nicer places to go. How about the Grand
Canyon? I really want to go there.

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Andy Everyone visits the Grand Canyon. It’s one of the most
popular vacation spots. It’s always crowded. Real-World English Strategies
Max How could it be crowded? It’s one of the biggest parks in the If you have sufficient time, you can make the focus of
country!
this unit more contextualized and meaningful for your
Andy OK. True. Hmm.
Max Well, I’d really like to ride horses at a ranch. And draw! students by engaging them in a short content-based
Andy I know. What about this: We fly to Phoenix, Arizona. Then, we project. Project objectives: A) Students will make travel
drive to the desert and see the bright lights! And there is a brochures to advertise a destination in an English-
dude ranch near Sedona. speaking country of their choice. B) Students will role-play
Max Fine. But can we stop at the Grand Canyon after that?
a conversation with a partner to decide which of the
Andy OK… It’s a deal!
Max Now that sounds like a much better plan. Dude. destinations advertised by their classmates they are going
to choose for their vacation. Follow these steps:
Real-World English 1 Come up with a clear list of requirements for the
Giving opinions and making suggestions brochure (e.g., include 3 – 4 pictures, provide short
descriptions of 1 – 2 specific places to visit and 1 – 2
1 Read the information in the box aloud, modeling the
activities to do, etc.).
polite intonation of the suggestions and responses.
2 Make a model brochure to show to your students as an
example.
3 Give examples with Why don’t we and Let’s, pointing out
3 Provide sufficient time and assistance for the students
that they are followed by a simple verb. (Why don’t we
to individually create their travel brochures.
go to the movies? Let’s eat at George’s.) Demonstrate that
What/How about is followed by a noun or gerund (What 4 Have the students display the brochures around the
about a movie? How about eating at George’s?) classroom.
5 For the role play, prepare short descriptions of 4 – 8
Extra Practice different people (e.g., you are sporty and active; you
1 Write the suggestion expressions on the board in two hate beach vacations, and you enjoy art galleries).
columns and elicit a variety of completions. Write the
6 Let students draw slips of paper with the descriptions
completion ideas in the columns. For example:
and have them role-play with a partner. They have to
Why don’t we…? How about…? agree on one destination.
Let’s… What about…? 7 Repeat a few times with new role assignments and
different partners. Keep track of the destinations that
go to Paris / Barcelona / Rome / Tokyo / Rio?
have been chosen most often and display the top three
New York pizza / burgers / on a classroom wall.
go out to lunch / dinner / Chinese food?
breakfast going swimming
Exercise 4 ANALYZE
play soccer on Sunday a concert?
Read the directions and ask students to analyze the
watch a movie sentences in Exercise 3. Have the class call out the answers.
2 Have students stand. Tell them to use the ideas on the Answers
board and in the Real World English box to follow this Suggestions: 2, 4, 5 Opinions: 1, 3, 7
conversation pattern:
A: suggestion
B: different suggestion
A: positive or negative opinion 1 Model the activity by telling students about a place you
Model the activity with a student. Then have two students like to go. Try to choose a place they won’t have been to.,
model. for example: I like to stay at Yosemite Lodge because 1) It’s
3 Tell students to have the conversation with someone beautiful, 2) The lodge is comfortable, and 3) There are a lot of
near them and then find a new partner in a different area stars at night.
and repeat. Call time when everyone has practiced with 2 Have students work independently to choose a place and
three or four partners. write the reasons they like it.
Read the directions and the sample answer. Elicit more
examples from the class. Have students write their invitation.
Answers
I have an idea. Why don’t we travel to Morocco in April? / How
about Brazil for our vacation in April?
Level 1 Unit 10 117

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Exercise 7 INTERACT e Exercise 3 NOTICE
1 Read the directions and the sample conversation. 1 Play the first item and ask students to notice how the
2 Have partners practice together. Call on pairs to say where circled words are more heavily stressed and how than is
they decided to go. For more practice, have students pronounced. Replay the sentence and have them repeat it.
switch partners and practice again. 2 Play the rest of the audio. Ask students to listen silently
3 Remind students to go online so that they can create their and circle the stressed words.
own version of the video. 3 Go over the answers. Then replay the audio and have
students repeat.
Answers
1 Long, better, short
Lesson 10.5 A Trip to Remember 2 Today, hotter, yesterday
Student Book page 122 3 Mountains, beautiful, deserts
4 Swimming, fun, skiing
Exercise 1 ACTIVATE 5 bus, cheaper, plane
Have students read the ads. Elicit any words and phrases
they might expect to hear in the video. e CD 2, Track 24
Answers More to Say…
Students’ answers will vary. Sample answers include: Focus: Working in partners, students practice
desert, tent, camping, hotel, expensive, mountains, skiing, cold reducing than.
e Exercise 2 IDENTIFY Activity Time: 20 minutes
1 Play the audio. Ask students if they heard the words and Ready,
phrases they predicted. Then elicit the answer to the
1 Create two picture cards of different vacation spots for
question.
each pair of students. For example, the cards might
2 Ask students if they would make the same choice show a picture of Paris, a desert island, a canyon, or the
and why. ruins of a temple.
Answers 2 Create a partner feedback form similar to the example
She chooses the Sahara Bedouin Adventure because the hotel is below for each student.
nicer and swimming is more fun than skiing.
Partner Feedback
Audio Script Sentence 1:
e CD 2, Track 23 Did my partner stress the two places? Y N
Travel agent So, you’d like an exciting winter vacation… These two
Did my partner stress the adjective? Y N
are more popular than any of our other trips. What do
you think? Did my partner reduce than? Y N
Woman Well, the pictures of the Sahara Desert are beautiful,
Sentence 2:
but I think for me, the Mountain Adventure is more
interesting. Did my partner stress the two places? Y N
Travel agent Ah, so you like cold weather better than hot weather? Did my partner stress the adjective? Y N
Woman Well, usually I love going to the beach, but I want to
try something different. How much is the Mountain Did my partner reduce than? Y N
Adventure? Sentence 3:
Travel agent: It’s $1,500 for four nights.
Woman So it’s cheaper than the Sahara Adventure. Hmm. But Did my partner stress the two places? Y N
that hotel is nicer, and it has a great swimming pool. Did my partner stress the adjective? Y N
Swimming is more fun than skiing.
Did my partner reduce than? Y N
Travel agent The Sahara trip is more expensive because it’s seven
nights, not four. Sentence 4:
Woman Well, OK then. I’d like the Sahara Adventure trip.
Did my partner stress the two places? Y N
Travel agent Great choice! A desert trip is definitely more exciting
than a trip to the mountains! Did my partner stress the adjective? Y N
Did my partner reduce than? Y N
Pronunciation Skill
Comparatives with weak form of than Set…
Ask students to read the information in the box. Pronounce 1 Put the students into pairs.
the example sentence, modeling the weak pronunciation 2 Tell each student to write four sentences comparing
of than. the vacation spots on their cards. Later, they will read
their sentences to their partner, and their partner will
listen and give them feedback on their pronunciation.
Go over the Partner Feedback Checklist.
3 Pre-teach any new vocabulary.
4 Give each student one card.

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Go!
1 Have the students read their sentences to their
partners. The speakers should focus on stressing the
two places and the adjective and reducing than. The
listeners should circle the answers to the questions.
2 When the first student finishes reading, have the
partners switch roles.
3 Circulate and correct students’ stress as necessary.
4 Encourage the students to share the feedback checklist
they complete with their partners.
Speaking
Making comparisons
GO ONLINE
1 Direct students to read the information in the box. Read
the examples aloud.
2 For the question and answer at the end, point out that
we don’t need the than phrase when the comparison is
understood.
Extra Practice
1 Write these sentence frames on the board or make a
copy for every student:
1 Which is better? or ?
2 Which is more fun? or ?
3 Which is more beautiful? or ?
4 Which is more delicious? or ?
2 Put students in pairs. Tell them to work together to create
a four-question survey by filling in the blanks. Remind
them that they need to use nouns or gerunds in the
blanks. Ask them to use places (not people) for number
3. Tell both partners to write the same questions. Explain
that they do not need to write answers.
3 Have the students stand and ask four or five people
their questions. Tell them to keep track of their results
by making a check mark next to each person’s choice.
Explain that the two partners should talk to different
classmates (that is, no one should take the same survey
twice).
4 Have the original partners get back together and
combine their results. Ask them to share the most
popular choices with the class.

Read the directions. Ask students to work independently to
make a list of questions they might ask a travel agent.
Answers
How much is the trip to the mountains?
Is it hot in the desert?
Is there a swimming pool?
Which place is more exciting / more relaxing?
Exercise 5 INTERACT
1 Have the pairs role-play a customer talking to a travel
agent and then switch roles. Circulate and provide
assistance as needed. Take note of any common errors to
review at end of the activity.
2 Review any common errors.
3 Have volunteers perform their role plays for the class.
Level 1 Unit 10 119

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Answers
Unit 10 Review Students answers will vary.
Student Book page 156 GO ONLINE Encourage students to go online to listen to

Vocabulary board.
Exercise 1 Zoom In
Answers t Exercise 7
1 desert 3 sea 5 forest
1 Task 1: Give students a minute to think about how they
2 Garden 4 lake
will answer the question. Have them talk to a partner.
When they finish, ask them to switch partners and repeat
Exercise 2 the activity.
Answers 2 Task 2: Elicit some examples of places students would like
1 interesting 3 cool 5 warm to live. Ask for an example comparison for each place.
2 pretty 4 dangerous 3 Task 3: Ask students what types of things they could
compare. (For example, two houses, two kinds of food,
Exercise 3 two pieces of clothing, two animals). Give them time to
find the images and make notes about how they will
Answers compare them. Have them explain their comparison to a
1 vacation 3 winter 5 break group or to the class.
2 trip 4 suitcase
Answers
GO ONLINE Encourage students to go online to play the Students’ answers will vary. Sample answers include:
vocabulary game. 1 I took the wrong bus in Mexico and arrived in a different city,
far from the place I wanted to go. It was scary at first, and I
Grammar wasn’t happy. But I decided to see the town, and it was fun
and more interesting than the other place.
Exercise 4 2 I’d like to live in the south of Spain. It’s warmer there than it
is here, and the beaches are nicer. There are more interesting
Answers buildings. The people are friendlier, and it’s more fun at night.
1 them 3 it 5 you 3 This is a picture of my office in the city, and this is a picture
2 them 4 him of a small house in the mountains. I stayed there for summer
vacation last year. It’s quieter than the city, and the house is
cuter than my office. I feel better at the house because I don’t
Exercise 5 work and I can read and enjoy nature.
Answers
1 greener than 5 taller than Exercise 8
2 busier than 6 better than Tell students to think about how they did on each of the
3 bigger than 7 more expensive tasks in Exercise 7 and to check the appropriate box. Remind
4 wetter than
them that they can review the online activities for any skills
GO ONLINE Encourage students to go online for further they need more practice with.
Answers
grammar game. Students’ answers will vary.
Discussion Point
2 Read the quote aloud. Ask: Why did Oscar Wilde think it’s
bad for people to talk about you? (because they might say
something bad) Why did he think it’s worse if they don’t talk
about you? (because then they don’t know who you are or
they don’t care about you)
3 Write the first part of a similar comparison on the board
and elicit a completion from the class. For example: There’s
only one thing worse than failing a test, and that is___
(failing a class). Point out that the first thing needs to be
bad for the second thing to be worse.
4 Have students write their own quote and share it with
a partner. Call on volunteers to share their quote with
the class.

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Wide Angle Teacher’s Guide Unit 11 Learning
Unit Overview 11.3 Making a Change
Listening Skill Understanding the structure of a talk or radio
Introduction to the unit program
The title of this unit—Learning—summarizes the main Grammar in Context Present continuous: Questions
theme: the different ways that people learn. • Identify words for talking about work (Oxford 3000)
In Lesson 11.1, students read an email from a student • Listen for the structure and content of a radio interview
who is having trouble in college and then write about • Talk and ask about what someone is and isn’t doing
their own learning experiences. In Lesson 11.2, the theme
continues as students read about learning styles and 11.4 How about You?
identify their own dominant learning style. In Lesson11.3, Real-World English Turn taking
students listen and discuss learning on the job. In
• Identify and practice ways to start a conversation, react,
Lesson 11.4, students practice turn-taking in conversation.
and take turns speaking
Finally, Lesson 11.5 summarizes what students have
learned as they role-play meeting up with an old friend 11.5 Nice to See You!
and talking about what they are doing and learning.
Speaking Asking and answering personal questions
Pronunciation Skill Contractions with be
Lessons • Listen for information in a personal conversation
• Role-play meeting up with an old friend
11.1 Not All Fun and Games
Vocabulary Development Study collocations Resources
Grammar in Context Present continuous: Positive and Class Audio CD 2, Tracks 25–29
negative
Writing Skill Writing informally with contractions
• Identify and use study collocations
47 Ronin (9780194786126)
• Practice writing and talking about studying
• Use present continuous statements
• Write about how you are doing and what you are
Class video
studying
11.2 Improve Your Learning Grammar focus
Reading Skill Skimming Grammar PPTs
Grammar in Context Using -ing forms as subjects Grammar Worksheets
• Practice skimming an article about learning styles Oxford Reference Worksheets: upper/lower
• Use sentences with -ing subjects to describe pictures Vocabulary cards
• Identify and discuss your learning style (Oxford 3000) Newslea articles
Word list
Level 1 Unit 11 121

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Student Book page 123 I took this photo in Mrauk U, in Myanmar. Salaries for public
The photograph helps set up the theme of learning because school teachers are low. These teachers need to teach extra
it shows students orally reciting in class. By thinking about classes in their homes. These private classes are for rich
what and how the people in the picture are studying, students after they finish their regular school.
students will begin to reflect on their own learning. I love learning new things. I learn from the media, or from
talking to the people. I am a very curious person, and I am
Photographer interested in humanism which is a type of philosophy based
on art, science, and caring for people. I think I will keep
Edu Bayer
learning all my life.
This is a very good question! I think learning requires a good
documentary photographer. With more than 10 years of
attitude, but teaching also requires a lot of previous work. So,
experience in several countries, he has worked for most
I think teaching is harder. Also, your performance will affect
leading international outlets like The New York Times,
more people than if you are the student.
National Geographic, Time, The New Yorker, The Wall Street
Journal, Newsweek, Aljazeera, El País Semanal, Foreign Policy, Exercise 1
Le Monde and The Guardian, among others. He is the
1 Direct students to read the sentences and ask any if they
have any questions about vocabulary. Explain that they
Prize Finalist and Arts for Social Improvement La Caixa. Edu
should add their own ideas on the lines.
recently published the books Microcatalalunya about rural
life, and Els fets de l’1 d’Octubre (the events of October 1) 2 Have students work independently to choose their
about the independence struggle in Catalonia. He has answers. Point out that they can choose more than one
shown his photography in exhibits in New York, Berlin, answer for each question.
Budapest, Havana, Hong Kong, Valparaiso, and Barcelona.
Born in Barcelona, Edu studied Chemical Engineering and
Exercise 2
also holds a master’s degree from the Danish School of Have students discuss their answers with a partner. Call on
Media and Journalism. volunteers to share something they had in common with
their partner or something that was different about them.
Unit Snapshot Real-World Goal
1 Direct students’ attention to question 1. Elicit their ideas By the end of this unit, students will be able to watch a video
about what kinds of games people can study and where online to learn how to do something because they will have
they do it. learned language for talking about learning and identified
2 For question 2, have students guess what learning styles their own learning styles.
means. Tell them they will learn the answer when you get
to Lesson 2.
3 For question 3, if students don’t know the answer, ask
them to guess the language (Latin). Tell them it means I Lesson 11.1 Not All Fun and
came, I saw, I conquered (won) and that people think Julius
Caesar said it when he won a war very quickly. Games
1 Direct students’ attention to the questions below the Exercise 1 ACTIVATE
picture. Encourage them to answer and provide any Read the questions and elicit answers from the class. Write
words or expressions they need to express their ideas. the names of students’ dream jobs on the board.
2 Optionally, before asking students to answer the Answers
discussion questions, show the photographer video where Students’ answers will vary. Sample answers include:
Edu Bayer answers the questions from his perspective. My dream is to be a doctor. I need to study medicine.
Play it for students as many times as needed to check
comprehension and discuss any vocabulary items.
Answers Study collocations
GO ONLINE
1 They are repeating something the teacher is saying, or they
are singing. 1 Read the information in the Vocabulary Development box
2 Yes, I do. It’s exciting to learn new things. aloud. Have students repeat the collocations.
3 Learning is more difficult because you don’t know the 2 Do a call-and-response to help students remember the
information. / Teaching is more difficult because you may collocations. Say the end of the phrases from the box and
know something but not be able to explain it. have the students call out the full phrase with the verb.
For example:
You: A break
Students: Take a break.
You: About medicine

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Students: Learn about medicine. Extra Practice
You: To pass the test 1 Find a picture that has a lot of people doing different
Students: Try to pass the test. things that students will know the verbs for. For
example, search for “busy classroom.”
Exercise 2 IDENTIFY 2 Project or show the picture to the class for a few seconds
1 Go over number 1 and elicit the correction. and then turn off the projection or put it away. Choose
2 Have students work independently to check and correct the most prominent people in the picture to write about
the rest of the sentences. Call on volunteers to read the and write two present continuous sentences about them
corrected sentences aloud. on the board. Include a piece of wrong information
in one of the sentences. For example: Two children are
Answers painting a picture. One boy is looking out the window. Ask
1 incorrect: about 4 correct students if they remember from the picture whether
2 incorrect: take 5 incorrect: make your sentences are correct or not.
3 incorrect: take 6 correct 3 Show the picture again and have students check the
information in your sentences. Tell them to put down
Exercise 3 INTEGRATE their pens and try to memorize what is in the picture.
1 Read the directions and the sample answer. Elicit a few After 15–20 seconds (depending on how complicated
more example sentences from the class. the picture is), hide it from view again.
4 Put the students in groups of three or four and give each
2 Have students work independently to write sentences. Ask
group a large sheet of poster paper and a marker. Tell
volunteers to write their sentences on the board.
the group members to work together to write sentences
Answers about what the people in the picture are doing (from
Students’ answers will vary. Sample answers include: memory). Give them five minutes.
We take tests every month. I take notes in every class. I take 5 Display the picture again. If you have a small class, put
a break every hour. I do homework every night. I often make the papers up in the front of the room and have the
mistakes. I sometimes write papers. I learn about something new class check both the present continuous form and the
every day. I always try to speak clearly. accuracy of the information. If you have a large class,
have the groups exchange papers and check each
Exercise 4 ASSESS other’s sentences. Circulate and answer questions.
1 Read the directions and have students share their ideas
about the picture. Ask them to read the email silently.
Exercise 6 IDENTIFY
1 Read the directions and the sample answer. Have students
2 Ask students if their predictions were correct. Elicit any
work independently to complete the sentences.
questions about vocabulary.
Answers
She goes to game designing school. She’s not having fun 1 She’s writing to her friend Val.
because the classes are hard. 2 a She’s going to all her classes.
b She’s doing all her homework.
c She’s studying hard.
t Exercise 5 WHAT’S YOUR ANGLE? 3 She’s taking…
1 Read the directions and the sample answer. Have students a Digital Painting
discuss the questions with a partner. b Programming 101
c Introduction to Game Design
2 Call on volunteers to share their ideas with the class.
d History of Gaming
Answers 4 She’s writing a paper about famous video games.
Yes, I’d love to study at the game designing school because t Exercise 7 WHAT’S YOUR ANGLE?
I love to play video games. It seems like a fun thing to study!
Direct students’ attention to the photo. Ask what they think
the women in the picture are studying and what skills they
Grammar in Context are learning (fashion design, sewing). Tell them to make
Present continuous: Positive and negative notes on their own answers to the questions.
1 Direct students to read the information in the Answers
grammar box. Students’ answers will vary. Sample answers include:
2 Elicit some sentences to describe students’ current I’m studying physics. I’m learning how to calculate an object’s
situation now, for example: We’re taking an English class. speed.
We’re attending ABC College. We’re working on Unit 11. Then
elicit some sentences to describe what they are doing Exercise 8 PREPARE
right now, such as: We’re sitting in the classroom. We’re 1 Read the directions. Take a class poll on the three choices
talking about the present continuous. You’re standing in the to see which one school students are most interested in
front of the room. I’m answering a question. (fashion design, sports academy, or doughnut college).
Level 1 Unit 11 123

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2 Remind students that they are only choosing one of the 4 The school doesn’t have a library.
schools, and have them work independently to take notes 5 You’re doing well.
in response to the questions. 6 He’s a good teacher.
3 Ask students to share their notes with a partner. 7 They’re learning a lot.
Answers Audio Script

Students’ answers will vary. Sample answers include: e CD 2, Track 25
At the Sports Academy, people study different kinds of careers in 1 I am not having fun at college.
sports. They practice sports, practice coaching, and learn about 2 We are working hard.
the body. The classes are fun, but some of them are difficult. 3 I do not study on weekends.
4 The school does not have a library.
5 You are doing well.
Writing Skill 6 He is a good teacher.
7 They are learning a lot.
Writing informally with contractions
GO ONLINE Exercise 10 WRITE
1 Direct students to read the information in the Writing Skill 1 Read the directions. Check comprehension of the
box. Read the example sentences aloud. activity: Should you use contractions? (yes) Should you use
2 Write some example sentences on the board and elicit the the present continuous? (yes) Do you need to use present
contractions: He is taking a cooking class. They are studying continuous in every sentence? (no)
fashion. We are students. 2 Explain that they can use their real experience or the ideas
3 Write She’s a student and Mary is a student on the board. from Exercise 8. Have students work independently to
Pronounce them naturally, with a contracted be. Point out write their emails.
that although we pronounce contractions with nouns, we
usually only write contractions with pronouns. Answers
Extra Practice Dear Mary,
1 Make enough copies of this note so that each pair of My classes at the doughnut college are great. They aren’t hard,
students can have one: and I’m learning how to make delicious doughnuts. The only
Dear Tim, problem is that we are eating a lot of doughnuts. They’re good,
How is it going? Things are good for me. I am taking a but they aren’t good for you!
cooking class. It is really fun! My teacher is really nice and
we are learning a lot. This week we are making pizza. Today Exercise 11 IMPROVE
I made a pizza with pineapple and chicken. I am eating it Read the checklist aloud. Ask students to review their
right now and it is not bad. descriptions and make corrections. Spot-check while they
Come over for dinner soon! do this work.
Jill
2 Give each pair a copy and ask them to change full forms Exercise 12 SHARE
to contractions where possible. 1 Have students share their emails with a partner. Tell
3 Provide a corrected copy of the note with the them to use the checklist in Exercise 11 to check their
contractions in bold and have students check their own partner’s work.
answers. Ask them if they want to try Jill’s pineapple and
2 Call on individuals and ask them to share something
chicken pizza.
about their partner’s email.
Answers
How’s it going? Things are good for me. I’m taking a cooking
class. It’s really fun! My teacher is really nice and we’re learning
a lot. This week we’re making pizza. Today I made a pizza with Lesson 11.2 Improve Your
pineapple and chicken. I’m eating it right now and it isn’t bad.
Come over for dinner soon! Learning
e Exercise 9 DEVELOP
Exercise 1 ACTIVATE
1 Play number 1. Ask students to compare what they heard
Ask students to say what they see in the pictures. Elicit
to what is written in the sample answer.
answers to the questions from the class.
2 Play the audio, pausing between items if necessary. Have
volunteers write the sentences on the board. Answers
Answers 1 The people are learning about (art) in a museum. They’re
Students’ answers will vary. Sample answers include: listening to the guide and looking at the (art).
1 I’m not having fun at college. 2 The girls are learning how to cook. They are cooking
2 We’re working hard. something.
3 I don’t study on weekends 3 The student is studying in the library and taking notes.

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Exercise 2 IDENTIFY Grammar in Context
Conduct the brainstorm as a class. If students are having Using -ing forms as subjects
trouble thinking of ideas, provide specific situations, for GO ONLINE
example: How do people learn to play piano? How did you learn
the multiplication table? How do you learn about history?
2 Write several -ing subjects on the board, such as Running,
Answers Learning English, and Going to the doctor. Elicit different
Students’ answers will vary. Sample answers include: ways to complete them (is good exercise, is fun, is boring).
listening to music, copying the teacher’s movements, practicing, 3 For additional information, see the Grammar focus on
repeating things aloud or writing them down, memorizing with
a song, reading, visiting historical sites, listening to lectures
Extra Practice
Reading Skill 1 Put students in groups of three or four. Give each group a
list of sentence endings (or write them on the board).
Skimming 1 …is fun.
GO ONLINE 2 …is exciting.
1 Have students read the information in the box. Check 3 … is easy.
comprehension: When you skim, are you reading carefully? 4 … is difficult.
(no) Are you looking for a particular word, or phrase, or 5 … is boring.
number? (no) Explain that skimming is what they do when 6 … is good for you.
they just want a general idea of what a text is about. 7 … is bad for you.
8 … is interesting.
Extra Practice 2 Tell the group members to take turns completing the
1 Find three short, easy texts on familiar topics. Project
sentences. They can help each other, but everyone must
each one or make enough copies for each pair of
take turns writing.
students to have one. Explain that you will show them
3 When most of the groups have finished, have each group
the text for one minute (or 30 seconds if it’s very short)
call out their number 1 sentence. Ask the students if they
and they need to read it as quickly as possible to get an
agree with all of the sentences. Repeat this procedure for
idea what it’s about.
each sentence.
2 For each article, call time and hide the text (or have
students turn the papers over). Ask students to raise Exercise 5 IDENTIFY
their hands if they skimmed all the way through the
1 Read the directions and have students find the first -ing
article before you called time. Tell them to skim faster
subject in the article. Have them raise their hands when
next time if they didn’t finish.
they’ve found it and call on one person for the answer.
3 Allow students to consult with their partner for a
moment and then elicit what it was about. Encourage 2 Have them work independently to find the rest of the -ing
them to focus on the general idea rather than providing subjects and then compare their answers with a partner.
random details. Answers
Learning is fun, and it’s important, too! But we all learn in
Exercise 3 ASSESS different ways. Here are the three common types of learners.
1 Before students begin the exercise, have them take out a Visual learners
blank sheet of paper. Then tell them to skim the article for For visual learners, seeing is the best way to learn. These learners
30 seconds. Remind them that they’re only trying to get do well in lessons with text, pictures, or video. They don’t do well
main ideas. Call time and have students cover the article in lessons where the teacher is only speaking with no visual aid.
with the paper while they try to answer the questions Showing them the information helps them remember it better.
without looking at it. Auditory learners
For auditory learners, listening is the best way to understand
2 Have students raise the paper and check their answers. something. They like to hear their teacher explain things and
Elicit the answers from the class. Ask how many students give examples. Reading out loud to “hear” the information is
were able to get all of the answers correct from their initial helpful. Talking to native speakers is a good activity for auditory
30-second skimming of the article. language learners.
Kinesthetic learners
Answers For kinesthetic learners, doing something is the most important
1 learning styles 4 listening way to learn it. These learners like to move around or to use their
2 three 5 doing hands to work on something. They do well in lessons where a
3 seeing teacher shows them how to do something and then they have
the chance to try it.
Exercise 4 INTERACT OXFORD REFERENCE
1 Explain that everybody uses all of these learning styles Exercise 6 USE
at different times. Ask students to choose the one they Have students look at the pictures and write their ideas. Ask
feel more comfortable with and use most often for the them to compare their answers with a partner.
class poll.
2 As an alternative to raising hands, have students move to
three different areas of the classroom depending on their
answer.
Level 1 Unit 11 125

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Answers
Picture 1: playing, taking a lesson; Picture 2: taking a trip, Lesson 11.3 Making a Change
traveling, looking, seeing, visiting; Picture 3: studying science, Student Book pages 130 – 131
using a computer
Exercise 1 ACTIVATE
e Exercise 7 DEVELOP Have students discuss the questions with a partner. Call on
volunteers to share their ideas with the class.
1 Allow students time to read the sentences to prepare for
the listening. Play the audio, pausing between sentences Answers
if necessary. Tell students to complete the sentences. Students’ answers will vary. Sample answers include:
2 Call on students to read the sentences aloud. I think people are happy in their jobs if they work with nice
people and if the work is challenging. People are unhappy when
Answers they work with mean people and they are bored.
Picture 1: Playing music, Taking lessons
Picture 2: Seeing new places, Traveling
Picture 3: Studying science, Using computers
r Exercise 2 ASSESS
1 Direct students’ attention to the photo. Ask what Sarita is
Audio Script doing. Ask them to guess Sarita’s job.
e CD 2, Track 26 2 Play the video and call on students to answer the
Picture 1 Playing music is fun! Taking lessons is one way to learn questions.
how to do it.
Picture 2 Seeing new places is interesting. Traveling is the best way Answers
to learn about other countries. 1 She’s a dancer and a yoga teacher.
Picture 3 Studying science can teach us a lot about the world. Using 2 Yes, she does. She is happy, and she says that she loves what
computers helps scientists with their work. she does.
Exercise 8 VOCABULARY Video Script

Draw students’ attention to the always, sometimes, and never r My Two Jobs
columns and give them time to take the quiz. My name’s Sarita Lou. I’m from California and I live in Brooklyn, New
York. I’m a professional dancer and during the day I dance and in
Oxford 3000 words my free time I teach yoga. I love yoga because it’s good for your
understand show move remember health and it makes people happy. Yoga is a leisure time activity, but
explain example problem it’s also a challenging sport. On an average day, I wake up at 8:00
am and I drink some juice. I go to the subway and go to the dance
studio. I do modern dance, I don’t do ballet. I do jazz dance. I also
Exercise 9 IDENTIFY do West African dance and hip hop. I have a dance DVD that I sell to
1 Ask students to look at the example. Ask them to identify help people exercise. It’s called Dance and Be Fit, Hip Hop Cardio. I
the word that indicates this is a visual skill (watch). practice, I sometimes perform so after work, I go uptown to the yoga
2 Have students work independently to label the questions. school and I teach my yoga class. In my typical yoga class I have six
or seven students. In the beginning of class, we sit and breathe, then
Have the class call out the answers.
we stand and stretch. We stretch for 30 minutes, then we sit down
Answers and we stretch on the ground. My favorite part of class is the end of
class. We sit, relax, breathe and it feels really good. So after teaching
1 V 3 K 5 A 7 V 9 K
yoga, I’m usually pretty tired, so I go home and make dinner. After
2 A 4 V 6 K 8 A
dinner, sometimes I watch a movie or old TV shows before I go to
bed. I don’t have a lot of free time, but when I do, I try to socialize
t Exercise 10 WHAT’S YOUR ANGLE? with friends. I feel lucky that I teach yoga and that I dance every
single day. It makes me feel amazing and I’m really healthy. I get tired
1 Read the directions and the example. Give students a from teaching all the time and dancing all the time, but I don’t work
minute to write their ideas. Then ask them to work with a in an office and I love what I do, so I feel pretty lucky.
partner to write more ideas.
2 Write V, A, and K on the board as column heads. Elicit the Exercise 3 VOCABULARY
students’ ideas and write them in the columns. 1 Say and have students repeat the vocabulary. Ask them to
put a checkmark next to three things Sarita does and an X
Answers
next to three things she doesn’t do.
A: listen to music / the radio / podcasts / audiobooks 2 If desired, replay the video and have students check their
V: draw pictures of vocabulary / create grammar charts / take a answers. Elicit answers from the class.
lot of notes in class
K: act out words / perform role-plays / play games

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Answers Answers
She makes people happy. 1 c 2 e 3 d 4 a 5 b
She has a part-time job. / She has two part-time jobs.
She helps people.
She doesn’t work in an office. e Exercise 7 INTEGRATE
She doesn’t go to meetings. 1 Play the audio and have students check their answers.
She doesn’t work for a large company. 2 Call on students to share the answers with the class.
Replay the audio if necessary.
Oxford 3000 words Audio Script
learn meetings office help
e CD 2, Track 27
skills company part-time look Narrator Is your job making you happy? A lot of people today are
working in jobs they hate. Mindy Cruz is one of them.
t Exercise 4 WHAT’S YOUR ANGLE? Mindy I work for a large company, at an office in the city. I hate
being inside all day, sitting at a desk… and my job is very
1 Tell students to read the sentences and put a checkmark
boring. I don’t feel like I’m doing anything important or
next to the ones that are true for them. interesting.
2 Take a class poll to find out how many students checked Narrator Does that sound familiar? But Mindy, like some others,
each sentence. is trying to change her situation. What is she doing
about it?
Mindy Yeah… my job isn’t making me happy, but I’m trying
Exercise 5 ASSESS to be more positive about it. I’m trying to make more
Have students look at the picture. Elicit answers to the friends at work and… make the office more fun. My
questions. coworkers and I are taking longer lunch breaks and
walking outside. Little things like that can make your
Answers days happier!
Students’ answers will vary. Sample answers include: Narrator Those are some good ideas, but you’re probably asking
She works in an office. She doesn’t love what she does. yourself: Why isn’t Mindy looking for a new job? Well, the
answer is simple:
She looks bored.
Mindy I want to get some more experience first. I AM learning
a lot on the job. I’m learning important people skills and
Listening Skill computer skills. Also, I’m taking a business class at night.
I’d like to start my own small company someday, but I
Understanding the structure of a talk or radio program need to make some money first!
Direct students to read the information in the Listening Skill Narrator So, what can we learn from Mindy? Well, if you’re job isn’t
making you happy, there are two things you can do to fix
box. Explain that mentally organizing information can help
the problem: You can try to feel happier where you are,
them understand and remember it. or you can work to find something better. Or like Mindy,
you can do both!
Extra Practice
1 Write an outline on the board an ask students to copy it:
Introduction
Example 1 Elicit answers to the questions. If students say they don’t
Example 2 know anyone in Mindy’s situation, ask if they know anyone
Example 3 who doesn’t like their job.
Conclusion Answers
2 Read the following “talk” to the class. Tell students to take Students’ answers will vary. Sample answer include:
notes in their outline. My mother is unhappy in her job. She is a teacher. She says the
Today we’re going to talk about what makes people happy students are very difficult to manage. She is going to retire in
at work. It may surprise you to learn that money is not first two years, so she isn’t looking for another job.
on the list. The most important thing for workers is that they
need to feel safe and comfortable at work and to enjoy the Grammar in Context
people they work with. Another thing that is very important
to people is having interesting work so they don’t get Past simple: Present continuous: Questions
bored. And finally, people need to feel like their bosses and GO ONLINE
coworkers know their work is important. Getting good pay 1 Direct students to read the information in the Grammar in
is just part of this. So, what can we learn from all of this? We Context box.
can learn that when you are looking for a job, you should 2 Write a couple of present continuous statements on
think about more than just the pay! the board: She is working at the market. They are studying
2 Have students compare their notes with a partner. Then English. Ask the class how to turn them into yes/no
elicit answers from the class and complete the outline on questions and make the changes on the board.
the board. 3 Elicit the possible short answers to the questions and
write them on the board. (Yes, she is. / No, she isn’t. Yes,
Exercise 6 IDENTIFY they are. / No, they aren’t.)
Have students work with a partner to complete the exercise.
4 Write Where and What on the board and elicit a question
Tell them it’s OK if they aren’t sure of the answers.
to replace each yes/no question. (Where is she working?
What are they studying?)
Level 1 Unit 11 127

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Extra Practice
Lesson 11.4 How about You?
1 Find a few pictures with people doing a variety of
activities. You can find them by conducting image
Exercise 1 ACTIVATE
searches for “people in a park,” “busy people in an office,”
1 Direct students’ attention to the video stills. Ask them
“people in a restaurant,” or “people on a city street.” Write
what they think is happening.
numbers on several of the people in each picture.
2 Put students in groups of three or four and give each 2 Have students work independently to complete the
group a picture. Tell the group to work together to write exercise. Tell them to share their answers with a partner.
at least three present continuous questions about the
people in the picture, using the numbers you’ve written.,
r Exercise 2 ASSESS
for example: What is number 1 doing? Is number 2 eating a Read the directions. Play the video and elicit answers from
hamburger? Is number 3 wearing a dress? the class.
4 When they finish, have the groups pass their picture
Answers
and list of questions to a different group. Tell them to Students’ answers will vary. Sample answers include:
answer the questions they receive. Circulate and provide Andy does most of the talking, but when Max arrives, he stops
feedback. the conversation and talks more than Kevin or Andy.
Exercise 9 INTEGRATE r English For Real Video Unit 11

questions. Real-World English
2 Call on students to read the completed questions aloud. Turn taking
Answers
1 Why isn’t Mindy looking for a new job? 2 Say and have students repeat the expressions in the box,
2 Is Mindy’s job making her happy? modeling appropriate intonation.
3 Is she trying to change her situation?
Extra Practice
4 What is she doing during lunch breaks?
1 Write the following conversation frame on the board:
5 What kinds of skills is Mindy learning on the job?
6 What class is she taking at night? A: What are you up to?
B: I’m ______________. What about you?
A: I’m ______________.
Exercise 10 INTERACT B: Wow! / Oh really? / Cool.
1 Have students ask and answer the questions from 2 Give students a moment to think about how they will fill
Exercise 9 with a partner. in the blanks. Tell them they can say something true or
2 Call on volunteers to write the answers on the board. they can use their imaginations.
Answers Real-World English Strategies

1 Because she wants more experience.
Listeners often use back-channeling cues (commonly
2 No, it isn’t.
3 Yes, she is.
referred to as “small talk”) to indicate that they are listening
4 She’s walking outside. and don’t have the conversational floor, and yet to make
5 She’s learning people skills and computer skills. sure that the conversation keeps going. If back-channeling
6 She’s taking business classes at night. is not used appropriately, listeners can come across as
uncooperative or uninterested in the conversation. Help
your students become better conversationalists in English
by focusing on some back-channeling strategies.
1 Read the instructions. Direct students’ attention to the
1 Draw your students’ attention to the excerpt in the
sample answer. Give them a minute to write an answer to
video when Max yields back the conversational floor to
the question.
Andy with You were saying?
2 Have students talk to a partner about what they wrote. For
2 Point out the expressions for listening and reacting
more practice, have them switch partners and repeat the
listed in the Real-World English box on page 132.
activity.
3 Ask them what other expressions can be used for
Answers the same purpose (e.g., Yeah, Is that right? That’s
Students’ answers will vary. Sample answers include: interesting! etc.)
I’m trying to grow my freelancing business. I am networking with 4 Remind your students to use these expressions when
different people and going to conferences in my industry so I
they practice interacting, for example in Exercises
can get more work.
5 and 6.

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r Exercise 3 IDENTIFY 2 Have students talk to a partner. When they finish, tell them
1 Play the video again. Tell the students to write A (Andy), to switch partners and have a new conversation.
K (Kevin) and M (Max) according to who makes each
statement.
Lesson 11.5 Nice to See You!
Answers Student Book page 134
1 Andy 4 Kevin 7 Kevin
2 Kevin 5 Max Exercise 1 ACTIVATE
3 Kevin 6 Max 1 Direct students’ attention to the photo. Ask them if they
think the men are friends, strangers, or relatives.
Video Script
2 Direct them to read the information in the box and say
r English For Real Video Unit 11 which of the example sentences they think the men
Andy Hey Kev. What are you up to?
Kevin Oh, I’m studying for the Latin quiz. How about you? Did might be saying or questions they might be asking.
you study?
Andy Nope. That’s why I’m here! How’s it going? Answers
Kevin Uhh… I’m stuck on this word. “Vici.” Students answers will vary. Sample answers include:
Andy Veni, vidi, vici… I came, I saw… I conquered! Julius Caesar! They might ask and answer about each other’s wives, who may
Kevin Ohhh! I’m terrible at languages. So… why are you taking also be friends. They might ask about each other’s health and
Latin, anyway? It helps me with science classes, but what hobbies.
about you?
Andy Well… I’m thinking about Law School.
Kevin Oh, really? Speaking
Andy Yeah, it’s good for…
Max Hey guys, what’s happening?
Asking and answering personal questions
Andy Oh … We’re just discussing our most important class… GO ONLINE
Max English? Say and have students repeat the phrases in the box,
Andy No…
Max Sorry. Just joking. You were saying?
modeling friendly intonation.
Andy Latin 101. Extra Practice
Max Oh… Cool! I studied Latin in uh, “high school.”
1 Make enough copies of the grid below so that each
Kevin Studying Latin is not “cool.”
Andy Right, it’s a dead language. group of three or four students can have one. Cut them
Max It’s important! It helps with law, medicine, art history, into single-word squares and scramble them before you
languages… distribute them to the groups.
Kevin Mm-hmm.
Andy No, you’re right. how are you
Max What? I’m right? Aha! Veni, vidi, vici! doing I’m doing
Exercise 4 ANALYZE well how about
1 Read the directions. Ask students to work independently you I’m great
to label the statements S, G, or L. thanks I have
2 Tell students to compare their answers with a partner. a new job
Then have the class call out the answers. 2 Tell the group members to work together to arrange the
Answers words into a conversation. Have two people from each
1 S 3 L 5 L 7 L group read their completed conversation for the class.
2 G 4 G 6 L Sample answer:
A: How are you doing?
Exercise 5 INTERACT B: I’m doing well. How about you?
Have students look at the list and choose one topic to make A: I’m great, thanks. I have a new job.
notes about. Tell them to write a few things they might want
to talk about in a conversation about that topic. e Exercise 2 IDENTIFY
1 Give students a minute to read the statements. Then play
Answers the audio. Have students listen and circle the correct
Students’ answers will vary. Sample answers include: answers.
favorite soccer team, playing very well, I watched the game
yesterday.
Answers
Exercise 6 INTEGRATE 1 still working 4 travel to
2 don’t work 5 thinking about taking a class
1 Have pairs read each of the example conversations. Point
3 a language class
out that the ellipsis (...) means they should continue the
conversation.
Level 1 Unit 11 129

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Audio Script
More to Say…
e CD 2, Track 28 Focus: Working in pairs, students contrast sentences that
Tony Hey, Al!
Al Tony! Good to see you! How are you doing? contain contractions and sentences.
Tony I’m doing OK, how about you? Grouping Strategy: Pairs
Al I’m doing great! How’s your wife? Is she still working at the
school?
Tony No, no, she left a few years ago. She’s writing a book now. Ready,
Al Wow, that’s interesting. How about you? Are you still
working?
Prepare a blank piece of paper for each student.
Tony Yes, I’m still working! And you? Set…
Al No, my wife and I don’t work now, but we do a lot of other
things. Right now we’re learning Portuguese. We’d like to
1 Put the students into pairs.
go to Portugal next year. 2 Have the students write six sentences—three with
Tony Wow! That’s great. I always say, you’re never too old to learn contractions and three with the long form—on the
something new. I’m thinking about taking a class, too. blank piece of paper.
Al Oh? What kind of class?
Tony Maybe a cooking class. Or… maybe Portuguese too. We Go!
can practice together! 1 Set the timer for ten minutes.
Al Hey, that’s not a bad idea!
Tony Well I’ve gotta go. It was really nice to see you again, Al. 2 Have the students take turns reading their sentences to
Al You too, Tony! Hey, give me call! their partners. Remind them to focus on pronouncing
Tony Sure, sure. Maybe I’ll see you in class! the contractions and long forms correctly. Have the
Al Ha! OK. Take care! listeners hold up one finger if they hear the contraction
and two fingers if they hear the long form.
Pronunciation Skill 3 Circulate and correct students’ pronunciation as
Contractions with be necessary.
GO ONLINE
1 Ask students to read the information in the box. t Exercise 4 WHAT’S YOUR ANGLE?
Pronounce the example sentences in the box. 1 Read the directions and give students a minute to write
2 Write several sentences on the board without their ideas.
contractions: I am studying English. They are taking a test. He 2 Call on volunteers to share their ideas with the class.
is listening to music. We are reading a good book. Pronounce
them with contractions and ask students to repeat. Answers
e Exercise 3 NOTICE How are you? What are you doing now? How’s your family /
1 Tell students they will hear sentences with and without school / your job? Where are you living now?
contractions. Play the audio and have them circle the
version they hear. Exercise 5 INTEGRATE
2 Have the class call out the answers. Replay the audio if 1 Read the directions and the sample conversation. Have
there is disagreement. students practice the role play with a partner.
Answers 2 As an alternative, have students stand. Tell them to walk
1 b 2 a 3 b 4 a 5 b around the room and practice the role play with several
different people.
Audio Script
e CD 2, Track 29
1 She’s not working.
2 We are studying English.
3 He isn’t living in London.
4 They are at school now.
5 You’re looking good.

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3 Elicit answers to the question “How can learning change
the world?” Help them with the vocabulary they need to
Unit 11 Review express their ideas.
Answers
Vocabulary Students answers will vary. Sample answers include:
Learning can change the world because people with education
Exercise 1 can get better jobs, start businesses, and improve the economy
where they live. People can also learn about health and the
Answers environment, which will allow them to live longer and help
1 take 3 take 5 write the planet.
2 learn 4 do
GO ONLINE Encourage students to go online to listen
to the podcast and add their comments to the discussion
Exercise 2 board.
Answers Zoom In
1 learn new skills 4 works for a large company
2 looking for a new job 5 makes a lot of money Exercise 8
3 helps people
1 Task 1: Have students talk to a partner about the skills they
are learning and how they are trying to get better at it.
Exercise 3 For more practice, have them switch partners and repeat
the task.
Answers
1 remember a lesson 3 an example 5 problems 2 Task 2: Elicit an example to remind them of the form:
2 move 4 show you Listening to music can help with your pronunciation. Have
students work independently to write their sentences.
GO ONLINE Encourage students to go online to play the Collect their work or call on students to write one of their
vocabulary game. sentences on the board.
3 Task 3: Have the class brainstorm verbs they can put
Grammar into a search engine to find pictures of someone doing
Exercise 4 something interesting (building a , making
a , baking a , cooking , eating
Answers a , playing ). Give students time to find
1 The teacher’s explaining a 4 They are writing messages. a picture. Have them share their pictures in small groups
math problem. 5 He is helping someone. and talk about what the people are doing.
2 The students are taking notes. 6 She is doing well.
3 She is learning a new skill. Answers
1 I’m trying to learn how to kickbox. I’m taking a class on
Exercise 5 Wednesdays, and I’m going to the gym every day to try what I
learned.
Answers
2 Watching TV in English is good practice. Talking to people in
1 What is he doing? 4 Where are we going now?
English is important. Reading news in English on the Internet
2 Where are you living now? 5 Why are they running?
can help you.
3 Is she studying Arabic?
3 This person is making a small house. He is using wood to
build it. He’s making small furniture for the rooms.
Exercise 6
Answers Exercise 9
1 Playing tennis 4 watching TV Tell students to think about how they did on each of the
2 learning 5 Dancing tasks in Exercise 8 and to check the appropriate box. Remind
3 Riding a motorcycle them that they can review the online activities for any skills
grammar reference and information and to play the Answers
grammar game. Students’ answers will vary.
Discussion Point
2 Ask students if they know who Malala Yousafza is, and
show them a picture of her if possible. Ask them what the
quote means. (Education is the most important way to
solve the world’s problems.) Ask them if they agree.
Level 1 Unit 11 131

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Wide Angle Teacher’s Guide Unit 12 Activities
Unit Overview 12.4 I’d Love to, But…
Real-World English Accepting and refusing invitations
Introduction to the unit • Identify and practice ways to accept and refuse an
The title of this unit – Activities – summarizes the main invitation
theme: how we spend our free time. • Role-play accepting and refusing invitations with a partner
In Lesson 12.1, students talk about the activities they like
to do in their free time and read about the activities of the 12.5 Future Bingo!
ancient Romans. In Lesson 12.2, the theme continues as Speaking Describing plans
students read and then create their own party invitation. Pronunciation Skill Weak form of going to
In Lesson 12.3, students discuss their attitudes toward • Listen for information about classmates’ future activities
the future and whether they are optimists or pessimists.
• Describe future activities with natural pronunciation
In Lesson 12.4, students learn to accept or reject an
invitation to an activity. Finally, Lesson 12.5 summarizes
what students have learned as they talk about their future Resources
activities. Class Audio CD 2, Tracks 30–35
Lessons Football Forever (9780194613460)
12.1 What’s Your Circus Maximus? Teacher’s Resource Center
Reading Skill Guessing meaning from context Assessments: Unit test, Progress test, End of Course test
Grammar in Context Superlative adjectives English For Real video
• Identify free-time activities Grammar focus
• Read about the Circus Maximus Grammar PPTs
• Use superlative adjectives to describe events Grammar Worksheets
12.2 It’s Party Time! Vocabulary cards
Grammar in Context Going to: Future plans Newslea articles
Writing Skill Adding detail using time expressions Word list
• Identify vocabulary related to parties (Oxford 3000)
• Read a birthday party invitation
• Write a birthday party invitation
• Use going to to describe party plans
12.3 Are You an Optimist?

Vocabulary Development Future time expressions
Listening Skill Understanding different voices
Grammar in Context Going to: Questions
• Identify and use future time expressions
• Use time expressions to talk about the future
• Listen for people’s attitudes about the future
• Ask and answer questions about future plans

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Unit Opener in the evening, when the sun was going down. The wind is
strongest here in the mornings and evenings. The man in
this photo is about to go kitesurfing. He is practicing with
The photograph helps set up the theme of activities because his kite before going on the water. The beach is often very
it shows someone flying a kite. Using this activity as a crowded with kitesurfers and people enjoying the beach.
starting point, students can prepare to talk about the things The beach is not too loud. Mostly, you hear the sound of
they enjoy doing and want to do in the future. water and wind. It has a very relaxed feeling. There are
many fun activities you can do outside, from swimming, to
Photographer mountain climbing, to fishing. I don’t really love outdoor
Quinn Ryan Mattingly activities, but I do like being outside to see and photograph
Quinn Ryan Mattingly (b. 1979, USA) is a freelance interesting places.
photographer and videographer based in Vietnam for
more than a decade. Having first moved abroad after Exercise 1
university graduation, a year in Europe led him to change 1 Complete the first sentence for yourself as a model.
continents, first landing in South Korea in 2005. This 2 Have students work independently to complete the
would spark his interest in photography. He accepted the sentences. If students seem stuck, prompt them with
invitation of a friend to visit Vietnam in 2006, immediately questions to give them ideas on different ways they might
falling in love with the country and the lifestyle. His complete each sentence.
personal work focuses on long-term photojournalistic
projects, telling the stories of the less than fortunate Exercise 2
residents of Vietnam and the South East Asia region, 1 Have students share their sentences with a partner.
while his professional work is split between editorial and 2 Call on students to share something about their partner
commercial assignments and commissions for many with the class.
various local and international clients such as The New York
Times, The Washington Post, World Health Organization, Real-World Goal
The Global Fund, and Samsung, among many others. By the end of this unit, students will be able to invite a
friend to do something with them because they will have
Unit Snapshot learned language for activities, how to use going to for future
1 Direct students’ attention to question 1. Have students meaning, and how to make, accept, and refuse invitations.
guess the answers. Tell them they will find out in
Lesson 12.1.
2 For question 2, elicit students’ opinions. Point out that
all answers are acceptable—different people may enjoy Lesson 12.1 What’s Your Circus
different kinds of parties. Maximus?
3 For question 3, if students don’t know the meaning of Student Book pages 136 – 138
optimist, have them look at the picture of the optimist
on page 142. Elicit possible answers to the question. Tell Exercise 1 ACTIVATE
them they will hear more about optimists in Lesson 12.3. 1 Have students work independently to match the activities
to the pictures. Have the class call out the answers.
2 Ask students to talk to a partner about which of the things
they like to do in their free time. Call on students to share
picture. Encourage them to answer and provide any
something that is the same or different about them and
words or expressions they need to express their ideas.
their partner.
where Quinn Ryan Mattingly answers a couple of the 1 g 3 b 5 f 7 e
questions from his perspective. Play it for students as 2 a 4 h 6 c 8 d
many times as needed to check comprehension and
discuss any vocabulary items. Exercise 2 IDENTIFY
Answers Conduct the brainstorm as a class. Write the students’ ideas
Students’ answers will vary. Sample answers include: on the board.
1 A lot of people are flying kites on a cloudy day.
2 Play sports, run, go hiking, go fishing, go swimming, go biking
Answers
3 Play video games, read, watch TV, play board games
running, playing music/sports, watching TV/movies, cooking,
drawing, taking photos, playing computer games, going to the
r Video Script gym, riding a bike, going for a walk, driving, traveling, singing,
People are kitesurfing on Mui Ne Beach in southern Vietnam. dancing
This is a very popular kitesurfing beach in Vietnam. The
kitesurfers are tied to their kites. When the wind blows the
kite, it pulls the person across the water. I took this photo
Level 1 Unit 12 133

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t Exercise 3 WHAT’S YOUR ANGLE? Answers
1 Ask students to discuss the question with a partner. Students answers will vary. Sample answers include:
2 Call on students to share their favorite hobby and when a a dangerous hobby, like skydiving
they do it with the class. b an exciting event like a game or concert
c a dangerous animal, like a bear
Answers d a physical activity that isn’t too demanding, like bocce ball
Students’ answers will vary. Sample answers include: e a word that means “shut hard,” like slam
My favorite hobby is taking photos. I do it on the weekends and f a word like angry or unhappy
on vacations. g a food, like cake or pudding
Exercise 4 ASSESS OXFORD REFERENCE Exercise 5 USE

Direct students to read the article silently. Tell them to look 1 Model scanning the text to find the first word, century.
up when they’re finished. When most students are looking Circle it. Ask students what the context is and have them
up, call on a student to answer the question. read the surrounding sentence. You may choose to have
them read the sentence before and the sentence after as
Answers well. Elicit the answer.
Students’ answers will vary. Sample answers include: 2 Have students work independently to complete the
an arena for chariot races and other sports events
exercise. Encourage them to scan for and circle the other
target words as they work.
Reading Skill 3 Call on students for the answers. Ask them to try to
Guessing meaning from context explain how the context helped them. (For example, BCE
GO ONLINE refers to the dates, which are a counted by 100 years, so
that must be the meaning of century.)
1 Direct students to read the information in the Reading
Skill box. Answers
2 Explain that guessing vocabulary from context can help 1 b 2 d 3 a 4 e 5 f 6 c
them focus on overall meaning as they read through a
text the first time, which will increase their understanding. Exercise 6 IDENTIFY
Once they’ve finished reading a text for the first time, they
1 Have students work independently to note the answers to
might want to go back over it to write down, look up, and
the questions.
study unfamiliar words.
2 Call on students to share the answers with the class.
Extra Practice
1 Provide pairs or small groups of students with a copy Answers
of the sentences below. Ask them to discuss what the Watch games, sports, and shows; meet people; buy things
missing word might be. Tell them they can come up with (shop); eat. The area is now a public park.
specific words that might fit, or just give an example of
the kind of word. Grammar in Context
a Every time my brother goes , my mother spends
Superlative adjectives
the day biting her fingernails and waiting for the phone
GO ONLINE
to ring.
b The lasted about three hours, but the audience 1 Direct students to read the information in the Grammar in
was excited and yelling the whole time. Context box.
c We stood still when we saw the approaching, 2 Check comprehension. Ask: Do we use the superlative form
hoping it would pass by us without noticing. Fortunately, to compare one thing to another? (no) Elicit the spelling
it sniffed around a bit and then left. rules (big – biggest because it ends with consonant-vowel-
d My grandfather and his friends in the park consonant; funny – funniest because y changes to i before
every weekend, but it’s getting difficult for him since he adding -est.)
hurt his hip. 3 Write a list of adjectives on the board and elicit the
e She threw her books on the table, ran out, and superlatives, for example: tall, beautiful, noisy, white,
the door behind her angrily. happy, thin.
f The workers were because of the unfair rules, 4 For additional information, see the Grammar focus on
and some of them decided to quit. page 170 of the Student Book.
g Her was the best! Light, sweet, and delicious
every time. Extra Practice
2 When students have finished, elicit their ideas. Point out 1 Take enough pieces of poster paper so that each group
that context of the sentence enabled them to get very of three or four students can have one. Write a different
close to the meaning, even if they didn’t know what the superlative adjective at the top of each paper, for
exact word was. example: the tallest, the most difficult, the most interesting,
the biggest, the most exciting, and the most beautiful.
2 Tell each group to come up with one sentence for their
superlative adjective. Circulate and help with the phrase

4511124_WA_TG1.indb 134 5/10/19 11:56 AM

at the end of the sentence (in our class, in the world, in Exercise 10 INTERACT
this country, that I know about, etc.) Conduct a class brainstorm about events that bring people
3 When the groups finish, have them trade papers with together. Ask students which are their favorites.
another group and come up with a new sentence for the
new poster. Tell them that the new sentence needs to be Answers
a different category of thing from the other sentence on Students’ answers will vary. Sample answers include:
the paper, for example, if the first sentence is about the sporting events, national festivals and holidays, and local
tallest student, the next one could be about the tallest celebrations
building, the tallest mountain, the tallest teacher, the
tallest tree, the tallest animal, etc.
4 Have the groups continue trading papers until each
poster has four or five sentences on it. Display the
papers in the front of the class and make corrections as
Lesson 12.2 It’s Party Time!
necessary. Student Book pages 139 – 141
Exercise 7 IDENTIFY e Exercise 1 VOCABULARY

1 Have students work independently to underline all of the 1 Say and have students repeat the words in the box.
superlative adjectives in the reading. 2 Have students complete the exercise. Play the audio and
2 Call on students to read aloud the sentences containing ask them to check their answers.
superlative adjectives. Point out the phrases that follow
Answers
each superlative (in history, of all the Roman circuses,
1 holidays 4 invite 7 ice cream/cake
in Rome). 2 birthday 5 sandwiches
3 party 6 cake/ice cream
Answers
the greatest, the largest, the most famous, the biggest, most
Audio Script
popular, the best
e CD 2, Track 31
I love holidays, especially Thanksgiving, Halloween, and
e Exercise 8 DEVELOP Independence Day. I always have fun with my family and friends.
1 Give students a minute to skim the items before they I usually do something fun for my birthday, which is May 12th.
listen. Then play the audio for the first item. Elicit the Sometimes I have a small party at my house. I invite my friends and
example superlative (the best). family. I usually get some pizza or sandwiches for people to eat. Then
later we eat ice cream or cake.
2 Play the rest of the audio and have students complete the
sentences. Oxford 3000 words
3 Call on individuals to read the completed sentences aloud cake sandwiches birthday holidays
Answers party invite ice cream
2 the largest 4 most exciting 6 The worst
3 The most popular 5 The nicest 7 the most boring
1 Ask students to discuss the questions with a partner.
Audio Script 2 Call on students to share things that are the same and
e CD 2, Track 30 different about them and their partners.
1 Main Street in the city center is the best place to go shopping.
2 In my area, the football stadium is the largest place for famous Answers
bands to play concerts. Students’ answers will vary. Sample answers include:
3 The most popular sport where I live is hockey. My family celebrates Christmas Eve at home. My parents invite
4 For me, the most exciting exercise activity is mountain climbing. my aunts, uncles, cousins, and grandparents. We have a big
5 The nicest restaurant in my town is Chez Louis. dinner, usually ham or turkey.
6 The worst place for me to go is the shopping mall.
7 For me, the most boring hobby is watching TV.
Exercise 3 ASSESS
t Exercise 9 WHAT’S YOUR ANGLE? 1 Have students read the invitation. Elicit the answer from
1 Read the directions and the sample sentence. Elicit the class.
alternative answers from the class. 2 Ask students if they think it sounds like a fun party and if
2 Give students time to work independently to change the they ever have parties like this.
statements to be true for them. Have them share their
statements with a partner. Answers
Abraham’s birthday
3 Call on students to share some of their ideas with
the class.
Grammar in Context
Answers Going to: Future plans
In my area, the soccer stadium is the largest place for famous GO ONLINE
bands to play concerts. 1 Direct students to read the information in the box. Read
the example sentences aloud.
Level 1 Unit 12 135

4511124_WA_TG1.indb 135 5/10/19 11:56 AM

2 Draw students’ attention to the verb. Ask how the example didn’t know anyone. / There was good music. / I didn’t like the
sentences would change if the verb were go to instead music. / The food was delicious. / The food wasn’t good.
of have. (I’m going to go to a special party for Abraham’s
birthday this year. / We’re not going to go to the party at Answers
night this year.)
I went to a housewarming party last month. It was OK. I didn’t
3 Ask students how the examples would change if you know many people there, so it was a little boring.
changed the subjects to she or they (She’s going to
have… / They’re not going to have…).
Exercise 7 PREPARE
page 170 of the Student Book. Have students work independently to make notes on their
ideas. Tell them to use their notebooks if they don’t have
Extra Practice enough space in the book.
1 Put students in groups of three or four. Tell them they
are planning a class party and they need to write a list of Writing Skill
three things the class is going to do and three things it’s Adding detail using time expressions
not going to do.
GO ONLINE
2 When the groups have finished their lists, have them
share their sentences with the class. Ask the rest of 1 Direct students to read the information in the Writing Skill
the class if they agree with the activity choices. As you box. Read the example sentences aloud.
go, create a master list on the board of everything the 2 Ask students to identify the time expressions in the
students agree to. Then have the class repeat all of the examples (next month, at 2:30). Write on, last, and from–to
sentences on the board. on the board and elicit a time expression for each one (for
example, on Tuesday, last week, from 9 to 5).
Answers
Students’ answers will vary. Sample answers include: Extra Practice
We’re going to eat snacks. 1 Write a list of time expressions on the board:
We’re going to listen to music. last week
We’re going to speak English. this weekend
We’re not going to use our books. tonight
We’re not going to stay in our seats. tomorrow
We’re not going to speak our native languages. next month
2 Seat students in groups of three or four. Give them 5
Exercise 4 IDENTIFY sheets of blank paper and tell them to write one of the
1 Have students work independently to mark the sentences time expressions at the top of each paper. Tell them to
as true or false. Ask them to correct the false sentences. pass the papers around the group and take turns writing
an example sentence with the time expression on each
2 Have the class call out the answers. Call on students to
one. They should continue passing the papers around
read the corrected version of numbers 1 and 4. (The party
until everyone has had a chance to write a sentence on
is going to start at 1 p.m. / Maybe Carlos is going to make
each paper. For example, I went to the movies last week; I
a cake.)
came to school last week; I saw a doctor last week; I took a
Answers test last week.
1 False 2 True 3 True 4 False 5 True 3 When all of the papers are complete, have the groups
exchange papers with another group. Tell them to pass
the papers around the new group, reading the sentences
Exercise 5 INTEGRATE and making corrections as necessary. When they are
1 Go over the example answer. Then have students work done, have them return the papers to the original group.
independently to write the rest of the sentences. 4 Ask the students if they agree with the corrections
2 Call on students to read the completed sentences aloud. made to their sentences. Settle any disagreements or
questions.
Answers
1 He’s not going to have a birthday party.
2 I’m going to meet my friends after class.
Exercise 8 IDENTIFY
3 I’m not going to cook dinner tonight. 1 Direct students to underline the time expressions in the
4 We’re going to see a movie later. invitation.
5 She’s going to visit her brother this weekend. 2 Elicit the meaning of this Saturday (the one coming up).
6 We’re not going to go on vacation this summer. / We aren’t Explain that with days of the week, this and next can be
going to go on vacation this summer. unclear, and even native speakers sometimes have to
clarify with a date or by saying this coming Saturday or
t Exercise 6 WHAT’S YOUR ANGLE? not this coming Saturday—the next one. Point out that
1 Read the example sentence. Tell students about the last that is only used to refer to a date that has already been
party you went to or about a party that wasn’t very fun. mentioned.
2 Have students discuss the question with a partner. Answers
3 Elicit the things that made students’ party experiences this year, by June 24, next Saturday, at 1:00, that weekend, in
fun or not fun, for example: A lot of my friends were there. / I two weeks

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Exercise 9 INTEGRATE Extra Practice
1 Read the directions. Point out that students should not write 1 Make enough copies of this grid so that you can
anything after “Posts:” Have students write their invitations. distribute one phrase to each student:
2 To make invitations easy to share, have students copy the tomorrow in the in an hour in two
format on a piece of paper or large index card. Tell them night future weeks
to leave room for several “posts.” in ten years in five next year in six
years months
Answers
Students’ answers will vary. Sample answers include: this this this this
Event: New Year’s Eve Party morning afternoon evening Saturday
Where: Tammy’s house in four in 20 years in 50 years in 100
When: on Jan 31st
hours years
Starts: at 9 p.m.
Ends: at 2 a.m. 2 Give students a moment to think of a sentence they will
Description: We’re going to play games and dance. There will be say with the given phrase. Then conduct a
snacks and drinks. We’re going to eat grapes a midnight. card-exchange activity. Have students stand and tell a
partner their sentence. After both students have spoken,
Exercise 10 IMPROVE they trade cards and find a new partner and say a new
Read the checklist aloud. Ask students to review their sentence using the new phrase. Continue the activity
descriptions and make corrections. Spot-check while they until everyone has talked to four or five classmates.
do this work.
Exercise 2 USE
Exercise 11 SHARE 1 Have students look at number 1 and call out the answer.
1 Go over the “posts” on the invitation on page 139. Have Ask them to work independently to complete the
students exchange their invitations with a partner. Tell exercise.
them to write a post accepting or rejecting the invitation 2 Call on students to read the completed sentences aloud.
and then return it to their partner.
Answers
2 Have students exchange invitations with a new partner.
1 future 3 year 5 Next
Tell them to write a post with the opposite response from 2 afternoon 4 a month 6 weekend
the first partner’s. (That is, if the first partner accepted the
invitation, they should reject it, and vice versa.)
3 Call on volunteers to read the posts to the class.
1 Read the directions. Explain that the next month (as
Answers opposed to next month) means starting now.
Students’ answers will vary. Sample answers include: 2 Have students work independently to write their
I can come. Do you want me to bring something? / Sorry. I’d love sentences. Then ask them to share their sentences with
to come, but I’m going to be at my uncle’s house that night.
a partner.
3 Call on students to share one interesting plan of their
partner’s.
Lesson 12.3 Are You an Answers

Optimist? In three weeks, I’m going to visit my grandparents in Peru.
Student Book pages 142–143
Listening Skill
Exercise 1 ACTIVATE Understanding different voices
1 Read the directions and the sample answer. Say and have
GO ONLINE
students repeat the words optimist and pessimist. Elicit the
students’ descriptions of the man and the woman. 1 Direct students to read the information in the Listening
Skill box.
2 Ask students to guess what the two words mean. (An
optimist always thinks good things are going to happen and 2 Ask for three volunteers to come to the front of the room.
a pessimist always thinks bad things are going to happen.) Have the volunteers stand with their backs to the class
(so the listening students can focus on their voices). Give
Answers each person a simple topic to talk about, for example:
Students’ answers will vary. Sample answers include: 1. Talk about what you did yesterday, 2. Tell the class about
The optimist is smiling; the pessimist is thinking one of your friends or a family member, 3. Tell the class
what you like to do on weekends. Give the first volunteer
Vocabulary Development a moment to think about he or she will say.
Future time expressions 3 Have the volunteers talk about their topics for 30 seconds.
If necessary, ask them questions to help them keep going.
GO ONLINE
4 After each person speaks, have the class answer the
questions in the Listening Skill box.
2 Read and have students repeat the example time expressions.
Level 1 Unit 12 137

4511124_WA_TG1.indb 137 5/10/19 11:56 AM

Extra Practice Young man Not really. I’m just trying to get through school
right now. It’s really hard. I have a lot of classes
1 Find several different voices of people of different ages,
and a lot of homework.
genders, and emotional states for students to listen to. Interviewer Wow, so, tell me, what are your plans?
For example, find an American sitcom online and play Young woman Me? Oh, well, I’m going to finish school in two
clips from it for the class without showing them the months. Then I’m going to travel and have some
screen. It doesn’t matter if students can’t understand fun. Then I’m going to look for a job. I want to be
a writer.
much of what the people are saying.
Interviewer That sounds great.
2 After each speaker talks, stop the audio and ask students Young woman Yeah! I already started writing a book. I’m really
to talk to a partner about the questions in the Listening excited about it.
Skill box. Interviewer And how about you, are you also going to finish
school soon?
e Exercise 4 IDENTIFY Young man Uhh…no. I’m still going to be here next year.
Interviewer I see. So, after that, what kind of job are you
1 Direct students’ attention to the photos and ask them to going to look for?
identify the interviewer. Play the audio and have them Young man Well, I’m studying science, so, I’m going to try to
complete the exercise. get a job in a lab. But I don’t know. There aren’t a
lot of jobs right now.
Interviewer OK, well, thanks for your time.
Young man You’re welcome.
Answers Young woman Thank you!
1 a 2 c 3 b 4 a 5 c 6 b Interviewer So there you have it. Some young people are
definitely optimists, and others…not so much.
Audio Script
e CD 2, Track 32 Grammar in Context
1 Do you think the future is scary or exciting? Going to: Questions
2 I don’t know what I’m going to do after I graduate.
3 I have a lot of plans, and I’m going to work hard to make them GO ONLINE
happen. 1 Direct students to read the information in the Grammar in
4 What is your life going to be like a year from now? Context box.
5 It’s going to be a hard year.
6 I want to be a writer. 2 Read and have students repeat the example sentences
in the box. Ask how each question would change if the
e Exercise 5 INTERACT subject were he or she (Is he/she going to finish school
1 Have students talk to a partner about the questions. soon? What is he/she going to do now?).
2 Call on students to share their answers with the class. Ask 3 For additional information, see the Grammar focus on
them which student they feel more like. page 170 of the Student Book.
Answers
Extra Practice
Students’ answers will vary. Sample answers include: 1 Make a copy of the grid below for each student:
1 The young woman is an optimist. She is very happy and …take a vacation …go to the …play a sport
confident. She has a lot of plans and knows what she’s next summer? movies this this week?
going to do. weekend?
Where? What sport?
2 The young man is a bit of a pessimist. He thinks the future is
name: What movie? name:
scary, next year is going to be hard, and there aren’t a lot of
jobs in science. Also, he doesn’t have a lot of plans. ___________ name: ___________
___________
Audio Script …look for a job …go to a party …make a phone
e CD 2, Track 33 this year? this month? call tonight?
Interviewer Young people today: Are they optimists? Today,
What kind of job? What kind of Who?
I’m at Springfield College, and I’m going to ask
some students about their futures. Excuse me, name: party? name:
can I ask you a few questions about the future? ___________ name: ___________
Young woman Sure!
___________
Interviewer And you, too sir?
Young man Um, I guess so… …go out with a …cook dinner …watch a sport
Interviewer Do you think the future is scary or exciting? friend tonight? tonight? on TV this week?
Young woman Oh, exciting, definitely!
Interviewer Really? Why? Where? What? What sport?
Young woman Because, well, I have so many plans, and I’m name: name: name:
going to work hard to make them happen!
___________ ___________ ___________
Interviewer And how about you?
Young man Me? Um, I don’t know. I think the future is scary. …travel to …take an …celebrate a
Interviewer Hmm, OK, why do you say that? another country English class birthday soon?
Young man Well, I don’t know what I’m going to do after this year? next year?
I graduate. Whose birthday?
Interviewer You don’t have any plans? Which country? What class? name:
name: name: ___________
___________ ___________

4511124_WA_TG1.indb 138 5/10/19 11:56 AM

2 Conduct a “find someone who” activity. Tell students to
walk around asking the questions using going to. Model
the activity and check comprehension before you begin. Lesson 12.4 I’d Love to, But…
Ask: Do I just say the words on the paper? (No, you need Student Book pages 144 – 145
to make a question with Are you going to...?) Do I ask the
follow-up question if the person says “no”? (No) Whose Real-World English Strategies
names do I write on the paper? (The people who say “yes.”) Because of the topics covered in Units 9 and 10, your
How many different names should be on my paper when I students should already have some linguistic and
finish? (12 – once someone says “yes,” you need to find a pragmatic knowledge about how to accept and reject
new partner.) offers, and how to state reasons. Before you show your
3 End the activity when the first person calls out that they students the video in this unit and ask them to do the
are finished. Have students report back on their findings. activities in the book, you can implement the following
(For example, Maria is going to take a vacation next warm-up task to activate their previous knowledge.
summer. She’s going to go to Peru.) 1 Distribute a handout with the following email
message on it:
Exercise 6 DEVELOP
Hello Marie,
1 Elicit the answer to the first item. Then have students work
independently to complete the questions. I hope you are doing well. I’m emailing you to invite you to
my birthday party next Saturday at my condo. We’re going
2 Call on students to read the completed questions aloud.
to start at 6 p.m. I hope you can come.
Answers – Lisa.
1 are, going to 2 Tell your students to imagine they are Marie and to
2 is, going to produce two versions in response to this invitation: one
3 Are, going to email in which they accept it (say yes) and another one
4 Is, going to
in which they reject it (say no).
5 is, going to
3 Then tell them to compare their responses with a
partner.
4 After you have completed all the exercises in the book,
1 Elicit the correct answer to the first question in Exercise 6. have students read their responses one more time.
Then have students work independently to choose the Would they change anything? For example, could they
rest of the answers. revise any of the phrases they have used to show they
2 Replay the audio and have students check their answers. are happy about the invitation or add reasons when
they refuse?
Answers
1 b 2 b 3 a 4 a 5 b Sensitize your students to the fact that in English, some
apparent invitations are not necessarily intended as such.
e CD 2, Track 33 For example, Let’s get together soon, Let’s get together for a
coffee – should not always be perceived as an invitation
Exercise 8 INTEGRATE as it doesn’t necessarily mean that the person has an
Read the directions. Elicit a sample yes/no question and a intention to see you again—it is often used as another
sample wh- question. Tell students that at least two of their way to say goodbye.
questions should be wh- questions.
Answers
r Exercise 1 ASSESS
Students’ answers will vary. Sample answers include: 1 Look at the lesson title. Ask students when we say “I’d love
What are you going to do next year? to, but…” (When we’re turning down an invitation)
Where are you going to live in five years? 2 Direct students’ attention to the two video stills and ask
Are you going to start a new job? them to guess what Kevin, Max, and Andy are talking
When are you going to graduate? about.
3 Play the video. Have the class call out the answers to the
Exercise 9 INTERACT questions.
1 Have students ask and answer the questions with a
partner. For more practice, have them switch partners and Answers
1 Kevin
practice again.
2 To celebrate his birthday on Sunday by going to his house to
2 Call on students to share something interesting they watch baseball on TV and eat cake
learned about their partners.
Exercise 2 IDENTIFY
sentences. If necessary, replay the video so they can check
their answers.
Level 1 Unit 12 139

4511124_WA_TG1.indb 139 5/10/19 11:56 AM

Andy OK. See you Sunday. Come on, buddy. You love cake.
Answers Max Right. I’m going to eat my cake right now.
1 TV
2 baseball / a baseball game, Sunday Exercise 4 ANALYZE
3 7:00
4 Andy 1 Do number 1 together as a class. Ask students why b is
5 Max, test more polite than a. (It explains that the person feels sorry
6 cake he or she can’t accept the invitation.) Have students work
independently to complete the activity.
Real-World English 2 Have the class call out the answers. Have students repeat
each of the polite rejections.
Accepting and refusing invitations
1 Direct students to read the information in the box. Answers
2 Say and have students repeat the expressions for accepting 1 b 2 a 3 b 4 a 5 b
and rejecting invitations, modeling appropriate intonation.
Extra Practice
Exercise 5 IDENTIFY
1 Have the class brainstorm a few ways to make invitations, Read the directions and have students work independently
and write them on the board as sentence frames. For to take notes on what they would say in each scenario. Call
example: on students to share some of their ideas with the class.
Do you want to ____?
Would you like to ____?
Exercise 6 INTERACT
Let’s ____! Have pairs role-play two of the scenarios. Remind them to
Put the phrases for accepting invitations on the board switch roles.
as well. Answers
2 Have students stand and walk around the room inviting Students’ answers will vary. Sample answers include:
each other and accepting invitations. Call time after Scenario 1:
everyone has spoken to three or four people. Student A: I’m going to have a birthday party at my house next
3 Write the expressions for saying no to invitations on the Saturday night. Would you like to come?
board. Remind students to use regretful intonation when Student B: Sure! That sounds like fun.
they use these expressions. Repeat the activity. Call time Scenario 2:
after everyone has turned down three or four invitations. Student A: Do you want to go get coffee after class?
Student B: Oh, I’m sorry. I can’t! I’m very busy today!
r Exercise 3 INTEGRATE Scenario 3:
Student A: Hey, I’m going to go to the science museum next
Replay the video. Ask students to hold up their hands when
weekend. If you’re free, do you want to come?
they hear one of the expressions from the box. Pause the Student B: Yes, I’d love to! That sounds great!
video and have the class call out what they heard. Scenario 4:
Student A: I bought tickets to the new Star Wars movie on Friday,
Answers but now my friend can’t go. Are you free?
Max: Oh, I’d love to, but… / I don’t think so. Thanks for inviting
Student B: Oh, thanks for inviting me, but I’m not really a big Star
me, though. / Yeah! Definitely.
Wars fan.
Andy: Yeah, sure. / That sounds great!
Video Script Exercise 7 IMPROVE

r English For Real Video Unit 12 1 Have each pair meet with another pair and watch each
Kevin Hey guys! other’s role plays. Tell them not to read from their notes
Andy Hey, Kev. when they role-play and to give each other feedback.
Max Hello, Kevin, how’s it going?
Kevin Great! Listen, uh, it’s my birthday and my parents gave 2 Call on volunteers to perform a role-play for the class.
me the biggest TV. So if you’re not busy on Sunday, I’m
gonna have some friends over. You know...food, cake.
And we’re going to watch some baseball.
Andy
Kevin
Yeah, sure. What time?
The game is at seven, but everyone’s going to come at Lesson 12.5 Future Bingo!
about five or six. Student Book page 146
Andy That sounds great!
Kevin Max, what about you? Can you come? e Exercise 1 ACTIVATE
Max Oh, I’d love to but...
Andy He doesn’t understand baseball. 1 Have students look over the bingo grid in preparation for
Max Yeah, well that’s sort of true... But, sorry, Kevin. I have my listening. Play the audio and tell them to make an X on the
hardest, most important test on Monday morning. Art square when they hear its expression.
history. I’m going to be studying all day.
Kevin That’s too bad. Well, you can take a break at 8:30 and
2 Call on a student to read out the answers.
come over for cake!
Max I don’t think so. Thanks, for inviting me, though.
Answers
Kevin Oh, well. Maybe next time. go to a party, travel, exercise at the gym, see a movie
Max Yeah! Definitely.
Kevin Well, gotta go. See you later!

4511124_WA_TG1.indb 140 5/10/19 11:56 AM

Audio Script going to go
e CD 2, Track 34 going to run
Woman On Friday night I’m gonna go to a party at my friend’s going to walk
house. Then on Saturday I’m going to travel to
Amsterdam for the day. I’m gonna come back on Sunday going to see
morning, and then get ready for work on Monday. going to take
Man I’m not gonna do much on the weekend. On Friday going to eat
night, I’m going to stay home. On Saturday I’m gonna
exercise at the gym. Then I’m gonna invite my friends to 3 Pronounce and have students repeat each phrase using
watch a movie at my house. On Sunday, I’m gonna read gonna instead of going to.
and go to bed early. 4 Repeat, this time pronouncing and having students
repeat a short sentence for each example. (I’m gonna go
Speaking to school. He’s gonna run after class. She’s gonna walk
Describing plans to work. We’re gonna see a movie. They’re gonna take
GO ONLINE pictures. I’m gonna eat dinner.)
e Exercise 3 NOTICE
2 Read and have students repeat the example sentence.
Remind students that on Saturday could also be at the 1 Play the first item and have the class call out which
end of the sentence. form they hear. Then play the rest of the items and have
students circle the answers.
Extra Practice 2 Replay the audio and have students repeat the sentences.
1 Write a series of future time expressions on the board:
tonight Answers
tomorrow 1 gonna
this weekend 2 going to
next month 3 gonna
next year 4 gonna
5 going to
in five years
in ten years
Audio Script
2 Give students a minute to think of sentences about
their plans using the time expressions. Have them tell a e CD 2, Track 35
1 Are you gonna study this weekend?
partner about their plans. Tell the partners to listen and
2 We’re going to have a party.
try to remember what their partners say. 3 I’m gonna go to Chicago on Saturday.
3 Have the students turn to a new partner and tell them 4 My mother’s gonna visit me tomorrow.
what their first partner said, for example: Marco is going 5 She’s going to stay home on Sunday.
to do homework tonight.
4 Call on students to share something they learned about More to Say…Note
the person they didn’t talk to. Check with the subject of In an effort to be understood, students often try to
the sentence to see if it’s correct. clearly pronounce every word. They need to be aware
that proficient English speakers don’t pronounce every
Exercise 2 PREPARE word clearly. In fact, by doing that, learners may be
Have students take out a sheet of paper. Model how to fold achieving the opposite effect; they may actually be less
it in thirds horizontally and then in thirds vertically so that comprehensible. In addition, sometimes students worry
they end up with nine squares. Tell them to write an activity that gonna is casual or “street” English. However, even in
in each square. formal settings, such as business or school presentations,
proficient English speakers almost always reduce going
Answers to to gonna. The key to sounding natural is to have
students actually reduce the phrase, not just swap out
play basketball, visit relatives, see a play, go bungee jumping
going to for gonna, but say it with stress. Students need
to practice stressing the word after gonna to sound the
Pronunciation Skill most natural.
Weak form of going to
GO ONLINE
1 Ask students to read the information in the box.
Pronounce the example sentence in the box. Point out
that gonna reflects pronunciation and it not considered a
correct written form.
2 To accustom students to the relationship between the
written and oral form, write several examples on the
board:
Level 1 Unit 12 141

4511124_WA_TG1.indb 141 5/10/19 11:56 AM

More to Say…Activity
Focus: Working as a whole class, students practice
reducing going to to gonna.
Grouping Strategy: Whole class
Ready,
1 Find a song that contains the reduction gonna, such as
“Never Going to Give You Up” by Rick Astley or “Gonna”
by Blake Shelton.
2 Copy the lyrics of the song, but replace gonna and the
main verb with a blank. For lower level classes, provide
a word bank with the main verbs.
3 Make a copy of the lyrics for each student.
Set…
1 Give the students the lyrics.
2 Explain that they will listen to the song and complete
the lyrics.
Go!
1 Play the song. Have the students fill in the blanks with
gonna and the main verb.
2 Give students three minutes to check their answers
with a partner.
3 Play the song again. Have the students fill in the
remaining blanks.
4 Play the song a third time, pausing frequently to check
the answers.
5 Play the song a fourth time and encourage the students
to sing. Remind them to stress the main verb and
reduce gonna.
Exercise 4 WHAT’S YOUR ANGLE?

Give students time to make a list of activities. Remind them
that when can include specific times or general times like
Sunday morning.
Answers
I’m going to go shopping on Saturday morning with my mom.
I’m going to go out for brunch on Sunday morning with my
cousins.
Exercise 5 INTERACT
1 Call on a volunteer to read his or her weekend activities
from Exercise 4 to the class. Have the listening students
mark any activities on their bingo cards (from Exercise 2)
with a small X. If no one gets bingo (three Xs in the same
column, row, or diagonal) from the first student, have
another student be the caller and continue until someone
gets bingo.
2 As soon as someone gets bingo, he or she becomes the
caller and a new game starts. For each new game, have
students use a different mark on the card, for example, an
O, a T, or a triangle.

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Discussion Point
Student Book page 158 1 Direct students to read the discussion point silently.
Explain that yet to come means “in the future.”
Vocabulary 2 Elicit answers to the discussion questions. Ask students to
Exercise 1 explain their answers.
Answers Answers
1 birthday 3 sandwiches 5 holiday
A pessimist said this because it says worse things are going to
2 cake 4 ice cream 6 invite
happen in the future. / An optimist said this because “cheer up”
means we should be happy now.
Exercise 2
Answers the podcast and add their comments to the discussion
1 week, month board.
2 tomorrow, later
3 week Zoom In
4 hour
5 morning, evening Exercise 7
GO ONLINE Encourage students to go online to play the 1 Task 1: Give students a minute to think about what they
vocabulary game. will say. Have them talk in small groups about things
they are going to do in the future. Circulate and provide
Grammar feedback on their use of going to. Remind them that they
can reduce going to to gonna to sound more natural.
Exercise 3 2 Task 2: Elicit example goal statements from students. Then
have them write three goals. Ask students to share their
Answers
goals with a partner. Call on students to share one of their
1 They’re going to have a dinner party on Friday
2 He’s going to work as a waiter this summer.
goals with the class.
3 I’m going to make sandwiches for the party. 3 Task 3: Model the activity by sharing a photo of an event
4 She’s going to buy an expensive cake. you attended and talking about why it was the best /
5 We’re going to visit the Circus Maximus in Rome next month. most exciting / most interesting event you ever went to.
Have students share and talk about their photos in small
Exercise 4 groups.
Answers Answers
1 When are we going to eat dinner? Students’ answers will vary. Sample answers include:
2 Are you going to go home now? 1 I’m going to buy a house on the beach in 20 years because I
3 What are you going to do on Saturday? love the beach. I’m going to travel to Africa because I want to
4 Is she going to have a party? see wild elephants.
5 Are they going to play music? 2 Next year, I’m going to speak better English, I’m going to look
6 Where is he going to travel? for a new job, and I’m going to move to a nicer apartment.
3 Here is a photo of the World Cup game I went to in Brazil in
2014. It was the biggest and most exciting sports event I ever
Exercise 5 went to!
Answers
1 biggest Exercise 8
2 the most Tell students to think about how they did on each of the
3 popular tasks in Exercise 7 and to check the appropriate box. Remind
4 dangerous them that they can review the online activities for any skills
5 worst they need more practice with.
GO ONLINE Encourage students to go online for further Answers
grammar reference and information and to play the Students’ answers will vary.
grammar game.
Level 1 Unit 12 143

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Wide Angle Level1 Teachers Guide

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1

isbn: 978 0 19 451112 4 Wide Angle American 1 Teacher’s Guide

© Copyright Oxford University Press

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Unit 10 Adventure.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

Unit 11 Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Unit 12 Activities.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

© Copyright Oxford University Press

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to engage your students in authentic English communication. In addition to the

Student Book, Wide Angle offers a collection of supporting materials, including

Workbook, the Classroom Presentation Tool, and student ebook.

The Teacher’s Guide is designed to support teachers in delivering the content of

a lesson, ensuring a high level of student comprehension, engagement, and

teaching specific skills and language points.

outcome based on what students will learn in the upcoming lessons.

The Teacher’s Guide offers step-by-step instructions to successfully teach every

introducing new material and vocabulary, additional background information,

which practices pragmatics and intercultural communication skills, is the fourth

© Oxford University Press Level 3 Teacher’s Guide 2

iv Wide Angle Teacher’s Guide

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t Exercise 18 WHAT’S YOUR ANGLE?

Student Book, where more explanations and examples can be found.

a specific skill or language point. These activities include project-based learning,

fun competitions, and games to ensure a dynamic classroom experience that

later lesson to review these skills.

lesson. These strategies include background information on cultural and pragmatic

with a creative way to have students practice. Helpful information, such as

The indicates when an activity has an accompanying audio recording, along

materials are indicated by . The indicates where students can participate

How to use the Student Book

your students to learn practical expressions for a variety of situations. Grammar,

Angle and are aligned with the CEFR international standard.

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Lesson 4: English For Real

vi Wide Angle Teacher’s Guide

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Additional Student Resources

Level 1 Introduction vii

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2 Wide Angle Teacher’s Guide

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Exercise 7 APPLY Extra Practice

4 Wide Angle Teacher’s Guide

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e CD 1, Track 3 Exercise 9 IMPROVE

Answers Oxford 3000 words

6 Wide Angle Teacher’s Guide

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r English For Real Video Unit 1

8 Wide Angle Teacher’s Guide

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