01

How was your

SPEAKING
Vacations
GRAMMAR

vacation?
Agreeing / Disagreeing
LISTENING
Activities and plans
READING
Unusual vacation article

WARMUP
WARMUP
VOCABULARY What was
What foods do
your favorite
you like?
vacation?
1 Look at the pictures. What are the activities? Write the correct letter.
Then listen and check your answers.

a. rock climbing d. camping g. whitewater rafting

b. hiking e. surfing h. visiting museums
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c. sightseeing f. kayaking i. scuba diving

1 a 2 3
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4 5 6
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7 8 9

2 PAIR WORK Which activities above did you do in the past? Which activities do you want
to do? Tell your partner.

I went kayaking last year. VOCABULARY TIP

Make flashcards to
Really? How was it? learn new words.

It was great! I want to go surfing. surfing

Me, too!
standing
on board in
the water

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 01
How was your
SPEAKING
Vacations
GRAMMAR

vacation?
Agreeing / Disagreeing
LISTENING
Activities and plans
READING
Unusual vacation article

Vocabulary: camping, hiking, kayaking, rock climbing, Listening: Conversations about vacation activities
scuba diving, sightseeing, surfing, visiting museums, Smart Talk: An information gap activity about vacations
whitewater rafting; acting class, art class, Chinese class Reading: An article about an unusual vacation
Conversation: Talking about vacations Writing: An email about vacation likes and dislikes
Language Practice: Agreeing and disagreeing Speaking: A board game about vacation activities
Pronunciation: Word stress when agreeing and disagreeing

VOCABULARY
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Activity 2
The goal of this section is to present and practice the target • Focus attention on the instructions and the example
vocabulary: vacation activities. conversation. Model the conversation with a student.
• Write the example conversation on the board. Elicit other
WARM-UP follow-up questions about the activities and write them on
• Books closed. Elicit places where students went on the board. For example: Where did you do it? Who did you
vacation. Write them on the board. Then elicit some do it with? Why do you want to do it?
activities that students did in these places. Write them • Have students make pairs and do the activity. Remind
on the board. Then ask What was your favorite vacation? them to use the vacation activities in the pictures in
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Why? Elicit answers and reasons. Activity 1 in their conversations. As students work, walk
• If students contributed to the Warm-Up Discussion Board around the class to make sure they are using the correct
as part of the Online Practice, look at their comments tenses and to offer help as necessary.
now with the class.
ANSWERS
Activity 1 Answers will vary.
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• Books open. Focus attention on the pictures. Check
which activities the students already know the word for Vocabulary Tip
in English.
• Focus on the instructions and the example. Explain that • Focus attention on the Vocabulary Tip box. Have a
students should write the letter of the vacation activity student read the tip aloud.
word next to the number of the corresponding picture. • Model making a flashcard for a vocabulary word. Write
• Model the target vocabulary items in the word box: rock the word on one side and the definition on the other.
climbing, hiking, etc. • Show the side with the word to a student and elicit the
• definition. Turn the card around for the student to check.
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Have students complete the activity on their own.
• Play the recording. Allow time for students to change
incorrect answers. Then check answers. SMART CHOICE ONLINE
• LANGUAGE NOTE: Explain that we use go, rather Remind students that there are extra vocabulary practice
than play or do, with almost all of the activities listed in activities on Online Practice.
Activity 1 (except for visiting museums).

ANSWERS
1. a 4. b 7. f
2. c 5. h 8. e
3. d 6. i 9. g

EXTRA IDEA
Elicit some places where people do the activities presented in
Activity 1. For example, for kayaking, elicit the ocean, a lake,
a river, etc.

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 CONVERSATION Activity 2
The goal of this section is to present and practice the • Focus attention on the chart. Explain that the chart is
target vocabulary and grammar of the unit in a typical color-coded and numbered. So items in the first column,
conversation. for example, can be substituted into the first box in the
conversation. Demonstrate this with worked. Point out the
Note: Access the video of the conversation on the Teacher
other colors and numbers, their columns in the chart, and
Resource Center or on the Classroom Presentation Tool.
the boxes in the conversation.
WARM-UP • Preteach or elicit the meaning of forest, hostel, and beach
resort.
• Books closed. Set the scene. Ask What do you say to other
students when you return to class after a long break or • Point to the blank lines at the bottom of the chart and
vacation? Elicit questions and responses such as How was elicit other words or phrases that can go in each column.
your vacation? What did you do on vacation? Where did Explain that students can practice with their own ideas as
you go? I had a great vacation. I went to Europe. well as those in the book.
• To extend the activity, teach or elicit idiomatic greetings, • Have students make pairs and practice the conversation.
such as How’s it going? Long time no see, etc. Make sure pairs change roles so they practice each part.

EXTRA IDEA
Activity 1
Have students describe to the class what they did during the
• Books open. Focus attention on the model conversation. last vacation or holiday period. Have students vote for the
• Preteach words and phrases students might not be most enjoyable and least enjoyable vacation.
familiar with. For example: real vacation, campground,
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hard work, that’s a pity, etc. Activity 3
• Have students read the conversation silently, without
• Focus attention on the instructions for Student A and
doing the activity.
Student B. Explain that students follow these to make
• Have students fill in the blanks on their own. their own conversation.
• Watch the video. Allow time for students to change • Model the role play with two students. Show students how
incorrect answers. they can use their own ideas, using the conversation in
• Have students check their answers with a partner. Then Activity 1 for help. For example:
check answers with the class. Student A How was your vacation?
• Watch the video again. Pause after each line of the
Student B Great! I went to the beach.
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conversation and have students repeat. Be sure to correct
pronunciation and intonation. Student A So did I! Where did you go?
• Have students make pairs and practice the conversation. Student B I went to Miami.
Make sure pairs change roles so they practice each part. • Have students practice the role play.
• CULTURE NOTE: The academic year in the United States • Focus attention on the picture of the cell phone. Then
traditionally starts in late August or early September. have students video their role plays using a cell phone.
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Students usually have a long summer vacation between • Have students show their videos to others and offer
May or June and August, and they often have part-time or feedback to one another.
full-time jobs during this period.
VARIATION
ANSWERS If you are unable to use cell phones in class, students can take
1. d 2. b 3. c 4. a turns performing their conversations for the class.

EXTENSION
VARIATION If you and your students use a Learning Management
• If you cannot watch the video in class, play the recording
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System or a Social Learning Platform, have students share
instead for students to check their answers. their videos. Together with the class, decide on criteria that
• Play the video (or recording) again before students students can use to give feedback to each other. For example,
practice the conversation Pause after each line of the Student A speaks naturally, Student B speaks clearly, etc. You
conversation and have students repeat. can use a scale from 1 to 5.
• When students are familiar with the conversation, have
them close their books. Pause the video (or recording) TEACHER RESOURCE CENTER
before Adam’s lines and have students say his lines. Repeat Print Unit 1 Worksheet 1 from the Teacher Resource
this procedure for Maria’s lines. Center for additional in-class speaking practice.
Print Unit 1 Video Worksheet from the Teacher Resource
Center for additional in-class video practice.

SMART CHOICE ONLINE

Remind students that there are extra conversation practice
activities on Online Practice.

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 CONVERSATION

WHERE DID
YOU STAY?
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1 Complete the conversation. Then watch and check your answers. Practice the
conversation with a partner.

a. kayaking b. by a river c. campground d. studied

Adam Hi, Maria! How was your summer vacation?

Maria It was OK. I 1 most of the time.
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Adam So did I. I didn’t have money for a real vacation.
Maria Neither did I. But I spent one weekend 2 .
Adam Really? So did I. Where did you stay?
Maria I was at a 3 called “The Falls.”
Adam No way! So was I!
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Maria Really? That’s strange—I didn’t see you. What did you do there?
Adam I went 4 .
Maria Hey! So did I! I loved it.
Adam Really? I didn’t. It was hard work!
Maria Oh, that’s a pity.

2 PAIR WORK Practice the conversation again. Use the ideas below. Add your own ideas.
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1 2 3 4
worked in a forest hostel hiking
stayed home at the beach beach resort whitewater rafting

3 OVER TO YOU Work in pairs. Make a video of your conversation.

Ask your partner about his / her vacation.

Student A Ask Student B about his / her vacation.

Compare it with your vacation.
Student B Answer Student A’s questions.
Talk about your vacation.

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 Unit 1 How was your vacation?

LANGUAGE PRACTICE
Agreeing and disagreeing Grammar Reference page 114

Agree Disagree
I’m going on vacation. So am I. Really? I’m not.
I was at the beach. So was I. Oh, I wasn’t.
I like hiking. So do I. Really? I don’t.
I stayed at a nice hotel. So did I. I didn’t.
I’m not going on vacation. Neither am I. Really? I am.
I don’t want to go camping. Neither do I. Well, I do.
I can’t take a vacation this year. Neither can I. Oh, I can.

1 Match the statements and responses.

1. I didn’t take a vacation this year. e a. Neither can I.
2. I want to visit Europe next year. b. So did we!
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3. He doesn’t want to go scuba diving. c. Really? I’m not.
4. I’m planning to go sightseeing. d. Oh, I do.
5. I can’t go on the trip. e. Neither did I.
6. We went kayaking. f. So do I.

2 Complete the conversations. Agree or disagree.

1. A I want to travel to different countries.
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B . It’s the best thing to do.
2. A I’m not going to the beach this year.
B . I’m going to the mountains.
3. A I want to visit the Grand Canyon one day.
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B ? . I like visiting cities.
4. A I don’t like doing sports on vacation.
B ? . It’s boring sitting around doing nothing.

3 PAIR WORK Respond to the statements in activity 2 with information about you.

I want to travel to different countries.

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Really? I don’t. I want to spend my vacations here.

PRONUNCIATION Word stress

1 Listen. Notice the stress on subject words when agreeing or disagreeing.
1. I was at the beach yesterday. So was I!
2. I like swimming. Really? I don’t.
3. Jo can’t play the guitar. Well, Rob can.
4. I don’t have a car. Neither do I.

2 Listen again and repeat. Be sure to stress the subject words correctly.

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 LANGUAGE PRACTICE Activity 2
The goal of this section is to present and practice the target • Write the first conversation on the board. Elicit the
grammar: agreeing and disagreeing. response and why the correct answer is So do I. (The
speaker agrees with the statement I want to travel to
• Books closed. Divide the board into four squares. In the different countries, which is indicated by the additional
top left square, write So am I. In the top right square,
statement, It’s the best thing to do.)
write I’m not.
• Elicit statements using I am from the class. For example: • Have students complete the activity on their own.
I’m from Seoul. I’m 20 years old. Agree and disagree with • If students have difficulty with the activity, briefly go
these statements using So am I and I’m not to explain through the items and elicit whether speaker B agrees
the difference. When disagreeing, give information that or disagrees with speaker A. Next, have students focus
is true for you. For example: I’m not. I’m from Toronto, on the tenses used in speaker A’s statements. Then focus
Canada. attention back on the Language Practice box.
• Write Neither am I and Really? I am in the bottom left • Check answers by having pairs of students read the
and bottom right squares of the grid on the board, completed conversations to the class.
respectively. Repeat the above procedure with negative
statements. Elicit statements such as I’m not from Canada. ANSWERS
• Books open. Focus attention on the Language Practice 1. So do I 3. Really, I don’t
box. Show how the statements and the responses, agreeing 2. Neither am I 4. Really, I do
and disagreeing, use the same verb tense. For example:
I stayed … So did I.
• Direct students to page 114 of the Grammar Reference for Activity 3
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more information and practice. • Focus attention on the example conversation. Make sure
students understand that the statement in the first speech
TEACHER RESOURCE CENTER bubble is A’s line in the first item in Activity 2.
• Explain that students should agree or disagree with
Launch Unit 1 PowerPoint™ slides on the Teacher Resource A’s statements in Activity 2 using the short responses
Center for additional grammar presentation and practice.
from the Language Practice box and adding some more
information about themselves.
Activity 1 • Have students do the activity in pairs.
• Explain that students need to match the statements
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ANSWERS
and the responses. Have students notice the use of the
same tense in the first statement and its response. Ask Answers will vary.
if the response agrees or disagrees with the statement.
(It agrees.) TEACHER RESOURCE CENTER
• Have students complete the activity on their own.
• Print Unit 1 Worksheet 2 from the Teacher Resource Center
PL
Check answers by asking pairs of students to read a
for additional in-class speaking practice.
statement and its response to the class. Then ask if
these agree or disagree.

ANSWERS PRONUNCIATION
1. e 2. f 3. d 4. c 5. a 6. b The goal of this section is to focus on word stress when
agreeing and disagreeing.
EXTENSION
Activity 1
E
Have students change the statements from affirmative to
negative or from negative to affirmative. Then have students • Model the examples. Make sure students notice that
change the responses accordingly. the subject words, such as I and Rob, are stressed in the
responses.
• Play the recording.

Activity 2
• Play the recording again.
• Have students practice saying the examples in Activity 1.

SMART CHOICE ONLINE

Remind students that there are extra grammar practice
activities on Online Practice.

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 LISTENING Activity 4
The goal of this section is to practice listening for the main • Focus on the picture. Explain that now students are going
idea, to practice listening for specific information, and to to listen to a conversation between Tim, Jane, and Lisa, a
introduce some new vocabulary. friend of Jane’s. They should mark the sentences about the
conversation as true or false.
Activity 1 • Preview the statements. Elicit or explain the meaning of
words students might not be familiar with.
• This activity introduces three new vocabulary items: • Play the recording and have students do the activity. Then
acting class, art class, Chinese class. check answers.
• Model each new vocabulary item and have students
repeat. ANSWERS
• Focus attention on instructions. Elicit or explain the
meaning of evening classes and vacation classes. Then 1. True 2. False 3. False 4. False 5. True
focus on the three photos. Have students describe where
the people are and what they are doing. EXTENSION
• Ask several students Do you take evening or vacation Have students rewrite the false statements in Activity 4 to
classes? Do you think the classes in the photos are make them true. For example: Tim and Lisa weren’t in the
interesting? Elicit answers. Then have students discuss the same class last semester.
questions in pairs.
EXTRA IDEA
ANSWER • Write a comprehension question about the Listening Plus
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Answers will vary. conversation on the board. For example: Where did Lisa
go on vacation? Elicit answers. (San Francisco)
• Have students write three more comprehension questions
Activity 2 about the conversation. Then have students make pairs to
• Focus attention on the instructions and the picture. Ask exchange and answer the questions.
What are these people’s names? (Jane and Tim.) What are • Play the recording again and have students check their
they doing? (They’re talking about their vacation.) Make answers.
sure students understand that Tim is a male name and
Jane is a female name.
• SMART TALK
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Focus attention on the items. Explain that students will
write the initial of the person next to the places they Teaching notes for the Smart Talk activity begin on
visited and subjects they mention. Sometimes both initials page T–84.
will be possible.
• Read the items to the class or have some students do it. SMART CHOICE ONLINE
• Play the recording and have students do the activity.
PL
Remind students that there is an extra video activity on
• Have students check their answers with a partner.
Online Practice.
Then check answers with the a class.

ANSWERS
1. J 4. J, T 7. J
2. T 5. T, J 8. J
3. T, J 6. J, T 9. T
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Activity 3
• Focus attention on the questions. Elicit or explain the
meaning of words students might not be familiar with.
Then explain that students will listen to the conversation
again and write short answers to the questions.
• Play the recording again. If necessary, pause after the
relevant parts to give students time to write their answers.
• Have students check their answers with a partner. Then
check answers with the class.

ANSWERS
1. Languages.
2. San Francisco.
3. He went to acting classes.
4. He put on a show (at the Comedy Theater).
5. They both worked hard during their vacation.

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 Unit 1 How was your vacation?

LISTENING

1 BEFORE YOU LISTEN Look at the photos. Do you take evening or vacation classes?
Do you think the classes in the photos are interesting?

art class Chinese class acting class

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2 Listen to two students talking about their vacation.
Write T (Tim) and / or J (Jane) next to the places they
visited and the subjects they mention.
1. Italy 6. languages
2. San Francisco 7. Italian
3. acting 8. Portuguese
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4. art 9. Chinese
5. grandparents

3 Listen again. Answer the questions.

PL
1. What does Jane want to study this semester?
2. Where do Tim’s grandparents live?
3. What did he also do when he visited them?
4. What did he do at the end of his classes?
5. What did Tim and Jane finally agree about the vacation?

4
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LISTENING PLUS Listen to a conversation between
Tim, Jane, and Lisa. Choose (✓) True or False. True False

1. Lisa recognized Tim when she saw him.

2. Tim and Lisa were in the same class last semester.
3. Lisa and Jane met in Europe this summer.
4. Lisa’s grandparents live in Italy.
5. Lisa saw Tim in San Francisco.

Student A: Turn to page 84.

SMART TALK How are you different? Student B: Turn to page 96. 7

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 Unit 1 How was your vacation?

READING

1 BEFORE YOU READ Look at the photos. What are the people doing?

The Monteverde
Extremo zip line

ZIP-LINING IN

COSTA RICA
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If you’re looking for an adventure My friend Amy called me about three months ago.
vacation, this is it! In Costa “Do you have any vacation plans this year?”
Rica, there are zip lines over the she asked.
rainforests. A zip line is a cable.
“No, I don’t,” I replied.
Costa Rica has the longest zip line
in Latin America, the Monteverde “OK, neither do I. But I have an idea.”
Extremo, which is 1,590 meters I love Amy, but she’s a problem. When she discovers
something new, she wants to do it. And she wants me
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long. Parts of it are more than
400 meters above the ground, and to do it with her. This year, she discovered zip-lining.
there are 14 platforms. You stand “I think we should go to Costa Rica,” she said.
on the platform, attach yourself “I’m afraid of heights,” I said.
to the cable, and fly down the zip
“So am I,” said Amy.
line over the trees! There is also a
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Tarzan swing. You can hold onto “I want to go to the beach on vacation and do
a rope and swing over a valley. nothing,” I said.
It looks really dangerous. I can’t “No, you don’t,” she said.
imagine doing something like this. Now here we are in Costa Rica. Today we rode on
I’m not very athletic. the Monteverde Extremo and the Tarzan swing. They
were really frightening, but a great thing to do!
I recommend them to everyone. The Tarzan swing
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2 Read the article. Answer the questions.
1. When did the writer get a call from Amy?
2. Was he enthusiastic about Amy’s idea?
3. What was his alternative suggestion?
4. Describe the Monteverde Extremo.
5. In the end, how did he feel about the experience?

3 GROUP WORK Discuss the questions with your group.

1. Is there anything like this experience in your country?
2. Do you want to do something like this?

I think it’s a great idea.

So do I. I’d like to do it.

8 WRITING Turn to page 108.

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 READING Activity 3
The goal of this section is to practice reading comprehension. • Focus attention on the questions and the example
discussion. Have a pair of students read the example to
the class.
Activity 1
• Then have students discuss the questions in groups.
• Books closed. Ask students When you go on vacation, do
you like to be active or do you prefer to relax? What kinds ANSWERS
of things do you like to do? Why?
• Books open. Focus attention on the photos. Ask What are Answers will vary.
they doing? Have students describe what they see in each
photo. EXTENSION
Ask students to share their own experience of similar
POSSIBLE ANSWERS activities with a group or the class.
Someone is going down a zip line.
Someone is swinging with a rope.
WRITING
Activity 2 Teaching notes for the Writing section are on page T–108.
• Focus attention on the questions. Explain or elicit the
meaning of words students might not be familiar with.
• Have students read the article individually and answer the
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questions. Tell them not to be concerned if they do not
understand every word in the text.
• Have students check their answers in pairs. Then check
answers with the class.
• If your students need extra support with the reading, play
the recording to the class. Have students stop you when
there is a word they don’t understand. Have other students
provide the answers by paraphrasing, drawing, or miming.
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ANSWERS
1. About three months ago.
2. No.
3. He wanted to go on a beach vacation (and do nothing).
4. It is the longest zip line in Latin America. It is 1,590
meters long. Some parts of it are more than 400 meters
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high. There are 14 platforms. You attach yourself to a
cable and zip down the line over the trees.
5. It was frightening but great, and he recommends it to
everyone.

EXTENSION
Ask more comprehension questions, for example:
What can visitors do on the Tarzan swing?
(They can hold onto a rope and swing over a valley.)
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Why did the author not want to try zip-lining?
(He is afraid of heights.)
What does the author say is Amy’s problem?
(Amy likes to try new things.)

CHALLENGE WORDS
• Focus attention on the words in blue in the article and
explain that these are challenge vocabulary items.
• Write each sentence containing blue words on the board.
• If these challenge words haven’t been defined by this
point, ask students to use the context of the sentence to
guess the definition of each one and then check their
guesses in a dictionary. Then elicit and write the correct
definitions on the board.
• Have students create new sentences for each challenge
item and share them with the class.

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 SPEAKING
The goal of this section is to practice the language in the unit
in an enjoyable, meaningful, and personalized way.

Activity 1
• Focus attention on the game board. Tell students they are
going to play a game about vacation activities.
• Focus attention on the game instructions. Read them to
the class and check understanding.
• Have students make pairs, write the numbers 1 to 9 on
pieces of paper, and put them in a bag or box.
• Focus attention on the example conversation in the speech
bubbles. Model the conversation with a student. Then
have another student choose a number and ask you a
question about the corresponding activity on the board.
Answer the question and then have the student ask you
for more information.
• Have students play the game in pairs, taking turns asking
and answering questions. Remind them to ask for more
information and to take notes so that they can report on
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their partner in Activity 2.
• As students work, walk around the class to check progress
and offer help as necessary.

Activity 2
• Focus attention on the instructions and the example
conversation in the speech bubbles. Model the
conversation with a student.
• Have each pair of students join another pair. Then have
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students take turns telling about their partner’s vacation.
Encourage students to ask for more information.

VARIATION
With small classes, have students tell the class about their
partners. Have the other students ask for more information.
PL
Activity 3
• Have students go online to find an unusual and interesting
activity to do on vacation. Suggest that students can
search on websites of travel agencies specializing in
adventure tours, or look for articles on interesting things
to do on vacation, for example.
• Have students write a text with the information or present
it to the class.
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• Remind students that they can also share the information
they find on the Discussion Board on Online Practice.
You might also want to ask them to use the Discussion
Board for the next unit’s Warm-Up activity.

TEACHER RESOURCE CENTER

Print Unit 1 Test from the Teacher Resource Center for an
end-of-unit assessment.

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 Unit 1 How was your vacation?

SPEAKING What did you do on vacation?

1 PAIR WORK Follow the instructions to play the board game.

1 1
SC3e_SB2_U01_10a
2 2
SC3e_SB2_U01_10b
3 3
SC3e_SB2_U01_10c
Play a Go hiking Meet interesting
sport people
play any sports go hiking meet interesting people

4 5 6
4 5 6
SC3e_SB2_U01_10d SC3e_SB2_U01_10e SC3e_SB2_U01_10f

Go to the Study Go to the

mountains
go to the mountains study beach
go to the beach
7 8 9

7 8 9
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SC3e_SB2_U01_10g SC3e_SB2_U01_10h SC3e_SB2_U01_10i

Passport
Travel to to another country
travel Go sightseeing
go sightseeing Visit family
visit family
another country

• Write numbers 1 to 9 on pieces of paper and put them in a bag or box.

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• Take a number and ask your partner about the activity on the board.
• Respond to your partner’s answer, agreeing or disagreeing, and ask for more information.
• Take turns asking questions. Make notes of your partner’s information.
PL
Did you study on your vacation? Neither did I. So, what did you do?

No, I didn’t. I went to the beach.

2 GROUP WORK Join another pair. Tell the group about your partner’s vacation. Ask for
more information about the other students’ vacations.
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Rita went to Rio last summer. She went sightseeing.

Rita, did you go to Copacabana Beach?

3 OVER TO YOU Find an unusual and interesting activity GO ONLINE

for grammar,
to do on vacation. Share the information with the class.
vocabulary, and
speaking
practice

SPEAKING GRAMMAR LISTENING READING

describe a vacation. agree and disagree understand activities understand an article
with others. and plans. about an unusual
vacation.

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