Oxford smart choice 2 teachers book 3rd edition

With Smart Choice Online Practice, students can use their computer to: • Experience 30 hours of additional practice, with 12 interactive practice activities for each Student Book unit •

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SMART CHOICE Third EdiTion

Starter

SMART CHOICE Third EdiTion

nEW

For SMArT ChoiCE!

More ways to keep learning outside the classroom.

With Smart Choice Online Practice,

students can use their computer to:

• Experience 30 hours of additional practice,

with 12 interactive practice activities for

each Student Book unit

• Complete grammar, vocabulary,

video-based listening comprehension, and

record-and-playback speaking activities

• Go online to research Student Book topics

and share their findings with their

classmates

• Download all the Student Book and

Workbook audio and video

• Connect with their teacher and view and

print their progress reports at any time

Smart Choice Online Practice with On the move provides a wealth of media-rich

skill-building practice for each Student Book unit An intuitive Learning Management System

(LMS) allows students, teachers, and administrators to track and report on student, class,

and institutional performance

o n l i n e

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With Smart Choice On The Move,

students can use their smartphone

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The Online Practice Learning

Management System is an easy-to-use tool for monitoring and tracking student, class, and institutional progress

• Easily create classes, hide and assign content, and track students’ progress

• See your students’ achievements

at a glance

• Use progress reports as invaluable records for student evaluation

• Track progress and see reports for both

Online Practice and On The Move

GET STArTEd

It’s easy to get started with

Smart Choice Online Practice

• Online Practice is password protected: a

Student access code card is packaged with each Student Book and a Teacher access code card comes with each Teacher’s Book

• Administrator access code cards are available upon request from Oxford University Press sales representatives

• Student access codes are valid for one year after registration; Teacher and Administrator access codes do not expire

Smart Choice Level 1

SMART CHOICE

Third EdiTion

nEW

For SMArT ChoiCE!

More ways to keep learning outside the classroom.

Students and teachers can register

for Smart Choice Online Practice

and On The Move in ten languages –

English, Spanish, Portuguese, Japanese, Chinese, Korean, Vietnamese, Thai, Turkish, or Arabic

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Use the following to answer questions 1-4:

Look at the picture Complete the activity label Use a word or phrase from the box.

a book homework on the phone a computer game

Choose the best word or phrase to complete the sentence.

5 I take every morning.

A) TV B) tablet

Midterm Test

Name: _ _

Date: _

Vocabulary

Look at the picture Choose True or False.

B False 2

The bus is late.

• Four interactive, auto-scored

Progress Tests for each level

• Tests cover the core vocabulary,

grammar, and functional

language taught in the

Student Book

• Teachers stay in control – easily

hide and assign the tests and

view students’ results

The Smart Choice Online Practice testing Program includes a comprehensive

range of tests to meet all of your assessment needs

doWnloAdAblE TESTS

• Each level includes 12 Unit Tests,

plus a Midterm and Final Test

• Comprehensive coverage of all the

language and skills taught in the

Student Book

• Language- and skills-based tests

assess vocabulary, grammar, reading,

writing, listening, and speaking

TESTinG ProGrAM

Tests are downloadable from the Online Practice Teacher's Resources area

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WELCOME TO SMART CHOICE

THIRD EDITION!

Smart Choice Third Edition is a four-skills course for

adult and young adult learners who are looking to

improve their ability to communicate in English The

four levels of Smart Choice take students from beginner

to intermediate level Each level contains 60–90 hours

of classroom material In addition to the Student Book,

teachers will find a wealth of supplementary presentation

and practice materials in the Teacher’s Book with

Testing Program, the Workbook with Self-Study

Listening, and the Classroom Presentation Tool

SMART CHOICE 2

Smart Choice 2 is for low intermediate students with

a good basic knowledge of English Low intermediate

students have been exposed to a limited range of

foundational structures and language functions Level 2

takes students to the mid-point of B1 of the Common

European Framework of Reference (CEFR)

Student Book

Each Student Book unit contains vocabulary and

grammar input, pronunciation work, plus practice

in all four skills: speaking, listening, reading, and

writing There are also four review units that feature

an additional conversation and reading text In the

back, there’s a Grammar Reference section, Audio

Script, and Vocabulary List

Online Practice with On The Move

An access code for Online Practice and On The Move

activities is included with each Student Book

Designed to be used outside of class, these activities

provide automatic scoring and feedback Five new

On The Move activities, optimized for smartphones,

enable students to practice their grammar, vocabulary,

and listening skills anywhere, anytime Progress

reports allow students to track their own progress,

and teachers and administrators to track scores of

individuals, classes, and institutions

Class Audio

The Class Audio for each Smart Choice level can

be downloaded from Online Practice and includes

the Vocabulary, Conversation, Language Practice,

Pronunciation, Listening, and Reading from each

Student Book unit, as well as the Conversation and

Reading from the Review Units The Class Audio

is also available to teachers on the Classroom

Presentation Tool

Workbook with Self-Study Listening

The Workbook is designed for self-study, although the exercises can also be used in class as review

The Workbook contains additional practice of all the vocabulary and grammar presented in the Student Book, as well as extra reading, listening, and pronunciation practice The Workbook audio

is available on Online Practice

Teacher’s Book with Testing Program

The interleaved Teacher’s Book includes notes on how to use each Student Book activity The Teacher’s Book also contains answers to all the Student Book and Workbook exercises, language notes, and extra ideas The Online Practice Testing Program includes interactive, auto-scored progress tests and downloadable unit, midterm, and final tests

Classroom Presentation Tool

Classroom Presentation Tool provides teachers with audio, video, answer keys, and scripts

KEY FEATURES OF SMART CHOICESuccess in the classroom

On each page, material is carefully staged to move from controlled to less-controlled activities Attention

is paid at every step to maintain a balance of challenge

and support Smart Choice lets students have real

success communicating in English in contexts that

are educationally and personally rewarding Now I can statements at the end of each unit signal student

achievement and reinforce success

Choice

Personalization activities on every page encourage students to bring their own ideas and opinions into class

With Online Practice, On The Move, and Workbook

with Self-Study Listening, Smart Choice extends this freedom of choice to out-of-class study as well Smart Choice has also been designed to allow teachers

maximum flexibility in adapting the material to their own teaching styles and classroom needs

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HOW SMART CHOICE WORKS

Each unit of Smart Choice follows the same

familiar and reliable format

Vocabulary

Students first of all need words, the building blocks of

language Therefore, every Smart Choice unit begins by

introducing words or phrases that relate to the topic of

the unit First, students engage in a warm-up activity

on the topic Next, they look at a picture that features

the vocabulary in context, match the words and

images, and listen to check their answers Finally,

a short speaking or writing activity allows students

to practice using the new vocabulary items The

Vocabulary Tips present practical strategies to help

students learn new vocabulary

Conversation

The Conversation is designed to build students’

confidence in their ability to speak and understand

everyday English Each Conversation is also available

as a video clip for teachers to play on the Classroom

Presentation Tool in class or for students to watch

through the Online Practice component Using the

vocabulary students have just learned, the Conversation

introduces the grammar and function of the unit

First, students read the conversation and add the

missing words Then they listen to check their answers

and practice the conversation with a partner Finally,

students practice the conversation again, adding new

words and their own ideas The Conversation Tips at the

bottom of the page present practical strategies to help

students develop their conversation skills

Language Practice

The correct use of grammar is an essential element

of communicative competence The Language Practice

page features presentation, practice, and personalization

First, a Language Practice box presents new grammar

in context (A Grammar Reference in the back of the

book provides more comprehensive explanations and

additional exercises.) Next, carefully staged activities,

moving from controlled to less-controlled, practice

the form, meaning, and use of each structure This

page ends with Pronunciation activities that focus

on features of spoken English, including stress,

intonation, reductions, and linked sounds

Listening

The Listening page features a variety of genres, including conversations, interviews, and radio shows, and includes both native and non-native speakers A pre-listening task introduces a second set of vocabulary and helps students predict the kinds of things that they will hear

Then students listen to the recording twice The first time they listen to get the main idea; the second time they listen for specific information The Listening Plus section features a new, more challenging recording that completes the story or gives it an unexpected twist

The Smart Talk information-gap activity at the end of this page provides a fun way for students to practice the key language of the unit

Reading

The Reading page features a colorful, magazine-style article that students can relate to The activities build students’ reading skills while providing input for classroom discussion The first activity usually exploits the images and, where appropriate, the title and headings

of the text This allows students to activate their previous knowledge of the topic and prepare them for the exercises that follow A variety of tasks practice key reading skills, such as skimming, scanning, and reading for main ideas

Writing

The writing activities in Smart Choice are in the back

of the book and can be done either in class or assigned

as homework Writing tasks are carefully controlled, with model texts that offer students clear guidance and opportunities to express their opinions

Speaking

The Speaking page allows students to work in pairs and groups on games, activities, quizzes, and class surveys that combine the language they have just learned with the English they already know There are also speaking tasks throughout each unit to build students’ fluency

Review units

Review units after every three units feature a conversation that incorporates new grammar and vocabulary and an additional reading, both designed to offer slightly more challenge

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USEFUL CLASSROOM LANGUAGE

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USEFUL CLASSROOM LANGUAGE

VOCaBUlary

The goal of this section is to encourage students to use

English in class by presenting and practicing essential

expressions

WARM-UP

• Books closed Elicit English phrases and words

that students already know Point to things in the

classroom, such as the door, windows, books, etc

Elicit the words and write them on the board

• Elicit expressions such as What’s that? What’s your

name? Write them on the board Try to fill the

board with English that students already know

Activity 1

• Books open Focus attention on the pictures

Model the expressions Have students repeat the

expressions after you

• Play the recording Have students practice the

expressions again

ExtEnsion

• Have students look carefully at the pictures in the

Student Book and role-play the situations For

example, have students pick up their notebooks and

pens, as in the first picture Have students practice

asking and answering the questions

• Have students walk around the room, practicing

the expressions in the Student Book Encourage

students not to look at their books If students have

trouble, write the expressions on the board

ExtRA iDEA

Encourage students to use excuse me, please, thank you,

and you’re welcome when asking and answering the

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The goal of this section is to present and practice

more expressions to enable students to use English in

the classroom

WARM-UP

• Books closed Elicit the expressions that students

learned on page 2 Elicit the responses Write the

students’ responses on the board in the form of a

model conversation For example:

A Who’s going to be Student A?

B Which role do you want to take?

A I’ll be Student A.

B OK I’ll be Student B.

A OK.

• Have students make pairs Demonstrate the

conversation with a student Then have students

practice in pairs

Activity 1

• Books open Focus attention on the first picture

Write the conversation beneath the picture on the

board Read the conversation for the class Have

students repeat after you

• Write an incorrect phrase in the first line Elicit that

this is incorrect Repeat this procedure with the

correct answer Who’s going to be Student A?

• Explain that students should complete the

conversations with expressions from page 2 Then

have students do the activity on their own

• As students work, walk around the class to check

progress and offer help as necessary

• Play the recording Allow time for students to

change incorrect answers Then check answers

ANSWERS

1 Who’s going to be Student A?

2 Who’s going to report to the class?

3 How did you answer number one?

4 I don’t understand the activity.

5 What do we do next?

VARiAtion

Before playing the recording, have students make pairs

or small groups Have students read the completed

conversations for the class Have other students

decide whether the pair or group has completed the

conversation correctly Then play the recording and

have students check their answers

T–3

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1 Complete the conversations Then listen and check your answers.

3 A

5 A We’re finished

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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 fishing

b hiking e sailing h horseback riding

c sightseeing f kayaking i scuba diving

Unusual vacation article

2 PAIR WORK Which activities above did you do in the past?

Which activities do you want to do? Tell your partner.

5 4

3

2 1

7

8

9 6

a

I want to go rock climbing.

I went scuba diving last year.

Me, too!

Really? How was it?

fishing

trying to catch fish

Make flashcards to learn new words.

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VOCaBUlary

The goal of this section is to present and practice the

target vocabulary: vacation activities

WARM-UP

• Books closed Elicit places where students went on

vacation Write them on the board Then elicit some

activities that students did in these places Write the

activities on the board Then ask What was your

favorite vacation? Elicit answers and reasons.

• If students contributed to the Warm-Up Discussion

Board as part of the Online Practice, look at their

comments now with the class

Activity 1

• Books open Focus attention on the pictures Check

to see which activities the students already know

• Model the target vocabulary items: rock climbing,

hiking, etc.

• Have students complete the activity on their own

• LANGUAGE NOTE: Explain that we use go, rather

than play or do, with all the activities listed in

• Model the example conversations with a student

• Have students make pairs and do the activity As students work, walk around the class to make sure they are using the correct tenses and to offer help as necessary

ANSWERS

Answers will vary.

ExtRA iDEA

Elicit some places where people do the activities

presented in Activity 1 For example, for fishing, elicit the ocean, a lake, a river, etc

Vocabulary Tip

• Focus attention on the Vocabulary Tip box Have a student read the tip aloud

• Model making a flashcard for a vocabulary word

Write the word on one side and the definition on the other

• Show the side with the word to a student and elicit the definition Turn the card around for the student

to check

SmARt ChoiCE oNliNE

Remind students that there are extra Vocabulary practice activities on Online Practice and On The Move.

Vocabulary: camping, fishing, hiking, horseback riding, kayaking, rock climbing, sailing,

scuba diving, sightseeing; art class, cooking class, music class

Conversation: Talking about vacations

language Practice: Agreeing and disagreeing

Pronunciation: Word stress when agreeing and disagreeing

listening: Conversations about activities and plans

Smart talk: An information gap activity about personal differences

Reading: An article about an unusual vacation

Writing: A conversation about your likes and dislikes

Speaking: A board game about vacation activities

SPEAKING

Vacations GRAMMARAgreeing/disagreeing LISTENINGActivities and plans REAdINGUnusual vacation article

How was your vacation?

T–4

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target vocabulary and grammar of the unit in a typical

conversation

WARM-UP

• Books closed Set the scene Ask What do you say to

other students when you return to class after a long

break or vacation? Elicit questions and responses

such as How was your vacation? What did you do on

vacation? Where did you go? I had a great vacation

I went to Europe.

• You can extend this activity by teaching or eliciting

idiomatic greetings, such as How’s it going? Long

time no see.

Activity 1

• Books open Focus attention on the model

conversation

• Preteach words and phrases students might not

be familiar with For example: beach resort, real

vacation, etc.

• Have students read the conversation silently,

without doing the activity

• Have students fill in the blanks on their own

• Play the recording again Pause after each line of the

conversation and have students repeat Be sure to

correct pronunciation and intonation

• Have students make pairs and practice the

conversation Make sure pairs change roles so they

practice each part

• CULTURE NOTE: The academic year in the United

States traditionally starts in late August or early

September Students usually have a long summer

vacation between May or June and August, and

they often have part-time or full-time jobs during

this period

ANSWERS

1 d 2 b 3 c 4 a

VARIATION

• Play the video instead of the recording when

students are checking their answers

• Play the video again before students practice

the conversation Pause after each line of the

conversation and have students repeat

• When students are familiar with the conversation,

have them close their books Pause the video before

Brad’s lines and have students say his lines Repeat

this procedure for Clare’s lines

Activity 2

• Focus attention on the chart Explain that the chart

is color-coded and that items in the green column, for example, can be substituted into the green box

in the conversation Demonstrate this with studied

Point out the other colors and the corresponding columns in the chart and boxes in the conversation

• Preteach or elicit the meaning of forest, river, hostel, and campground

• Elicit other words or phrases that can go in each column Explain to students that they can practice with their own ideas as well as those in the book

• Have students make pairs and practice the conversation Make sure pairs change roles so they practice each part

EXTRA IDEA

Have students describe what they did during the last vacation or holiday period Have students vote for the most enjoyable and least enjoyable vacation

SMART CHOICE ONLINE

Remind students that there are extra Conversation practice activities on Online Practice and On The Move.

T–5

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O N L I N E

PRACTICE

CONVERSATION

1 Complete the conversation Then listen and check your answers

Practice the conversation with a partner.

a scuba diving b at the beach c beach resort d worked

Clare Really? How strange! What did you do there?

Clare Hey! So did I! Did you like it?

Clare Neither can I!

2 PAIR WORK Practice the conversation again Use the ideas below

Add your own ideas.

How was your vacation? • Unit 1

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O N L I N E

PRACTICE

LANGUAGE PRACTICE

Grammar Reference page 125

1 Match the statements and responses.

2 Complete the conversations.

1 A I want to travel to different countries.

2 A I’m not going to the beach this year.

3 A I went to the Grand Canyon on vacation.

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

PRONUNCIATION— Word stress

1 Listen Notice the stress on subject words when agreeing or disagreeing.

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

Agreeing and disagreeing

Agree Disagree

I want to travel to different countries. Oh, I don’t I want to

spend my vacations here.

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target grammar: agreeing and disagreeing

• Books closed Divide the board into four squares

In the top left square, write So am I In the top right

square, write I’m not.

• Elicit statements using I am from the class For

example: I’m from Tokyo I’m 20 years old

Agree and disagree with these statements using So

am I and I’m not to explain the difference When

disagreeing, give information that is true for you

For example: I’m not I’m from Toronto, Canada.

• Write Neither am I and Really? I am in the bottom

left and bottom right squares of the grid on the

board, respectively Repeat the above procedure

with negative statements Elicit statements such as

I’m not from Canada

• Books open Focus attention on the Language

Practice box Show how the statements and the

responses, agreeing and disagreeing, use the same

verb tense For example: I stayed … So did I

• Direct students to page 125 of the Grammar

Reference for more information and practice

Activity 1

• Explain that students need to match the statements

and the responses Have students notice the same

tense in the first statement and its response Ask if

the response agrees or disagrees with the statement

Then check answers

ANSWERS

1 e 2 a 3 b 4 c 5 f 6 d

EXPANSION

Have students change the statements from affirmative

to negative or from negative to affirmative Then have

students change the responses

Activity 2

• Write the first conversation on the board Elicit

the response and why the correct answer is So do I

(The speaker agrees with the statement I want to

travel to different countries, which is indicated by the

additional statement, It’s the best thing to do.)

• If students have difficulty with the activity, briefly

go through the items and elicit from students

whether speaker B agrees or disagrees with

speaker A Next, have students focus on the tenses

used in speaker A’s statements Then focus attention

back on the Language Practice box

• Explain that students should agree or disagree with A’s statements in Activity 2 using the short responses from the Language Practice box and adding some more information

• Have students do the activity in pairs

• Model the examples Make sure students notice that

the subject words, such as I and Sara, are stressed in

the responses

• Play the recording

Activity 2

• Play the recording again

• Have students practice saying the examples in Activity 1

Remind students that there are extra Language Practice activities on Online Practice and On The Move.

T–6

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The goal of this section is to practice listening for the

main idea, to practice listening for specific information,

and to discuss the listening passages

Activity 1—Before you listen

• This activity introduces three new vocabulary items:

art class, cooking class, music class

• Model each new vocabulary item and have students

repeat

• Focus attention on the three pictures Have students

describe where the people are and what they are

doing Ask several students Would you take these

classes during your vacation? Then ask follow-up

questions such as Which class would you take? Why?

Why not?

ANSWER

Answers will vary.

Activity 2

• Focus attention on the instructions and the picture

Ask What are these people’s names? What are they

doing?

• Focus attention on the instructions and the items

Explain that students will write the initial of the

person next to each item Sometimes both initials

will be possible Make sure students understand that

Tom is a male name and Joanne is a female name.

• Preview the words in the items and teach their

pronunciation if necessary

• Play the recording and have students do the activity

Then check answers

• Focus attention on the questions Explain any

vocabulary as necessary Then explain that students

will listen to the conversation again and write short

answers to the questions

• Play the recording again If necessary, pause the

recording after every few lines to give time for

students to write their answers Then check answers

ANSWERS

1 It was wonderful.

2 Languages.

3 To take cooking classes.

4 No, they didn’t.

5 They visited their grandparents in Florida.

6 To take more cooking classes.

Then check answers

Have students rewrite the false statements in Activity 4

to make them true For example: Tom didn’t recognize Lisa when he saw her, or Lisa recognized Tom when she saw him.

ExtRA iDEA

• Write one more question about the Listening Plus

conversation on the board For example: Where did Lisa go on vacation? Elicit answers (Barcelona,

Remind students that there are extra Listening practice activities on Online Practice and On The Move.

T–7

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SMART TALK

LISTENING

during your vacation?

2 Listen to two students talking about their vacation Write T (Tom)

and/or J (Joanne) next to the places they visited and the subjects

they are interested in.

3 Listen again Answer the questions.

1 How did Joanne describe her vacation?

2 What does she want to study this semester?

3 Why did Tom go to Europe?

4 Did Tom and Joanne travel to other places in Europe?

5 Who did they visit when they returned to the US?

6 Why does Tom want to go to Brazil?

4 Listening PLUS Listen to more of the conversation

Choose (✓) True or False.

1 Tom recognized Lisa when he saw her

2 Tom and Lisa were in the same class last semester

3 Lisa and Joanne met in Europe

4 Lisa probably saw Tom in a hostel

5 Lisa didn’t like Barcelona very much

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2 Read the article Answer these questions.

1 What is Tough Mudder?

2 Who suggested doing the Tough Mudder?

3 What did they have to do first?

4 Can you do the Everest obstacle alone?

5 How did they feel at the end?

1 Is there anything like this challenge in your country?

2 Do you think the challenge is a good idea? Why or why not?

My friend Garry called me about three months ago

“What are you doing in June?” he asked

“Going on vacation,” I replied

“Excellent! So am I,” he said “I’m going to do a Tough Mudder in New Jersey And so are you!”

Tough Mudder is a really hard endurance test You have to be a little crazy to do it But you also have

to be very fit

“Wait a second,” I said to Garry “I’m not fit enough

to do a Tough Mudder.”

“Neither am I,” he replied “So let’s get fit.”

So we got fit Last week, we finally did the Tough Mudder And it was tough!

There were about 20 weird obstacles on the course

The first was a dumpster full of ice cold water We dove into it It was terrible; I almost died Next, we crawled

across a muddy field with live electric wires over our heads I was terrified of getting an electric shock Then there was Everest You run up a quarter pipe covered in mud It’s impossible if you don’t work as a team Your friends at the top must help you

At the end, I was exhausted, cold, wet, and covered in mud

“How do you feel?” asked Garry

“Great,” I replied

“So do I,” he said “When do we start training for the next one?”

I don’t think it’s

a good idea Neither do I It’s dangerous.

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The goal of this section is to practice reading

comprehension

Activity 1—Before you read

• Books closed Ask students When you go on

vacation, do you like to be active or do you prefer to

relax? What kinds of things do you like to do? Why?

• Books open Focus attention on the pictures Ask

What are they doing? Have students describe what

they see in each picture

PoSSiBlE ANSWERS

Someone is in very cold water.

They are crawling under wires/in the mud/on the ground.

They are climbing over a curved wall.

Activity 2

• Read the article aloud to the class or play the

recording Tell students not to be concerned if they

do not understand every word

• Have students read the article individually and

answer the questions Then check answers

• Read the article aloud again This time, have

students stop you when there is a word they don’t

understand Have other students provide the

answers by paraphrasing, drawing, or miming

• CULTURE NOTE: The first Tough Mudder was held

in the United States in 2010 Since then, more than

2 million people have competed in the events around

the world

ANSWERS

1 It’s a really hard endurance test.

2 (The narrator’s friend) Garry suggested it.

3 They had to get fit.

4 No, you can’t Your friends have to help you.

5 They felt great.

ExtEnsion

Ask more comprehension questions, for example:

When did they do the Tough Mudder? (last week/in

June)

How many obstacles were there? (about 20)

What was the narrator terrified of? (getting an electric

shock)

CHALLEnGE WoRDs

• Focus attention on the words in blue in the article and explain that these are challenge vocabulary terms

• Write each sentence containing blue words on the board

• If these challenge terms 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 Elicit and write the correct definitions on the board

• Have students create new sentences for each challenge term and share them with the class

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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 instructions Read them to

the class and explain any vocabulary if necessary

• 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 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 instruction and the example

conversation in the speech bubbles Model the

conversation with a student

• Have each pair of students join another pair Then

have 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

• 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 cool things to do on vacation, for example

• Have students write a text with the information or

present it to the class

• 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

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Now I CaN

Go oNLINE Find an unusual and interesting activity to do on vacation Share the information with the class.

SC3e_SB2_U01_10a SC3e_SB2_U01_10b SC3e_SB2_U01_10c

SC3e_SB2_U01_10d SC3e_SB2_U01_10e SC3e_SB2_U01_10f

SC3e_SB2_U01_10g SC3e_SB2_U01_10h SC3e_SB2_U01_10i

3 6 9

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

2 GROUP WORK Join another pair Tell the group about your partner’s

vacation Ask for more information about the other students’.

SPEAKING — What did you do on vacation?

SPEAKING

describe a vacation

REAdING

understand an article about

an unusual vacation

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

� 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.

Did you study on your vacation?

No, I didn’t.

Neither did I So, what

Mario went to Rio last summer

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1 Look at the picture What are the movie and music styles? Write the correct letter

Then listen and check your answers.

a action movie d martial arts movie g classical music j jazz

b animation e horror movie h country music k rap

c romantic comedy f science fiction movie i heavy metal l soul music

1

5

6 2

10

8

7 9

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target vocabulary: movie and music genres

WARM-UP

• Books closed Ask students to name a movie they

saw recently, or the last movie they saw Ask

follow-up questions such as Who was in it? What was it

about?

Activity 1

• Books closed Elicit the kinds of movies and music

students know Write these on the board in two

columns

• Books open Focus attention on the picture

Model the target vocabulary items: action movie,

animation, etc.

• LANGUAGE NOTE: Movie is a count noun Different

kinds of music, however, are noncount nouns

When making a general statement about likes and

dislikes, we use the plural form of count nouns For

example: I like action movies However, we don’t say

I like raps We say I like rap (music).

ANSWERS

1 c

2 a 3 e 4 f 5 b 6 d 7 j 8 g 9 h 10 i 11 k 12 l

Activity 2

• Write the example conversations on the board

Review the language for agreeing and disagreeing using the Language Practice box on page 6, in Unit 1, if necessary

• Have two pairs of students model the example conversations, using their own information

• Have students make pairs and do the activity As students work, walk around the class to offer help as necessary

SPEAKING

Giving opinions GRAMMAR-ing/-ed adjectives LISTENINGMaking movies and music REAdINGMovie reviews

Vocabulary: action movie, animation, classical music, country music, heavy metal, horror movie,

jazz, martial arts movie, rap, romantic comedy, science fiction movie, soul music; make a movie,

play in a band, record a song

Conversation: Giving opinions

language Practice: -ing /-ed adjectives

Pronunciation: Final ed sounds

listening: Interviews about making movies and music

Smart talk: An information gap activity about preferences

Reading: An article about movies

Writing: A letter about movies

Speaking: A survey about movies

T–10

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The goal of this section is to present and practice

the target vocabulary and grammar of the unit in a

typical conversation

WARM-UP

Books closed Write some of the kinds of music and

movies from page 10 on the board Take a vote to see

whether most students in the class like or dislike the

different types

Activity 1

conversation

• Preteach words and phrases students might not be

familiar with For example: can’t stand, I’m not really

a movie fan, etc.

• Have students fill in the blanks on their own

practice each part

• LANGUAGE NOTE: We often use prefer when we are

comparing two things For example: I prefer pop

music to classical music In the conversation, Ana is

comparing listening to music to watching movies

ANSWERS

1 a 2 b 3 d 4 c

EXTENSION

• Books closed Dictate the lines from the

conversation in random order and have students

write them on a piece of paper

• Then have students work in pairs to put the lines in

the correct order

• Books open Have students check answers in the

book Then have some pairs read the conversation

to the class

VARIATION

Play the video instead of the recording when

conversation and have students repeat

• When students are familiar with the conversation, have them close their books Pause the video before Anthony’s lines and have students say his lines

Repeat this procedure for Ana’s lines

Activity 2

is color-coded and that items in the green column, for example, can be substituted into the green box

in the conversation Demonstrate this with an action movie Point out the other colors and the

corresponding columns in the chart and boxes in the conversation

EXPANSION

Have the students replace the adjectives exciting, relaxing, and boring with other appropriate adjectives they know For example: thrilling, fascinating, etc

Conversation Tip

• Focus attention on the Conversation Tip box

Explain that in the conversation, expressions like I can’t stand and I think they’re terrible are examples

of strong language The sentence in the tip, I’m not really a movie fan, is much softer and friendlier

Elicit reasons why speakers might soften their language when expressing dislike or disagreement

• Elicit softer expressions for those used in the conversation and write them on the board For

example: I don’t like those movies very much instead

of I can’t stand those movies, I don’t think they’re very good instead of I think they’re terrible, I don’t think it’s very interesting instead of I think it’s boring Write

them on the board

T–11

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O N L I N E

PRACTICE

CONVERSATION

1 Complete the conversation Then listen and check your answers

a a horror movie b fun c classical music d terrible

Ana What’s that noise?

Ana Oh, I can’t stand those movies!

Anthony OK, so what kinds of movies do you like?

Ana Well, I’m not really a movie fan I prefer listening to music

Anthony What kind of music?

Anthony I don’t I think it’s boring!

2 PAIR WORK Practice the conversation again

Use the ideas below Add your own ideas.

Well, I’m not really a movie fan

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O N L I N E

PRACTICE

1 Complete the sentences with a pair of words.

amazed - amazing bored - boring excited - exciting disappointed - disappointing

2 Write your opinion about these things.

1 live concerts:

2 music festivals:

3 movie theaters:

4 classic old movies:

PRONUNCIATION—Final ed sounds

1 Listen Notice how the final edsounds like /d/, /t/, or /d/ What sound

does each word end with? Choose the correct sound.

2 Listen again and repeat Be sure to say the final ed correctly.

Adjectives ending in –ing and –ed

I think horror movies are frightening I’m frightened by horror movies

They’re frightening movies.

I think action movies are interesting I’m interested in action movies

They’re interesting movies.

Do you like jazz?

Yes I think it’s very relaxing Yes It makes me feel relaxed.

I think live concerts are very exciting. Really? I think they’re

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target grammar: adjectives ending in -ing and -ed.

• Books closed Write on the board:

Ana is bored.

The book is boring.

Underline the -ed in bored and the -ing in boring

Ask students if they can explain the difference in

meaning between the two sentences

• Explain that we use bored to describe how we feel

Give other examples, such as I am excited I am

frightened

• Explain that we use boring to describe something

that makes us feel bored For example: The book

is boring The movie is boring Tell students that

adjectives that end in -ing describe a quality of

something or someone

• Books open Focus on the examples in the Language

Practice box Make sure students understand the

difference between adjectives ending in -ing and -ed

by eliciting contextually related example sentences

of each For example: The movie was exciting

I was excited.

• Direct students to page 126 of the Grammar

Reference for more information and practice

Activity 1

• Focus attention on the sentences and the words in

the box Explain that students need to write -ing

adjectives and -ed adjectives in the correct blank

of each line Do the first item on the board as

an example

• Review the adjectives in the box

Then check answers

• Explain to students that they should write their own

opinions of the topics related to music and movies

listed in the activity

• LANGUAGE NOTE: There is a difference between

classical, as in classical music, and classic Classical

music refers to music by composers such as Mozart

and Beethoven Classic, as in a classic old movie,

means that the movie is very good and well known

• Model the three possible sounds for the ed ending.

• Elicit or explain when we use each sound:

/d/ when the word ends in vowel sounds and voiced consonants, such as /b/, /g/, /l/, /m/, /n/, /r/, /v/, /z/; /t/ after unvoiced consonants, such as /f/, /k/, /p/, /s/; /ɪd/ after /t/ or /d/

• Play the recording and have students do the activity Then check answers

Remind students that there are extra Language Practice activities on Online Practice and On The Move.

T–12

Trang 30

The goal of this section is to practice listening for the

main idea, to practice listening for specific information,

and to discuss the listening passages

Activity 1—Before you listen

• This activity introduces three new vocabulary items:

make a movie, play in a band, record a song.

• Focus attention on the words in the box Model

each phrase and have students repeat

• Focus attention on the pictures Have students

describe what they see

• Have students write the phrases under the correct

pictures Then check answers

ANSWERS

A make a movie B play in a band C record a song

Activity 2

• Focus attention on the pictures in Activity 1 again

Explain that students will listen to three interviews

with people talking about the activities in the

pictures Students should number the pictures in the

order they hear about the activities

Then check answers

ANSWERS

A 1 B 2 C 3

Activity 3

• Focus attention on the sentences and answer

choices Explain that students will listen again and

choose the correct ending to the sentences

• Preteach any words students might not be familiar

with For example: direct, studio, violin, tour, etc.

Then check answers

ANSWERS

1 b 2 a 3 a 4 b 5 a 6 b

EXTRA IDEA

• Write some comprehension questions about the

recording on the board For example:

How old is Sandra?

Who acts in Sandra’s movies?

What is Andy going to learn to play?

What is he going to do next week?

What kinds of songs do Briana and Enrique write?

What instrument does Enrique play?

• Have students answer the questions individually

Then have them compare answers with a partner before checking answers with the class

Activity 4

• Explain that students will listen to a later episode

of the program they listened to in Activity 2 and answer the questions

• Focus attention on the questions Explain any vocabulary items as necessary

Then check answers

ANSWERS

1 They were very excited about it.

2 Because his performance was terrible.

3 They didn’t have enough time.

4 All of them.

EXTRA IDEA

• Have students listen again and write three true/false

statements about the Listening Plus interviews

• Play the recording again, pausing after each interview, and have students write their statements

• Have students make pairs to exchange statements and identify if they are true or false

• Elicit some statements and answers from students

SMART TALK

Teaching notes for the Smart Talk activity begin on page T–86

Remind students that there are extra Listening practice activities on Online Practice and On The Move.

T–13

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SMART TALK

LISTENING

Label each picture with an activity from the box.

play in a band make a movie record a song

2 Listen to three interviews Number the pictures above.

3 Listen again Choose the correct ending to the sentences.

1 Sandra wants to .

2 She’s planning to do it .

3 Andy can play .

4 He wants to .

5 Briana and Enrique .

6 Next week, they’re going to record their songs .

4 Listening PLUS Listen to more interviews with the people above

Answer the questions.

1 How did Sandra’s friends feel about the movie?

2 Why was Andy disappointed?

3 What was the problem in the studio for Briana and Enrique?

4 Which of the four people want to try the activity again?

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2 Read the text and answer the questions.

1 What’s the difference between disaster movies and movie disasters?

2 Why were the producers happy with the fourth Pirates of the Caribbean?

3 Is 47 Ronin a true story?

4 What did the two viewers like about 47 Ronin?

5 What is Mars Needs Moms about?

do you think the movies were not successful? Tell your group.

Movie disasters!

Disaster movies are about typhoons or tsunamis, but movie disasters are not

about disasters They’re about losing money

Making blockbuster movies is an expensive business Movies like Avatar

and Titanic cost a fortune, but they also make a lot of money for the studios

One of the most expensive movies in Hollywood history was Pirates of the

Caribbean: On Stranger Tides, the fourth film in the series starring Johnny

Depp as Jack Sparrow It cost almost $400 million! Fortunately, it made more

than a billion dollars worldwide, so the producers were really happy

Viewers said:

“On Stranger Tides is fast moving and exciting, and Penelope Cruz

is really astonishing.”

“The first Pirates movie was innovative and surprising The fourth one isn’t so much.”

However, some movies are costly but not successful, and the studios lose a lot

of money One of these movies was 47 Ronin It’s a fictional story of a group

of samurai warriors in eighteenth-century Japan It stars experienced actors Keanu Reeves and Hiroyuki Sanada, and it has some impressive epic scenes

of samurai battles According to estimates, it cost $225 million to make, but it only made $151 million

Viewers said:

“This is a colorful and exciting story The sword-fighting scenes are incredible.”

“Great atmosphere, but the acting is a little disappointing.”

Another disaster was Mars Needs Moms, a 3-D animated

science fiction comedy A nine-year-old boy named Milo has to rescue his

mom after Martians abduct her The producers wanted to make the perfect

exciting enough for kids According to estimates, it cost more than $150

million Unfortunately, it made less than $40 million

Viewers said:

“The visuals are absolutely spectacular, and the Martians are a lot of fun.”

“The movie starts very well, but in the end, I was disappointed The story wasn’t very imaginative.”

The message seems clear: spending a lot of money on a movie doesn’t

I think it’s exciting! • Unit 2

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The goal of this section is to practice reading

comprehension

Activity 1—Before you read

Focus attention on the posters Ask What movies are

they? What do you know about these movies? Elicit

answers

ANSWERS

Answers will vary.

Activity 2

• Focus attention on the title and the first paragraph

Ask What is the article about? (Movie disasters, that

is, movies that lose money.)

• Read the article aloud to the class or play the

recording Tell students not to be concerned if they

do not understand every word

• Have students read the article individually and

answer the questions Then check answers

• Read the article aloud again This time, have

students stop you when there is a word they don’t

understand Have other students provide the

answers by paraphrasing, drawing, or miming

ANSWERS

1 Disaster movies are about typhoons or tsunamis

Movie disasters are movies that lose money.

2 Because it made more than a billion dollars worldwide.

3 No, it’s fictional.

4 It was a colorful and exciting story, with incredible

sword-fighting scenes and great atmosphere.

5 A nine-year-old boy has to rescue his mom after

Martians abduct her.

CHALLEnGE WoRDs

• Focus attention on the words in blue in the article

and explain that these are challenge vocabulary

terms

• 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 Elicit and

write the correct definitions on the board

• Have students create new sentences for each

challenge term and share them with the class

Activity 3

• Have students make groups

• Focus on the questions Then have students discuss their ideas in groups

• Have the groups share some of their opinions with the class

ExtRA iDEA

• Elicit a list of topics that movie and music reviews could cover and write them on the board Movie reviews could mention, for example, the acting, the costumes, the direction, etc Music reviews could mention the instruments, the music, the singing, and the lyrics (if appropriate) For each topic, elicit adjectives students could use and write them

on the board

• Have students write a review of their favorite movie

or music album for homework

Trang 34

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 survey

• Review the survey questions and answer choices

Explain any words or phrases students might not be

familiar with For example, local movies are movies

that are made in the country or region in which

students are living

• Have students do the activity on their own As they

complete the activity, walk around the class to offer

help as necessary

• LANGUAGE NOTE: The masculine noun actor is

often used for males and females

Activity 2

• Have students make groups

• Focus attention on the first question in the survey:

How often do you watch a movie? Give your own

answer Then ask a student the question Ask a

follow-up question, such as Really? You never watch

movies? Why?

• Focus attention on the model conversation Have

three students read it to the class

• Have students do the activity

• Once students complete the activity, give them

a few minutes to discuss who has the most

in common

EXTRA IDEA

Have students extend the survey by writing three more

survey questions and answer choices

Activity 3

• Focus attention on the first question Write the four

answer choices on the board

• First, elicit the features of movie posters that

students find persuasive Use the posters on pages

10 and 14 as examples For example, the writing

(the font), the picture, a picture of a particular

actor, etc

• Next, focus attention on reviews Ask students

where they read or see reviews, and the names of

their favorite reviewers

• Then ask students to describe what is persuasive

about a trailer For example: The trailer shows my

favorite actor.

• Finally, ask students to explain why their friends’

opinions do or do not make a difference

• Then focus attention on the second set of questions and answer choices Tell students that they should answer the questions in as much detail as they can

• Have students do the activity in groups

EXTRA IDEA

Have students work in groups to write similar surveys

relating to other topics For example: What sporting events do you go to? How often do you go to a concert?

Write some sample survey questions on the board

• Have students go online to find three reviews of one

of their favorite movies Suggest they can search on

a movie review website, or look at three different online newspapers or magazines

• Have students tell the class or write a text summarizing the opinion and arguments in each review and saying which they agree with

• 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

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NOW I CAN

GO ONLINE

SPEAKING

understand and give opinions

GRAMMAR

use -ing/-ed adjectives

Find three reviews of one of your favorite movies Describe them to the class

Which do you agree with?

1 Complete the survey with information about you.

SPEAKING — You and the movies

1 How often do you watch a movie?

2 Which movies do you prefer to watch? Why?

6 How many times did you watch your favorite movie?

A How often do you watch a movie?

B I usually watch one every week What about you?

C I never watch movies!

1 Why do you go to see a new movie? Because of…

2 Where do you prefer to watch a movie? Why?

Trang 36

1 Look at the pictures What are the extreme sports and

activities? Write the correct letter Then listen and check your answers.

Do it before you’re 30!

3

2 PAIR WORK Which things in the pictures do you want to try?

Compare your answers.

No, I don’t.

It looks dangerous!

Yes, I do Do you want to try bungee jumping?

Why not?

Make word associations

to learn new words.

VOCABULARYTIP

jump skydiving plane

Have you ever done these things?

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target vocabulary: extreme sports and activities

WARM-UP

• Books closed Elicit words related to extreme sports

and activities Write examples on the board Then

have students describe the extreme sports and give

examples Ask Have you ever done these things?

Activity 1

• Books open Focus attention on the pictures Check

to see which activities the students already know by

eliciting the sports

• Model the target vocabulary items: bungee jumping,

driving a racecar, etc.

• LANGUAGE NOTE: We use go, rather than do or

play, with bungee jumping, zip-lining, parasailing,

windsurfing, hang-gliding, and skydiving Dangerous

sports are called extreme sports.

ANSWERS

1 a

2 g 3 d 4 b 5 c 6 h 7 f 8 e

Activity 2

• Focus attention on the question and the example

conversation in the speech bubbles Elicit reasons

why students might or might not want to try the

sports in Activity 1

• Have two students read the example conversation for the class Then model the conversation with a student and show how to adapt it Have the student

read the first line Respond with No, I don’t, and elicit Why not? from the student Give a reason and

ask the student about the next activity

• Have students make pairs and do the activity

• Focus attention on the Vocabulary Tip box and

the three items in the example: jump, skydiving, and plane Ask What’s the connection between these words? Elicit They are all connected to skydiving

• Choose another sport, for example, skiing Elicit

words that are connected, such as skis, pole, mountain, snow.

• Explain to students that trying to remember words that are connected is a useful strategy, as it makes the vocabulary items easier to remember

Vocabulary: bungee jumping, driving a racecar, hang-gliding, parasailing, riding a motorcycle,

skydiving, windsurfing, zip-lining; cave diving, snowboarding, whitewater rafting

Conversation: Talking about personal experiences

language Practice: The present perfect

Pronunciation: Linked sounds with consonants and vowels

listening: Phone conversations about personal experiences

Smart talk: An information gap activity about experiences

Reading: An article about an extreme sport

Writing: An interview with a celebrity

Speaking: A survey about activities and experiences

Trang 38

target vocabulary and grammar of the unit in a typical

conversation

WARM-UP

Books closed Set the scene Ask students what chores

they have to do regularly Elicit examples and write

them on the board For example: do the laundry, do the

cooking, etc

Activity 1

conversation

• Preteach words and phrases students might not

be familiar with For example: vacuuming, ridden,

driven, gone, by the way.

• Have students do the activity on their own

practice each part

• LANGUAGE NOTE: We use the verb drive for cars

and other vehicles with four or more wheels We use

ride with two-wheeled vehicles, such as motorcycles,

and animals, such as horses

ANSWERS

1 b 2 c 3 d 4 a

VARIATION

• Play the video instead of the recording when

conversation, and have students repeat

• When students are familiar with the conversation,

have them close their books Pause the video before

Doug’s lines and have students say his lines Repeat

this procedure for Clare’s lines

Activity 2

is color-coded and that items in the green column,

for example, can be substituted into the green

box in the conversation Demonstrate this with a roller coaster Point out the other colors and the

corresponding columns in the chart and boxes in the conversation

• Preteach words as necessary, such as roller coaster and electric car.

EXTRA IDEA

Have students practice the conversation with different emotions For example, students can practice Clare’s lines with impatience, anger, disinterest, etc

T–17

Trang 39

O N L I N E

PRACTICE

CONVERSATION

1 Complete the conversation Then listen and check your answers

a vacuuming b a motorcycle c a racecar d skydiving

Doug Have you read this article called “Things to do before you’re 30”?

Clare No, I haven’t What’s it about?

Clare No, I haven’t.

Clare No, I haven’t I’ve never done anything!

Doug That’s not true! You’ve done a lot of things They’re just not on this list.

Doug No, I haven’t.

Clare Do you want to start now? I’m really busy.

2 PAIR WORK Practice the conversation again Use the ideas below

Add your own ideas.

a roller coaster a sports car zip-lining cleaning the windows

a horse an electric car hang-gliding doing the laundry

Do it before you’re 30! • Unit 3

Trang 40

O N L I N E

PRACTICE

1 PAIR WORK Complete the conversations Then practice them with a partner.

them with a partner.

3 PAIR WORK Answer the questions in Activity 1 with information about you.

PRONUNCIATION— Linked sounds

1 Listen Notice how consonant sounds link to words that begin with vowel sounds.

1 Have you ever ridden a horse?

2 Have you ever bought a car?

3 Have you ever run a marathon?

4 Have you ever seen an elephant?

2 Listen again and repeat Be sure to link the words.

The present perfect

Have you ever ridden a motorcycle? Have you ever gone skydiving?

Yes, I have I rode one yesterday Yes, I have I went last summer

No, I haven’t But I’ve ridden a bicycle No, I haven’t But I’ve gone parasailing.

Has she ever driven a sports car?

Yes, she has She drove one on vacation

No, she’s never driven a car.

Have you ever eaten Moroccan food?

No, I haven’t Is it good?

REGULAR VERBS

jump jumpedplay playedvisit visitedtry tried

IRREGULAR VERBS

be beenbuy bought

do donedrive driveneat eatenfly flown

go gonemeet metride riddenrun runsee seen

Do it before you’re 30! • Unit 3

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