Oxford smart choice 3 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 STArTEdIt’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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Classroom video segments bring all Student Book Conversations to life, providing realistic models for discussing idioms, culture, pronunciation, and body language.

embedded answer keys and audio scripts

for all activities allow teachers to spend less time reviewing and correcting activities and more time promoting conversation

Variety of audio, video, and PowerPoint ™ media

are embedded as links on each page Launch these

media assets to stimulate students with a broad range

of learning styles and promote heads-up participation

easy-to-use tool barinvites teachers

to write and save notes, move from single- to double-page format, and zoom in to highlight portions of each page

Smart Choice itools on USB transforms the Student Book into a media-rich classroom

presentation tool The intuitive design of iTools helps teachers navigate easily from page

to page Unit-by-unit Teacher’s Book reference notes provide recommendations for

where and how to effectively integrate iTools iTools is compatible with all interactive

whiteboard hardware and can also be used with a computer and data projector

Smart Choice itools also includes dozens of extra resourceson the iTools USB

including speaking practice worksheets, video worksheets, and PowerPoint™ grammar

presentations, giving teachers more useful tools for classroom presentation and

customizable resources for student practice

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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 iTools with customizable resources

Smart ChOiCe 3

Smart Choice 3 is for students with intermediate

knowledge of English Intermediate students have been

exposed to a wide range of foundational structures

and language functions They are beginning to develop

effective conversational skills in the English language

Level 3 takes students to the end 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 iTools

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, extra ideas, and notes on when to use the resources available on iTools

The Online Practice Testing Program includes interactive, auto-scored progress tests and downloadable unit, midterm, and final tests

itools with audio, Video, and extra resources

iTools, available on USB, contains all the Student Book audio and video, and a range of extra classroom resources These include customizable worksheets

to encourage extra speaking practice, animated PowerPointTM presentations of the grammar, and video worksheets to fully exploit the video in the classroom

Key FeatUreS OF Smart ChOiCe

Success 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 The iTools customizable worksheets let teachers adapt material to match the interests and backgrounds of their students

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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 through iTools 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

VOCaBUlary

The goal of this section is to encourage students to use

English in class by presenting and practicing useful

classroom language

WARM-UP

• Books closed Elicit English words and phrases

that students already know Ask students what they

usually say when they don’t understand

• Elicit expressions, such as I don’t know and What

does this mean? and write them on the board Try

to fill the board with English statements, questions,

and answers that students already know

Activity 1

• Books closed Ask How do you ask for help? Elicit

Can you help me? Then say You want to be sure

people understand you What do you ask? Elicit Do

you understand me? or Do you know what I mean?

Ask these questions and elicit possible responses,

for example: Yes, I think so and I don’t think I do.,

etc Then have students practice asking you the

questions

• Books open Focus attention on the pictures

Read the expressions Explain or elicit that these

expressions help students to work together in class

Then have students repeat the expressions after you

• Play the recording Have students practice the

expressions again

EXTRA IDEA

Encourage students to suggest other ways to say the

same thing For example: I don’t get it or What did you

get for number one?

T–2

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The goal of this section is to present and practice

more useful language to enable students to use English

in the classroom

WARM-UP

• Books closed Elicit the expressions that students

learned on page 2 Write the students’ responses on

the board Then use some of them to write a model

conversation For example:

A I don’t understand the activity.

B We have to write sentences.

A What do we do next?

B We compare our answers.

A Oka y Let’s start.

• Demonstrate the conversation with one student

Then have students practice in pairs

Activity 1

• Books open Focus attention on the first picture

Write the conversation from picture one on the

board Read the conversation for the class Have

students repeat after you

• Focus attention on the expressions on page 2 If

necessary, read the expressions again and have the

students repeat after you

• Write an incorrect phrase from page 2 in the first

line Have students indicate that they know that this

is incorrect Repeat this procedure with the correct

answer (Who’s going to be Student A?)

• Have students do the activity on their own Walk

around the class to check that students understand

how to complete the activity

• 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, divide students into pairs

or small groups Ask students to read the conversations

Have other students decide whether the pair or group

completed the conversation correctly Then play the

recording and allow students to check their answers

EXTENSION

• Have students role-play the situations using the vocabulary and expressions on pages 2 and 3 and any other useful language of their own If necessary, brainstorm the expressions and responses and write them on the board

• Ask students to sit with a partner, as in the first three pictures Have students practice the expressions and make new conversations

• Then have students sit in small groups and practice the conversations for the other pictures

• Encourage students to create new conversations that are different from the ones on page 3

• Have a few students share their role plays with the class

T–3

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B No, not really Let’s ask the teacher.

C Excuse me, can you explain it again?

3 A

B I wrote the coast for the first one.

A I think that’s right.

5 A We’re finished

B I don’t know Let’s ask for help.

C I think we’re supposed to start over.

2 GROUP WORK Practice the conversations.

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WARM

What are some hobbies you know?

O N L I N E

PRACTICE

Learn common verb/object pairs.

VOCABULARY

1 Look at the pictures What are the people doing? Write the correct letter

Then listen and check your answers.

a running marathons c making videos e doing volunteer work g writing poetry

b playing the guitar d taking selfies f collecting comic books h exploring nature

2 Complete the chart with the words in the box Then add more words from the pictures.

big dinners music yoga classes autographs walks

making … taking … doing … collecting …

big dinners

3 CLASS ACTIVITY Find three classmates who like one

of the hobbies above.

collect

comic books coins dolls

Do you like taking selfies? Yes, I do My friends

and I post them online!

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Describing hobbies GRAMMARPres perfect continuous LISTENINGA show about hobbies REAdINGAn unusual hobby

VOCaBUlary

The goal of this section is to present and practice the

target vocabulary: hobbies

WARM-UP

• Books closed Elicit hobbies students already know

in English Write these on the board

• 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 hobbies students already know

• Model the target vocabulary items—running

marathons, playing the guitar, making videos, etc.

• Have students complete the activity on their own

• LANGUAGE NOTE: Students may ask why the

vocabulary items are in the -ing form Explain that

adding -ing to a verb can turn it into a special noun

called a gerund We use gerunds like other nouns

If necessary, point out that an -ing ending can also

mean a continuous form of the verb, (for example:

He’s walking ) or it can be an adjective, for example:

The movie was exciting.

ANSWERS

1 a

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

Activity 2

• Focus attention on the target vocabulary items and

model them for the students

• Copy the chart on the board Elicit the meanings of

making, taking, doing, and collecting

• Check answers

ANSWERS

making: big dinners, videos, music taking: classes, walks, selfies doing: yoga, volunteer work collecting: autographs, comic books

Activity 3

• Focus attention on the example conversation in the speech bubbles Explain that students will use the words from Activities 1 and 2 to find people who enjoy similar activities

• Allow students to walk around the class to find classmates who like the activities in the chart

• Discuss answers as a class

• On the board, write a chart similar to the one in

Activity 2 Use present simple verbs: make, take,

do, collect.

• Have students complete the chart with words from the book and their own ideas

SmARt ChoiCE oNliNE

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

Vocabulary: collecting autographs, collecting comic books, doing yoga, doing volunteer work,

exploring nature, making big dinners, making videos, making music, playing the guitar, running marathons,

taking classes, taking selfies, taking walks, writing poetry; blogging, fishing, watching movies

Conversation: Describing hobbies

language Practice: Present perfect continuous

Pronunciation: Changing statements into questions

listening: Talking about hobbies

Smart talk: Personal profiles information gap

Reading: An article about a drone rodeo

Writing: An email in response to an ad for a TV talent show

Speaking: A game about recent activities

T–4

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target vocabulary and grammar of the unit in a typical

conversation

WARM-UP

• Books closed Elicit the kinds of things friends talk

about when they run into each other on the street

For example: activities, hobbies, vacations, etc.

• Books open Focus attention on the picture Ask

What do you think these people are talking about?

Encourage students to be creative with their answers

Activity 1

• Focus attention on the model conversation

• Preteach words and phrases students might not be

familiar with For example: Long time no see!, getting

in shape, overweight, and sat around

• Have students read the conversation silently,

without doing the activity

• Have students do the activity 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 practice the conversation in pairs

Make sure pairs change roles so they practice

each part

• KEY VOCABULARY: Long time no see! is an informal

expression that people say when they haven’t seen

each other in a long time Getting in shape means

exercising to be healthy Sat around is a common

idiom that means didn’t do much activity.

ANSWERS

EXTRA IDEA

Focus attention on the line Oh, so that’s why you haven’t

been returning my phone calls! Have students infer why

Brad has not been returning Tanya’s phone calls (He

has been busy running and has not had time to return

her phone calls.)

VARIATION

Launch the video on iTools p 5 for visual

presentation of the Student Book dialogue.

• Follow the teaching notes in Activity 1, but play the

video instead of the recording to check answers and

model the conversation

EXTENSION

• Play the video again for students This time ask them to pay attention to Brad and Tanya’s facial expressions

• Read sentences from the conversation and have students describe Brad and Tanya’s facial expressions from the video when they say these sentences

• Discuss how different expressions could change the tone of the conversation For example, if Tanya had

made an angry face when saying Oh, so that’s why

you haven’t been returning my phone calls! she would

have indicated that she was very upset about Brad not returning her calls

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

doing yoga Point out the other colors, their columns

in the chart, and boxes in the conversation

• Elicit other words or phrases that can go in each column Explain to students that they can practice with their own ideas and write them in the blanks

on the bottom row of the chart

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

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 doctor b running c watched TV d blog

Tanya Brad! Long time no see! What have you been doing lately?

Brad Hey, Tanya I’ve been getting in shape! I’ve been 1

every day after work

Tanya Wow How long have you been doing that?

But not anymore!

Tanya Oh, so that’s why you haven’t been returning my phone calls!

Brad Yeah, sorry about that So, how about you? What have you been doing?

But don’t worry—I’ve been exercising, too!

2 PAIR WORK Practice the conversation again Use the ideas below

Add your own ideas.

I’ve been running • Unit 1

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O N L I N E

PRACTICE

LANGUAGE PRACTICE

1 Complete the sentences with for or since.

1 He’s been collecting autographs since he moved to LA

2 Have you been studying Japanese many years?

3 They’ve been watching TV hours!

4 Has she been writing poetry she started school?

5 She’s been making music she was young

6 He’s been playing the guitar a very long time

2 Complete the conversations.

1 A What have you been studying (study) these days?

3 PAIR WORK Give your own responses to the questions in Activity 2

Then practice the conversations with a partner.

A What have you been studying these days?

B I’ve been studying English.

PRONUNCIATION—Changing statements

into questions

1 Listen Notice the rising intonation at the end of questions Complete the questions

and statements by adding a question mark or a period at the end of each.

1 He’s been studying Chinese for a year 3 They’ve been cooking since noon

2 She’s been shopping all day 4 The kids have been playing all afternoon

2 Listen again and repeat Be sure to use rising and falling intonation correctly.

Present perfect continuous

Has she been making videos for long? Have you been collecting shells all day?

for a few years.

Grammar Reference page 125

I’ve been running • Unit 1

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langUage PraCtiCe

target grammar: present perfect continuous

• Books closed Write the following questions and

answers on the board:

A How long have you been studying English?

B I’ve been studying English for a year.

A Has h e been playing guitar for long?

B Yes, he’s been playing for ten years.

• If necessary, review when to use have and has

• Books open Write the examples from the Language

Practice box on the board Underline the words that

are written in bold in the Language Practice box

Explain to students why these words change

• Write several hobbies on the board Ask individual

students questions, such as Do you collect

autographs? and How long have you been collecting

autographs? Follow up with questions in the third

person: How long has been collecting

autographs?

Elicit answers

• Direct students to page 125 of the Grammar

Reference for more information

• LANGUAGE NOTE: Explain to students that it is

possible to respond to the question How long have

you…? with a short answer that contains only the

information asked For example: For a year or Since

I was young

Launch Unit 1 PowerPoint™ slide show from the iTools

Resources tab for additional grammar presentation

and practice

Activity 1

• On the board, write:

I have been writing poetry since I was in high school

I have been writing poetry for five years.

• Explain when to use for and when to use since.

• Focus attention on the conversations Explain that

these days means the same as lately or recently.

• Check answers

ANSWERS

1

A have, been studying;

B have/’ve been studying;

A have, been studying;

B For

2

A have, been doing;

B have/’ve been reading;

A have, been spending;

B have/’ve been making

VARIATION

To check answers, have pairs read the conversations to the class

Activity 3

• Focus attention on the example conversation

Explain that these sentences come from the first two sentences of Activity 2, but that the information is

different (English instead of Chinese).

• Have students complete the activity in pairs Tell them to use their own ideas and information

• Play the recording Have students add a question mark or period at the end of each sentence, depending on the intonation

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:

blogging, fishing, and watching movies

• Focus attention on the three pictures and model the

pronunciation of the new items

• Check answers

ANSWERS

Activity 2

• Focus attention on the items Explain that students

will listen to the program and then choose two

phrases for each item to create sentences

• Play the recording and have students do the activity

• Check answers

• KEY VOCABULARY: Followers are people who

choose to regularly receive somebody’s messages

using a blogging or microblogging service

ANSWERS

1 watching fashion, making videos

2 exploring nature, fishing

3 famous, happy

Activity 3

• Focus attention on the sentences Make sure

students know how to do this type of multiple

• Check answers

• KEY VOCABULARY: If you break the world record

for something, you achieve a better result or higher

level than anyone else before and if you set a

new world record, you also achieve a better result

or higher level than anyone else before and the achievement is recorded officially

Carlos and his friends have the most interesting hobby to me I love movies, but I have never thought

of trying to set a record by watching one movie several times in a row.

• Have students discuss the questions in groups

Print Unit 1, Worksheet 1 from the iTools Resources tab for additional, in-class speaking practice.

Smart talK

Teaching notes for the Smart Talk activity begin on page T–84

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

T–7

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PACIFIC RIM

STAR W ARS EPISODE VII

THE FORCE A WAKENS

LISTENING

a watching movies b fishing c blogging

2 Listen to people talking about hobbies Choose two phrases to create correct sentences.

1 Kirsten likes a watching fashion b writing for magazines c making videos.

2 Dan likes a exploring nature b taking pictures c fishing.

3 Listen again Choose the correct answer.

1 Kirsten likes blogging about fashion She has a lot of

2 She’s been vlogging

a for six years b since she was six c since she was 16

3 Dan likes in the mountains

4 He has never been fishing in

4 Listening PLUS Listen to the rest of the show

Match the people and the actions.

1 Carlos and his friends a went to see an animated movie

2 Carlos and his parents b watched 38 movies in a row

3 Three people in Europe c want to break the world record

5 GROUP WORK Discuss these questions.

1 Who do you think has the most interesting hobby? Why?

2 If you had to watch the same movie 40 times, which would you choose?

SMART TALK

Personal profiles Student A: Turn to page 84 Student B: Turn to page 96.

I think Kirsten has the most interesting hobby because she’s become a fashion celebrity

I’ve been running • Unit 1

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O N L I N E

PRACTICE

READING

2 Read the article Choose ( ) the correct activity.

A drone race Game of Drones A music video

1 A pilot tries to fly his drone faster than the others

2 Pilots use drone cameras to make something

3 Only two pilots compete, and there is one winner

4 A pilot tries to stay in the air longer than the others

3 Choose the correct phrase to complete the sentence.

1 Drone pilots fly in the air / stay on the ground.

2 Drone pilots wear cameras / wear glasses.

3 Drone pilots are regular people / are professionals pilots

1 Where is a good place to fly a drone where you live?

2 What would you do with a drone?

The park near my house is a good place to fly a drone.

TECH FILES

Report from the Drone Rodeo • Katie Takei

A few miles outside of Las Vegas, the Nevada desert is dry and brown We have been driving for two hours, and we see nothing but hills and empty blue sky It’s a perfect place for a drone rodeo, a gathering of people whose hobby is to fly drones

Drones are small flying robots with cameras Anyone with a few hundred dollars can buy the equipment, which includes the drone and special glasses When the “pilots”

are wearing the glasses, they can see everything from the camera on the drone

I walk over to a group of pilots One of them has just won a drone race, so he has the fastest drone He invites me to take

a turn I’ve been playing video games since I was a kid, so I feel confident The pilot gives me the glasses and trains me to

operate the controller When my drone is in the air, I can use the camera to see myself below!

Later, I check out a competition called Game of Drones

Two pilots have been trying to hit each other’s drones, and one

is about to crash The fight lasts several minutes Finally, one drone falls The winner flies in a circle to celebrate his victory Competition is not the only activity out here at the rodeo During lunch, we meet

a group of friends who have been making a music video “With a drone camera, you can go anywhere or do anything,” says a young man in a baseball cap “It’s a great hobby The sky is the limit!”

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The goal of this section is to practice reading

comprehension

Activity 1—Before you read

• Focus attention on the pictures Ask students to

describe what they see You may want to teach

Have students complete the activity in pairs Then have

students tell the class their answer

Activity 2

• Focus attention on the chart Have students read

the heading for each column and the statements

carefully Explain that the statements describe one

of the headings, or activities, in the chart

• Have students read the article individually and do

the activity Tell them not to be concerned if they do

not understand every word

After students finish Activity 2, read the article aloud

or play the recording 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

Activity 3

• Focus attention on the items Explain that students

need to choose one correct answer to complete each

sentence Tell students to read the article again to

find the answers

• Have students do the activity

• 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 4

• Focus attention on the questions and read them aloud Model question 1 and the example answer with a student

• Have students make small groups and discuss the questions

• Have a few students share their ideas with the class

reports but Drones can take pictures of you when you don’t want them to Have students make pairs and

complete the T-chart Then have a few students share their ideas 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 on the statements Model the activity by

saying a true statement about yourself For example:

I haven’t been playing computer games at all.

EXTENSION

Have students add two more activities

Activity 2

• Focus attention on the directions

• Model the activity with a student Have the

student take A’s role Model how to respond with

information about yourself Then ask What about

you? Continue the conversation until you find at

least one activity that is similar and one activity that

is different

• Have students make pairs and do the activity

• Have a few students share their answers with

the class

EXTENSION

Draw a Venn diagram on the board Use your

conversation model with a student in Activity 2 to

demonstrate how to complete the diagram Have

students complete their Venn diagrams after their

conversations in pairs

watching movies playing computer games playing sports

Activity 3

• Read the description of the board game aloud

Students need one coin per group and a small object

like an eraser, a pencil sharpener, or a paper clip for

each student

• Model the activity by flipping a coin on the page

When the coin lands, move your piece one or

two spaces, and read the question aloud and then

answer it Ask the class how many points you

should receive once you answer

• Have students make groups of three and play the game Walk around the class and make sure students understand the rules correctly

• When students have finished the game, elicit which person won in each group and how many points they have Have a few students share some of their answers with the class

• Have students go online to find a photo or video

of an exciting or unusual hobby Suggest that they

can search for unusual hobby or exciting hobby and image or video Remind students to find out if

special skills are required to do the hobby

• Have students write a text with the information or present it to a classmate or 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 Warm-Up activity

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What movie have you seen two or more times?

What was it?

What kind of music have you been listening to lately?

Where have you been shopping recently?

1 Look at the chart Have you been doing these activities recently?

Select ( ) the column that is true for you.

SPEAKING — What have you been doing?

playing computer games spending time in nature listening to/playing music watching movies/shows shopping and learning about fashion watching/playing sports

2 PAIR WORK Ask your partner if they have been doing any of the activities

in the chart recently How are your activities similar or different?

A Have you been playing computer games recently?

B Yes, I’ve been playing a lot Almost every day! I think I’ve been playing too much

A Me, too! I’ve been playing every weekend

3 GROUP WORK Play the board game in groups of three

Each player flips a coin on a turn Heads move 1 space Tails move 2 spaces Answer the questions in the squares to collect points The player with the most points wins.

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WARM

What do you watch on TV

or online?

O N L I N E

PRACTICE

VOCABULARY

1 Look at the picture What kinds of shows are these? Write the correct letter

a cartoon c drama e game show g music video

b sports program d news program f talk show h documentary

2 PAIR WORK Answer the questions Talk about the shows in the box and in the picture.

travel show reality show TV movie sitcom cooking show infomercial

1 Which of the shows has actors?

2 Which of the shows are educational?

3 PAIR WORK Think of an example of each type of show

Do you watch these shows?

4 PAIR WORK What show would you want to be in? Tell your partner

I would like to be a travel show host.

Take My House is an example of a

reality show I don’t watch it Do you? Yes, I do! It’s a

really fun show.

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target vocabulary: TV shows

WARM-UP

• Ask What do you watch on TV or online? Have a few

students answer you

• Have students ask and answer the question with

a partner

• Write Things we watch on TV or online on the

board Have students report back to the class about

what their partner watches Make a class list

Activity 1

• Books open Focus attention on the picture

Check to see which kinds of TV shows the students

already know

• Model the target vocabulary items—cartoon, sports

program, drama, etc.

• Play the recording Have students listen and check

model them for the students

• Focus attention on the questions Explain or elicit

the meaning of educational Make sure students

understand that they should talk about the shows in

the box and the shows in the picture

• Have pairs work together to answer the questions

ANSWERS

1 TV movie, sitcom, cartoon, drama, music video;

game show, talk show, documentary, and infomercial sometimes have actors.

2 travel show, cooking show, documentary, news

program, talk show

• Have students complete the activity in pairs

• Have a few students share their answers with the class

• Have one or two students share their answers with the class

Vocabulary: cartoon, cooking show, documentary, drama, game show, infomercial, music video,

news program, sitcom, sports program, reality show, talk show, travel show, TV movie; glamorous

woman, mysterious stranger, talented singer

Conversation: Describing TV shows

language Practice: Indirect questions

Pronunciation: Reduction of do and can

listening: TV show scenes

Smart talk: An information gap about TV listings

Reading: An article about Internet celebrities

Writing: A reply to an American pen pal’s letter

Speaking: A celebrity contest and class discussion

SPEAKING

Describing shows GRAMMARIndirect questions LISTENINGScenes from a show REAdINGInternet celebrities

T–10

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target vocabulary and grammar of the unit in a

typical conversation

WARM-UP

• Books open Focus attention on the picture Ask the

following questions:

What do you think these people are watching?

What do you think he likes to watch on TV?

What do you think she likes to watch on TV?

• Encourage students to be creative with their answers

Activity 1

• Focus attention on the model conversation Explain

to students how this conversation relates to the photo

familiar with For example: TV listings, switch, and

I don’t care for.

• Have students make pairs and practice the

conversation Make sure pairs change roles so they

practice each part

• KEY VOCABULARY: Do we have to? is a way of

complaining It means that you don’t want to do

something another person just suggested

ANSWERS

VARIATION

EXTENSION

• Use the video for additional practice of the

conversation Give students a few moments to read

the conversation individually again if necessary

• Books closed Play the video Stop the video after

Clare’s first line Elicit Doug’s response Then play

the video to check answers

• Continue this process for the rest of the video

• Start at the beginning of the video again This time, stop the video after Doug’s lines and elicit Clare’s lines

EXPANSION

• Bring in a TV listing from a newspaper, magazine,

or website Assign each pair a date and time

• Have students practice the conversation using the information in the TV listings

• Have pairs compare their answers with the rest of the class

Activity 2

in the conversation Demonstrate this with

The Bolts Point out the other colors, their columns

in the chart, and boxes in the conversation

Conversation Tip

• Focus attention on the Conversation Tip Read the tip aloud Then model the two speech bubbles below it

• Elicit which sentence should have rising intonation

(I’ve heard it’s pretty interesting.)

• Have pairs practice the two example sentences

Make sure students are using rising intonation with their suggestions

• Elicit other implied suggestions and responses, such

as That show sounds pretty funny and OK Let’s

watch that.

T–11

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O N L I N E

PRACTICE

CONVERSATION

a reality show b people who switch homes c Take My House

Clare So, do you know what you want to watch tonight?

Doug I don’t know Let’s check the TV listings Oh, here’s something called

Doug Do you know what it’s about?

Clare It’s about 3 I’ve heard it’s pretty interesting.

Doug Actually, I don’t care for that kind of show I wonder if there’s a good

game show on tonight

Clare I don’t think there is Oh! Do you know what we should watch?

Doug No, tell me.

Clare Nothing! We have a house full of books, and we never read them!

Doug Oh, no Do we have to?

2 PAIR WORK Practice the conversation again

Use the ideas below Add your own ideas.

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O N L I N E

PRACTICE

1 Rewrite the direct questions as indirect questions.

1 What does he like to watch on TV? Do you know what he likes to watch on TV?

2 Rewrite the conversation Replace the direct questions with indirect questions.

B There’s a show called Saved by a Star.

B It’s a reality show.

B It’s about celebrities who do volunteer work.

3 PAIR WORK Give your own responses to the questions in Activity 2

Then practice the conversation with a partner.

PRONUNCIATION—Reduction of do and can

1 Listen Notice the reduced sounds of helping verbs do and can in questions.

1 Do you know what it’s about? /D ya/ know what it’s about?

2 Can you tell me about it? /K n/ you tell me about it?

3 Do you know who he is? /D ya/ know who he is?

4 Can you tell me what’s on? /K n/ you tell me what’s on?

2 Listen again and repeat Be sure to say the reduced sounds.

Indirect questions

Do you know if there’s anything good on TV tonight? I think there’s a

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langUage PraCtiCe

target grammar: indirect questions

• Books closed Write the following questions on

the board:

What is this show about?

Do you know what this show is about?

• Model the questions Ask students what they think

the difference is between the two Explain that

the questions have the same meaning, but that an

indirect question sounds more polite

• Books open Write the examples from the Language

Practice box on the board Ask students which

words are different in each pair of questions

• Underline the noun clause in each indirect question

For example: Do you know what this show is

about? For each, elicit or explain that these clauses

have statement order (subject + verb) rather than

question order (auxiliary verb + subject + main

verb) For Yes/No questions, we use if before the

noun clause

• Write two or three direct questions on the board

For example: Who is she? and What time is the

news on? Ask individual students to change them

into indirect questions, using the examples in the

Language Practice box as a model

• Direct students to page 126 of the Grammar

Reference for more information

• LANGUAGE NOTE: Explain to students that indirect

questions are often answered in an indirect way

For example:

A Do y ou know who she is?

B I think she’s the director’s daughter.

Launch Unit 2 PowerPoint™ slide show from the iTools

Resources tab for additional grammar presentation

and practice

Activity 1

• On the board write:

What does he like to watch on TV?

Do you know what he likes to watch on TV?

• Check students’ understanding of the target

grammar by eliciting the changes in word order

• Check answers

ANSWERS

1 what he likes to watch on TV

2 where this Internet celebrity is from

3 how many channels there are

4 where the remote control is

5 what this show is about

Activity 2

• Focus attention on the conversation

• Have students do the activity on their own Then have them make pairs and practice the conversation

PoSSiBlE ANSWERS

A Do you know if there’s anything good on TV tonight?

A Can you tell me what kind of show it is?

A Do you know what it’s about?

• Model the conversation with a student Elicit

phrases that could be used in place of Do you

know For example: Can you tell me

• Have students complete the activity in pairs

Encourage them to use all of the indirect questions from the Language Practice box

PrOnUnCiatiOn

The goal of this section is to focus on the reduction of

do and can.

Activity 1

• Explain that do and can are often reduced in

questions Model the unreduced and reduced sentences

• Play the recording and have students listen

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

T–12

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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: glamorous woman, mysterious stranger, and

talented singer.

• Focus attention on the pictures Have students

describe what they see

• Model each new vocabulary item and have

• Focus attention on the TV show summaries

Explain that students will listen to three scenes from

a show and choose the correct summary

• Check answers

ANSWER

C

Activity 3

• Focus attention on the sentences Explain that students

will choose the correct answer for each blank

• Play the recording and have students choose the

• Have students make groups and discuss the

recording Write these questions on the board under

the heading What do you think?:

Where has Joe been?

Why hasn’t Wendy answered Louis’s phone calls?

Why doesn’t Joe want Louis to tell their parents where

he has been?

• Have groups share their answers with the class

Then take a vote to decide which they think are the

• Focus attention on the sentences

• Play the recording and have students choose the correct answers to complete the sentences

• Check answers

• CULTURE NOTE: Las Vegas, Nevada, is known for its numerous gambling casinos and wedding chapels

Often called the Wedding Capital of the World, Las

Vegas offers quick, easy-to-obtain marriage licenses

Weddings can be small or grand Some couples

choose themes, such as an Elvis wedding or a Star

Trek wedding; some choose unique locations, such

as a restaurant or golf course A popular destination for couples who wish to elope, Las Vegas issues over 80,000 marriage licenses per year

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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a talented singer b glamorous woman c mysterious stranger

What’s on Channel 2? Student A: Turn to page 85 Student B: Turn to page 97.

2 Read the summaries Then listen to three scenes from a show and choose

the correct summary.

3 Listen again What do the people say? Choose the correct answer.

Part 1

1 Did you sell books today?

Part 2

2 Your brother was here a few ago

3 Do you know ?

a what he wants b who he was c where he went

Part 3

4 Can you explain why you can’t ?

4 Listening PLUS Listen to the ending of the show

Choose the correct answer.

1 Last night, Joe was

a at the hospital b getting married c in jail

2 Joe didn’t tell his brother where he was because he

a was very busy b forgot c wanted to tell their parents

5 7:30 THE CAFE Reality TV

Louis thinks Joe stays at home too often.

7 2:30 BROTHERS Drama.Carla

is worried when Louis, her husband, stays out all night.

4 9:00 CUP OF JOE Sitcom.

Joe has a secret that he can’t tell his brother Louis.

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Turn to page 108.

READING

2 Read the article Complete the sentences with the name of the celebrity.

1 People like because he/she is cheerful and has good ideas

2 Many people learn about how to make videos and films from

3 Read the article again Select ( ) what the Internet celebrities did to be successful.

Posted videos on the Internet

Got a job with a Hollywood movie company

Connected with followers through social media

Married glamorous people

Had creative ideas

Hired people to help them get jobs

1 Can anyone become an Internet celebrity?

2 What kind of personality does an Internet celebrity need to have?

3 What kinds of skills does an Internet celebrity need to have?

O N L I N E

PRACTICE

Stars of the small screen

go big… very big

Once upon a time, Hollywood laughed at the idea of an Internet celebrity, but no one is laughing now Here are two celebrities from different countries who used the power of the Internet to launch successful careers

When Freddie Wong started making and posting funny videos in his parents’ Seattle home, he did not know it would change his life Not many people were sharing videos on the Internet in the early 2000s,

so Freddie became one of the first people to produce online entertainment

After attending film school in California, Freddie and a few friends created a popular web-based show about a high school for video gaming Next, Freddie’s production company did something even more innovative They developed an online film school to help others learn about special effects and other filmmaking techniques

Zoe Sugg is another star who came from nowhere The British born fashion celebrity started in her bedroom with a camera, an Internet connection, and a glamorous sense

of style Viewers liked her creative ways with hair, make up, and clothes, and they responded to her cheery personality Soon the pretty young vlogger became one of the most influential people in fashion with over 8 million followers

What is their secret? Freddie Wong and Zoe Sugg understand that the Internet offers

a two-way relationship between celebrities and their fans They connect with their audiences through social media, by interacting with fans, and answering their questions This personal connection has helped them create a new path to stardom

I wonder what it’s about • Unit 2

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The goal of this section is to practice reading

comprehension

Activity 1—Before you read

• Books open Focus attention on the article Have

students describe what they see in the picture

• Elicit answers to the questions Then ask What do

these Internet celebrities do? Why are they famous?

Activity 2

• Focus attention on the sentences Explain that

students will complete the sentences with the name

of the Internet celebrities in the article

• Have students read the article individually and do

the activity Tell students not to be concerned if they

do not understand every word

• Check answers

• LANGUAGE NOTE: Elicit or explain that the word

blog is a shortened form of weblog A log is like a

diary or journal that has chronological entries A

vlog is a short form of video log.

ANSWERS

2 Freddie Wong 4 Zoe Sugg

VARIATION

After students finish Activity 2, read the article aloud

or play the recording 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

Activity 3

• Focus attention on the list of actions Explain that

students should select the ones that the celebrities

Posted videos on the Internet.

Connected with followers through social media.

Had creative ideas.

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 4

• Focus attention on the discussion questions Make sure students understand what kinds of answers are needed for each question Elicit one possible answer for each question

• Have students do the activity in small groups

• Have a few students share their answers 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

• Ask What are some award ceremonies you know

about? Elicit a few examples (the Oscars, the MTV

awards, etc.)

• Focus attention on the chart Explain that students

will write the names of four celebrities in the chart,

rate them from 1–10 in three categories, and then

total the points

• Elicit the names of as many male and female

celebrities as you can and write them on the board

Then have the class choose two male celebrities and

two female celebrities to write in the chart

Activity 2

• Focus attention on the questions Elicit other

questions students can discuss and write them on

the board

• Focus attention on the example conversation

in the speech bubbles Model the conversation

with a student Show students how to adapt the

conversation to talk about other celebrities

• Have students discuss the questions in groups

Activity 3

• Focus attention on the example conversation in

speech bubbles Model it with a student

• Have students discuss each celebrity in groups and

assign points

VARIATION

• Write the numbers 1 and 10 on opposite sides of the

board Call a group of students to the board Say the

name of the first celebrity and ask How glamorous

is he/she? Have students position themselves from

1 to 10 to indicate their rating

• Have other groups of students come to the board to

rate other celebrities, using different adjectives in

the chart Then have all students write their ratings

in the chart

Activity 4

• Go through each celebrity and elicit the total

number of points from each group

• Write point totals on the board Discuss the results

with the class Ask Are you surprised by these results?

• Have students go online to find out information about a celebrity who does volunteer work Suggest that they can search for the celebrity’s name and

volunteer work or helps people

• 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 Warm-Up activity

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NOW I CAN

GO

ONLINE Find a celebrity who does volunteer work or helps people Share what you find with the class.

2 GROUP WORK In groups of three, use the questions below

or your own to discuss the celebrities

1 Can you explain how he/she is glamorous?

2 Do you know what kinds of people the celebrity influences?

3 Can you name the celebrities’ talents and give examples?

3 GROUP WORK Discuss the celebrities together and then give each person points

for how glamorous, influential, and talented they are (1=least, 10=most)

1 CLASS ACTIVITY The Smart Choice award is given to a male and female

celebrity every year As a class, choose two male and two female celebrities

Write their names in the chart.

SPEAKING — The Smart Choice Award

LISTENING

understand scenes from a show

READING

understand how Internet celebrities became famous

I think Sofia Vergara is very glamorous She influences fashion.

Sofia Vergara is the most glamorous actor in Hollywood

She should get 10 points!

But she’s not the most talented

She should get 7 points for that.

What do you think about Freddie Wong? I know that he influences young filmmakers.

I agree And she is very influential because she

is so popular 10 points!

4 CLASS ACTIVITY Share your results The male and female celebrity with the

most votes gets the award

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WARM

What museums have you visited?

O N L I N E

PRACTICE

VOCABULARY

1 Look at the picture What kind of art do you see? Write the correct letter

a sculpture c still life e drawing

b portrait d landscape f abstract painting

2 PAIR WORK Answer the questions Talk about the

words in the box and the words in the picture.

illustration amazing graffiti colorful traditional realistic boring pottery confusing monument statue mural

1 Which words are types of art?

2 Which words are used to describe art?

3 Is each word positive, negative, or neutral?

3 PAIR WORK What kind of art do you like or not like?

sculpture

David by Michelangelo

abstract painting

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Talking about art GRAMMARPassives LISTENINGMuseum tours REAdINGA famous artist

It was painted by Bansky.

3

VOCaBUlary

target vocabulary of the unit: describing art

WARM-UP

• Books closed Write museum on the board Ask

What museums have you visited? Have a few

students answer the question

• Have students make pairs and answer the question

Elicit the names of museums students have visited

and make a class list

Activity 1

• Books open Focus attention on the picture and the

types of art within the picture Check to see which

types of art the students already know

• Model the target vocabulary items—sculpture,

portrait, still life, etc.

ANSWERS

1 b

Activity 2

model them for the students Use the picture in

Activity 1 to find examples to illustrate the words

• Have students use the words to make sentences about

the picture For example: The sculpture is amazing It

looks like it’s moving and The portrait is realistic.

• Read the three questions aloud Make sure students

understand the words positive, negative, and neutral.

• Have students discuss the questions in pairs Then have pairs compare their answers with the class

• LANGUAGE NOTE: Several of the vocabulary

words end with -ing, but some are nouns (painting,

drawing) and some are adjectives (amazing, boring, confusing) Elicit the difference between a noun and

an adjective and how students can identify the part

of speech of an -ing word.

questions to guess the piece of art For example: Is it a

portrait? and Is it colorful?

Activity 3

• Focus attention on the example sentences in speech bubbles Model the activity by telling the class about the kind of art you like and the kind of art you don’t like

• Have a few students share their ideas with the class

Vocabulary Tip

• Focus attention on the Vocabulary Tip Read the tip and the examples aloud

• Elicit more specific examples of the new words

Write them on the board

Vocabulary: abstract painting, amazing, boring, colorful, confusing, drawing, graffiti,

illustration, landscape, monument, mural, portrait, pottery, realistic, sculpture, statue, still life,

traditional; modern architecture, pottery collection, sculpture gallery

Conversation: Talking about art

language Practice: Passives

Pronunciation: Reduction of don’t and did

listening: Taking a tour of three art museums

Smart talk: An information gap about art facts

Reading: An article about the street artist Banksy

Writing: A description of a capital city

Speaking: A discussion about art

T–16

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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 open Focus attention on the picture Ask What

do you think they are talking about? and Do you think

they like the painting? Why? Encourage students to be

creative and to have fun doing the activity

Activity 1

• Focus attention on the model conversation Explain

to students how this conversation relates to the photo

familiar with For example: artistic, local, etc.

• Have students make pairs and practice the

conversation Make sure pairs change roles so they

practice each part

• KEY VOCABULARY: Once a year means only one time

per year, every year Junior high (or middle school)

is a school for students usually in grades 7 to 9

(about ages 13 to 15) I don’t have to means I am not

required to do it.

ANSWERS

VARIATION

• Books closed Play the video instead of the

recording but play it without the sound Ask Does

Kelly like the painting?

• Write the vocabulary words from the beginning of

the unit on the board Have pairs make a list of the

vocabulary words they think they will hear in

the video

• Play the video Have students check their lists

EXTRA IDEA

• Have pairs of students rewrite the sentences in the conversation so that Kelly does not like the painting

in Emily’s house For example: I don’t like that

painting and It’s too colorful Emily can agree with

Kelly or act insulted Encourage students to make the conversation funny

• Have pairs perform their conversation for the class Make sure they are using appropriate facial expressions and gestures

Activity 2

in the conversation Demonstrate this with portrait

Point out the other colors, their columns in the chart, and boxes in the conversation

Activity 3

• Focus attention on the directions Model the activity

by telling the class what kind of art you would like

to create

• Have students make pairs and and do the activity

T–17

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O N L I N E

PRACTICE

CONVERSATION

a once a year b still life c colorful

Emily Oh, thank you I like it, too But actually, it was done by my grandmother.

Emily Thanks She’s very talented Some of her paintings were shown at the local

museum a few years ago

Kelly Wow So are you an artistic person, too?

Emily Not really I think I did a sculpture once in junior high And I go to the

Kelly Why don’t you go more often?

Emily I don’t have to I have my own museum right here!

2 PAIR WORK Practice the conversation again Use the ideas below

Add your own ideas.

3 PAIR WORK What kind of art would you want to create? Tell your partner.

It was painted by Banksy • Unit 3

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O N L I N E

PRACTICE

1 Complete the sentences Use the correct form of the verb in parentheses.

1 The Mona Lisa was painted (paint) by Leonardo da Vinci

2 Da Vinci’s paintings (sell) for millions of dollars now

2 Rewrite the active sentences as passive sentences.

1 Mexican President Porfirio Díaz ordered the construction of El Ángel.

The construction of El Ángel was ordered by Mexican President Porfirio Díaz.

2 Kim Bok-jin introduced modern sculpture to Korea.

A What’s your favorite museum?

B The Guggenheim People visit it from all over!

A Didn’t Frank Lloyd Wright design it?

PRONUNCIATION—Reduction of don’t and did

1 Listen Notice the reduced sounds of don’t and did when followed by you.

1 Don’t you go there often? Donchoo go there often?

2 Did your father make this? Dijer father make this?

3 Why did you paint that? Why dijoo paint that?

2 Listen again and repeat Be sure to say the reduced sounds.

Passives

Was that done by your grandmother? Did your grandmother do that?

It was painted by Banksy • Unit 3

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